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      <title>Multimodal Mood Board Response by Ian Brunner</title>
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      <description>11 &amp; 12</description>
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      <pubDate>2017-10-19 19:25:11 UTC</pubDate>
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         <pubDate>2017-10-19 19:41:43 UTC</pubDate>
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         <pubDate>2017-10-19 19:45:56 UTC</pubDate>
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         <author>ianbrunn</author>
         <link>https://padlet.com/ianbrunn/rfvi9u742sxr/wish/198855482</link>
         <description><![CDATA[<div>I feel that I have to start by saying that I found these chapters particularly challenging. I wasn't quite sure how to respond to the chapters in a multimodal way, but people seemed interested in mood boards so I created one of those using gifs from Kill Your Darlings, The Dead Poet's Society, The Book Thief, Gravity Falls and one I just happened upon.&nbsp;<br><br>I find efficacy difficult because it seems like one of those things you can't teach, but instead have to encourage.The text tells us that the most potent source of self-efficacy is performing that task successfully. Next to that, it's observation of a model performing that task.&nbsp;<br><br>Relating to self-regulation I'm reminded of what father says about teaching grammar. His first language is Hungarian and he thinks about things like sentence diagramming not only as an exercise in grammar, but also as an exercise in discipline. I see his point in this matter. Part of school I feel, is giving the students the skills and then providing them the contexts in which they will be using them.&nbsp;I feel that the gif on the far left from Kill Your Darlings sums up my feelings about efficacy and regulation because Kill Your Darlings is about Allen Ginsberg, Burroughs, and Kerouac. Individuals who found success doing things in their own way. While they took it to the extreme, I feel that educators can guide students and support them, but it's up to the student to analyze their methods and figure out what works best for them, and failing that at least ask for help. </div>]]></description>
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         <pubDate>2017-10-19 19:47:10 UTC</pubDate>
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