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EDIM 510: Targeting Higher Order Thinking Skills with Online Tools

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EDIM 510: Targeting Higher Order Thinking Skills with Online Tools

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Course Description:

This course will provide students with a broader understanding of the pedagogical models that support higher order thinking skills. Topics focus on the study of four technologically-based pedagogies, investigation into emerging technologies, and the creation of assessments at each level of Bloom’s Revised Taxonomy, with a concentration on the Analyzing, Evaluating, and Creating levels. Students will also develop an online portfolio intended to be accessible by all educators to learn about this topic.

Required Textbook(s) & Readings

Neebe, Diana and Jennifer Roberts. (2015) Power Up: Making the shift to 1:1 Teaching and Learning. Stenhouse Publishers. (Kindle edition available. Print edition: 978-1625310132)

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Student Learning Objectives & Evidence of Student Learning

The students will attain the listed learning objectives by completing the key instructional assignments, activities, or assessments as evidence of learning in this course.

Institutional Student Learning Outcomes (ISLO)

Students will develop and demonstrate through coursework, learning experiences, co-curricular and extracurricular activities:

1. the knowledge, skills, and scholarship that are appropriate to their general and major field areas of study.

2. effective written and oral communication skills and information literacy using an array of media and modalities.

3. practical, critical, analytical, and quantitative reasoning skills.

4. actions reflecting ethical reasoning, civic responsibility, environmental stewardship, and respect for diversity.

5. interpersonal skills and knowledge of self as a learner that contribute to effective team work, mentoring, and life-long learning.

School of Education Learning Outcomes (SELO)

Education students will develop and demonstrate the following learning outcomes as appropriate to their selected level and field:

1. the knowledge, skills, and scholarship appropriate in their chosen field of study;

2. effective written and oral communication skills;

3. information literacy that fosters intelligent and active participation in the educational community;

4. technical competence and pedagogical skill to infuse technology in support of the teaching and learning process;

5. practical, critical, and analytical thinking strategies;

6. the ability to make informed decisions based on accurate and relevant data;

7. actions reflecting integrity, self-respect, moral courage, personal responsibility, and the ability to understand individual differences in order to meet the needs of the students and communities served

8. collaborative skills that promote teamwork.

Graduate Education Student Program Outcomes (GEPO)

1. The student will develop the knowledge, skills, and scholarship that are appropriate to the educational program.

2. The student will demonstrate effective written and oral language skills appropriate to knowledge acquisition and professional responsibilities of the discipline.

3. The student will demonstrate data driven decision-making skills.

4. The student will demonstrate an understanding of diversity by applying differentiation to the educational process.

5. The student will understand the critical role of collaboration in creating an effective educational process.

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Overview of three theories. https://www.montereycoe.org/programs-services/ed-services/ed-tech/theory-frameworks/

Overview of TECH model: http://www.litandtech.com/2013/11/turning-samr-into-tech-what-models-are.html

Neebe and Roberts. Power Up. “Chapter 1: We have 1:1. Now what?”

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Hello everyone! My name is Milicent Wightman and I teach 6th Grade Mathematics at Wallenpaupack Area Middle School. Although this is only my 2nd full time year as a classroom teacher, I have over 12 years of teaching experience as a substitute, LTS, Preschool director and home-bound educator. When I started working towards my Graduate in the Fall of 2018, I had no idea what a 1:1 classroom was.

Currently our district is not a 1:1 and the chances of us moving in that direction, in the near future, is not very promising. I spoke with an admin of ours who informed me that the district is a 1:1 numerically but we do not have a single classroom that is full-on 1:1. Meaning, we have enough devices in the district for each student if necessary but they are not distributed evenly in each building.

And to be honest, the idea of placing technology into the hands of the youth for an extended period worries me. I have an 11-year-old who struggles communicating unless he's on a device. I feel like he's "too" connected! He lacks personal communication skills and it's very troublesome to me. And, I see the same thing with a great deal of my students in class.

But I am quickly learning through experiences in the classroom that integrating technology is a great way to increase student participation. They live their lives through technology so why should the classroom be that much different. This is a “language” that they understand. Neebe and Roberts (2015) remind me that “In a 1:1 classroom your students have the tools to produce high-quality work”. Teaching is not like it used to be. The majority of my classes had us listening to a lecture, watching the teacher go over a couple practice problems on the board, get assigned #2-40 evens (because the answers weren’t in the back of the book) and then prepare to share answers in class the next day. Oh, and ALL of the problems needed to be complete because you didn’t know when the teacher was going to call on you and nobody wanted to be embarrassed like that. This practice did not leave room for any higher order thinking.

This year has allowed me to make a shift in how I present information to my students. I am slowly integrating changes to the technology integration in my classroom. As stated before, we are very limited in our technology resources, so I have started by creating a Padlet for posing questions and assignments. Students can access the Padlet through my website. This is a big step as not all students have access at home, but most have access at school at the end of each day.

Our 6th grade team does have access to two gigantic, cumbersome, unorganized, laptop carts but the computers are old, batteries die quickly and some of them have connection issues. I also have 7 very old laptops in my classroom that have the same issues as those in the laptop cart. We also have access to a couple of computer labs but the chances of getting into a lab when I want are not good as we share these rooms with the entire middle school. So, my next plan of action is to speak with administration about the possibility of a grant for increasing technology in our middle school classrooms. I am going to inquire about an IPad cart and see where those conversations take me. Wish me luck and if you have any other suggestions, I’d love to hear them!

