Skip to main content

My 1st Week in Edutopia

Image
By
So, I made a resoultion so here it goes. 
This will just be a place for me to list the articles that clicked with me and some quick takeawyas from each.  By no means is this any sort of annotated list.  Just reflections from my week in Edutopia.  Be sure to visit the links to read the actual articles that sound interesting. I imagine I’ll develop a better format as time goes on. But this was a resolution I need to be able to keep.  So, I’m keeping it without overextending myself.

Encouraging Neurodiversity in Your Makerspace or Classroom

http://www.edutopia.org/blog/encouraging-neurodiversity-in-makerspace-classroom-patrick-waters
  • Students with neurodiversity needs can find great outlets in a makerspace and can shine.
  • Students with Tourette Syndrome can find a flow to lessen tics in certain physical activities.
  • Hands-on and station activities are a good way to channel energy of students with ADHD
  • A great article providing ALL the cognitive benefits of makerspaces.

New Year's Resolutions: Don't Do It!

http://www.edutopia.org/blog/new-years-resolutions-dont-do-it-elena-aguilar
As someone who just made a resolution to engage with Edutopia, here are some things I need to follow if I plan to make this a resolution I stick with:
  1. My resolution should state what I want to do, not what I don’t want to do.
  2. I should focus on the small steps towards the big goal
  3. I should make “if then” plans so I don’t fall off track
  4. I need to create steps and embed them into my routines.
  5. If I fail, I need to reflect on why it happened.

Edtech Resolutions for the New (School) Year
http://www.edutopia.org/blog/edtech-resolutions-new-school-year-heather-wolpert-gawron
This article provides more recommendations for resolutions in the EdTech, or should I just say Education, field.
  1. Make practices routines
  2. Have a mantra that you can go back to time after time
  3. Use tech to reimagine your teaching space.  When we all have screens, where is the front of the classroom? Does there have to be a front?
  4. Trying new strategies and tools is good for our brain and keeps exercising it.
  5. If something's not working, dump it.  Don’t waste the time.
  6. Give more control to students.  Give them choice and ask for feedback.

Harnessing the Power of the Productive Struggle

http://www.edutopia.org/blog/harnessing-power-of-productive-struggle-ellie-cowen
Creating productive struggle with students is powerful.
  1. It is student centered
  2. It creates authentic engagement
  3. It forces students to make sense of information
  4. It instills perseverance.
But, it’s important to find the edge between productive struggle and frustration and not cross it.  When the struggle is unproductive, teachers should provide alternative ways to approach the problem instead of hints.

Learning Centers in the Secondary Classroom

http://www.edutopia.org/blog/learning-centers-in-secondary-classroom-ted-malefyt
Learning centers allow for student independence but there need to be student accountability to keep them on track. This article provides a great model for a student roadmap.  Roadmap has the learning target, deliverable, and place for teacher to sign off.
Learning centers are a great way for students to pace themselves, be innovative, and teachers are able to have true 1:1 interactions with their students because they are not have a 30:1 “conversation”

6 Strategies for Differentiated Instruction in Project-Based Learning

http://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller
PBL provides great opportunities to differentiate at different times and levels.
  1. At the level of student groups, they can be formed by academic ability, success skills, or passions.
  2. By having students set personal goals, students create their own differentiated paths.
  3. Choice in products is huge.
  4. During the project process, there are many opportunities to create mini-lessons on content or skills that individuals may not have met or are struggling with.  These mini-lessons can be focused on teams or groups of individuals struggling with a concept.  This is something that I love seeing and hope to someday be able to do effectively.




Labels:

Popular posts from this blog

Waves of Innovation in Elmbrook Part 1

By
As a part of a graduate project, I am looking at innovations in education within my school district, Elmbrook Schools. I am specifically focusing on those looking to provide learners with more ownership over their own learning (a.k.a. personalizing learning). I've completed 4 interviews so far.  I had no intention of sharing them via this blog.  But, I think the stories and insights of these educators really are important for all.  They were vulnerable in a way that shows their passion for what they are undertaking.  They want the best for all learners not simply students, but educators who may hear their words.  So, please take the time to listen to their stories.  


In this video, Jeff Ortman a teacher in his 22nd year, discusses implementing strategies to give students ownership of their learning in his high school English classroom.  He discusses why he wanted to change his learning environment, his first steps to bring change, how choice and feedback are key to his classroom, a…
Read more

Can I Believe These Numbers?

By
Our union put out the results of a recent district survey.  The number of those who responded to the survey was low in comparison to the total number of certified staff. But the number and comments related to personalized learning struck me as troubling.


Based on this data, over half of the district staff polled are not onboard with the district's vision for personalized learning.  I would argue that not knowing the district vision for personalized learning is synonymous with not understanding what personalized learning is. The mission of the Elmbrook School Districtto inspire every student to think, to learn and to succeed.  By personalizing learning, we hope to achieve that mission.
I begin to question have we put the phrase before the meaning?  Have we thrown out this word without intention?  Have we made it to much of another thing to do rather than a method to achieve our shared vision.
These numbers shake me to the core.  After the recent presidential election, I realized I was…
Read more

How to Personalize Learning Part 3: Knowing How a Classroom Learns

By
Now, it may seem contradictory to state that teachers should create a classroom learner toolkit.  All individuals in our class have their own profile. We can’t simply design on blanket profile for the class.  That is very true.  That’s why Bray and McClaskey take a different approach to what a classroom learning toolkit looks like.  It is a 3-step process Class Learning Snapshot Preferences and Needs Class Learning Toolkit

Class Learning Snapshot In this model of designing tools for a whole classroom, the authors first recommend the teacher identify 4 learners who are diverse.  The Class Learning Snapshot records the specific strengths, talents, interests, and challenges of those four learners. If a teacher could meet the needs of these diverse learners through UDL, the needs of the other students in the class would probably be met.

Student Strengths, Talents, and Interests Challenges 1 It's easier for me to understand content when I am taught by a teacher and then am able to get informati…
Read more