Looking Back
Over the summer, I experienced meaningful and transferable learning from MSUrbanStem professional development. I learned from the various articles and discussions that were presented by the providers. I took several notes and collaborated with colleagues in completing group assignments. I learned how to create performances of understanding that integrates technology, pedagogy, and content that are teachable (triplet). I learned that teaching diverse students requires connecting learning to their culture and social-economic situations. In addition, I learned how to collaborate on the social media for teaching and learning. Also, learned how to construct and upload information on a website.
According to The Metropolitan center for urban education(2008), " a culturally responsive pedagogy allows for discussion of difficult topic like racism, discrimination, and prejudice and offers students of all ages the opportunity to engage in meaningful learning". I learned that teaching to diverse students requires connecting learning to their culture and social-economic situations. In addition, a culturally responsive curriculum differentiates the process, content, product, learning, and environment of the learner. This means that one shoe does not fit all students. Therefore, teaching to diverse students requires connecting learning to their culture and social-economic situation.
According to Shulman (1999), “To prompt learning, you’ve to begin with process of going from inside out.” This means that teachers must first probe students prior knowledge, to find out what students already know, before new learning can occur
In addition, Shulman (1999) stated that "Learning is least useful when it is private and hidden; it is most powerful when it becomes public and communal". For example, social media such as face book, twitter, google docs are collaborative ways that learners interact and share ideas. I created a twitter and facebook account to collaborate on learning with other colleagues throughout the summer.
Fahnoe, Kereluik, Mishra, and Terry (2013) in their analysis suggested " though the 21st century is different from previous times, it does not mean that the core roles (to know, to act, and to value) have changed". Though technology has evolved over the years, the core values have not changed.
I learned that subject matter learning is "focused on mastery of facts and does not challenge such robust intuitive theories"
( Gardner and Mansilla 2008). Students learn to memorize facts and transfer learning into problem solving. while disciplines teaches us to see purpose, knowledge content, methods and proofs, and forms of representation. Students learn to memorize facts and cannot engage in problem solving.
For example, instead of teaching cellular energy solely from the conceptual aspect, a biology teacher might implement the TPACK model of curricular design. Technology as a tool of conveying content, pedagogy, strategies to impact learning, and content knowledge. The implications for learning is that great teaching interfaces all three aspects of technology, pedagogy, and technology. Effective teaching involves integration of technology into content and pedagogy in a balanced method. Technology does not drive curriculum, but should be used as a tool to create learning. The TPACK activity (triplet) conducted helped me to understand how to implement this planning design in my classroom.
I learned that the most important single factor influencing learning is what learners already know ( inside), and bringing what is inside into the outside corrects misconceptions, and lead to deeper understanding. This implies that as teachers, we must connect what is the student already know to what is been taught for it to become meaningful to the student
I learned that starter activities such as world of wonder and today in history, stimulates students interest in learning. The world of wonder presented by Dr. Punya Mishra, learning to see using the Olloclip was amazing. My students will have fun using this instrument to closely view living and non -living things in their environment. The world of wonder activities helped me become more cognizance of my environment and changed my perception of learning.
I learned how to use technology to create performances of understanding through the quickfire video story problem, poster using aviary, what do you meme? Storify, video motion and other creative use of technology to demonstrate understanding. The performances of understanding learned integrated TPACK model of curriculum design. I used technology in specific content to demonstrate understanding. I learned that repurposing makes a technology an educational technology. This evidenced in the several applications that technology can be used to create in the classroom. Understanding by design
Another highlight of this summer session was the AMAZING STEM the book activity. I had a chance to collaborate with my group to recreate and share an activity that was very transformative to learners in their classrooms. I was able to get a glimpse of what these teachers were doing in their classrooms. It was evidenced that teachers in my group demonstrated qualities of effective teaching such as student-oriented learning, differentiation, and problem-solving. One member of my group shared a lesson that required students to apply percentages in shopping for back to school supplies.
I created and designed a website on weebly.com to publish and communicate performances of understanding. This probably was the most learning for me because I always thought it was difficult to create one, but creating and navigating a website was very easy. I have a repertoire of valuable tech-tips shared by the different groups. Overall, I learned that repurposing technology is a creative method of using technology to demonstrate performances of understanding. I used meme to convey the big idea of Imagine-IT project that I will be working on throughout the school year.
