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      <title>Meaningful Learning by courtney reese</title>
      <link>https://padlet.com/courtneyyreese/dfyr6vs012mm</link>
      <description>IDT 3600</description>
      <language>en-us</language>
      <pubDate>2020-04-08 18:11:11 UTC</pubDate>
      <lastBuildDate>2025-10-21 06:09:13 UTC</lastBuildDate>
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         <title>Active (Manipulative/Observant)</title>
         <author>courtneyyreese</author>
         <link>https://padlet.com/courtneyyreese/dfyr6vs012mm/wish/499282111</link>
         <description><![CDATA[<div>In middle school, we created a cushion for an egg that would be dropped 3 feet. The goal was to create a cushion for the egg well enough so that it would not break when dropped. We did not read about it, we just did it. We observed some other groups and adjusted our own based on whether theirs failed or succeeded.<br>In a college math course, the teacher often would begin class with manipulatives. Sometimes there were instructions, and sometimes there weren't. The point was to teach us how to teach elementary students to use manipulatives. There were many types that were used to learn addition, fractions, and geometry. The manipulatives guided visual representation and further understanding of concepts. </div>]]></description>
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         <pubDate>2020-04-08 18:13:08 UTC</pubDate>
         <guid>https://padlet.com/courtneyyreese/dfyr6vs012mm/wish/499282111</guid>
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         <title>Constructive (Articulative/Reflective)</title>
         <author>courtneyyreese</author>
         <link>https://padlet.com/courtneyyreese/dfyr6vs012mm/wish/499282998</link>
         <description><![CDATA[<div>In one of the college courses I took, the teacher had us to go separate corners, based on the type of pizza we preferred. This was a reflection of what we had just discussed. Beforehand, we discussed that students had different learning preferences - just like how we had different pizza preferences - and should be accommodated. <br>In a different science course, we had a journal. After each class meeting, we wrote reflections of what was discussed during class, what we learned, and any other ideas we had or thought of. The journal helped because it had us write our thoughts and ideas down which allowed us to think more clearly about the things we had learned. </div>]]></description>
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         <pubDate>2020-04-08 18:13:41 UTC</pubDate>
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         <title>Cooperative (Collaborative/Conversational)</title>
         <author>courtneyyreese</author>
         <link>https://padlet.com/courtneyyreese/dfyr6vs012mm/wish/499283600</link>
         <description><![CDATA[<div>In a high school English class, we had read The Lord of the Flies. After we had finished the book as a class, we were put into groups to discuss the underlying meaning of the book and then to create a poster of what we gained from it. The collaborative/conversational aspect helped all of us to give our input, but also to gain others' insights and create further ideas.<br>In a college math class, we often worked in pairs. We were given manipulatives that were sometimes difficult to figure out. Having an extra brain, set of eyes, and hands really helped give a different aspect on how to use the manipulatives we had. Sometimes there are things that our brain does not quite grasp until someone is there to help guide us. </div>]]></description>
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         <pubDate>2020-04-08 18:14:04 UTC</pubDate>
         <guid>https://padlet.com/courtneyyreese/dfyr6vs012mm/wish/499283600</guid>
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         <title>Authentic (Complex/Contextual)</title>
         <author>courtneyyreese</author>
         <link>https://padlet.com/courtneyyreese/dfyr6vs012mm/wish/499283994</link>
         <description><![CDATA[<div>Most of the classes I took in high school did not use any type of contextual activities. Instead of learning through authentic, real-life activities, we were mostly taught formulas and memorization. The only experience I remember was in a Criminal Justice class, where we learned how to properly use handcuffs and examined the use of other police tools.<br>In college, an example of an authentic learning experience was being in an actual elementary school classroom. Instead of reading about how to teach students, we were instructed to teach a student. This experience was one of the most important authentic experiences for me because while being in the classroom with those students, I became sure that teaching is what I wanted to do for the rest of my career. </div>]]></description>
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         <pubDate>2020-04-08 18:14:17 UTC</pubDate>
         <guid>https://padlet.com/courtneyyreese/dfyr6vs012mm/wish/499283994</guid>
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         <title>Intentional (Goal-directed/Regulatory)</title>
         <author>courtneyyreese</author>
         <link>https://padlet.com/courtneyyreese/dfyr6vs012mm/wish/499284378</link>
         <description><![CDATA[<div>Writing lesson plans is the most memorable goal-directed learning experience I can think of. Not only for myself, but for the students I intend to teach. Lesson plans themselves are one huge goal - for students to attain knowledge on a standard that will help them become academically successful. <br>Another Intentional experience I have had is during t-ball. I remember getting thrown ground balls to learn how to catch them while they are rolling or if they hop off of the ground. This was the only goal for the entire practice. </div>]]></description>
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         <pubDate>2020-04-08 18:14:33 UTC</pubDate>
         <guid>https://padlet.com/courtneyyreese/dfyr6vs012mm/wish/499284378</guid>
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