Prompt: Blog about how you incorporate gaming, gamification, game thinking into your class. How? What are your objectives?
Response: I think my views on gamification/gaming in the classroom has evolved along side my views on tech in the classroom over this semester. I have always been an advocate of technology in the classroom, and even more so as I have gone through Touro. I think it mirrors students' lived experiences, creates valuable skills, and encourages collaboration and engagement. Coincidentally enough, that those statements also stand true to gamification/gaming in the classroom. I regularly used rather simply structured games in my classroom. Generally all the games I have used in my classroom are for the sake of formative assessment. But as a I look deeper into my driving question (which focuses on aspects of self efficacy), the more I am steered towards games as more than just an assessment tool. I see games as a way to foster key skills that I will mention later on in this post. The objective is to create self effective learners and using a games as some the basis. I think games create self efficacy because they do two things. They engage both hemispheres of the brain and they exploit our cognitive need to constantly bridge gaps in order to create understanding. Throughout this entire semester my mind has been stuck on the Dervin reading that we had done for EDUC 791. She makes the claim that human being are always trying to bridge gaps. That aspect of human cognition is something that can span across curriculum, grade levels, and socio cultural backgrounds. There are so many factors that are dependent on a students age, cultural background, interests. Understanding these and adapting to these factors accordingly is what I think makes a cultural responsive classroom(at least in my preliminary understanding). But Dervin's seminal work on bridge gaping has had me on the look out for aspects of teaching, interaction, learning, etc. that can emphasize the common human strategies of learning that are independent of the factors I have previously mentioned- in other words, I have been looking for ways that students bridge gaps in thinking to create a knowledge. This is all to say, I think gamification/gaming could have root in this key idea of bridge gaping. Gaming focuses on the common ways in which humans bridge gaps in knowledge, and I think that it may be why teachers are seeing such success with its implementation in the class room, and why they are also seeing successful academic results as well. On the surface, it can seem trivial to implement gaming into the classroom, especially since gaming is associated with "play" and can also be considered an antonym for education. In fact, I think it is a synonym. I think we are the beginning of a transformation in Education where the realization that memorization and discipline don't actually create educated humans- they create obedient echo chambers. As a "Whole New Mind" has explained, career opportunities in Western nations are changing. The Left brain jobs that require memorization and uniformity are no longer creating successful careers at the rate that they used to. The most sought after degree in the United States is no longer an MBA... it is now an MFA. Up and coming careers paths are requiring empathy, creativity, strategy, and communication. This new work force must be able to synthesize ideas and make connection with people. Gaming is important because it is teaching these skills to our students, it is engaging the left brain skills of rigor and content, while fostering the right hemisphere as well. We are creating whole brained learners.
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www.amazon.com/Visual-Connection-Practices-Teachers-Trainers/dp/0991405153/ref=sr_1_1?dchild=1&keywords=the+visual+connection&qid=1620073314&s=books&sr=1-1
Prompt: In your blog, reflect on the following: What tools did you choose and why? What worked and what didn’t? How did you apply the tools to your practice? What are barriers to your use, or student use? (Refer to your experience and articles in iCARE) How can video be used as a learning/assessment tool in a flipped or blended learning environment? (Refer to your experience and articles iCARE) Response: The tools that I chose to try are were Loom and Powtoon. A couple of things led me to choosing these tools. One reason was that neither required an extension. Though I can see myself using these tools, I also want to try out tools that are easily accessible for my students to use as well. This is not to say that extensions can not be created on student devices, but that step generally involves getting approval by admin, and then some sort of clearance through the tech department of the school. I like finding tools that dont require that extra step, though I know for a fact that it is impossible to avoid all together. Another reason I chose these two tools is because they are both presentation tools. I have so many ideas and ways in which students can interact with information, but that information will need to be presented to them at one point or another, so finding engaging new tools in order to do that is something that interests me. Both of these tools seem pretty straight forward. Loom works very much like Screencastify and Powtoon is a site that provides varying engaging templates for presentations. Neither of these options had things that "didnt work" . With regard to barriers for students, I think that the barriers may come in the case that I require the students to create within one of these tools. Loom may be a bit easier to adjust to for students because of its similarities to other screencasting type tools. Powtoon