Week 3

The infographic below shares information from chapter 6 of How People Learn II: Learners, Contexts and Cultures. Entitled "Motivation to Learn," the chapter details three major influences on motivation: learners' values and beliefs, personal goals, and their social and cultural context. My infographic highlights important aspects of each of these influences. Inherent to motivation is autonomy and choice, which align well with Gura's article on Creativity (with his capital C). Students need to feel that their work has value and that they have the capacity to learn and communicate. Providing choice using technology tools is one avenue for teaching and developing Creativity with a purpose. My infographic shares three technology tools and an idea to support student growth and development. 

I used a template on Canva to create this infographic. The template provided the basic graphic design of the infographic, and I was able to manipulate elements to alter the layout for my content. The downside of using the template is that I could not figure out how to make it physically longer. I would have included a bit more information to connect motivation to Creativity and expand on the ISTE standards section a bit. The upside is that I couldn't get too wordy and add too much information.

Week 2

Authentic Intellectual Work

Authentic Intellectual Work is work that engages students in deep thinking about meaningful, relevant topics that results in products that mirror real-world communication and have "value beyond school" (Newman et al., 2007). Rather than rote, routine, information recall that is pervasive in traditional schooling, authentic intellectual work engages students in higher-order skills that will lead to success in their future career path. 

Newman et al. (2007) present findings from several pieces of research to support the use of Authentic Intellectual Work in classrooms. They assert that, "Authentic instruction can help to reduce the link between students' social background and academic achievement," and that this is true for students of all races, genders, ethnic, and socio-economic groups, as well as students with learning disabilities (2007, p. 24). This evidence proves that Authentic Intellectual Work in classrooms has incredible value beyond school. By closing the achievement gap, students have more opportunities in higher education and in future careers. Giving students an academic advantage supports them when faced with other challenges present in society. If this method of instruction is proven to work, why aren't all school districts adopting this type of engaging curricula?

Monarch Academy is an EL Education school where authenticity drives our work with students. In fifth grade, students learn about ecosystems. Framing their learning around questions about the health of the Chesapeake Bay and the effect of human actions on the health of the bay, students engage in investigative research to learn more about what comprises an ecosystem, what causes ecosystems to change, and what local activities may impact the ecosystem. In partnership with the Annapolis Maritime Museum, students create a watershed model that demonstrates the impact of industrialization, over-farming, housing development, and pollutants on the bay. One year, our fifth graders gave back to the museum by designing an accurate felt-board play set of organisms that live in and around the Chesapeake Bay. The museum still uses this felt-board set in its education programs today.

2017 National Education Technology Plan Update

According to the Office of Educational Technology (2017, p. 12), "Technology can enable personalized learning or experiences that are more engaging and relevant." Our fifth and eighth grade students present Passage Portfolios at the end of the school year. These portfolios are a reflection of each student's growth and progress both academically and in habits of character throughout their elementary or middle school years, respectively. Students present their reflections and samples of their work to a panel of stakeholders. Passages are a defining tradition at our school.

Traditionally, Passage Portfolios consist of written reflections and physical work samples that demonstrate this growth. More recently, we have expanded the presentation to include Prezi or Google Slide Deck presentations. Work samples are now often digital, as students produce more work on computers. I do not see us leveraging the benefits of technology enough, yet. In the future, I hope students have access to use other forms of digital media to reflect on and present their growth. Video edits, digital artwork, and song could all contribute to the goal for technology to be used for work to become more personal and engaging. It takes the educators expanding our definitions of reflection and presentation to embrace the ever-evolving options in the 21st century digital world.

Triple-E Framework

"Enhancement is accomplished when students learn better through use of a technology tool," (Gaer & Reyes, 2022, p. 35). Expanding the options for reflection and presentation in our school's Passage Presentations addresses the Enhancement aspect of the Triple-E Framework. As educators, we known that students have different learning and communication styles. Requiring all reflections to be written and typed naturally limits the ability of some students to present their best work. Allowing students to use digital media tools enhances opportunities for creativity while encouraging students to reflect deeply. This change would also Extend beyond the classroom by providing students structured practice reflecting in ways they may choose to do in their personal lives. How many students nowadays keep a written diary? I hear far more about creating TikTok videos or becoming a YouTuber. Digital media reflections in school could prepare students to extend their use outside of school.

References

Gaer, S. & Reyes, K. ( 2022). Finally, Some Guidance! Using the Triple E Framework to Shape Technology Integration, Adult Literacy Education, 4 (3-34).  https://files.eric.ed.gov/fulltext/EJ1370043.pdf

Newman, F. M., King, M.B., & Carmichael, D. L. (2007). Authentic instruction and assessment:  Common standards for rigor and relevance in teaching academic subjects.  State of Iowa Department of Education.

Office of Educational Technology. (2017). Reimagining the role of technology in education:  2017 National Education Technology Plan update.  Retrieved from http://tech.ed.gov 

Week 1

    Hello, everyone! I'm Jenn, and I currently teach 7th grade math in Maryland. I have been fortunate to have had several unique experiences in my 21 year teaching career. I began teaching first grade in a K-2 school in the Bronx, New York. I spent two years teaching at a private academy in South Korea before joining their Research and Development department, specializing in early childhood literacy curriculum development. During my time there, I collaborated with Korean staff to create animations, online games, and print materials for use in all schools in their network. I volunteered for a year with WorldTeach in American Samoa, teaching fourth grade in a small, remote village and returned to the territory on a government contract to teach for two more years. I also taught in a small international school on the shores of Lake Atitlan, Guatemala, where I commuted by boat each day. My experiences give me a perspective on education that differs greatly from the norm, and I strive to create authentic learning experiences for my students. In the future, I hope to work as an instructional guide at my current school, where I would support teachers to provide real-world connections to the curriculum.

    Seventh-grade math students at Monarch Academy are enrolled in class periods randomly, which results in heterogeneous groupings of students with a wide range of proficiency. To support a differentiated classroom and meet the needs of students on vastly different levels, students can engage with designed learning paths on our Brightspace learning management system (LMS). This style of differentiation aligns with the Empowered Learner indicator of the ISTE Standards for Students, in which students, “leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals” (ISTE, 2017, p. 40). An example of a self-paced learning path for CCSS 7.G.4 includes interactive experiences, video explanations, and independent activities with immediate feedback. Students could engage in an interactive, exploratory activity on circumference and area of circles using the Desmos platform. They could refer to an online video that aligns with the Illustrative Math curriculum lesson 7.3.3 on circumference. An activity built into the Brightspace platform could provide students with the opportunity to independently solve problems about circumference and receive immediate feedback on their understanding. This activity would also provide teachers with feedback on student performance. Finally, students could engage in their choice of hands-on, authentic performance assessment of circumference by accessing instructions from a digital choice board.

    Using an LMS to provide self-paced and differentiated experiences for students aligns well with Kolb’s Triple E Framework. Students Engage with content through online activities. The ability to curate content by proficiency level gives students easy access to motivating material and activities. Including opportunities to interact, such as the ability to share one’s thinking with the class on Desmos allows students to collaborate and build on each other’s ideas. Students’ learning is Enhanced by the ability to scaffold activities to meet individual needs. The online nature of the LMS Extends students’ ability to engage with material outside of the classroom and to make real-world connections to the content.


References

Common Core State Standards Initiative. (2021). Grade 7» Geometry | Common Core State Standards Initiative. www.thecorestandards.org; Common Core State Standards Initiative. https://www.thecorestandards.org/Math/Content/7/G/

ISTE. (2017). ISTE Standards for Students: A Practical Guide for Learning with Technology. International Society for Technology in Education.