Together, we met via Google Hangouts for about two hours. We reviewed the feedback from the Google Form surveys and through Blackboard. Then we highlighted the questions or comments that we felt needed to be addressed and/or could be useful in the evolutionary phase. For this portion, David and Monica made comments on the DT Document itself in the margins while I highlighted portions on the document and asked questions orally. Then, we each were given revision assignments, which David would combine into one unified piece.
My individual contribution was in giving feedback and asking a lot of questions. Since we are focusing on high school EL students and my teaching background is exclusively with adult ELs, there are some gaps in my understanding. Fortunately, my teammates are well-informed, good communicators, and have Job-like patience. We had a couple challenges from the beginning because we had to solicit feedback from other Cohort members. Of course, feedback was a mandatory component to move on to evolution. We needed their feedback, especially since we don’t currently have access to actual end-users over the summer. From the survey answers, we were able to pull out some helpful points, which are being incorporated into the refined prototype. Reflection on a design is an important step. Even if you have a strong prototype to begin with, there is no guarantee that it will meet the needs of the end-user. As I stated in a previous reflection, our Student Council is in the process of being revamped. So, while I have ideas on what I “think” Student Council should look like. It is critical to get input from other adult students, since they are the actual end-users. Effective communication, whether asynchronous or synchronous, is clear. It is a give and take. A challenge with email (asynchronous) is that sometimes you “hear” something that is not there or read something between the lines, which wasn’t intended. While the convenience of text and email communication is valuable, it is not always the best when dealing with dense topics. I have found Google Hangouts to be an excellent tool for virtual collaboration/communication. However, in our group, we have used a mixture of methods (email, text, phone) because sometimes you need to be expedient and sometimes you need uninterrupted, more focused communication. I was not familiar with Design Thinking at the beginning of this course. Now, I understand the phases, the steps involved, and most importantly the reasoning behind it. One video we watched, summarized how end-users are not considered in US schools: “It’s crazy that in a system that is meant to teach and help the youth there is no voice from the youth at all.” Tony Wagner states that innovators are creative problem solvers, that make mistakes and fail (and learn from their mistakes). Wagner states that our current school culture is “fundamentally at odds” against learning how to be an innovator. It is woefully apparent that our entire school system needs to be revamped if we are going to meet the needs of 21st century learners and prepare them to be successful, contributing members of society. Resources: If students designed their own schools... (n.d.). Retrieved June 21, 2016, from https://youtu.be/RElUmGI5gLc Reinventing Education for the 21st Century : Tony Wagner at (co)lab summit 2013. (n.d.). Retrieved June 21, 2016, from https://youtu.be/54gzmxlPbsA Four Cs Memes: creativity, critical thinking, communication, & collaboration
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In this phase, our collaborative work started with meeting through Google Hangouts on Saturday for about an hour (11:30 - 12:25) creating/ sharing a Google Doc. As we worked, we referred back to the “DT Project: Next Gen EL Pedagogy” document. Using the checklist as a guide, we went over the necessary components. Finally, we created a new shared Doc to outline the needed tasks and divvy up the work.
