Who is the audience you want to address for the remaining two semesters? Honestly, I want my audience to be a two headed dragon that Willow has to kill. Haha So, where I want to have my audience be my students and apply the various teachings given from the readings of Dervin, Baggio and Clark. I also know that I want to take this to a bigger audience.
I mean who can’t benefit from this beautiful piece of knowledge. “Lessons using this structured approach have four major sections: 1. Introduction 2. Knowledge needed 3. Major task(s) of the lesson 4. Summary Clark shows how to make a successful lesson in such plain and simple terms. So, where my students will benefit from these findings really I go back to the question...Who can’t benefit from knowing more? The 2nd head of the monster will most likely be comprised of some close colleagues of mine who I regularly go to and discuss learning things with. It is a group that we experiment things to see how it would work in our classrooms. So it is a safe place to take my first steps. Then, it will be a more widespread thing and that is where the lessons that come from Dervin, Baggio and Clark will help with spreading the love. So, for now these are my initial ideas slaying the two-headed Willow monster….
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Driving question: What is the effect of a flipped learning on student work?
My new “need-to-knows” are: How am I to bridge the gap from my knowledge of the success of flipped learning spread the potential success to others, namely my colleagues? Will using the flipped learning model be successful for others? If there is enough evidence/success to make larger scale changes to school/district practices/policy? Clark notes: So first and foremost this reading was I felt, very salesman”ish”. This did help me with know that I am going to have to sell my idea. Here is the perfect quote to demonstrate this… Hahaha! “If you are a technical expert, you are already a valuable resource for your skills and knowledge. But learn to transmit your expertise to others effectively and efficiently and you quadruple your value. Follow the guidelines in this book and your training will be effective, allowing employees to fully utilize the skills you teach and to feel more confident about their work. Furthermore, if you follow the guidelines for measuring training outcomes, you will know-not just guess at-your training results (9).” “The ISD model consists of the following stages: needs analysis, task analysis, definition of learning objectives, development of assessment, development of learning materials, try-out with revision, and implementation of the final product.” This shows the map needed to for effective teaching. I would venture to say that this is the big picture of what the first chapter about. How does this help me in where to go next? This helps to show me what steps I need to take and how to teach my findings to my colleagues. I need to be able to go through these steps with them to effectively “sell/educate” them regarding the Flipped Learning model. “The instructional media are the delivery devices that "carry" the instructional methods. Research shows one medium to be as effective as any other as long as it can carry the required instructional methods…” I like how Clark treated media even being written in a pre9/11 era where the internet was still being developed into what it is today. He saw the benefits of it. I will use this to help drive my point home that using appropriate instructional media is as important in preparation of the lesson as the content of the lesson. “Effective classroom instruction is the product of development activities that result in sound learning materials and good classroom delivery skills. It is a common but unrealistic expectation that technical experts should develop and deliver effective classroom instruction without time or support.” I feel this is like our staff meetings when you are asked to give a training. Haha so hopefully my time when presenting my findings are not like this. Dervin So really my thoughts are kind of the same for Dervin. I do like one quote that sums up my thoughts about what I need to do with my driving question. Really, it comes from page 66 and it reads: “Sense-making, thus sets forth the gap idea as a theoretical assumption and as a guiding frame for method: methods of framing questions, methods of interviewing, and methods of analysis. It is proposed that focusing on the gap idea moves research toward a new kind of generalizability, at a more abstract, more fundamental, and more powerful level applicable across situations but at the same time more pertinent and more relevant to specific moments in time-space.” In short sensemaking is bridging the gap for the people who need it. At all levels of the analysis process needs sensemaking. It is as Dervin says the frame for the method. This applies to new audience who you will hear about in my other blog post. Baggio Where I really liked certain parts of both the previous authors, I think I liked Dr. Bobbe Baggio’s work (as a whole) the most. To start if off trilogy. This made me instantly think of Star Wars. Yup! Star Wars...then she starts talking about artificial intelligence. Oh yeah, I went there. I really like what she said about the actual process of learning. She also made a distinction between the mind and the brain and how they are separate. I honestly have never heard about conation. Good stuff the trilogy strikes back! Haha Context I want to become a master of using context to teach my students. I like how she also is bold and says that if you are a visual learner you already know you are. Haha I love her confidence. A great man once told me the old adage, "The more I learn, the more I don't really know. " This is how I feel and think about sensemaking. I actually, understood the article. I wrestled with it for a few hours. I read, reread and rereread. I actually liked it, and I like the work that it made me do to get to understand it. It took me back to my time I spent in Brazil. I had about an hour set aside everyday to just read and study. So, I made sense of the article through hard work and taking notes. It made me do what I preach to my students. I actually broke out my old underlining card and I put notes down (I took your advice and printed it out) in the margins and made comments and questioned things. Man! it feels good!
In all reality, she is very explicit with what she is trying to teach. In her introduction she outright tells you what each part is going to be. Now, the words she uses are magnificent and extremely complex, but very concise and direct. Once you get past her "voice" as we call it in English, you can understand her over all meaning. The overarching thought is that (in her own words) in "the argument between qualitative and quantitative approaches to research, sense-making likewise refuses to choose a side. It is explicitly both qualitative and quantitative." In the video with the lego librarian Darvin spoke of going to a computer store with an inquiry about computers. The computer tech explains to you in his own esoteric language the answer to your question. You have no idea what he is talking about. That disconnect happens in research. This article is explaining about that disconnect or as the Darvin calls it the gap. One quote I really connected with from the reading was assume "a human being taking steps through experience: each moment, a new step. The step may be a repetition of past behavior, but it is always theoretically a new step because it occurs at a new moment in time-space." That is deep stuff! I love it though. It makes me think that there is an eternal round. Although, I may do something over and over again it is considered a new step bc it is a new time. So how do I chunk this and explain it to a high schooler? Haha Tell them that this is where your Read with a Pen skills are going to come into play. I think that the video helped to understand. I would start there and then I would show them the different parts of her paper that she explained in her 2nd paragraph. I would definitely have to explain her complex language. I would also, maybe give examples more relatable to them. Like her video said (maybe it was another I watched to understand it better) the concept is easy it is her words that is difficult. I think the best thing is to teach the overall gist first and then pick parts out that support the gist. Which is what the standards say needs to happen anyway. |
Adam Vedomske
father of Danger Archives
April 2017
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