I have learned many interesting and useful things about digital teaching this semester, but I think the most recent topic of gamification and game-based learning, are the biggest a-ha's for me. To clarify, gamification is using games to reinforce standards and skills that students already know. While game-based learning is using a game model to teach the standard or skill to the student.
I have found, with the help of the definitions, that I am using a mix of both practices in my teaching. Personally, I think it is important that both ideas are practiced- because relying too heavily on one will not benefit the students. For gamification, students in my math classes use Sumdog, which is a skill based set of games that students play either solo or head-to-head. I have found that although basic in skills, Sumdog is great at reinforcing mastery of the basic math facts. I can check students progress and see where students are having difficulty. I cannot assign tasks. In game-based learning, I use Prodigy in which I can assign students specific standards or skills to learn on their own. In Prodigy, students create a character and play in an alternate world where the battle for points and other game based items. The "battles" are math problems that must be solved correctly to advance in the game. While in "battle", students are given formulas, hints and even a calculator to solve the problems on their own. I can assign, keep track and compare students progress. I hope to continue using both methods in my classes, clearly it benefits students and teachers when we make learning more fun and exciting. Finding a balance is what is key to the 21st Century learner.
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When looking at resources, I had to choose non-apple products, as I do not own an apple (just my iphone), and only about 5 of my 100+ students have a Mac product for school. Therefore, I chose to explore screencast-o-matic, and adobe spark. I have looked at screencast in the past, but would like to become more familiar with it, as well as the resource Powtoon. When I tried to use adobe spark this current time, it was not loading, but I know that some of my classmates have raved about and can speak with them until it is up and running.
In theory, I like the idea of a flipped classroom. It allows for students to interact with the material in a location where they might feel safer about their learning. I can see its value, especially when dealing with a topic that might be lengthy or even controversial. In contrast, if I cannot get my math students to finish their 10 or less math problems a night, then how am I ever going to get them to watch a video and learn on their own? I am also more than a little hesitant to have adults at home teach math standards, as I often hear that they themselves cannot solve the math sent home. Yikes. So, what is the solution? I believe that it is a mix of both traditional and flipped learning. Some ideas and concepts will need the teacher at the front of the room, while others are going to need the students to tackle it themselves. Ultimately, it's about using what is best for the students sitting in front of you. I'll have to admit that I am a little leery of Google Forms, never having used them before in my elementary years of teaching. Surveys, especially seem to be the form of choice with my colleagues, and I can see how it can have great learning potential. I think that it can help drive instruction, as well as allow students time to reflect on their learning.
For future practice, I am thinking of using exit surveys in both my math and ela classes to gauge daily instruction. I have also worked with a colleague to develop an ela test that will help my grading time. I am not sure yet how it will fit into work on my capstone. but am intrigued to see how it will fit in! As a teacher, social media, if done properly, can be an invaluable resource that allows you to connect instantly with other educators. It can be an opportunity, to discuss curriculum, ideas, and hone projects. If not approached with caution, and professionalism, well it can be a giant grenade about to blow your career out of the water.
I think for many teachers, like myself, we have personal accounts, and teacher accounts. However, those roles can become blurred. It is often difficult to turn our teacher self off, and keep posts, even on our personal accounts positive. Because, let's face it, sometimes life sucks and we just want to vent- but is social media really the correct place to do so. Personally, I think we need to take a step back and ask ourselves if what we post today is going to make us cringe in 5 days? 5 weeks? 5 years? If so, then it is not a good idea to post that thought, etc. Secondly, if one of my students made an inappropriate post outside of school, it would depend on the severity of the post to determine my reaction. Say a student is swearing, (I love hockey too, therefore my words are also "colorful"), I would see that as an opportunity to have a discussion about audience. It's the same conversation I already have with them when they are running around campus yelling the F word at every chance. Is it sexual harassment? Is it a physical threat? Is it bullying? If so, then I would turn it over immediately to admin and the counselors to handle. Those types of inappropriate posts would need a longer conversation and re-education than I would be able to give in a classroom. Social media is relatively new to us all, teachers and students alike. It will take time and experience to navigate the professional, social and cultural waters together to see what is acceptable. One tool that I have used, but not to the fullest extent is, edpuzzle. As I was new to the middle school life last year, my colleagues encouraged me to use the site to enhance my math instruction.
