# data[].attributes.body
For my CEP 810 Networked Learning Project (NLP), I decided to take on learning how to do brush lettering to write letters and words. It has been something that I have been interested in learning how to do so I decided that now was the time to take it on. Since the NLP tasked me with learning something only using online resources, I decided to see what was out there for a topic that I do not know much about.

I began my project by looking into what I would need to be successful. I started my research by going through help forums and YouTube to see what I needed. I learned what tools I would need, like a specific style of paper and markers. I found the help forums to be useful for what tools I would need, like this one, but have not found them to work for learning how to do this as they do not offer step by step tutorials.

I was not sure where to start once I had what I needed, so I searched YouTube to see what to begin with. I knew that I would not start out writing words and quotes, so I had to start at step one. I found one video that took me through the strokes that all letters are based off. The video went slow enough that I was able to follow along and practice as she did. As you will see pictured below, I am off to a start, but I definitely need more practice to get comfortable.

I share a video of my current progress here for you to check out. Next, I am moving onto practicing letters now that I have the basic strokes learned.

References
Destination Decoration (2016). The Beginner’s Guide to Brush Lettering: Basic Strokes. Retrieved from https://youtu.be/ENj1xxj9STs

# data[].attributes.body
Growing up I knew the importance of making connections with people and resources in what I was interested in. As I entered education, I realized that having these connections were going to be helpful as I grew as an educator. A year ago, I started an Instagram and Twitter account specific to education and started following other teachers that were sharing their resources. Little did I know; this was going to have an impact on my teaching. As I started spending time on these accounts, I realized that I was building connections with educators all around the world. I was able to ask a teacher in New York about how she was approaching a lesson and I was able to get a classroom set up from a teacher in England. I did not know it at the time, but now I can say that I was building my Professional Learning Network (PLN). Tour defines a PLN as “an informal group of like-minded people who share their knowledge and provide resources and advice to guide a learner in independent learning experiences” (p. 182).

My PLN is shared below. As I created this, I realized I have relied a lot on social media to create my PLN. I have found that using apps like Twitter has allowed me to connect with more people than I could in person. One strength of my PLN is that I have a mix of professional connections through organizations and at Michigan State, as well as informal such as social media, like Facebook groups. One weakness is that I do not have a lot in person connections besides my colleagues at work. I would like to expand this by attending more conferences and making connections with people in person.

References

Tour, E. (2017). Teachers’ self-initiated professional learning through personal learning networks. Technology, Pedagogy and Education, 26(2), 179-192, DOI:10.1080/1475939X.2016.1196236.

Mindmap created with Popplet

# data[].attributes.body
Assessment is a word I hear in almost every discussion among teachers. At some point, we need to assess our students on what they know. I cannot keep teaching and have no idea whether my students are understanding what I am teaching.

I think when a lot of us think about assessment, we remember our days in school getting yet another multiple choice test and bubbling in A, B, C, or D. Did that one letter choice really tell our teachers what we did (or did not) know? I do not
think so. I believe assessments if designed correctly, have the power to
inform our instruction as teachers. But we need to move beyond assessing for
the recall of information we give to our students and really need to assess our
students on what they understand. This teaching and assessing for understanding over learning is supported by Bransford, Brown, and Cocking (2000). I write about this assessment for understanding in more detail here.

I also believe that technology has a powerful impact on improving student’s understanding of what we are teaching and ability to improve what they can show us on an assessment. If we are teaching for understanding and assessing our students on that understanding, we as teachers want to do everything we can for students to understand. I think appropriate incorporation of technology in classrooms can help us do just that.

References:
Bransford, J.D., Brown, A.L. & Cocking, R.R. (2000). How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press. Retrieved from http://www.nap.edu/openbook.php?isbn=0309070368

Image Credit