Synthesize PAL and Schramm Resources by Lindsay Yearta https://padlet.com/lindsay_yearta/cg9382q71pma (1) What did you find interesting? (2) What connections did you make to other readings and courses? (3) What questions do you have? en-us 2018-08-22 17:22:32 UTC 2023-05-08 15:23:53 UTC hello@padlet.com Mikayla Madden MikaylaMadden https://padlet.com/lindsay_yearta/cg9382q71pma/wish/709694799 1) I found the Schramm Vodcast very interesting. As much as I already knew about the basics of communication, I found it very interesting to see it laid out in the format that he did. I also really like seeing Dale's Cone of Experience. I found it interesting to see the various levels of how we can provide our student with experiences. 
2) I connected Dale's Cone of Experience to Universal Design for Learning because it helps teachers create learning experiences while also allowing for various representations of the material. 
3) I still feel a tad confused about the Fields of Experience in Schramm's model. I understand why they need to be present but struggle to realize how they can completely connect with a classroom since many students come into class being behind and may not be where everyone else is in terms of academics. How can I always create those experiences without feeling redundant to some students? ]]> 2020-08-31 18:16:22 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/709694799 Lauren Quesada #1 https://padlet.com/lindsay_yearta/cg9382q71pma/wish/709935933 1) I really enjoyed reading about Dales Cone of Experience because it makes so much sense to me. There are levels of experience that would be beneficial to our students and the more concrete of the experience we can provide, the better the learning outcome will be. It is so important to make abstract theories and concepts more concrete. I also found the concept of overlapping fields of experience interesting because we have such diverse classrooms. With students of different backgrounds and different experiences, you can see how vital it would be to find that common ground to help your message reach the receiver. ]]> 2020-08-31 19:31:03 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/709935933 Lauren Quesada #2 https://padlet.com/lindsay_yearta/cg9382q71pma/wish/709948518 2) I made a connection between Gagne's Nine Events and the 16 Components of Explicit Lesson Plans. These two really connect in talking about the essential pieces of a meaningful, efficient and effective lesson. I also made a connection between identifying potential noise and Maslow's hierarchy of need because a lot of internal noise students may have goes with their physiological needs, safety, and belongingness. ]]> 2020-08-31 19:35:39 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/709948518 Lauren Quesada #3 https://padlet.com/lindsay_yearta/cg9382q71pma/wish/709956697 3) I still have a question about how technology can help eliminate noise. In my personal experiences, technology for me often creates more noise. ]]> 2020-08-31 19:38:52 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/709956697 Adri Howard #1 https://padlet.com/lindsay_yearta/cg9382q71pma/wish/710098384 I found Schramm’s vodcast very interesting to listen to when learning about Schramm’s communication model. In previous classes I learned that the sender is the person who sends the message and the receiver is the person who decodes the message from the sender. While listening to Schramm’s vodcast, I discovered an interesting fact about feedback when communicating.I discovered that the most important feature of Schramm’s Communication model is the feedback loop, which allows the sender to know if the receiver has received the message by initiating feedback to the sender. I found the feedback loop very interesting to learn about because I will likely encounter students who are non-verbal. Knowing that the feedback loop is the most important feature of Schramm’s model, as a future special educator it is my responsibility to find different resources that will allow my non-verbal students to engage in the feedback loop as well as ensure the feedback loop is being implemented when communicating with my non-verbal students. In addition to this, I also found the Dale’s cone of experience very interesting to learn about when reading the assigned PAL article. Dale’s cone of experience states “we remember things better when we do them rather than when we hear about them” (Jones, 2005). In the classroom, teachers often provide hands-on activities rather than lectures only because students learn better when they are engaging in interactive activities. ]]> 2020-08-31 20:38:05 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/710098384 Adri Howard #2 & #3 https://padlet.com/lindsay_yearta/cg9382q71pma/wish/710101159 2. ) After listening to Schramm’s vodcast as well as reading the assigned PAL article, I was able to recall similar discussions about the information covered in both of these resources in previous courses at Winthrop University. For example, Schramm’s Communication Model defined noise as an interference between the sender and receiver that may affect the way they receive a clear signal such as a learning disability, ELL students, being hungry, being tired, loud air conditioners, and etc. In EDCO 220, I learned that noise can be external meaning noise that is in your physical surroundings or noise can be internal meaning noise that is physiological. Noise causes a distraction that makes it hard for a learner to learn in that given environment. Considering what I learned in EDCO 220 and what I learned after watching Schramm’s vodcast, I was able to think of the noises described in Schramm’s Communication Model and identify which noises are considered internal or external. 