Reference:

Neebe, D. & Roberts, J. (2015). Power Up: Making the Shift to 1:1 Teaching and Learning

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Unit 1 : Matrix of Pedagogies and Reflection

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Unit 1 : Matrix of Pedagogies and Reflection

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There are several popular pedagogical models that are used for infusing technology into teaching and learning.

After reading through the examples in the websites mentioned below and conducting my own research, I've

Overview of three theories. https://www.montereycoe.org/programs-services/ed-services/ed-tech/theory-frameworks/ opens in new window

Overview of TECH model: http://www.litandtech.com/2013/11/turning-samr-into-tech-what-models-are.html opens in new window

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Pedagogy Model Reflection                                          January 15, 2020

Diving into Grad course number 6 and feeling like I stumped myself, right out of the gate. I found it difficult to get this matrix started as I was over-thinking and second-guessing. Thankfully, I have made connections in other courses through Wilkes and have been able to communicate thoughts and ideas with colleagues taking this course. One of the things I have realized is that we all come from different backgrounds, levels of experience, type of knowledge and have very different viewpoints, but that is what makes this experience so meaningful. We can talk things over and compare/contrast our knowledge just as we did with the 4 pedagogy models in this matrix.

There are many similarities and differences among the 4 models of SAMR, TPAK, EDTECH and TECH for teachers and students. Each of these models holds some level of importance and relevance in the classroom, but I think it really depends on your teaching style and what your district offers.

My district is not 1:1 and after a discussion with one of our administrators, it doesn’t look like this will be an option in our district for some time. Although I am not completely uncomfortable with the thought of 1:1, I am hesitant. I worry about technology hiccups that our district has experienced this year, specifically a cyber ransom, that has changed our tech access district wide. For the first 3 weeks of school we couldn’t utilize our online resources and it set us back quite a bit. And now, almost halfway through the school year, we are still experiencing things like, printers not printing, sites blocked for one reason or another, server down, more often than not, the list goes on.

Even with this list of blockades, that seem to pop up regularly, I am determined to move closer to becoming a 1:1 classroom setting. And, since this is only my 2nd full time year of teaching, but with 13 years of experience, I am okay with the non 1:1 environment, at least for now. I learned in a traditional setting but have watched the changes, have children in the public-school system and know, whole-heartedly, that change is a MUST in education. Research and advancements prove that on many levels. And for those reasons, I think that the TECH for Teachers and Students model is the most valuable for me.

Advancement is what education is about and I truly believe that the best way to learn is through your own personal experiences. For example, yesterday my students were reviewing multiplication of fractions. Last minute, I threw out my original plan of showing them examples on the board and how to make a model and then having them practice. Instead, I gave them 3 types of problems, as well as the answers, and decided to allow them to explore the examples with small groups of 3-4 students. My only instruction was, “Prove it!”. Prove to me, using a model that you can successfully and confidently solve these problems by showing me rather than telling me. They accepted the challenge and floored me with their conversations and questions as I moved about the room.

The loved this experience and so did I! This allowed for the students some freedom to work in groups with their friends to prove something to Mrs. Wightman. What middle schooler doesn’t want to prove to their teacher that they are right?! Although I did not integrate technology, other than a calculator, the engagement and enthusiasm from these students was unmatched thus far in the 2019-2020 school year.

I imagined that integrating technology into this type of lesson would then produce some amazing results. So, I decided to challenge my high-level group to begin thinking about a long-term assignment that will allow them to choose a topic of interest and tie it to mathematics in any way they see fit. The end result will be a presentation, in the form of their choosing, that will be presented to their 63 peers at the end of the school year. But now the planning and prep on my part. I need to create a rubric, give them access to new technology and then sit back and watch them soar!

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Topic 1:
2017 K-12 Horizon Report (https://goo.gl/oaqa6B)
2017 K-12 Horizon Report Discussion Questions (on file list)
Specific sections outlined in assignments.

Topic 2:
2017 K-12 Horizon Report (https://goo.gl/oaqa6B)
Specific topics outlined in assignments.

Topic 3:
Neebe and Roberts. Power Up. “Part 1: Chapters 2, 3, and 4”
The next readings (chapters 2, 3, and 4 in the Neebe book), each have a different focus.

Chapter 2 provides samples and ideas for workflow in the 1:1 classroom

Chapter 3 includes practical suggestions for student engagement.

Chapter 4 goes into the many ways 1:1 computing can lead to enhanced teacher:student and student:student collaboration.

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Chapter 2: The roles of teachers and students often change in a 1:1 classroom. What adjustments do you anticipate? Reflect on one concern, as well as one hope for how the shift might lead to improvements in teaching and learning.

An adjustment that I anticipate is a shift in classroom management. Thankfully, my classroom already offers small tables rather than desks which allow for more collaboration and better concentration on the individual (or small group) and their work. This shift is actually a challenge I am faced with right now as 6th graders are super-social! When I leave a group to check in with another one, the group I just left drops what they were doing and the socializing begins. I know it takes practice and this is something I will continue to work on. My current concern is lack of technology. Currently, our district is no where near becoming 1:1. Not even one classroom, other than Computer Science classes, is equipped with the devices necessary for this shift in teaching. My hope is that we will be able to access grants to get some of our classrooms set up to be 1:1 so that I can work on making this shift. If each student has access to a device, my classroom management will improve with research and practice!

