Chapter 7
Quote: "Most traditional approaches overlook learning through hands-on activities, although it requires a deep and practical knowledge of the thing one is trying to create, and it can alter one's personal investment in learning considerably."
Question: In what ways could standardized assessments be changed to better reflect the changing ways in which children learn?
Connection: 'Learning by doing' is the quite possibly the best method to learn anything. Throughout the first two classes we have created videos, podcasts, and participated in a gamified learning experience. All these activities has ensured that we participate in our own learning.
Epiphany: Sitting through 'tech trainings' usually means sitting through a lecture where the instructor gives step by step instructions. Break one of the steps and you are unable to complete the task. Instead, trainings should have a goal with some minor instruction, and then the rest of the time teachers should be left to tinker with the technology. It creates a much more involved lesson and the teachers learn where to find things much more easily.
Chapter 8
Quote: "Geeking out asks the question: How can I utilize the available resources, both social and technological, for deep exploration?"
Question: How can teachers become better at helping students 'geek out' over topics the students may not have originally been interested in?
Connection: I have found that some topics are easier to geek out over, such as technology research for personal reasons (the 20% Project) than others, such as creating a podcast. That drive to want to create something is usually reserved for passion projects or because of a need (sometimes both), and it is interesting reflecting on how it is that one gets excited for certain projects, but maybe not for others.
Epiphany: In the near future, finding great teachers that are also great learners will be more important. Teachers that are willing to learn new concepts and technologies will be just as important as teachers that can instruct well, as technology use in the classroom continues to expand.
Chapter 9
Quote: "Only when we care about experimentation, play and questions more than efficiency, outcomes, and answers do we have a space that is truly open to the imagination."
Question: Younger students tend to learn through experimentation, how can we accurately measure what it is that they have learned in a meaningful way outside of projects?
Connection: Near constant experimentation and use of trial and error to solve problems will be a way in which students learn. As we have learned in our classes, we must continue to find ways in which to help our students be willing to take risks when it comes to their learning and not fear failure, but rather learn from it.
Epiphany: I hope to one be able to come up with assessments that can still be valid even if they are taken more than once. Then, I hope to be able to implement that in a gamified classroom setting. That way, students are able to participate more in the classroom and not be afraid of getting poor marks on assignments.
Quote: "Most traditional approaches overlook learning through hands-on activities, although it requires a deep and practical knowledge of the thing one is trying to create, and it can alter one's personal investment in learning considerably."
Question: In what ways could standardized assessments be changed to better reflect the changing ways in which children learn?
Connection: 'Learning by doing' is the quite possibly the best method to learn anything. Throughout the first two classes we have created videos, podcasts, and participated in a gamified learning experience. All these activities has ensured that we participate in our own learning.
Epiphany: Sitting through 'tech trainings' usually means sitting through a lecture where the instructor gives step by step instructions. Break one of the steps and you are unable to complete the task. Instead, trainings should have a goal with some minor instruction, and then the rest of the time teachers should be left to tinker with the technology. It creates a much more involved lesson and the teachers learn where to find things much more easily.
Chapter 8
Quote: "Geeking out asks the question: How can I utilize the available resources, both social and technological, for deep exploration?"
Question: How can teachers become better at helping students 'geek out' over topics the students may not have originally been interested in?
Connection: I have found that some topics are easier to geek out over, such as technology research for personal reasons (the 20% Project) than others, such as creating a podcast. That drive to want to create something is usually reserved for passion projects or because of a need (sometimes both), and it is interesting reflecting on how it is that one gets excited for certain projects, but maybe not for others.
Epiphany: In the near future, finding great teachers that are also great learners will be more important. Teachers that are willing to learn new concepts and technologies will be just as important as teachers that can instruct well, as technology use in the classroom continues to expand.
Chapter 9
Quote: "Only when we care about experimentation, play and questions more than efficiency, outcomes, and answers do we have a space that is truly open to the imagination."
Question: Younger students tend to learn through experimentation, how can we accurately measure what it is that they have learned in a meaningful way outside of projects?
Connection: Near constant experimentation and use of trial and error to solve problems will be a way in which students learn. As we have learned in our classes, we must continue to find ways in which to help our students be willing to take risks when it comes to their learning and not fear failure, but rather learn from it.
Epiphany: I hope to one be able to come up with assessments that can still be valid even if they are taken more than once. Then, I hope to be able to implement that in a gamified classroom setting. That way, students are able to participate more in the classroom and not be afraid of getting poor marks on assignments.