Saturday, May 28, 2016
Thursday, May 26, 2016
"Great projects have several daily and weekly task guidelines." #libm409 Chapter 4 - Reflection #2
About the time I think I have it all figured out, around swirls the drain and I think "Oops, I forgot that!"
I am absolutely loving the book that we are reading for LIBM409. In fact, I've already recommended it to another teacher friend I have who thinks like that.
It's not a totally open ended project, but definitely along the lines of student independence, and something of value to them.
She had a mentor group of students earlier this year, for a short time, whom she wouldn't be grading, but she wanted something of value to them, not just some busy work to pass the time. She contacted me, and we set up a debate. They chose the issue, then we flipped a coin on Google Hangouts during her class time, and chose sides.
We shared resources back and forth about how to run a debate, how the format looks, what the scoring rubrics are like, what pieces judges need to see (neither of us had any experience with debate prior to this). Each group researched and built their arguments, and we met again on Google Hangouts about a week later. There were some technical difficulties, but the amount of effort and polish that both sets of kids came up with was impressive, and they did a great job. We were both very impressed.
This is the kind of thing I see an innovative type class doing, technological/cross-country sharing with other groups.
I plan to put this into place next year, and I am already excited about the possibilities. I've already had one ask about going before the town council to petition them to allow chickens. That would be a fantastic project to let one or more of them explore and address.
I am absolutely loving the book that we are reading for LIBM409. In fact, I've already recommended it to another teacher friend I have who thinks like that.
It's not a totally open ended project, but definitely along the lines of student independence, and something of value to them.
She had a mentor group of students earlier this year, for a short time, whom she wouldn't be grading, but she wanted something of value to them, not just some busy work to pass the time. She contacted me, and we set up a debate. They chose the issue, then we flipped a coin on Google Hangouts during her class time, and chose sides.
We shared resources back and forth about how to run a debate, how the format looks, what the scoring rubrics are like, what pieces judges need to see (neither of us had any experience with debate prior to this). Each group researched and built their arguments, and we met again on Google Hangouts about a week later. There were some technical difficulties, but the amount of effort and polish that both sets of kids came up with was impressive, and they did a great job. We were both very impressed.
This is the kind of thing I see an innovative type class doing, technological/cross-country sharing with other groups.
I plan to put this into place next year, and I am already excited about the possibilities. I've already had one ask about going before the town council to petition them to allow chickens. That would be a fantastic project to let one or more of them explore and address.
Friday, May 13, 2016
Old Dog Learning New Tricks - #LIBM409 Reflection 1
I started the first two classes in my Library Media Endorsement Program this week, and while I think I have my head pretty well above water in one, I definitely feel stretched beyond my comfort zone in the other (which I think is part of the point).
My experience in class so far really makes me believe that our instructor subscribes to the Innovation Class theory, "where students have time and space to create their own learning experiences and collaborate...", where they learn by doing and creating, and the focus is on discovery, curiosity, and building knowledge.
She gives us the opportunity to fail, so that we can "tweak the formula and create...a more meaningful experience." It requires us as students to take ownership of our education, and challenges us to prove that we understand the material and have mastered the standards. It gives us the chance to be our very own MacGyver, and figure it out, using a paperclip and a toenail ;).
I've already tweeted at our textbook author, and told him I can't wait to read the next chapter!
My experience in class so far really makes me believe that our instructor subscribes to the Innovation Class theory, "where students have time and space to create their own learning experiences and collaborate...", where they learn by doing and creating, and the focus is on discovery, curiosity, and building knowledge.
She gives us the opportunity to fail, so that we can "tweak the formula and create...a more meaningful experience." It requires us as students to take ownership of our education, and challenges us to prove that we understand the material and have mastered the standards. It gives us the chance to be our very own MacGyver, and figure it out, using a paperclip and a toenail ;).
I've already tweeted at our textbook author, and told him I can't wait to read the next chapter!
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