Chapter 3: Which of the five strategies for engagement are you most excited to try and why?

The strategy that I am most excited to try is Online Discussion Boards. My excitement stems from this year. I actually just implemented an online discussion board through Padlet for each of my 3 blocks, and I just did so 2 weeks ago! This program was introduced to me last year during a grad course

Things I love about it:
1. Ease of use
2. 3 boards for free (works perfectly for my 3 blocks)
3. Password protected
4. FREE app
5. Saving paper & time
This is my first shift to going digital and I am looking forward to more positive changes.

Chapter 4: How could digital collaboration tools help you share resources and find time to work with your colleagues?

There are many times when team meetings are scheduled for prep times and it's just not possible for everyone to get to the meeting. Using digital collaboration with colleagues opens doors and knocks down walls even if one of us is not able to attend the meeting for one reason or another. We use Office 365 for online sharing and collaboration. When we share documents with each other, we can view the document from other locations and then add modifications or suggestions in real-time. I am still learning the ins and outs of this program and I rely a lot on my colleagues (and students) to help me navigate. The potential shift to a 1:1 classroom is my motivation to become an expert with the programs that we use.

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“It is not what you do for your children, but what you have taught them to do for themselves that will make them successful human beings.” - Ann Landers

This is a quote I read while researching the benefits of redesigning learning spaces. Classroom redesign is a topic that I find intriguing, accessible to most educators and something I strive for. Thinking back about my own learning experiences, the classrooms that I learned the best in belonged to educators that offered flexible seating, quiet areas to read/work, small group work areas and a whole group activity space. And, the best part is, it was constantly evolving.

Change is not always easy, but it is necessary! Some educators might feel they will lose control of their classroom when the students are grouped, separated and working on multiple assignments at the same time. But I feel, and have witnessed, that student engagement and involvement increase after expectations are stated, clarified, reiterated and enforced while a routine is established in your newly redesigned learning space.

As adults, there are times we get bored with our surroundings. So, what do we do, we change things. For me, it’s rearranging the rooms in my home on a regular. Magically, things are new and interesting again, until we get bored and we repeat the process over again. The same thing applies to education, if you’ve lost student interest, bring the classroom (and engagement) back to life by adding spaces that “support more collaboration, self-directed learning, active learning, and inquiry and creation.” (Horizon Report 2017)

Can you imagine how students feel when they sit in straight rows, staring at a board all day, taking copious notes about things that they are only going to retain long enough to process a “brain-dump” during their next exam? Of course, you do, you’ve been there! This practice isn’t helping anyone and something as simple as redesigning your learning space can give students a boost by providing them with a positive learning environment that will engage and help them become higher level thinkers and learners.

Below is a list of articles to assist you in your classroom redesign planning if you choose to do so. My biggest piece of advice is to work slowly through the process, start small and don’t change too much at one time. Oh, and you won’t regret this transformation!

https://www.edutopia.org/blog/redesigning-my-classroom-environment-heather-wolpert-gawron

https://www.edsurge.com/news/2016-03-01-10-tips-for-using-brain-based-methods-to-redesign-your-classroom

http://www.perspectiveglobal.com/architecture/redesigning-the-classroom-and-the-spaces-we-learn-in/

https://www.edutopia.org/blog/flexible-seating-student-centered-classroom-kayla-delzer

References:

Klein, E. (2018, December 27). 10 Tips for Using Brain-Based Methods to Redesign Your Classroom - EdSurge News. Retrieved January 26, 2020, from https://www.edsurge.com/news/2016-03-01-10-tips-for-using-brain-based-methods-to-redesign-your-classroom

NMC/CoSN Horizon Report 2017 K–12 Edition. (2017). Retrieved January 26, 2020, from https://www.nmc.org/publication/nmccosn-horizon-report-2017-k-12-edition/?utm_source=cosn&utm_medium=post&utm_campaign=2017K12

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The following is a list of the questions I chose to research for the Update of Technologies assignment, websites that will answer the questions and a brief summary of my findings:

Makerspaces:

Q: What kinds of materials, equipment, and technologies will we need? How can we plan for and budget for these investments?

A1: http://elearning.tki.org.nz/Teaching/Future-focused-learning/Makerspaces

A2: https://knowledgequest.aasl.org/start-makerspace-youre-broke/

Summary: You don’t need a ton of money to get a makerspace started. First, you need a plan. Second, you should begin by working with what you already have. Finally, start networking to see who can offer you resources to create the makerspace you want to have.

Robotics:

Q: Will robotic programs and activities support our goals for preparing students for college and career?

A1: https://www.robots.education/importance-of-stem-and-robotics-education.html

A2: https://debuggersstudio.com/6-reasons-why-your-children-should-learn-robotics/

Summary: Robotic programs are becoming increasingly popular. These types of programs offer students a chance to make cross-curricular connections. Robotics is fun, engaging, support problem-solving skills and boost the confidence and creativity that so many students are currently lacking.

Analytics Technologies

Q: Are there programs and tools that are already available that would support our data-driven improvement and innovation initiatives?

