Learning Objectives - Facilitating Learning Through Critical Thinking
Educators will be able to
Teachers can facilitate learning by making the educational process easier for students. This does not mean watering down the curriculum or lowering standards. Rather, facilitating learning involves teaching students to think criticallyLinks to an external site. and understand how the learning process works. Students need to learn how to go beyond the basic facts—who, what, where, and when—and question the world around them. Share an example of how you encourage your learners think critically and go beyond the basic facts of who, what, where, and when—and question the world around them. I try to encourage students to think critically about patterns and data in the world around them, fostering an understanding of how math is applied in real-life situations. This is a project I like to do at the beginning of the year to get them thinking about math outside of the classroom:
Purpose of this Assignment Facilitating Learning Through Critical Thinking
Project-Based Learning (PBL) experiences for 5th and 6th-grade math that incorporate Computational Thinking: **PBL Experience 1: Math Adventure Game Design** **Objective:** Engage students in designing a math-themed adventure game that requires computational thinking skills to solve puzzles and navigate challenges. **Steps:** 1. Introduction: Introduce the concept of computational thinking and its relevance in problem-solving. Explain that students will create an adventure game where players use math skills to progress. 2. Brainstorming: In small groups, have students brainstorm ideas for their math adventure game. They should consider themes, storylines, characters, and challenges that incorporate math concepts. 3. Math Integration: Assign specific math concepts to each group, such as geometry, fractions, or algebra. Groups should design game elements that require players to apply these concepts to overcome obstacles. 4. Game Design: Using digital tools or paper prototypes, students design their game's layout, characters, and levels. They should also outline how math challenges fit into the gameplay. 5. Coding (Optional): If resources allow, introduce block-based coding platforms or simple game development tools. Students can code the interactive elements of their game, adding computational thinking to the project. 6. Testing and Iteration: Students playtest their games and gather feedback from classmates. They refine their game mechanics, ensuring that math challenges are engaging but not overly difficult. 7. Reflection and Presentation: Each group presents their math adventure game to the class, explaining the computational thinking skills players need to use. They reflect on how they incorporated math concepts into gameplay. Celebration of Learning: GAME NIGHT **PBL Experience 2: Data-driven Art Showcase** **Objective:** Have students collect and analyze data to create visual artworks that reflect computational thinking in data interpretation. **Steps:** 1. Introduction: Explain the concept of data visualization and its importance in making sense of information. Introduce the project: students will create artworks based on data analysis. 2. Data Collection: Assign each student a topic (e.g., favorite colors, school subjects, hobbies). Students collect data from classmates, creating surveys or using online tools. 3. Data Analysis: Students analyze the collected data by calculating percentages, creating bar graphs, and identifying trends. They interpret the data to draw conclusions. 4. Art Creation: Using traditional or digital art tools, students create visual representations of their data findings. For instance, they might design pie charts as colorful mandalas or bar graphs as skyscrapers. 5. Artist Statements: Alongside their artworks, students write artist statements that explain their data-driven design choices. They describe how computational thinking played a role in the creation process. 6. Art Showcase: Organize an art gallery event where students display their data-driven artworks. Invite parents, teachers, and peers to view the pieces and listen to the artists' explanations. 7. Reflection: After the showcase, students reflect on how computational thinking informed their data analysis and art creation. Discuss the potential applications of data visualization in various fields. Both of these PBL experiences integrate computational thinking skills with math concepts in creative and engaging ways. They provide opportunities for hands-on learning, critical thinking, collaboration, and reflection, enhancing students' understanding of both math and computational thinking principles.