3. ) One question that I have is how can teachers create a supportive learning environment for students without causing internal noise towards other students? When creating a supportive learning environment teachers consider each student's unique characteristics and challenges, but I am wondering how can teachers do this without causing internal noise towards other students considering each student has different challenges and characteristics.  

]]> 2020-08-31 20:39:27 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/710101159 Krissy Stack https://padlet.com/lindsay_yearta/cg9382q71pma/wish/710394773 1. I found the whole concept of PAL super interesting. I had never heard of this model before and I enjoy that it allows for student-paced growth. After reading through the article and reflecting on the elements within PAL, I was able to see some examples of teachers using these elements before (whether they knew it or not) and I remember them being successful in facilitating student overall growth. I enjoy that the PAL model can be followed out of order and still be effective. I think it is harder to find teaching models that allow for flexibility with how it is used in the classroom because every class and every student is different. 
2. I noticed that Dr. Vawter uses Schramm's communication model often in is class. Whether it is on us or using us an example. He has never named the model but after the vodcast, I was able to see the model in his classrooms. He would allow us to create large amounts of noise and teach us the importance of not yelling to gain attention, but instead, finding quirky ways to get the attention of the whole class quickly. I saw this model a lot in EDCO 350 with Dr. Vawter. 
3. I want to know how you would best find the base level of learning in Dale's cone of learning?

]]> 2020-09-01 00:14:59 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/710394773 Emily Jackson https://padlet.com/lindsay_yearta/cg9382q71pma/wish/711853498 1. I found the Schramm model to be extremely interesting and I loved how easily it broke down what the idea of communication and comprehension should look like. I have never seen or heard of this model before the video but was very intrigued afterwards. The idea that the model is a continuous circle of life in a sense, that after the receiver has information it is sent back to the sender, blew my mind. Often times, we send information throughout a day, week, month and expect students to comprehend. But in actuality, our assessments the feedback that depict the next batch of information. As for the PAL article, I found it to be a sight into the future. Even though it was slightly outdated it nailed the idea that our technology and its growth will constantly advance or change and as a result this change is our only constant. I had never heard of Dale's Cone of Experience but it makes sense that it is another stepping stone towards Maslow's Hierarchy of Needs.

2. Some connections I made with the PAL Article and the Schramm video were in my own content area. Just as these two resources illustrate model of communication or strategies they reminded me of those we use pertaining to Kodaly and Orff. These two models rely heavily on a certain form of musical communication of concepts in order for the entire sequence to make sense. Without comprehension or with excessive noise/barriers, no comprehension for students will occur. Therefore, the content is important but more so the delivery of the content. Just as wit Schramm if the receiver is not understanding what the sender is communicating, or even if through Dale's model the student is incapable of understanding, then the feedback with not be ideal.

3. The only question I have is for more information regarding excess noise that can appear throughout the use of technology with students, especially due to COVID circumstances. I realize technological errors are more likely to occur and nothing will go perfect. But what is something we can do to not allow excess amounts of dead time with students or hold the burden of frustration?

]]> 2020-09-01 14:36:35 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/711853498 Brooke Nelson https://padlet.com/lindsay_yearta/cg9382q71pma/wish/712049443 1. I found the Schramm podcasts interesting in their use of the term "noise". As an educator, I think it is easy to remove obvious distraction or noise from the classroom such as closing classroom doors or instruction students to clear their desk but their is another form of noise that teacher may not be aware of such as the example given in the video, a student being hungry or cold. It goes to show the creating the common experience can help with limiting the noise in the classroom. With the PAL paper I thought it was interesting in the fact that I have experience this way of learning in grade school. I enjoy that this method is based on personal student growth and level.
2. The Schramm podcast connects to a previous EDCO course about teaching those with disabilities or forigen languages by creating a connection in the classroom to help the students learn the material. Such as videos, writing on the board, or stories.