Looking Forward
This summer experience has impacted my perceptions and curiosity about science. The world of wonder activities helped to expand scientific knowledge. I am motivated to move beyond my comfort zone and implement new activities into present curriculum. Also, STEM does no longer sound intimidating due to the various performances of understanding that I created. The idea that technology is a tool to convey learning was evidenced in materials that were given to us to demonstrate learning. From using different tools to create musical instrument, illuminating our content using batteries and copper wires, and using imotion to demonstrate laws of motion in physics has really enlightened and broadened my definition of STEM. The reading articles and discussion helped me to reflect on my teaching practices. Perkin and Blythe stated that teaching for understanding entails that students are engaged in subject matter and are able to make connections, generalize, apply and transfer learning to different situations.
In addition reading about how misconceptions about ideas can create barriers to conceptual learning in students. According to the committee on undergraduate science education (1997), “teachers can be astonished to learn that despite their best efforts, students do not grasp fundamental ideas covered in class”. As a biology teacher, I must consider misconceptions that students might have in planning curriculum units. Planning formative and summative assessment must include open-ended questions that require higher order thinking skills. According to the article, strategies for overcoming misconceptions are ensuring that students are constructing and reconstructing a correct framework for their new knowledge.
This summer MSurbanStem experience has given me several STEM strategies to implement in my classroom this school year. I am reviewing my biology curriculum in order to integrate my Imagine-IT project action plan. I will be implementing TPACK model of performances of understanding and differentiating instruction for diverse needs of students in my classroom.
Students will demonstrate performances of understanding using the several technology learned this summer. The articles readings and discussions will be considered in planning curriculum. Student will engage in transformative aesthetic learning throughout the school year. Finally, I will create a website to post class assignments, which previously seemed impossible. My best practices about teaching has been reformed due to participation in this summer professional development. Participation in this summer MSurbanSTEM professional development has helped to wholistically reflect on teaching and learning.
Bibliography
Mansilla,V.B.,& Gardner, H.(2008), Disciplining the mind.Educational Leadership, 65(5).p.14-19
Committee on Undergraduate Science Education (1997). Misconceptions as barriers to
Understanding science.National Academic Press
Metropolitan Center for Urban Education (2008). Culturally responsive differentiated instructional strategies
Girod, M (2001). Teaching for Aesthetic Understanding
Mishra. P & Koehler. M.J (2009). Too cool for school? No way! Using TPACK framework. You can have hot tools and reach them with them, too!. Learning & Leadership, 36(7),
14-18
Over the summer, I experienced meaningful and transferable learning from MSUrbanStem professional development. I learned from the various articles and discussions that were presented by the providers. I took several notes and collaborated with colleagues in completing group assignments. I learned how to create performances of understanding that integrates technology, pedagogy, and content that are teachable (triplet). I learned that teaching diverse students requires connecting learning to their culture and social-economic situations. In addition, I learned how to collaborate on the social media for teaching and learning. Also, learned how to construct and upload information on a website.
According to The Metropolitan center for urban education(2008), " a culturally responsive pedagogy allows for discussion of difficult topic like racism, discrimination, and prejudice and offers students of all ages the opportunity to engage in meaningful learning". I learned that teaching to diverse students requires connecting learning to their culture and social-economic situations. In addition, a culturally responsive curriculum differentiates the process, content, product, learning, and environment of the learner. This means that one shoe does not fit all students. Therefore, teaching to diverse students requires connecting learning to their culture and social-economic situation.
According to Shulman (1999), “To prompt learning, you’ve to begin with process of going from inside out.” This means that teachers must first probe students prior knowledge, to find out what students already know, before new learning can occur
In addition, Shulman (1999) stated that "Learning is least useful when it is private and hidden; it is most powerful when it becomes public and communal". For example, social media such as face book, twitter, google docs are collaborative ways that learners interact and share ideas. I created a twitter and facebook account to collaborate on learning with other colleagues throughout the summer.
Fahnoe, Kereluik, Mishra, and Terry (2013) in their analysis suggested " though the 21st century is different from previous times, it does not mean that the core roles (to know, to act, and to value) have changed". Though technology has evolved over the years, the core values have not changed.
I learned that subject matter learning is "focused on mastery of facts and does not challenge such robust intuitive theories"
( Gardner and Mansilla 2008). Students learn to memorize facts and transfer learning into problem solving. while disciplines teaches us to see purpose, knowledge content, methods and proofs, and forms of representation. Students learn to memorize facts and cannot engage in problem solving.