A1: https://www.edweek.org/ew/articles/2016/01/13/the-future-of-big-data-and-analytics.html

A2: https://www.oreilly.com/ideas/education-data-analytics-learning

Summary: AltSchools has partnered with Facebook CEO, Mark Zuckerberg to develop tools that could be available to many schools in the future. Websites are being utilized as tracking tools themselves, online courses such as Open Study is one example. Traditional Publishers are also jumping on board and joining with universities and schools to offer programs like Blackboard and Desire2Learn. For these tools to properly support the initiative, they need to be learner driven.

Virtual Reality

Q: Is VR technology a “necessity” for our curriculum or “nice to have”?

A1: https://www.teachthought.com/the-future-of-learning/what-is-virtual-reality/

A2: https://www.entrepreneur.com/article/300071

Summary: To offer authentic learning experiences, VR is becoming a necessity. VR offers genuine experiences that are needed in the 21st Century setting. Financial setbacks are a big reason that VR is so important. VR allows the learner to use all of their senses in a safe environment.

Artificial Intelligence

Q: Where do we envision the benefits of AI in our learning systems and approaches?

A1: https://medium.com/futurepi/a-vision-for-education-and-its-immersive-a-i-driven-future-b5a9d34ce26d

A2: https://www.sas.com/en_us/insights/analytics/what-is-artificial-intelligence.html

Summary: The use of AI in our classrooms will enhance personalized learning, experimental learning and mastery-based learning. AI adds intelligence to existing products and achieves incredible accuracy for example when using Alexa, Google Search or Google Photos. AI is used in Health Care, Manufacturing, Retail and banking which are some of the main careers offered to our students.

Internet of Things

Q: Are there specific needs we have in terms of facilities and equipment operations and maintenance that IoT would support?

A1: https://blog.capterra.com/what-you-need-to-know-about-the-internet-of-things-for-education/

A2: https://edtechmagazine.com/k12/article/2017/03/how-will-internet-things-impact-education

Summary: IoT technology is everywhere from your phone, to your car to your dishwasher. These tools can make our lives simpler and the same goes for the classroom setting. Possible uses are attendance tracking using school ID’s as well as monitoring student engagement with the use of fitness bands, watches or headsets. Online tools such as Khan Academy, MyHomework and Quizlet can be utilized to track and keep students accountable.

References:

NMC/CoSN Horizon Report 2017 K–12 Edition. (2017). Retrieved January 26, 2020, from https://www.nmc.org/publication/nmccosn-horizon-report-2017-k-12-edition/?utm_source=cosn&utm_medium=post&utm_campaign=2017K12

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Topic 1: Bloom’s Digital Taxonomy (link attached)

Topic 2:

Kathy Schrock’s Guide to Everything: Sketchnoting

(http://www.schrockguide.net/sketchnoting.html)

Schrock Sketchnoting Wilkes (PDF in file list)

Kathy Schrock’s Guide to Everything: Online Tools

http://www.schrockguide.net/online-tools.html

Video from Discovery Education (in file area with written transcript)

Topic 3: Part 2 of “PowerUp” book: chapters 5, 6, and 7

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Chapter 5: What are the norms for student privacy in your community? What steps will you need to take, such as obtaining permission from parents and administrators, before publishing student work for a larger audience?

By default, each of our students is assigned a Microsoft email when they enroll in the district. But outside access to their email is not permitted from K-6th due to The Children's Online Privacy Act (COPPA) that went into effect in 2000. In our District, Notification and Opt-out paperwork is distributed to our parents during the first week of school. If the parents choose to not allow students access to their school email, having photographs taken and such, they sign and return the paperwork. If I would choose to publish student work to a larger audience I would notify my building admin, write a permissions letter to parents and proceed from there.

Chapter 6: What are the challenges of creating lessons that reach all learners?

Student interest and learning modalities are two of the challenges I face when creating lessons that reach all learners. At the beginning of the school year, I created a student interest inventory survey which also touched upon the type of learners they are. Each of my 61 students completed the survey and submitted their survey online through CrowdSignal. After reviewing their answers, I was able to shift some of my lessons and gear them more towards their individual interests.

Chapter 7: Which of the six strategies identified in chapter 7 do you think can best support your students and ease your workload and why?

The strategy that would best fit my classroom is Instant Feedback. My class starts out similarly to that of Gary Ashanti's from the example in Chapter 7. The only difference is, I use paper for what I refer to as my bell ringer for a quick assessment from the previous topic. The process takes up more time than I'd like it to because I cannot instantly review all students answers with technology. I would love to be able to make a change by adding 1:1 and allowing my students to complete their bell ringer with a program like Quizzlet or Study Island and quickly review what direction I need to take the lesson that day.