After our collaborative work, my individual contribution was to create a Prezi to explain the umbrella problem: “How can we close the achievement gap between English Learners and other students?” Our narrower focus question is: “How might we better engage parent of EL students so that they can more actively support the learning of their students?” I will include facts, data, anecdotes, and other relevant awareness outlining that lack of parental awareness as a significant problem with EL student performance. Once I finish my portion, I will share it with David who will combine it into one cohesive piece. My challenges for this module was time. On this particular Saturday, my office held our ESL registration which was a 2.5 -3 hour time commitment. Due to this, we moved our usual 10am meeting to 11:30am. Thankfully, my team members were flexible and able to accommodate this change. The experimentation phase involves developing a prototype to address the problem and getting feedback from end-users to modify the prototype. With colleagues at my site, I can see that experimentation is critical to getting to a working prototype. An example of a problem is improving student attendance in an open-enrollment school. By getting feedback from end-users, the students’ themselves, we would have valuable input to adjust the prototype to make it more successful. Since our schools are out of session, we do not have access to actual end users. If we did have access to end users, the process would yield more accurate results. In doing this process with input from each other, instead of end users, we need to be mindful that the results may not be exactly the same. We are answering from our point of view or imagining what an end user might say. Collaboration is critical to Design Thinking When collaboration is an additive in lieu of individuals simply working in groups then meaning is being made collaboratively as all partners actively learn from one another. There are times when working in group where partners simply divvy and delegate tasks. There is little discussion that occurs and little meaning that is created beyond the isolated units of assigned tasks. However, if the overall collaborative project is clear and purposeful and all members work together well to create meaning then the collaboration is indeed an additive. If members can work in isolation or are indifferent to the cohesion of the end product then we arrive at individuals simply working in groups. Reflective Questions/Answers Kelly’s question 1: How do you believe the following quote resonates with ed tech teachers- “In the end, it's the message, not the tool that’s key in writing”? Sheila’s answer to Kelly’s Q1: I believe that for most teachers in the beginning the focus is on the technology. It’s a novel approach to doing things the “old-fashioned” way. But what happens once the newness has worn off? Ed Tech teachers, however, are comfortable with the technology. For them, they grasp that the technology is a tool and treat it as such. Kelly’s question 2: What are two ways that using google slides made it easier for the teacher to teach writing to her students? Sheila’s answer to Kelly’s Q2: Using Google Slides allowed the students to organize their thoughts. Students used color, style, background and font to convey emotion and differentiate between important words and ideas. Britta Riley: A garden in my apartment Sheila’s question 1: How can open source collaboration, as explained by Britta Riley, be used to solve difficult problems? Kelly’s answer to Sheila’s Q1: Working through problems open source collaboration solves problems that affect individuals as well as universal problems as well. Essentially they are looking out for the concerns of all. Sheila’s question 2: What are the benefits of using co-developers to build and develop new products? Kelly’s answer to Sheila’s Q2: There are several benefits to using co-developers to build and develop new products. Working together on an open source development allows for a grassroots effort to make a greater change for the environment. In essence, it cuts the middle man out as the problem is shared . Through social media anyone can help find a solution to a problem. This leads to the next benefit in the shared joy of finding a solution to a problem together and celebrating that solution through social media. The partnership that is formed and shared allows for others to see from beginning to end the problem and solution. In Summary, Module 4 contained several key lessons. One is that technology is a useful tool for encouraging creativity and collaboration. While for many teachers technology can be seen as just a computer that may seem to have just one purpose. However, for our students a computer is now a way of life for them. Through the use of the computer writing can be taken to a whole different level, developing both speaking, listening, writing and reading skills. We have only just begun to see the benefits of how technology can be used as an effective learning tool in the classroom. References: Jester, R. (2002, March). If I Had a Hammer: Technology in the Language Arts Classroom. The English Journal, 91(4), 85-88. doi:10.2307/822464 Britta Riley: A garden in my apartment. (n.d.). Retrieved June 17, 2016, from https://youtu.be/YhvfOlPYifY Collaborative Work