For example, instead of teaching cellular energy solely from the conceptual aspect, a biology teacher might implement the TPACK model of curricular design. Technology as a tool of conveying content, pedagogy, strategies to impact learning, and content knowledge. The implications for learning is that great teaching interfaces all three aspects of technology, pedagogy, and technology. Effective teaching involves integration of technology into content and pedagogy in a balanced method. Technology does not drive curriculum, but should be used as a tool to create learning. The TPACK activity (triplet) conducted helped me to understand how to implement this planning design in my classroom.
I learned that the most important single factor influencing learning is what learners already know ( inside), and bringing what is inside into the outside corrects misconceptions, and lead to deeper understanding. This implies that as teachers, we must connect what is the student already know to what is been taught for it to become meaningful to the student
I learned that starter activities such as world of wonder and today in history, stimulates students interest in learning. The world of wonder presented by Dr. Punya Mishra, learning to see using the Olloclip was amazing. My students will have fun using this instrument to closely view living and non -living things in their environment. The world of wonder activities helped me become more cognizance of my environment and changed my perception of learning.
I learned how to use technology to create performances of understanding through the quickfire video story problem, poster using aviary, what do you meme? Storify, video motion and other creative use of technology to demonstrate understanding. The performances of understanding learned integrated TPACK model of curriculum design. I used technology in specific content to demonstrate understanding. I learned that repurposing makes a technology an educational technology. This evidenced in the several applications that technology can be used to create in the classroom. Understanding by design
Another highlight of this summer session was the AMAZING STEM the book activity. I had a chance to collaborate with my group to recreate and share an activity that was very transformative to learners in their classrooms. I was able to get a glimpse of what these teachers were doing in their classrooms. It was evidenced that teachers in my group demonstrated qualities of effective teaching such as student-oriented learning, differentiation, and problem-solving. One member of my group shared a lesson that required students to apply percentages in shopping for back to school supplies.
I created and designed a website on weebly.com to publish and communicate performances of understanding. This probably was the most learning for me because I always thought it was difficult to create one, but creating and navigating a website was very easy. I have a repertoire of valuable tech-tips shared by the different groups. Overall, I learned that repurposing technology is a creative method of using technology to demonstrate performances of understanding. I used meme to convey the big idea of Imagine-IT project that I will be working on throughout the school year.
Looking Forward
This summer experience has impacted my perceptions and curiosity about science. The world of wonder activities helped to expand scientific knowledge. I am motivated to move beyond my comfort zone and implement new activities into present curriculum. Also, STEM does no longer sound intimidating due to the various performances of understanding that I created. The idea that technology is a tool to convey learning was evidenced in materials that were given to us to demonstrate learning. From using different tools to create musical instrument, illuminating our content using batteries and copper wires, and using imotion to demonstrate laws of motion in physics has really enlightened and broadened my definition of STEM. The reading articles and discussion helped me to reflect on my teaching practices. Perkin and Blythe stated that teaching for understanding entails that students are engaged in subject matter and are able to make connections, generalize, apply and transfer learning to different situations.
In addition reading about how misconceptions about ideas can create barriers to conceptual learning in students. According to the committee on undergraduate science education (1997), “teachers can be astonished to learn that despite their best efforts, students do not grasp fundamental ideas covered in class”. As a biology teacher, I must consider misconceptions that students might have in planning curriculum units. Planning formative and summative assessment must include open-ended questions that require higher order thinking skills. According to the article, strategies for overcoming misconceptions are ensuring that students are constructing and reconstructing a correct framework for their new knowledge.
This summer MSurbanStem experience has given me several STEM strategies to implement in my classroom this school year. I am reviewing my biology curriculum in order to integrate my Imagine-IT project action plan. I will be implementing TPACK model of performances of understanding and differentiating instruction for diverse needs of students in my classroom.
Students will demonstrate performances of understanding using the several technology learned this summer. The articles readings and discussions will be considered in planning curriculum. Student will engage in transformative aesthetic learning throughout the school year. Finally, I will create a website to post class assignments, which previously seemed impossible. My best practices about teaching has been reformed due to participation in this summer professional development. Participation in this summer MSurbanSTEM professional development has helped to wholistically reflect on teaching and learning.
Bibliography
Mansilla,V.B.,& Gardner, H.(2008), Disciplining the mind.Educational Leadership, 65(5).p.14-19
Committee on Undergraduate Science Education (1997). Misconceptions as barriers to
Understanding science.National Academic Press
Metropolitan Center for Urban Education (2008). Culturally responsive differentiated instructional strategies
Girod, M (2001). Teaching for Aesthetic Understanding
Mishra. P & Koehler. M.J (2009). Too cool for school? No way! Using TPACK framework. You can have hot tools and reach them with them, too!. Learning & Leadership, 36(7),
14-18