3. l have a question about how the PAL model can be implemented in a classroom that is structured on a timeline.]]> 2020-09-01 15:22:29 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/712049443 Madison Cantrell cantrellm6 https://padlet.com/lindsay_yearta/cg9382q71pma/wish/712051277 I began making an Ideaflip before we switched to padlet so I attached that as well!
1. I really loved the PAL article, specifically when it talked about students needing a safe place to try new things and to make mistakes. I feel like that is a huge part of my mentality about teaching, I want my classroom to be a fun and safe place where the students are encouraged to try new things, create, and make mistakes freely.
2. Similar to what Krissy said, I also thought of Dr. Vawter's EDCO class when learning about the Schramm communication model. He incorporated it in many ways, by showing us we did not have to yell in the classroom to gain attention, he emphasized us getting to know our students right off the bat (if they can work with music playing in the background) so that we can make choices that help eliminate noise for our students.
3. I think the feedback loop was a little confusing for me. Is it just the students looking like they either understood or they didn't or maybe giving a thumbs up if they feel good about the content, or is it more than that?

]]> 2020-09-01 15:22:55 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/712051277 Jailene Rubio https://padlet.com/lindsay_yearta/cg9382q71pma/wish/712345472 1. Reading through the PAL article I read many strategies that i would like to practice in my classroom. One thing the article highlighted on that is very important to me, is the need for a safe and comfortbale enviornment. I am a firm believer  that children learn best when they are surrounded by postivity and comfort, so I am glad this article highlighter that. A new strategy I learned from this article was "Dales cone of experience." It highlights how children do learn best from exprience which i as well agree with. The Schramm's podcast was great! I was able to gain insight on the communication model and  the important roles the sender and reciever play and just overall how effective communication work. 
2. The PAL article quickly reminded me of the startegy of Explicit instruction that we are currently learning in READ 380. The design of  succesful instruction resembles explicit instruction beacuse they both base their instruction on making sure the student have a clear idea as to what they are learning as well as why they learning it. They also practice the importance of guidence throughout the lesson to ensure the children are on the right path and do not need any assistance. 
3. A question that I have based on the article and podcast realtes to the noise created based off the technology. From personal experience I have seen technology cause so much confusion and extra noise. Overall, I would like to know how technology can eliminate noise. ]]> 2020-09-01 16:32:26 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/712345472 Amber Lennox lennoxa2 https://padlet.com/lindsay_yearta/cg9382q71pma/wish/712709882 1. I found concepts in both the Schramm and PAL resources very interesting. In the PAL resource I really liked how much they mentioned that education is changing constantly because of technology. Education today is completely different than when we were in elementary school and continues to change so much every year. Even in just the last three years, when I went to field work three year ago, students did use technology but not to the extent that we use it now. I do not think we could have all gone virtual 5 years ago but today we can. We still struggle with it today but in the next year or so its going to be something we are very use to and comfortable with. I also really liked the Schramm video because I did not realize the concept of noise and how important it is when the sender is trying to send a message and when the receiver is trying to decode the message. I also did not realize how important feedback and the field of experience was while sending messages or communicating to someone. 
2. The Universal Design for Learning is connected to both resources. In the video, she talked about when sending a message you can send it in multiple ways to ensure all learners will understand it. Also when trying to overlap the field of experience, it is important to use the principles of UDL  during this part because not everyone will understand concepts in the same way as another person. UDL is also connected in the PAL resource because it talks about how technology provides multiple options for students to express, present, and assess their learnings. 
3. How can you eliminate noise that may not be in your control? For example a student being tired. ]]> 2020-09-01 17:55:40 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/712709882 Allison Ponton aponton98 https://padlet.com/lindsay_yearta/cg9382q71pma/wish/712917184 1. I thought Dale's Cone of Experience was interesting. I know we have talked briefly in several classes about the continuum between concrete and abstract learning. I would like more specific examples and strategies for concrete experiences in ELA. I guess you just have to be creative on a lesson-by-lesson basis. I liked some of the different examples of using technology to allow students to express their knowledge concretely. I also liked the statement about giving the same example several times, but slowly. I always thought it was hilarious when my teachers did that. I do remember learning in a previous class about Vygotsky's social learning and ZPD, and that sometimes students can explain things to each other if it is not making sense to someone. I guess that would be another strategy to use in tandem with multiple examples.