may be a bit unfamiliar and an adjustment to a tool that animates presentations may throw some students off. Overall, they website is pretty user friendly so I do not see any major hurtles that are specific to the site itself. As we go through the topics of this semester and are introduced to new tech tools, they all seem to emphasize visual learning and collaboration. I knew that those aspects were important in the classroom but as we also read through texts such as Baggio and "A Whole New Mind", my opinion is starting to change a bit. I always spouted the sound bite "technology and collaboration can transform the classroom" and my thoughts on that really were that those aspects were tools that needed to be injected into lessons. The only analogy that I can think of would be: lets pretend that a student's education is like building a house. Well, my original thought on innovative learning was that not having collaboration or technology would be like building the house without a kitchen. There would be a major piece missing. Now, my mind has changed. I see it more so that these items that are vital in a classroom such as collaboration, community, visual stimulation, etc. aren't the kitchen, rather, they are the very foundation of creating a successful learner (the foundation that the house stands on). This may seem a bit of a stretch, but I think it was exemplified in the "9 ways online teaching should be different" article from this weeks readings. She explains how the first week of class should be focused on community building and goes on to speak about communication and collaboration. She does go on to mention structural aspects of providing content, but I believe that those important content centered aspects were intentionally placed after the community points she made. You must pour the foundation. When it comes to the tools we explored this week and the use of video in the classroom, I think that these aspects are ways that teachers can actually make blended learning a reality. Providing content through video in which students can watch on their own time, or at their own pace allows for both a higher level of comprehension and more time in the classroom to engage in active learning. So far, my driving question focuses on the blended learning model and the "12 most common types of blended learning" article was really helpful with regard to understanding different ways to implement a model that I think can turn into a foundational aspect of future classrooms. This can be anything from cohort style learning, rotations, flipped learning and so on. I think my biggest hurtle so far has been how to measure this in some sort of standardized way. Links to referenced Sources: esheninger.blogspot.com/2019/03/the-pedagogy-of-blended-learning.html www.amazon.com/Visual-Connection-Practices-Teachers-Trainers/dp/0991405153/ref=sr_1_1?dchild=1&keywords=the+visual+connection&qid=1620073314&s=books&sr=1-1 www.amazon.com/Whole-New-Mind-Right-Brainers-Future/dp/1594481717 www.cultofpedagogy.com/9-ways-online-teaching/ www.teachthought.com/learning/12-types-of-blended-learning/ Prompt: Reflect on how you might use Google Forms and/or Rubrics 1)in your practice and 2) for your Touro action research/capstone project. What might be the best uses for your particular situation?
Response: I do currently use google forms in my classroom, but I do not use them very often and they are mostly for subjective feedback from students rather than directly tied to a lesson. At the end of every Quarter I provide a "Quarter Look Back" form in which I ask the students varying question from "What did you like learning this Quarter?" to "What did you struggle with this Quarter?". This generally serves two purposes for my practice. One, it helps me check in with every single students so I can understand where they are mentally/emotionally. Two, it allows me to gauge what lessons were collectively received well and what lessons/assignments students collectively disliked. I take the responses into consideration when trying to mold the next year's lessons. With regard to how I can see myself using google forms in the future, I really like the idea of the self grading quizzes. I particularly like the that they are then filled onto a spreadsheet. I like looking for trends and this would allow me to do a bit of that with the data received. I do operate through "Schoology" which gives you the option to create quizzes that grade themselves but the spreadsheet aspect of the Google forms is really appealing. Another aspect that I really like is that you can enter in "key words" as correct answers. That way I could make a fill in the blank type of quiz as well (another feature that wouldn't be possible within Schoology). I would definitely like to play with forms some more, but for now I think my future in Google forms would have to do with formative assessment in order to gauge understanding. I also think that a google form is a little less intimidating to a student as well(its visually appealing and user friendly), which can be helpful. Currently my driving question for Touro is not fine tuned, but I know I want to focus on self efficacy and the different ways a classroom can create that. The way I see Google forms is, I think it will (and already has) allowed me to gauge student comprehension and student engagement. With my limited knowledge of Google forms, for now, I think it can serve as kind of a front loading tool. What I mean by that is, it can help me as an educator gain insight on my students that will then give me tools to further self efficacy. Prompt: Can social media be used effectively in the classroom? If so, how? At what ages? And, with what tools?