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Learning Objectives - Facilitating Learning Through Communication
Educators will be able to
Clear and consistent communication is as helpful in the online and face-to-face context, helping to orient the students in the course and to your expectations. You should tell your students both the methods they can use to communicate with you and the response times to expect. Share how you communicate with your learners both in Face-to-Face and Online settings. Outline the methods you use and the response time they expect from you to their questions and concerns. Educators can implement various innovative strategies that leverage technology and promote responsible digital communication. Here are a few things that I do and will try: 1. **Online Discussions and Collaborative Platforms**: - Use dedicated online platforms for discussions, such as a classroom forum or chat, where students can discuss math concepts, solve problems together, and share their thoughts. - Assign group projects that require collaboration through digital tools like Google Docs, where students work together to explain complex math ideas. 2. **Digital Storytelling and Presentations**: - Encourage students to create digital presentations (using tools like PowerPoint, Google Slides, or Canva) to explain complex math concepts in a clear and engaging manner. - Use multimedia elements like images, videos, and interactive graphs to enhance their presentations. 3. **Video Reflections**: - Have students create short video reflections on specific math topics, explaining their thought process, problem-solving strategies, and any challenges they faced. - Encourage constructive feedback from peers by having students comment on each other's videos, fostering responsible and respectful online communication. 4. **Online Math Journals or Blogs**: - Ask students to maintain online math journals or blogs where they can write about challenging math problems they've encountered, explain how they solved them, and share insights. - Encourage commenting on each other's posts, providing constructive feedback and engaging in discussions. 5. **Virtual Math Challenges**: - Organize online math challenges or competitions where students need to communicate their solutions and strategies. - Create a platform where students can submit their solutions and provide feedback to others' approaches. 6. **Digital Peer Reviews**: - Implement a system where students review each other's work using specific criteria for effective communication. - Encourage students to highlight positive aspects of their peers' communication skills and suggest improvements in a supportive manner. 7. **Modeling Effective Communication**: - As an educator, demonstrate effective online communication through your interactions with students, providing a model for them to follow. - Share examples of clear and effective online communication from other sources, such as educational videos or articles. 8. **Digital Etiquette and Netiquette**: - Teach students about responsible online behavior, including respectful communication, citing sources, and appropriate language. - Set clear guidelines for online interactions and ensure students understand the importance of treating others with kindness and respect. By incorporating these innovative strategies, educators can create a dynamic and engaging learning environment that promotes responsible online communication and the effective sharing of complex math ideas. Learning Objectives - Facilitating Learning Through Creativity Part II
Educators will be able to
“Change your thoughts and you change your world.”—Norman Vincent Peale, author of The Power of Positive Thinking Negative Thinking is like a giant wall. It closes you in, keeps learners from accomplishing goals, and stops us from moving forward in life—whether you’re trying to learn, grow, or just be happy. A negative attitude will also hold a learner back from their true potential. By encouraging a positive attitude leads to positive outcomes. Whether they homeschool, use a traditional brick-and-mortar school, or are enrolled in an accredited virtual school —teachers and parents play a huge role in teaching school-age children how to be more positive and have a better attitude. In turn, those adults can have front-row seat for the amazing transformations that happens when K-12 students begin to believe in themselves and keep a positive attitude. Share an experience in which you have encouraged your learners to engage in positive attitudes, approaches, and/or mindsets. What has been your observation of your learners as they have seen the positive and positively affected his or her society as a result of their creative works. I will never forget my first day of my 3rd year of teaching third grade, nor will I forget that unforgettable class. A man pulling a tiny little boy with glasses too big for his face, walked up to me and introduced himself. Then proceeded to introduce this cute young man to me in the most horrendous way, claiming, "This is Dylan, he will be the worst child you will ever teach. He's stupid, can't learn, so far behind in school he can't even read. He's out of control, will lie, cheat, and steal. He's going to make your life miserable." Dylan looked down at the ground. He had the look of a beaten dog. I was shocked, but didn't miss a beat, looking straight at Dylan, I exclaimed, "I'm so excited you'll be in my class!" He looked up, and we locked eyes. "I believe in new beginnings. In my class you can make yourself into whatever you want to be, and what I see if a kind, brave, intelligent, wonderful, and very special young man with so much possibility. I can't wait for our day to begin, do you want to come with me?" He reached for my hand. I looked at his father and smiled a warm smile, "Thanks for introducing me to your wonderful son, I'm so glad he's in my class!" As with all children, it began with a belief in him, and continued with conversations of encouragement, goal setting, modeled behavior, and a slow shift of attitude, behavior, then academics. The first few weeks of school he gave me a run for my money...he would run through the halls and then kick his feet on the hallway walls as if he were running on the walls. I would invite him over for a conversation of his behavior, remind him that he could do it, then we would practice that behavior with positive praises, then end with him telling me what it felt like to behave the first way vs. the second way. I continued this approach with all things and when it would come to academic work would remind him of how smart he was and that he just needed to put some hard work into it now. Over time his attitude and mindset shifted, he began to believe in himself and his ability to do good things, as well as his ability to learn. He had a positive attitude, raised his hand to participate, turned in homework, and was actively engaging in every lesson. He was growing