2. I was in the Mass Communication department before education, so we learned about Schramm's Communication Model. It has been a while since I thought about it, but I did remember it tying into Mass Comm and marketing in that anyone trying to communicate to any group of people was met with distractions from all those people's lives as well as all the differences between everyone' s funds of knowledge. We were learning how important it was to communicate in a way that was relevant to the entire audience, which is what teachers do. Student experiences need to be authentic and relevant. 
3. "For the digital mind (Jones, Harmon, & O’Grady-Jones, 2005) we know that they may be ready to multitask and learn in a heavily mediated environment while you, as a teacher, may need them to work in a more structured and less mediated environment." I do not know if this was intended to mean that students in today's world undergo much more daily stimulation than previous generations (video games, TV, everything is instantaneous and fast-paced) as Sir Ken Robinson talks about in "Changing Education Paradigms." If it was intended in this way, it makes sense. If not, I need clarification on meaning. Two interpretations of this statement could result in two very different takeaways for my classroom.]]> 2020-09-01 18:48:39 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/712917184 Katie Shaw https://padlet.com/lindsay_yearta/cg9382q71pma/wish/713109964 1.  I was very intrigued by Schramm's communication model and the importance behind it all. Understanding the communication fields of experience can help you identify potential noises, create an overlapping field of experience, and give accurate feedback. For example, a student providing a head nod during content instruction is a form of feedback that informs the sender that the receiver is understanding the content. 
2. In addition to the Schramm's communication model, she talked about the interference of noise.  It made me think back to SPED's AAC course when we talked about internal and external noises. External noise refers to man-made noises such as a lawn mower or tapping of a pencil whereas internal noise refers to a student being hungry or a headache. Both of these noise's can effect the communication between the sender and receiver. 
3. As I am reading other individual's post I see that other have the same question and concern as me. I would assume technology would play a role in adding unnecessary noises. How do you eliminate those noises without eliminating technology? ]]> 2020-09-01 19:51:11 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/713109964 AnnaMarie Wilde wildea3 https://padlet.com/lindsay_yearta/cg9382q71pma/wish/713508906 1. I found that the Nine Events of Instruction by Gagne was interesting. I do not remember learning about it before, but I can see the nine events in almost every lesson plan that I do and lessons that I observe. I do believe that it gives a successful instructional environment in a classroom and teachers should study the nine events and find ways to include it in their lesson plan. It helps engage students, all while making sure they are prepared and ready to learn. 
2. Dale’s Cone of Experience reminds me of Bloom’s Taxonomy that we learned about in EDCO 220 and then touched on in my other educational classes. In Bloom’s Taxonomy Pyramid, it starts with the most general verbs for learning objectives and as the pyramid rises, the verbs get more specific and require a deeper level of thinking. Dale’s Cone of Experience is the opposite, where the bottom of the cone is a more grounded and a more concrete learning experience, which the teacher is providing a direct and purposeful experience while the top is the least grounding, with verbal symbols, where the teacher is mainly lecturing. 
3. What other methods help support PAL in the classroom? Do administrators and principals support PAL?

]]> 2020-09-01 23:59:59 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/713508906 Bayley Whitlow https://padlet.com/lindsay_yearta/cg9382q71pma/wish/713763186 (1) I found the Schramm's model very interesting. Communicating back and forth with someone seems like such a simple process but I had never really thought of the noise factor or overlapping field experiences. I loved the layout the diagram- it made it so simple to understand what is needed in order to have effective communication. 
(2) I made the connection to this content with other classes I've taken previously at WU that discussed the different interferences students can experience in the learning process, such as language barriers. The PAL article relates to what I've been taught in my education classes that students need to know their purpose for learning something. If it doesn't seem necessary or engaging, they won't care. They need to be actively engaged (or as the junior methods courses put it- "bottoms up learning") in order for the content to "stick". 