One of the many aspects that I like about edpuzzle is that there is a seemingly never-ending supply of educational videos that can be "cut" and questions can be added for assessment. I use the tool on especially difficult math concepts, for students to see another perspective. In the past, I have use the mathantics videos, but edpuzzle gives the added bonus of comprehension questions. I have not yet added my own videos. I have also not "cut" a video to add my own questions, s I have found that most videos are already cut to fit my needs. I could see where many teachers might need to upload their own videos or add their own class specific questions. I am interested in exploring edpuzzle further to see what else the site has to offer. It seems that anywhere you frequent these days there is child with a smartphone in their hands. But do they really know how to use it? While it is arguable that most kids are much more fluent with technology, than I am, are they behaving responsibly? Are they using the media to it's fullest potential?
So where do we begin with educating students on digital learning and citizenship? I believe that students as early as K should be working on coding and games that teach citizenship. Perhaps, the tow mos useful sites and student friendly would be code.org and the google game suite. With the theory that perhaps if they understand how sites are created then perhaps it would be easier to navigate the finished product. However, I have noticed that many students are able to work most of google, but then some of the more subtle details they need help with. After teaching the students how to create, and then hopefully use the google tools it is evident that some of the more subtle uses are lost. Which is why I think that is important that students "play" with slides, docs and sheets on a frequent basis for classes. Students who are more familiar with g suite are often able and very willing to help peers, where I might not be as useful. I think it's important that students have access to the technology and the time to explore on their own. Digital citizenship is probably one the most important content areas we are not teaching in schools. The academic world has changed so drastically in the 16 years I have been teaching, that it is imperative we stay current with technology and it's trappings. So, how does this apply to my sixth graders in both my math and language arts classes? Common Sense Media is a good start. This website is a valuable, rich resource, filled with lesson plans, videos, and handouts that are applicable to any classroom and any grade level.
To make it more personal to my students, I would first do an informal survey of who has a social media account. I really liked the sit-down/stand-up method from the video. Then, using the lessons provided from Common Sense Media, I would introduce the three lessons on anti-bullying. It is difficult to speculate on how I can make the lessons applicable to my students' specific needs, as it would depend on the results of the survey and the interactions they have had with their social media accounts. The second lesson, The reality of digital drama, is where I think the most student responses would come from. As middle schoolers, they are no strangers to drama, and would have many reactions. What I want from them, is to see the drama and not be reactive to it, but rather proactive in the solution. It would also, bring up a discussion of gender and how we can break stereotypes. While the third lesson focuses on cyberbullying, I think it is applicable to everyday bullying. As in what is bullying? How can we distinguish between a joke gone bad and cruelty. This is important, because young adults are still trying to figure out nuance and subtleties and those are things that cannot be conveyed through social media. It would be important for students to look at and possible act out scenarios in which body language and context are important. I believe that it is important to teach students, especially my middle schoolers about digital citizenship and the footprint they are going to leave behind. I need to look at my pacing calendar to see where/when I can fit lessons into this school year. Lesson Plan The idea of competency based learning, or more commonly known as personalized learning, is an interesting idea. On the surface, it sounds like the magic cure all for students who are struggling, or even just under-performing. But, as most teachers question, myself included, what is the cost to teachers? While this essay explains that it would not be any more difficult to structure individual learning for each student, I remain skeptical. Is it really as easy as building a culture?
The essay advises that the root of success lies teaching agency and self-discipline. I will agree that agency is the current term of choice, especially in middle school. What is agency? Personally, I would define it as responsibility. The responsibility to not only get your work done, but create and maintain learning goals. As laid out in the article, this is what competency based learning is- the ability to look at the whole class instruction and make personal learning goals. This is not any different that what is taking place in classrooms everyday across the country. The truth is, we do not have 30 (in some cases 36) students who are all at the same level on every standard. We, as teachers, are already creating lessons that target the whole class, and then move seamlessly into small group targeted instruction. So what is the difference? Competency based learning means that students are coming to that small group with pre-determined specific goals. While this might make small group instruction easier, what are the effects on assessment? Does this change the make-up of how class assessment is created? I would be interested in looking further into competency-based learning it's effects on student learning. It would also be interesting to look at the data surrounding those students achievement. |