Response: I definitely think that social media can be effectively used in the classroom. I understand the concerns of many that social media can be a toxic and overwhelming place. It definitely can be. but the fact is, that this is how people interact these days, and I do not see social media going away. I think that social media has transformed over the last few year and will keep evolving, but I do think it is here to stay. As educators I think that social media can be a very effective tool. I do not think that it is necessary for a successful classroom, but I do think that it can be used to enhance engagement and even provide a better sense of community within the classroom. Students are used to engaging and communicating through a social media platform. Transferring that to the classroom provides a comfortable and familiar way for students to engage. One of our articles this week mentioned that one of the reasons why social media is so impactful is that it allows people to think before they respond. Though that article was pushing the idea that social media is not necessarily the best environment, I find that particular aspect to be a positive thing. I have a ton of students who are way more engaged on discussion boards and flipgrids for the simple reason that they are given time to think of what they are going to say, and then present their responses in a controlled environment. Now, there is always the discussion of the effects of that in society and where society is headed, but I am not here to answer that. "what you resist, shall persist" so I think that if we are able to use the very tools/platforms that distract our students from learning to actually engage them in learning, that is a win for all. Of course, when it comes to what age to start using social media in the classroom there is that definite line of "age 13" if a teacher is looking to engage students in an actual social media platform. I think that Instagram, Facebook, and Twitter are all great platforms if used correctly. If students are under 13, there are still tech tools that provide the social media style feel but are in a much more sheltered and protected environment. Prompt: Distance Learning tools Review (Nearpod)
Response: One of the best digital tools that ahs helped me through this distance learning situation has been Nearpod. It is a presentation tool but it goes above and beyond! Nearpod is free, but some features are only available if you upgrade to the Gold version. Once you have a Nearpod account, you can either create slides within the Nearpod website, or you can insert Nearpod as an "Add-on" to your google slides. Nearpod allows you to insert games, drawing tools, MCQ quizzes, short answer quizzes , polls, etc onto your slides. Once you have created your Nearpod slides, a code will generate for students to use in order to access the slides. There are two ways for students to interact with the slides. One way is the "Student paced" option in which students can navigate through the slideshow at their own pace. This has been great for asynchronous work or for students who missed class. They can read the info on the slides, take the quizzes, watch the videos, and so on without my assistance and at a pace that is comfortable for them. The second way for students to interact with nearpod is through the "Teacher paced" option. This option locks students into a certain slides and only allows the teacher to control the progression of the slides. This is the option that I used most often in my class while on distance learning. I was able to pair my lecture with these slides while still making sure the students were engaged and understanding. This would be a great tool in a normal classroom setting, but in a situation such as distance learning in which you cant even see students faces half of the time, this was a great tool to make sure students were engaged. This also helped me to perform formative assessments and catch up students who may have had wifi issues or were absent for an extend period of time. Prompt: How will you teach digital literacy with an equity focus?