(3) The podcast mentioned how technology can help decrease noise and I'm interested to learn more about that.  ]]> 2020-09-02 02:27:04 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/713763186 Madi Mott mottm2 https://padlet.com/lindsay_yearta/cg9382q71pma/wish/715419598 1. One of the most interesting concepts that I encountered was talked about during the Schramm Vodcast; I really loved the connection that was made between external/internal noise and the interference that that can have on the signal being sent from the sender to the receiver. Over the course of my college career, I've heard a lot about external/internal noise, however I was always unsure of where exactly this noise came to be involved in the learning process. Seeing the visual provided during the vodcast was really helpful for me to finally gain that understanding. 
2. When considering The Design of Successful Instruction, I found a lot of connections between the nine events that occur and concepts that I have learned about in other classes. For example, the first step of reception has always been talked about as an "attention grabber" or anything that would get the students engaged in the lesson. Even the steps of semantic encoding and responding have connections to the reading on UDL that we are completing this week. Overall, the nine events really just helped make multiple concepts that I have learned about over the years into a cohesive model to broaden understanding. 
3. I would love to learn more about Dale's Cone of Experience because I would love to know more details about how it connects to the Design of Successful Instruction. I can see vague areas when it connects, but I would love to know more explicitly about how both of those concepts intertwine in the classroom. I would also like to learn more about the fields of experience. If, for example, a student does not have a field of experience that can overlap with the field of experience that the teacher is trying to access, how would a teacher go about building one for that student to access? ]]> 2020-09-02 16:27:26 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/715419598 Claire Marshall https://padlet.com/lindsay_yearta/cg9382q71pma/wish/715554905 1. I one thing I found to be the most interesting has to do with Schramm's Communication Model. I have always heard about the basis of the model with the sender encoding a signal that is then decoded by the receiver, but I had never heard of the field of experience that surround both the sender and the receiver. I find it interesting that the overlapping of the fields create the common experiences that the two share. Then, prior knowledge can be tapped into for the receiver to understand the message more easily.  I think it is quite interesting that with this model it shows that most everyone will have experiences that overlap that will make communicating with others much easier and more effective when we are able to have shared experiences in common. 
2. I made the connection with this content in both the article and the podcast to other classes that I have previously taken. I remember talking about the communication model in my  SPED AAC class. We discussed quite a bit on how noise can be a big factor in communication. Both external noise, like someone cutting the grass outside the classroom or a student tapping their pencil, and internal noise, such as being hungry or feeling anxious about a test coming up, can interfere with our ability to receive and decode a signal. Also, the Design of Successful Instruction: Gagne's Nine Events make me think of the Explicit Instruction. There are I believe sixteen components of explicit instruction that I remember discussing in a previous course that remind me of this model. In the same way that Gagne's Nine Events start with gaining the students attention and go all the way through to end with generalizing the concept across settings, people, and place, the steps of Explicit Instructions follow the same way. 
3. One question that comes to mind is how will the use of technology in the classroom be able to decrease or eliminate noise? After looking at the questions of others, this seems to be a common question. I think a lot of times we hear that technology in the classroom can increase the amount of noise that plays a role in communication, so I am interested to learn more about how it can do the opposite. ]]> 2020-09-02 17:02:25 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/715554905 Natasha Tirpak tirpakn2 https://padlet.com/lindsay_yearta/cg9382q71pma/wish/716137983 1. One thing that I found interesting was Dale's Cone of Experience. I think the reason why I am so interested in this is that it identifies practices that I have seen and done but not put a name to. For example, I know that I learn best by doing and seeing instead of just listening. However, I did not consider the layers of the cone and the effectiveness of each one. The cone itself is a visual or iconic way to think of this concept. As a teacher, I will need to consider this when teaching new concepts to students. 
2. When reading about Schramm's Communication Model, I immediately thought of what I learned about internal and external noise from a previous class about assessment. We learned that even when an assessment (or lesson in this case) is created as well as possible, the noise a student experiences can impact the student performance. In terms of Schramm's model, it works the same way. This connection makes me reconsider what I can do as a teacher to reduce the noises in my students' learning experiences. It also makes me think of the obstacles that a diverse learner may experience that disrupt the signal. 