at an exponential rate. He went from being ostracized from the class because of his wild behavior, to accepted and even looked upon as a leader. He went from being a pre-primer reader to reading on grade level by March, as well as almost reaching benchmark in math. He went from being the most unruly, difficult, and unlearned student in my classroom to being a model citizen who could not learn fast enough. His classmates noticed the change in him as well and a large shift happened in the classroom before halloween, where it felt as though these third graders could run themselves. It seems that my positive, caring, consistent, and persistent attitude and approach in helping him helped to change his mindset, which allowed him to learn and create an unforgettable class experience for all within our walls In the realm of numbers, where math minds gleam, In the fifth and sixth-grade, where dreams take their stream, We're learning the power of our creative might, To shape our world, make it shine so bright. Imagine a canvas, not just filled with paint, But equations and graphs, a mathematical saint, We're artists of numbers, creators with flair, Curating our works, for a world we can share. From geometric wonders to algebraic expressions, We craft our own solutions, with boundless confessions, Each problem we solve, each puzzle we crack, We're building a future, there's no looking back. But math isn't just about numbers and grids, It's a tool for change, like a ship's sturdy skids, Our creative sparks, our innovative flare, Can positively impact, show others we care. We build bridges of logic, through math's open door, Solving real-world problems, making society soar, Inventions, solutions, from our young brilliant minds, Affecting our world, leaving marks that time finds. So embrace the math canvas, let your creativity flow, Solve problems, make art, let your brilliance glow, Fifth and sixth-grade math students, the future is here, With your creativity and numbers, there's nothing to fear. Curate your ideas, for a world that awaits, Facilitate change, don't let your dreams dissipate, Influence the future, make your mark with delight, With math, with creativity, our future's so bright! Purpose of this DiscussionLearning Objectives - Facilitating Learning Through Creativity Part I
Educators will be able to
Our educational context today is drastically different than it was at the turn of the century. And, unfortunately, those changes have not all been positive. NCLB, enacted in 2001, was built upon deficit beliefs about culturally and linguistically diverse students. Ironically, the high stakes testing that was branded as a policy to help our most vulnerable student populations, has done the opposite. Over the last 17 years, there has been wide-spread adoption of regressive, scripted curriculum, particularly in schools that serve diverse students. We are witnessing how these programs are growing disengaged, dependent learners and increasing inequities in access to high-quality teaching and learning. Share an experience of yours with scripted curriculum. Identify the challenges and opportunities which it provided to your learners. My very first experience with scripted curriculum began at my very first teaching assignment. It was on the watch list and the state had just come in to help "turn it around." We were all required to use the same trade books, teaching the same lessons, the same way each day. Each lesson was scripted and we basically just read from the text book all year. It was my least favorite teaching experience. It left very little room for fun and creativity, as well as personalizing the lessons to the interests of the students in the room. We also could not move ahead if the class caught on or already knew the material. There was also this assumption that students had the same background knowledge and was already ready for the materials at hand. It did provide all students in the same grade level the same exact experience. It was definitely a great way for me to learn ALL of the curriculum for that grade level, as I had to teach it all, at the pace prescribed. The pacing was difficult for some students, and boring for many others, so I feel like the challenge of curriculum in general, is making sure to address the needs of all students with various needs in the same setting with the same curriculum. ObjectiveBy the end of this module, you should be able to: Facilitating Learning Through Creativity Part I
https://artsintegration.com/2012/05/15/ways-to-integrate-art-and-math-in-an-elementary-classroom/ 13 ways for students to make presentations: https://classtechtips.com/2023/07/26/websites-to-make-presentations/ https://classtechtips.com/2023/07/25/first-week-of-class-activity-225/ Script from podcast: https://docs.google.com/document/d/1PX98WGcYOMPSWVuvPhKgKcB-PNafpy_S4UJOqjSs0Vw/edit?usp=sharing https://www.loom.com/share/815a4e6f9eb64755a8c3a362190327e2?sid=07debb36-e1da-4c68-96f5-99591c300915 Learning Objectives - Evaluating hardware and software with regards to instructional goals and student data privacy requirements
Educators will be able to
Discussion Prompt Data-collecting technologies are common in children’s lives, and their educational lives are no exception. The use and collection of information about children by technologies used to teach them, advise them and make predictions about their abilities have profound implications for their privacy, well-being, safety and future prospects. The impact on children of data collection and use in the educational context has only become more concerning with the shift to remote learning compelled by the COVID-19 global pandemic. While remote learning programs have provided laudable benefits to some students when classes could not otherwise take place safely, the heavy reliance on educational technology prompted by the pandemic also raises a number of questions about how student data is collected and used. What data do you collect as a teacher regarding your learners? What data does your school, district, and state collect regarding them? How do you use these data to inform your instruction and assessment of your learners? How do you protect it from its misuse by others? -DISCUSSION What data do you collect as a teacher regarding your learners? As teachers we collect a lot of data about our students. I collect a large variety of data about my students: information about their families (careers, number of siblings, student surveys about likes and dislikes, the hopes and dreams of the parents for their child, all academic benchmark data, exit tickets, quizzes, and tests, iReady diagnostic scores, reading levels, etc. What data does your school, district, and state collect regarding them? All personal identifying information and financial information that would quality them for CHIP, information regarding health, address, phone numbers, emergency contacts, siblings, birthdate, reading level, end of year testing