References:

Children's Online Privacy Protection Rule ("COPPA"). (2018, October 4). Retrieved January 27, 2020, from https://www.ftc.gov/enforcement/rules/rulemaking-regulatory-reform-proceedings/childrens-online-privacy-protection-rule

Neebe, D. & Roberts, J. (2015). Power Up: Making the Shift to 1:1 Teaching and Learning

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As I try to transform my classroom to keep up with the digital world we live in, I can refer to Bloom’s Digital Taxonomy to guide me through the decision-making process. I might start by offering my students the infographic at the bottom of this page. I would introduce a topic and allow them to choose one, or more, of the digital tools that they feel comfortable using from any of the levels in the taxonomy. Some of the students may choose a tool from the Lower Order Thinking Skills (LOTS), others will choose a tool from the Higher Order Thinking Skills (HOTS) and still some may choose a combination of the skills to successfully present their information. Using our Padlet boards, I would present multiple resources, for each of the levels, that will allow them to complete the task at hand. This process will allow all students to access the information they need to, comfortably and confidently, present what they learned in a digital format. No matter what combination of tools the students choose, it is my job to offer them access to tools that will allow them to do so and, in turn, will save time and lost papers!

Resources:

Sneed, O. (2016, May 9). Integrating Technology with Bloom's Taxonomy. Retrieved February 2, 2020, from https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/

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I was assigned to sketchnote a TED talk. I had to find a tool that worked with my device which was not the easiest since my device is a lap top. But, you'll notice in my reflection, I worked my way around the obstacle.

I was concerned with this experience for more than one reason. The first reason; I only have a laptop and I find it difficult to create using the mousepad. The second reason; I was unfamiliar with any of the sketchnoting platforms. As you can see, I started the sketchnote of this video using my mouse and then realized that this would not work for me. So, I decided to play around with the options and found I could use a sticky note instead to add typed information which worked well for me. I added about 10 blank notes, re-watched the video, added info, organized the sticky notes, added color and even a couple images afterward. The third reason; I worried about the aesthetics but quickly realized it didn’t matter because it was only for me. I knew I could put down a snapshot of what I thought was important and then elaborate afterwards if necessary. All in all, I do like the idea of sketchnoting for a 1:1 classroom that would have access to touchscreens or the use of a stylus.

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Topic 1: Bloom’s Digital Taxonomy file (link attached)

Curation

The Understanding level of Bloom's Taxonomy involves summarizing, classification, comparing, subscribing, and inferring. Review the information in the Bloom’s Digital Taxonomy PDF file on pages 12-19 to become more familiar with all aspects of this level.

Kathy Schrocck’s Guide for Educators: EdTech blogs  http://www.schrockguide.net/edtech-blogs.html

Topic 2: Bloom’s Digital Taxonomy file (link attached)

Model

The Applying level has students using information, concepts, strategies, and ideas in new situations. Review the information in the Bloom’s Digital Taxonomy PDF file on pages 20-26 to become more familiar with all aspects of this level.

Topic 3: PowerUp book, chapter 9, pages 177-201

Chapter 9 takes a look at the variety of ways that teachers are changing what happens between the start and end bells— flipping, blending, and rethinking class time.

Things to think about during my reading - imagine that the school bells are silent and the clocks are frozen. How would you spend your class period if time were not constrained?

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No bells and no clocks?! This is a world I would LOVE to live in, especially in the Middle School setting. So many students just sit and watch the clock, even though the majority of them can't even tell what time it is because it's not digital. This frustrating behavior makes me wonder why I can't grab their attention. Is it me and the way I teach, them and the baggage they carry, the 6th grade math curriculum they do not love or a terrible combination of all three? And if it is that latter of those, what can I do to fix it?

Let's say time constraints were lifted and there weren't any barriers blocking my way, such as funding for a 1:1 classroom. How would I make the most use of my time?

Here's what I would do:

(1) Better individualized instruction - I would focus more on individualized instruction because for a math teacher (or any teacher) that can be really hard to do! I have some students who are much more advanced and I could use that frozen time to challenge them to push them just a bit harder to see how far they can go. Then I have those that are struggling with basics of 6th grade math and that precious time could be used to bridge the gap between where they are and where they need to be. And finally, those that are just getting it would have an opportunity to be challenged and make strides to advance them and boost their confidence.

(2) Small group work or centers - 70 minutes of class time is a lot of time but, for me, it's just not enough to accomplish what I am trying to when I work centers or small groups. I would love to have a good 15-20 minutes for each center/group and make a complete rotation, rather than stopping in the middle of one center to clean up and try to start over again the next day. Once students are on a roll, I hate to force them to stop.

(3) Project-based Learning - We learn best from doing and project-based learning is a great way to do that. There are a great number of PBL's that offer learning experiences for 6th graders. Having access to technology could be beneficial for PBL's but I lose at least 20 minutes of time, just setting up technology when it's available, and by the time to students get enthralled in their work, it's time to shut down and return our technology so that the laptops are available for the next 2 blocks of students.

(4) Collaboration - I would collaborate more with the other 6th grade teams, allowing students to gain access to information from educators, other than myself, and more of their peers. Their audience would broaden and so would their knowledge base. Collaboration is a win-win for all!

As I sit and think about what I would do if I had more time, I can't help but think about the planning and prep that would come along with all of this. So then, I would need even more time. It's a vicious, never-ending cycle we will continue to trudge through as we ponder the perfect world of no bells and no clocks.

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Subscribe to an online information aggregator (also called a newsreader) and locate and curate information in the reader.

Gather information from 10 educator blogs that support the use of technology in the classroom.

Once subscribed to 10 blogs in Feedly, create 2 categories in Feedly and file the sites where appropriate.