3. Now that students have been doing virtual learning since March (except for the summer break), what can we do as teachers to prevent technology fatigue? For example, what if the safest way for students to learn a concept was through a virtual simulation but a student is not responsive to learning through a screen? What are strategies to combat this while still utilizing Dale's Cone of Experience? ]]> 2020-09-02 19:52:32 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/716137983 Elora Lissandrello lissandrelloe2 https://padlet.com/lindsay_yearta/cg9382q71pma/wish/716432318 1. I found the vodcast to be super interesting. I really enjoyed it. I love how they talked about internal and external noise. I feel like so often when we think of noise we only think of noise going around us and not the noise that is in our head. It made me realize that internal noise is more distracting than external noise. Especially for young learners who have a difficult time forgetting about other things to focus on the task at hand. 
2. I found it really easy to make connections with Dales Cone of Experiences. I've been doing these things and have even talked about them without having a name to put to it, or even really knowing specifically what I was talking about. It was interesting to think about how all these things build on one another and that's what really effects the experience. 
3. A question I still have is how, we as teachers, can help students eliminate internal noise. How can we help them put things that happened that morning or night before behind them so they aren't distracted by it?]]> 2020-09-02 22:43:35 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/716432318 Marissa Atkins atkinsm5 https://padlet.com/lindsay_yearta/cg9382q71pma/wish/716443256 1) I find it interesting that this has been talked about over multiple courses (Schramm), but was never directly linked to Schramm for me until the video. Maybe I missed a class where they connected things, but it would have been nice to have a name for something that is constantly talked about within education. One class I think of in particular is EDUC200, where the impacts of poverty would be the noise that overpowers the signal. 
2) Another thing I found interesting was within the article, Dale's Cone of Experience. I made the connections with Dale's Cone of Experience with UDL and something that Dr. Barger had explained using an apple as her example. She was explaining how knowledge is developed and how knowledge matures over time. The article as a whole reminded me much of things that were explained within methods courses over the years.
3) Technology can decrease noise, but it can also cause more noise. How do you stay within the zone where technology is helpful rather than hurtful?]]> 2020-09-02 22:52:41 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/716443256 Kimberly McKinney kimberlymckinney98 https://padlet.com/lindsay_yearta/cg9382q71pma/wish/716495212 1. I found the PAL article to be very interesting. The discussion of how technology is always changing and education should do the same is nothing more than the truth. As educators, we should constantly be changing and re-evaluating in order to better meet the needs of our students.  The article discussed how the only thing constant in education is how it is always changing.  With technology changing, our understanding of learning will improve as well.  I loved how the article pointed out that telling IS NOT teaching.  As a future educator, I have to remind myself to provide examples of the concept.  
2. I personally connected to struggling with giving multiple examples. We expect our students to tell us every detail about the material they are learning, but it has proven most people can only give 1-2 good examples about a topic.  Another point the article made was that it is important to provide students with a safe environment. This is one of my upmost priorities for my future classroom. I want nothing more than for my students to feel safe and comfortable when they are in my class. 
3. Studies have shown that it is not good for students to look at a screen all day. With the new virtual learning, how can we prevent children from getting too much screen time?]]> 2020-09-02 23:36:03 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/716495212 Erin Caffey https://padlet.com/lindsay_yearta/cg9382q71pma/wish/716523395 1.) One of the things I most enjoyed reading about was Dale's Cone of Experience because not only did it inspire me on a pedagogical level, but on a personal one as well. Growing up, and even as an adult, I struggled with making sense of the abstract and cementing it as something solid within my brain. Learning that there are levels of experiences for students and that there are ways to increase the benefits of abstract experiences that previously might have proven less effective was very encouraging for me as both an educator and a student. I also found the Schramm model to be so eye-opening. We're taught as educators that feedback is extremely important, as students need it to improve, but I feel like there isn't enough emphasis on how this happens at a subconscious level. This model really broke down how communication and comprehension is cyclical in a way that I had never considered before.

2.) A connection I made had to do with how we approach topics in my content area. These two resources highlighted the importance of effective communication for the deepest level of comprehension. In social studies ed, there is a huge emphasis placed on teaching to your audience, using their personal realities and lived experiences as a mode of delivering content. The reasoning behind this is that by relating to your students realties and by presenting information in a way that is most digestible, comprehension will be increased and understanding improved. This tactic reminds me a lot of Maslow's Hierarchy of Needs as we need to meet our students where they're at emotionally to better facilitate learning. 