information, WIDA test results, IEP and 504 information, etc. How do you use this data to inform your instruction and assessment of your learners? I use the data I collect in a variety of ways. Personal information helps me understand how I can best support students, if both parents work I make sure that students have homework help after school, even though it's available for all students. I survey parents' abilities and topics they wish to have help with, so that I know which students might need additional support. I use the end of year testing from previous years to help me have a better understanding of student mastery of topics, and use the BOY benchmark testing to help guide units of study for the year. It also helps me determine pacing based on which standards have been mastered already. I use diagnostics and reading levels to help me determine groupings and seating assignments. I use personal student likes/dislike surveys to help me guide lessons and make them engaging and applicable to student interest. How do you protect it from its misuse by others? Most of my data is either on paper or online, so I keep all paper copies of data locked in a cabinet and when done shred them. All data online data is protected by strong passwords that are changed often, and ensuring that unnecessary 3rd parties do not have identifying information about my students. I lock my computer when I'm not at my computer, do not share my passwords, and have strong passwords. Learning Resources - Evaluating hardware and software with regards to instructional goals and student data privacy requirements
"Encourage responsible evaluation of curated material": This means promoting critical thinking and discernment among students when they encounter curated content, such as educational resources, articles, videos, or other materials selected and presented by educators or platforms. Encouraging responsible evaluation entails teaching students to assess the reliability, credibility, and relevance of the curated content before accepting it as accurate information. Students are guided to consider the source, authorship, potential biases, and evidence supporting the material to make informed judgments about its trustworthiness and value. By fostering responsible evaluation, educators aim to develop students' information literacy skills, enabling them to distinguish between reliable information and misinformation, thereby empowering them to make well-informed decisions in their academic pursuits and beyond. "Encourage responsible evaluation and appropriate responses to others’ online communications": This involves teaching students to be thoughtful and respectful in their interactions with others on digital platforms, such as social media, messaging apps, and email. Responsible evaluation of online communications means considering the tone, intent, and accuracy of the messages before responding. It also includes recognizing and addressing harmful or inappropriate content, such as cyberbullying, hate speech, or false information, in a constructive manner. Educators guide students in developing empathy, active listening, and digital citizenship skills, promoting positive and respectful communication online. Encouraging appropriate responses to others' online communications means teaching students to engage in healthy and constructive conversations, resolve conflicts amicably, and avoid contributing to or perpetuating negative online behaviors. The goal is to foster a positive digital community where students understand the impact of their words and actions and actively work towards promoting a safe and respectful online environment. How to cite Chat GPT- Give credit where credit is due, make sure you have the correct permissions and use the
OpenAI. ChatGPT. Accessed in July 2023. [Insert URL of the platform or website] Teaching students to ensure they have the correct permissions to cite music, images, and other copyrighted materials is essential to promote responsible and ethical use of intellectual property. Here are some strategies to teach students about obtaining proper permissions for citing various types of content:
Watch my Powtoon: Wk3 Evaluate Hardware & Software- J. Tsu, 77 By the end of this module, you should be able to:
Facilitating Learning Through Collaboration
Purpose of this Discussion
Learning Objectives - Personalized Learning: Educators will be able to
In a typical classroom, you’re likely to find wide variations in student engagement: a few “fast finishers” who quickly master the material, several who are struggling to keep up, and a handful in the “Goldilocks” zone who are exactly where they need to be. Some are bored, some are frustrated, and some may be sailing along but aren’t fully invested in the experience. Personalized learning can help you reach them all. From your readings in this Module and your previous experiences, describe how you will address instruction in your class this next week (or school year) to implement a component of Personalized Instruction. -DISCUSSION
https://www.edutopia.org/article/3-myths-personalized-learning, https://www.iste.org/explore/personalized-learning/turn-your-classroom-personalized-learning-environment, https://www.edelements.com/blog/six-examples-of-what-personalized-learning-looks-like -ASSIGNMENT Link 1: "3 Myths of Personalized Learning" (edutopia.org) The article discusses and debunks three common myths surrounding personalized learning. It challenges the misconceptions that personalized learning means students always choose what they want to learn, that technology alone can fully personalize learning, and that personalized learning is an isolated experience. Instead, the article emphasizes the importance of balancing student agency with teacher guidance, using technology as a tool to support personalized learning, and fostering collaborative and social learning experiences. Link 2: "Turn Your Classroom into a Personalized Learning Environment" (iste.org) This resource offers practical tips for transforming a traditional classroom into a personalized learning environment. It suggests using digital tools and technology to differentiate instruction, allowing students to work at their own pace and choose learning pathways that align with their interests and preferences. The article also emphasizes the significance of teachers as facilitators and guides, supporting students in taking ownership of their learning journey. Link 3: "Six Examples of What Personalized Learning Looks Like" (edelements.com) The blog post provides six real-world examples of personalized learning in action. These examples showcase various approaches, such as using adaptive technology to adjust instruction to individual student needs, leveraging data to inform instructional decisions, and incorporating project-based learning to cater to students' interests and strengths. Connecting the information to the objectives:
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