I am not much of a blogger nor do I follow anyone that blogs. I struggled at first with navigating Feedly because I am unfamiliar with the platform but quickly learned my way around with a few clicks of my stylus. And, I found that I could really gain some insight to many questions that I currently have as I begin to transition to a 1:1 classroom.

This platform allows me to easily access vast amounts of information with the click of a button. Using Feedly is a lot more efficient than reading through textbooks or shuffling through magazines or newspapers to find information that could help me to become a better educator.

I found way more than 10 bloggers to follow and began to weed through those that don’t seem as beneficial as others. I decided to create more than 2 categories after I sorted out the good, the bad and the ugly. The two main categories I created are Classroom Technology – Students & Classroom Technology – Teachers. And even though I have sorted them into one or the other, many of the bloggers could be useful for both student and teacher.

I would use Feedly to support understanding in the classroom by searching topics that tie to our 6th grade curriculum. I would assign multiple blogs for students to sift through and have them complete a summary or restate 5 facts from one blog of their choice that would be submitted through our user-shared drive. I would then have each student choose the summary of at least 2 classmates to give feedback to regarding their summaries. An online discussion through Padlet could be a culminating activity that will allow us to connect what I have introduced to them with what they learned through the eyes of others bringing understanding full circle.

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I've created a floor plan of my ideal 1:1 classroom. This exercise targets the Applying level since students are practicing their already-learned measuring skills and 3D awareness.

The online tool I used is Floorplan Creator: https://floorplancreator.net/

In EDIM500, I had worked with a group to design a future-ready classroom. My portion of the project was classroom design and I was able to turn my 2D design (of a classroom I would love) into a 3D design and watch it come to life. I like the floor plan creator but would love more options that would be geared towards a 1:1 classroom.

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Attached is the 3D version of my ideal 1:1 classroom.

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Along with the Floor Plan, I've created a Floor Plan Rubric that includes THREE criteria I would expect students to attain by going through this type of exercise.

I used QuickRubric: https://www.quickrubric.com/r#/create-a-rubric

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Topic 1: Bloom’s Taxonomy PDF (link attached)
At the Analyzing level of Bloom’s, the user breaks information into parts/components to explore/develop/construct understandings and relationships. Read pages 27-30 in the Bloom’s Digital Taxonomy PDF file located in the file list below for more information. Note the great data rubric on page 30.

Topic 2: Bloom’s Taxonomy PDF (link attached)
At the Evaluating level of Bloom’s, the user justifies a decision, solution, answer or course of action. Read pages 31-35 in the Bloom’s Digital Taxonomy PDF file located in the file list below for additional information.

Topic 3: PowerUp textbook: Chapter 8 (167-175)
Things to think about during my reading:

Which steps could you easily leverage in your classroom?

What roadblocks might occur?

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After reading through the Design Thinking process for the second time, I have decided that although I would love to say that I could leverage 1 or more of these steps in my classroom, I see roadblocks for all of them.

Step 1: Empathize
Neebe and Roberts (2015) state that the first step to an innovative design is radical listening. Radical listening is basically stepping back, really listening to what others say and not being so quick to offer solutions or corrections to others thoughts or ideas. Middle school and empathy don't typically go together. These students are extremely self-centered as they try to work through their wide range of ever-changing emotions. And in the midst of all of it, they should be able to understand others but they can't see past their own needs and feelings as though no one could possibly understand what they feel or think. The only way to work through this stage is to practice empathy on a regular basis. Modeling for students what that actually is.

Step 2: Define
Neebe and Roberts (2015) tell us that design teams need to synthesize what they learned in the previous phase and make sense of it. This might be one of the phases that would be the easiest to leverage in my mathematics classroom. Most of my students are able to recognize patterns and themes and they can decipher meaning from what they have observed. I think this could be leveraged most if the information I present to them is done digitally/electronically. When I offer educational information to my 6th graders in this form, they are more prone to pay attention and get things done.

Step 3: Ideate
Brainstorming is tough. We have tried this and over an over, it's always the same. What typically happens in my classroom setting is that one or two students in each class are the ones that take over the ideating session because the rest either don't think they're ideas are good enough or they just don't want to participate. I think that, as long as, I stick with the think tank idea offered up by Neebe and Roberts (2015), that this phase could go off very smoothly but would need to be modeled to the students.

Step 4: Prototype
The idea of creating prototypes in my classroom could be a lot of fun and could magnify student engagement if we integrated the information using storyboards or design maps. The possibilities are endless and the creative juices could flow freely for each student. Again, my road block is the group that just doesn't want to do it or someone just doesn't know where to start. For those students, I would offer a few ideas to get them started.

Step 5: Test

The first 4 phases of this process are manageable because they can all be completed using paper, if necessary. But the final phase should ultimately be completed digitally. As noted in previous posts, my biggest setback here would be the lack of technological resources that I have access to for my classes. At the moment, I do not see a way around it but am hopeful that tech resources will improve for our district in the near future.

Resource:

Neebe, D. & Roberts, J. (2015). Power up: Making the shift to 1:1 teaching and learning. Portland, Maine: Stenhouse Publishers.

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I have created an infographic using a specified dataset (shown in the attachment) using the infographic-creation tool called Canva.