Response: What strikes me was that the full prompt had mentioned "with an already full curriculum" when referring to how to integrate digital literacy with an equity focus. I think that as we move forward, it is impossible to look at digital literacy as an "extra" item that needs to be added to a curriculum. So much of education involves digital media and digital tools that it is no longer possible to exist in a classroom with absolutely no digital tools. That being said I think there are two main topics I would like to discuss when addressing this prompt. The first would be digital literacy on a practical level. This would include being able to physically use devices and navigate through an ever changing digital world. I think that the video from our ICARE made a good point about youth and digital tools. Schools/districts can be apprehensible to implement digital tools in lower income areas due to excuses like "they will pawn/sell the device" or "they will break it". This type of thinking, first, perpetuates dangerous stereotypes about the poor, but also creates a section of the population that is less digitally literate than their affluent counterparts. Because being digitally literate is becoming a huge advantage in the real world, this type of thinking is putting a certain section of the population at a disadvantage from the moment they step into the "real world". The second topic I would like to address is literacy of usage. When I say that I mean in terms of fake news, bias, source reliability, etc. I think that as a teacher of history that this topic is one that I can easily implement in my classroom, but is one that I think should be focused on in many different subject areas. Like I had said previously, students are using digital tools across the curriculum, so though my subject tends to distinctly focus on source reliability and bias, those are things that students will encounter in all areas. Students ability to use and navigate through digital tools is a skill that is not only important for their safety but for their long term success. It is very obvious that students in more affluent areas are exposed and taught about the digital world. Where as, some students are left to stumble through these tools which can not only be frustrating but can put them in danger. I think that, as teachers, the best way to teach about digital literacy is to integrate it into classroom. As I read that back to myself, it sounds rather vague, but I think it is not done enough. I've seen students sent home with work to do digitally in programs they have never used. They are being asked to do research without understanding that is a skill that needs to be taught. I think that digital literacy shouldn't be thought of as an "extra" item to address, but a core skill that should serve as the foundation for classroom activity. Prompt: Digital Citizenship ICARE response
Response: I think that this is such an important subject especially within the Department of Social Studies. As I teach the students how to research topics, and understand reliability, implementing a lesson that puts that in a modern-day context seems like the best way to connect students to how important that aspect of digital citizenship is. This could help them understand the importance of vetting sources when doing research within history as well. As I was looking through the various sources from this week’s pre-session assignments, I was very focused on how social media and presence online can negatively affect one’s own mental health. I think I was stuck on that subject just because this past year has proved to be very difficult for students’ mental health. I think that being within the social studies department gives me a lot of room to explore and connect historical subject matter to lessons on digital citizenship. Students know that many of the personas online are not actual representations of people’s lives, but I still see kids internalizing the images and posts they see on social media as reality. I think I would want to implement a lesson that used propaganda as a springboard. I think one of the more concrete consequences to students’ presence online when they are teenagers is the information that they put out onto the internet. It is amazing to see students start to have concrete opinions and “voices” but with independence comes the chance of putting something online that could have severe consequences. This goes beyond presenting information that doesn’t accurately represent you as a person. I tend to ask very subjective questions to my students regarding history because I want them to have an opinion, but I have had to have a talk with them at the beginning of the year with regard to how to present their opinions on sensitive information. Now this is a very specific example of the consequence of putting things online, and there is other content and information that is put online by students that could have negative consequences, but for the realm of my classroom, I think that a lesson regarding my previously stated scenario would be the most effective. Prompt: Article Response (Article Sources)
Response: It seems as though personalized learning is something that more closely resembles the way in which humans interact in the real world. I’ve seen a lot of research and read a lot about how schools are trying to implement personalized/competency-based structures, which I think sounds great, in theory. As both the readings from this week mentioned, though these types of environments are proving to be transformative, the idea of personalized learning is such a broad and loosely defined theory, that implementation (if not done correctly) can be ineffective and a hindrance to student achievement. I personally teach 10th-grade world history and find that this subject is one that personalized learning could thrive. Within the realm of world history, there are content standards and there are skill-based standards. World History is a massive undertaking to attempt to teach in a 9-month span, so as a teacher I really have to splice together what to actually focus on. What I have been venturing into is taking the broad content standards of World History and giving students some options as to what to actually dive into. This is in an attempt to give them some ownership over projects that we do and to really allow them to learn about things they are interested in. Moving into the competency-based learning environment, I think this could tie greatly into one of the examples that the article from EducationWeek spoke on. In the article, it is mentioned that a math classroom would have 20 minutes of whole-class instruction then students would be split up. To transfer that to my world, having 20 minutes of whole-class instruction in order to go over the content that encompasses the overarching state standard, then allowing them to split of into projects that are based on some subject areas within that standard would be an interesting venture. As mentioned previously, implementing this properly and effectively is a whole other factor that would have to be considered. When tying this into technology, I think that competency-based learning/personalized learning is something that would only be optimized through the use of tech. This is in part to the ability for teachers to gauge understanding and progress through tech tools as simple as Kahoot games to apps such as No Red Ink that can not only assess but give students instant feedback. The fact that tech can be implemented to give instant assessment results and give students actionable feedback is just another task taken off the plate of the teacher, allowing the teacher to focus on other factors that were not possible before. |
AuthorGrace Ingersoll Archives
May 2021
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