3.) The only question I really have coming out of this, is how technology exactly eliminates "noise"? For some, I'm sure it proves to be a good aid for focusing, but for others, particularly those who have attention deficit oriented learning disabilities, like myself, I have worries that it would only lend itself as a distraction. ]]> 2020-09-02 23:57:32 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/716523395 Kaylee Lambert lambertk41 https://padlet.com/lindsay_yearta/cg9382q71pma/wish/716634935 1. I really loved reading the PAL article and watching the video on the Schramm's model. Regarding the Schramm's model, I thought the communication model was interesting. I never realized how this is such an important part if instruction. From the sender, encoder, signal, decoder, and retriever and how the feedback between the sender and retriever is essential. Especially within the classroom. I also thought it was interesting how they talked about signals and noise being an interference. Within the classroom, it is so important for teachers to be able to identify noise as well as create fields of overlap. While reading the PAL article, I thought it was interesting that it said education will always change but technology is changing rapidly. I also learned that teaching is presenting information and having the opportunity to practice is-PAL is given the students and opportunity to participate in their learning process. Technology helps teachers to create activities for learners that are purposeful.
2. One connection that I made is at the end of the Schramm's model is how they were talking about using technology (multiple means of representation) to alleviate noise within the classroom. I thought this was cool because even though they didn't say it was multiple means of representation, technology is another way to deliver the information and we learned in the past semesters. ]]> 2020-09-03 01:01:58 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/716634935 Danielle Altringer https://padlet.com/lindsay_yearta/cg9382q71pma/wish/716638468 1: What I found very interesting was the need for the fields of experience to overlap in Schramm's Communication Model. I had never really considered the need for overlap just for successful communication to occur. I know that having commonalities tends to foster community, but had never applied this to someone being a "digital immigrant" or "digital native" - and I find these terms incredibly intriguing.
2. I was making connections all over the place!! The need for a safe environment, in general, relates back to my classroom management course and provided an interesting perspective when looking back on my assessment course. Further, when reading over Gagne's Nine Events, I immediately connected it to schema and background knowledge. One thing that stood out to me from this section was that our goal needs to be to make "instruction successful for the learner," I had never heard this before and loved it. I was also connecting Step 5 to scaffolding, and Step 7 relates directly back to almost every class I have ever taken (informative feedback). Lastly, the Cone of Experience reminded me of the activities scale for higher-order thinking, and I liked how although they are similar, the cone provides experiences (as the name suggests) and not just assessments.
3. One thing that I was wondering about was the difference, if any, between Participatory Active Learning and general Active Learning? Are they considered the same thing, or are there differences?]]> 2020-09-03 01:04:01 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/716638468 Mary Gump https://padlet.com/lindsay_yearta/cg9382q71pma/wish/716784065 1. One thing that I found very interesting was the complete parallels between the discussion of the use of technology and education, and the discussion we are now having in classrooms as it relates to this very idea. We are having to rely on technology more than ever to help us reach children who are not in school, and to supplement instruction when children are doing remote learning. In the PAL article it had the quote, "If teaching was telling, I we'd all be so smart, we wouldn't know what to do" (Robert Mager 1984), and this is proving to be true now more than ever before. We cannot just be telling children remotely through a reading, or expecting us to tell them one thing over Zoom and now they grasp this concept. We are being asked to use technology for the children to understand and to know, and in some cases produce, not just be told and recall.
2. A connection I made to the Schramm Vodcast and a previous class was with EDCO 200, Education in the Context of Poverty. Similar to the discussion of outside "noise" that is discussed, and we have talked about throughout the educational core classes, one thing that I think a lot of it can stem back to is Maslow's Hierarchy of Needs. We cannot expect children to be absent from noise and be able to "hear" us and to learn, until we take care of those basic needs in the hierarchy and allow students to be in a space where they can learn.
3.An additional question I have, and it is a very "SPED" question, is how does this "noise" look different for people with disabilities? What are best practices for incorporating educational as well as adaptive technology into the classroom that is the most effective and will not add to the additional "noise" many of these children have, simply from having a disability to begin with?]]> 2020-09-03 02:23:39 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/716784065 Ry'Kel Hartley https://padlet.com/lindsay_yearta/cg9382q71pma/wish/716894102 1. What did you find interesting?