This was harder than I thought and now that I’m looking over it as I submit, I feel like I presented the information that I used in the incorrect order. I’m thinking I have my triangle upside-down. I should have presented the “Out with the OLD... In with the NEW...” piece at the top and worked my way in the opposite direction. Or maybe I am just way off here and I don’t have any of the pertinent information necessary. The color choices were really hard to work out because of my choice of background that I ws hoping would complement my title. And, I do have the reference at the bottom but I could not find a color that made it easy to see. I’m second guessing myself but that’s okay because I am able to reevaluate and assess my own learning and move forward from there. I guess that’s what reflections are for.

I think I would use an infographic if I gave students a topic or topics to research in math. They would have multiple resources to find the information they need to present on the given topic or topics. The final assessment would be to integrate the important pieces from their research as create an infographic of their choosing using a similar platform like Canva. But, due to the lack of tech resources in my district, I would partner the students and have them present a group project. It would be interesting to see what students are thinking. What would their setbacks be? Information to use? Aesthetics? I would be curious to know!

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Attached is the infographic that was created using the above dataset.

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I have created an audio-only podcast about an online tool.

I conducted research and find a Web 2.0 tool called Padlet and have evaluated that tool.

I was really nervous about creating this podcast. I had to create an instructional video last semester and had the same fears as now but once I had my script in hand, my fears eased up a bit. My biggest struggle was on the time allotted for the podcast. I was not able to get it done it 2 minutes and extended it to 3 because I had some important tips/topics that I wanted to cover for those that were not familiar with Padlet, the Web2.0 tool I chose to discuss.

The worst part for me was that I was over halfway through my first recording when my dog began barking uncontrollably. That was so frustrating! I had to start over, not once, twice, three or even four times. It took me five times to successfully finish my Podcast with minimal flubs.  In the end, I was happy with the inflection in my voice and the pace of the Podcast. Adding the music definitely added to the Podcast, making it sound more appealing because music makes everything better! I would actually like to try this with my 6th grade but would need to be creative in how I would have them use it.

Below is a link to my Podcast from Anchor.fm explaining to teachers how students might use this online tool in a classroom for creating their assessment.

I hope you enjoy it and I’m looking forward to your feedback!

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Padlet Podcast for Assessment by Web2.0 Tools for You

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This is a review of Padlet’s pros/cons and how I use it for assessment and how students can use it for assessment

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Topic 1: Bloom’s Taxonomy PDF (link attached)

Topic 2: Lecture video and sample story video

Topic 3: Neebe and Roberts, PowerUp, Chapter 10 (pages 201-216)

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What reservations (if any) do you have about using social medial for professional learning?

I do not have any reservations. I enjoy tapping into the experience and knowledge of fellow educators and using social media for professional learning is quick and informative. I currently utilize Facebook and LinkedIn for gathering resources and articles that have been extremely useful in my classroom. The amount of information available is endless.

What are your concerns (or passions) about using Twitter or other platforms?

I participated in a Twitter chat last year and I am not a fan. This platform is too fast-paced for my liking. I would venture to guess that if I had more time to learn about Twitter, I might actually find the resources useful. For now, I have a high comfort level with Facebook. I know my way around this platform so it's easy to find what I'm looking for. For the FB groups that I belong to, I am able to get instant notifications when a post is made. I can quickly look at the post to see if it's of interest to me and save it for later to come back to when I have more time. I can also join in the conversation at any time and know that I will get a quick response.

If you could pose a question about a classroom challenge to a wider network – beyond your school community – what would it be and why?

As I have stated many times before, I have a great desire to integrate more technology into my classroom but we are currently lacking funds in that department. I am certain there are a plethora of resources to access these funds, I just don't know where to get started. So,the question I would pose to the wider network about a classroom challenge is: "What are the best ways to access funds to begin the transition to a 1:1 classroom in a district that does not have those funds available?" And if anyone reading this post has any insight, I would greatly appreciate your input.

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I created a single picture digital story using Adobe Spark that connected a Discovery Ed Streaming Photo to a lesson that ties to my 6th grade curriculum.

Below is the script and a link to the Digital Story titled "Searching for Ratios".

SEARCHING FOR RATIOS

Digital Storytelling

By: Milicent Wightman

Slide 1:

It’s Monday morning, you’re 12 years old and you’re sitting next to your best friend in the 6th grade. You’re intently discussing what the two of you did over the weekend when you’re so rudely interrupted by the woman in the front of the room. You notice she’s pointing towards the whiteboard and you vaguely hear her say something about, “Today... searching... ratios... pictures... real-life... displayed... board.” You look at your friend with a mix of annoyance and confusion and you begin to try to process the entirety of her sentence as you glance up at the picture in front of you.

Slide 2:

You didn't really hear her, so you raise your hand and ask her to repeat it. She smiles and repeats her sentence to the entire class. “Today, we will be searching for ratios in pictures from real-life situations that will be displayed on the whiteboard.” You begin to wonder what a ratio is, and she is one step ahead of you, so she responds with this, “A ratio shows the relative size of two or more values.” Your expression shows her that now you are completely lost, so she gives you a simpler definition, “A ratio is a comparison of two or more quantities.” You think to yourself, “Okay, that makes sense.”

Slide 3:

Now that she has your attention and you are looking at the photo on the whiteboard, more questions start flooding your mind. Five other classmates raise their hands, and the teacher calls on Joey. He has a smirk on his face, as he always does and asks, “So, why would ever have to search for ratios or even use them in real-life?” The teacher is ready for this question, so she starts to give some real-life examples. “You will need ratios more often than you think. You will encounter ratios when you’re shopping, cooking or baking and even when you’re traveling from place to place.”