While reading though the Synthesize PAL I read something that I believed in before reading the article. The article talked about how important it is for teachers to provide reinforcement of correct answers to help to provide detailed and constructive feedback to help them understand why a response is wrong. Students need that feedback.  While listening to the Schramm podcast it talked about signals. As futures we have learned a lot about classroom signals. It is important for us to pick up on our student signals. When we pick up on their signals we are able to truly understand if they understand what we sent them or not.
2. What connections did you make to other readings and courses?
When Dr. Harris was talking about the signals it made me reflect on myself as a student. I asked my self a lot of questions like: When I do not understand something in class what signals do I send to the teacher. I need to be able to pick up those "I do not understand/ I need help" signals form students. 
3.What questions do you have?
How can I use technology to block out the noise in the classroom?]]> 2020-09-03 03:30:08 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/716894102 Nicole Immerso https://padlet.com/lindsay_yearta/cg9382q71pma/wish/721579382 1. What did you find interesting?
When reading through the Synthesize PAL article, I read information that I believe is true before I began reading the article. The article talked about how teachers teach information and when it is presented they should be given the opportunity to practice new skills in a safe environment where they can get informative feedback before they are assessed on the materials. Students need this feedback in order to know how to go forward. When listening to the Schramm podcast it mentioned signals. As future educators and prior knowledge on what we have already learned, we have learned a lot about classroom signals. In a classroom, teachers use signals to communicate, and it is important for us to pick up on our student signals because it helps us think about how we communicate as teachers. We need to be able to identify the noise that our students might experience. Teachers use signals to determine prior knowledge of a student. When teachers pick up on students signals we are able to understand what we sent them or they may not understand. I would then explain to them further on how to understand.
2. What connections did you make to other readings and courses?
When Dr. Harris spoke about signals it made me reflect on my students, and when I was a young student. When I haven't understood something in class I know exactly what kind of signals I send to my teacher. Teachers also need to be able to use "I do not understand/I need help" signals from their students. This also reminds me to use The Maslow Hierarchy of Needs so we can help our students where they are and to better facilitate their learning in a appropriate way. I would create a lesson for them to learn from and where I can teach them what to understand from.
3. What questions do you have?
When reading through the Synthesize PAL article, I noticed that I have never learned about Dale's Cone of Experience but I would love to learn more about this concept and how it connects to the Design of Successful Instruction. I would also like to learn more about the fields of experience. I would also like to learn more about how the use of technology in the classroom is able to decrease or eliminate noise? I just want to be able to understand how technology exactly eliminates "noise" and how to effectively use it in my classroom to provide effective learning for my students. The only thing I can interpret without learning about if technology increases or decreases noise is that technology can decrease noise, but it can also cause more noise. I just want to know how you can stay in the zone where technology is in the middle? I feel like technology in the classroom can increase the amount of noise, so if it can I am interested and want to learn how it can, and also how it can do the opposite (like the other way around)? I feel like it is probably harder for teachers right now during these challenging times we are in now with the pandemic. I believe it is harder for most or all teachers especially who are teaching virtually because teachers cancelling out the noise that causes distractions for their students. Teachers, I feel like are just beginning how to learn how to use technology, but now because of the pandemic and setting up breakout rooms on zoom. I feel like this is a common question but I hope that we all can learn more about this in our future. I feel like I learn something new everyday, this is an ongoing experience for everyone. ]]> 2020-09-04 17:21:55 UTC https://padlet.com/lindsay_yearta/cg9382q71pma/wish/721579382 Hannah McClain https://padlet.com/lindsay_yearta/cg9382q71pma/wish/723990287 Essentially, a lot of what we have learned in the college of education as far as processes and procedures (lessons, classroom management, behaviors, etc.) follow the processes talked about in the PAL article and the vodcast. Sometimes its a stretch for a concept to follow the whole thing, but it fits for the most part! For example, Gagne’s Nine Events of Instruction. I had not heard of this until I read about it in the article, but we follow the same practice when teaching our students! It dives into the why we teach in the order that we do .Schramm's vodcast made me think of the way we take in and interpret information. Or how children try to learn from what they experience. 

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