Slide 4:

Your teacher again directs your attention to the whiteboard and asks you to look at it and tell her what you see. You focus on the photo and all you see is a group of kids using extremely old cell phones. Again, she was ready for your reaction, so she responds with this, “I know, I know, this picture is outdated but look further than just the surface of the photo. Can you give me any examples of ratios in this picture?” She allows the class to stew over it for a few seconds when finally, it hits you. You rapidly raise your hand and share your answer, “Two of the kids have smart phones and the other 3 do not.”

Slide 5:

She smiles and nods in agreement and then asks the rest of the class to take another look at the photo. After about 5 minutes of discussions, you and your classmates have found a great number of ratios in this photo which prompts more questions. You hear another group ask if you can compare 3 things from the picture or if you can combine items together to compare them with others. Your teacher again smiles as you begin to look beyond the basics. But now you’re left with the questions of how to represent these ratios. Do you use words to compare them or some type of mathematical symbol? And yet again, your teacher is prepared with an answer.

Slide 6:

You learn that there are three ways to represent ratios, at least at the 6th grade level. You find out that ratios are compared using a colon ( : ), the word “to” and can also be represented in fraction form. By the end of class, you feel confident in your ability to find and represent ratios in the real-world. Your teacher is pleased that she has taken a simple real-life photo and watched you and your classmates dig deeper to explore a concept you had no interest in 70 minutes prior. As you leave the classroom, your eyes are now opened to looking at the world in a new way as your adventure in SEARCHING FOR RATIOS begins!

References:
Digital Textbooks & Education Resources. (n.d.). Retrieved February 19, 2020, from https://discoveryeducation.com/learn

Pinzow, D. (2019, March 2). How to Use Ratios & Proportions in Real Life. Retrieved February 21, 2020, from https://sciencing.com/use-ratios-proportions-real-life-8541816.html

Ratio. (n.d.). Retrieved February 21, 2020, from https://www.mathsisfun.com/definitions/ratio.html

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One way to learn about great experts in a topic you are passionate about is to attend a Twitter chat. My handle, the chat I attended and my reflection about the experience are listed below.

Twitter Handle: @millieannie78

Twitter Chat: Standards Based Learning (SBL) #sblchat

This chat was about grading and assessment and the value, if any, or the lack thereof. As I had stated in my initial post, I am not a fan of Twitter as it is too fast-paced for me. And, tonight, that was once again verified. The content had some questions that made me rethink how I assess my students and the co-moderators were great!

One thing I hesitated to add to my initial social media post I will now add here. I actually DO have one reservation about using social media and that is how quickly people judge and snap back with responses. The reason behind that is voice inflection and emotion are non-existent via technology, without the use of voice clips, emojis or gifs and even then, the reader cannot interpret sarcasm. I can say that after the discussion I participated in this evening, I will most likely not use Twitter again, unless is it part of a course that is required, as I feel like I'm less of an educated educator, just after a 1 hour session. And, there is no sarcasm in this discussion, only frustration on my part. And, maybe I'm taking things too personally but it seemed as though one other educator was there to knock down the thoughts/ideas of more than just me. And rethinking through my anger and frustration, I may continue to use Twitter for ideas/resources but not participate in the chats in the future.

I hope that everyone had/has a great discussion and find Twitter useful and that you will find beneficial to your professional growth.

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Topic 1:
Help files for Padlet: https://jn.padlet.com

The portfolio process: http://www.electricteacher.com/onlineportfolio/process.htm

Designing a portfolio program: https://www.teachervision.com/teaching-methods-and-management/experimental-education/4535.html

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ePortfolio & Reflection

Padlet is a program I was introduced to last year and I began to utilize it in my classroom mid-way through the first quarter for homework assignments and an online discussion board. Even though I am somewhat familiar with using this platform, I learned something new while creating my eportfolio.

I had no idea I could set up different formats for the boards to fit the needs of what you are trying to portray. I use the wall format (slightly disorganized) for my classroom, but I chose to use the streamline format for my ePortfolio as it has a sense of “flow” to it.

One challenge I encountered is that, for one reason or another, I would paste something into the Padlet and then it would instantly disappear, and I would have to complete the task again. It was getting frustrating but that is something that I need to have some flexibility with. Sometimes technology has unexplained glitches that need to be worked through.

Completing this ePortfolio gave me an opportunity to revisit the work that I had completed throughout the duration of this course and to reflect upon each piece again. This allowed me to re-evaluate what I produced, contemplate what I would have done differently, and it gave me a chance to think about how I would use Padlet for an ePortfolio for my 6th grades students.

Using Padlet as a portfolio for 6th grade would give students a great resource at the end of the year as a review for our final exam and beyond. They could also merge the work they created in 6th grade with what they will be doing in 7th and 8th. The only piece of this "dream-world" of ePortfolios that I would worry about is that not everyone prefers to use online platforms. This is especially true for our district as we struggle daily with our technology.

All in all, creating this ePortfolio was a great way to really reflect on what I have learned in this course as well as the access to resources I am able to add to my bag of tricks for my incoming 6th graders.