In this phase we each brainstormed the 100 ideas on how to better engage parents so that they can more actively support their EL students learning. We collaboratively brainstormed using mural.ly and each used a color to distinguish our contribution. With three members, we each brainstormed 33 ideas. Initially, it was difficult to begin coming up with ideas and it was a little bit daunting to see our teammates come up with ideas when we struggled to come up with our own. However, as we began coming up with idea, it seemed to be a process which built up momentum. The next task was to sift through the ideas in order to search for patterns. We decided to stick with the categories given to us. From this process we learned that our group is very rational and that certain patterns were beginning to emerge. We wanted to create systems of accountability for both parents and students and to assure that students were progressing through the ELD program with the participation of their parents. Next we sought to explain our ideas to one another and then search for constraints and solutions. In the end we were able to come up with two different prototype plans that seemed to have the potential to embody many of our ideas rolled into two. We decided to prototype a Parent University and a Parent-to-Parent Mentorship program. Individual Work (My Contribution) This was a difficult week for me, as it was the final teaching week at Grossmont Adult School. This included required end of the school year entry and update records as well as a two hour, evening PLC meeting. During the week, I emailed the team to check in on our plan and get the ball rolling. But, ultimately, I did not work on the assignment, instead I focused on the required reading. Group Challenges A recurring challenge for our group is: lack of time/balancing time. This week, however, I was overzealous in thinking I could get the assignment going early in the week. In hindsight, that was way too ambitious for the final teaching week. After an email thread of what approach to take to complete the Ideation Phase and when to meet, we agreed that this is a collaborative project, so we scheduled a meeting time to work on and complete this phase. As a result, our work session was very productive, because we were all focused on the task at hand. Another persistent challenge was interpreting the checklist; however, with David’s strong DT background and through discussion, we were able to move forward with minimal time lost. Along the same line, through the multiple brainstorming sessions in this phase, we were addressing several points in the checklist, yet we had to go back to determine how to record to provide evidence. As we continue on to the next phase with more experience, the hope is that the challenges will be reduced and minimized. Applying this Process with Students We each have lead/modeled whole class brainstorming exercises with our English Language Learners on the whiteboard. It was much more difficult for students to do their own brainstorm, after seeing the teacher’s example. Instead of producing original ideas, they tried to copy the model. The next time we brainstorm with students, it would be best not to open with a demonstration. To give a more hands-on experience, stickies or small square papers can be distributed. Students can brainstorm a set number of ideas on a topic of their choice. Then, students can organize their ideas in categories and explain the categories to a classmate. This type of brainstorming promotes creativity and is not as limiting as the previous example. Tim Brown’s View on Creativity In regards to Tim Brown’s view of creativity, what we learned from this process is that the more fun we had in our side conversations, the more that our creative process began to flow. We have started to become the “friends” that David Kelly wanted to work with and it was this process that allowed to be mores free and open with the sharing of our ideas. Also, it was necessary to practice the creative process. As mentioned earlier in this reflection, initially developing ideas was difficult to begin but as the ball started rolling then we allowed ourselves to take chances and have fun with the process. As a result the ideas that we started to generate went from being off the wall to seriously fun creativity! Part 2- BYOD Article: Turning Cellphones into Forces for Good by Jennifer Imazeki Yes, I support integration of BYOD into my school. In my own class, I encourage students to use their phones for translation and to use the dictionary.com app to listen to the pronunciation of English words. Additionally, they can access my class website and class Facebook page on their phones. The article listed many benefits of using PollEverywhere.com (PE) on cell phones, like: convenience for students, open-ended responses are possible, low commitment for the school, and free/low-cost for students. Currently, I use the Remind app to communicate with my class. But, I don’t always get responses to the questions I ask. For this reason, I am intrigued about setting up a “back-channel” through PE for students to encourage conversation about an in-person event. I understand some teachers may be hesitant to approve cellphones for use in the classroom; they think it would be a distraction. However, I agree with the article’s position that distractions can be mitigated through setting ground rules and expectations from the beginning. I have seldom had problems with adult students misusing cellphones during class. However, from time-to-time, reminders are needed. Resources T. (2008). Tim Brown: Tales of creativity and play. Retrieved June 06, 2016, from https://www.youtube.com/watch?v=RjwUn-aA0VY Imazeki, J. (2014). Bring-Your-Own-Device: Turning Cell Phones into Forces for Good. The Journal of Economic Education, 45(3), 240-250. doi:10.1080/00220485.2014.917898
Dear Students, Families, and Friends:
I am excited to join Middle School X’s Leadership Team as its principal. We are embarking on a new year and I am eager to hear from you about how we can continue to make this a great school. It is my highest priority that our students have the skills needed to succeed in their education. One way that we will do that is by using technology to leverage learning. In a world where answers are at students’ fingertips, our goals are to teach students which questions to ask and how to check sources and verify the accuracy of the information. They will develop effective communication and problem-solving abilities. They will learn how to think critically about a subject, content, or problems. Read more about this at criticalthinking.org. Gone are the days where the teacher has all the answers. With technology, all the answers are accessible at any time of day on any web-based device. Using technology allows teachers to better meet a variety of student needs and create specialized/diverse lessons. Last year, we were able to carry out the final phase of the Technology Plan: to provide a Chromebook for every attending student. We will provide ongoing training for teachers, parents, and students on proper care and use of these learning tools. As focused as we are on educating your child, we are equally as focused on keeping them safe. Our security protocols keep students physically safe; our Acceptable Use Policies keep them safe online. At Middle School X we have 8 guidelines for each student to become responsible digital citizens. Please help us by reinforcing these guidelines at home:
In closing, I’d like to thank you for an opportunity to serve this community of learners. I look forward to building relationships and hearing from you through School Site Council, ELAC, PTA, Open House, on campus, or online. I’m looking forward to getting to know you and your student better. Most Sincerely, Mrs. Sheila L. Davis Principal, Middle School X Works Cited Our Concept and Definition of Critical Thinking. (n.d.). Retrieved June 05, 2016, from http://www.criticalthinking.org/pages/our-concept-of-critical-thinking/411 Welcome, Parents. (n.d.). Retrieved May 27, 2016, from http://ikeepsafe.org/parents/ Netiquette Home Page. (n.d.). Retrieved May 27, 2016, from http://www.albion.com/netiquette/ Digital Citizenship. (n.d.). Retrieved May 27, 2016, from https://www.pinterest.com/edutopia/digital-citizenship/ Summary of Collaborative work
Our team, Next Gen EL Pedagogy, started our initial contacts via email. Then we met via Google Hangouts to develop our Discovery Phase together and designed a comprehensive plan. While we were meeting, all three of us worked on the document. We talked and brainstormed various topics which all related in some way to English Learners. This was a relief to me because my field is Adult ELs. In our Google Doc we identified all the stakeholders (end users) and came up with questions to ask them. We also divided the tasks needed to gather this information. Monica offered to interview an EL expert, David’s assignment is to interview EL teachers/students, and I was to interview parents. We made a plan to meet again to discuss our findings and formulate next steps. We set deadlines to complete these initial tasks and made plans to work together on analyzing the data. My Contribution Since I work exclusively with adult students and do not have easy access to EL students in the K-12 setting, I was tasked with interviewing parents of current EL and former EL students. After conducting 9 interviews, it made sense to me to convert the questions and answers into surveys. I shared the summary of the data with my group in the shared folder. Biggest Challenge The biggest challenge for me at this stage in my Master's work has been time-management. Finding the time to meet was definitely a challenge for our group. It was much easier to send emails here and there and share through Google Drive when it was convenient. However, we knew we had to arrange a time to meet synchronously . So we met on a Saturday morning for 2 hours and 15 minutes via Hangouts. Working in a group we were able to support each other and keep each other accountable to the assignments. How would you apply Design Thinking at your site? There are several aspects of Design Thinking (DT) that appeal to me. I like how it requires consideration of all the end users (stakeholders) and how it breaks down a complex process into smaller, bite-sized tasks. It requires formulating a complete plan before taking action steps. At my site, we are in the midst of a book adoption process. The teachers have examined the sample books, heard the publisher reps tout the supremacy of their textbooks with emphasis on how it supports our standardized testing. There was one group of end users not consulted prior to voting on the best book: the students themselves. If a DT process had been used, we would have clearly identified students as end users. Instead, teachers who have used the books in other settings vouched for them. In the midst of this process, I took a class set of the new textbooks to my classroom to pilot them. The students found the books engaging. But, this should have been the plan from the beginning. Vision Statement and Action Steps If I could create a vision incorporating 21st Century Skills and Design Thinking it would read like this: The vision of School X is to provide technology for each student which will support collaboration and critical thinking skills necessary to be productive global citizens. Through technology, teachers will be able to diversify instruction, spark creativity, and engage learners during and outside of class hours. Action Steps:
What possible changes or advancements would you like to see occur? There are no set systems of sharing technology in our school. While things are moving rapidly to 1:1 Chromebooks in the larger high school district, the use of tech within our school is sparse. We have two classes that use computers. Other classes that rotate and use a lab. Many offsite classes that have no computers at all. I would like to see more support from the District office in sharing technology with the our teachers. I would like all of our teachers to have more of a desire to learn and teach with technology. Recently, some have expressed desire to use mobile devices as a learning tool, so this might be a first step. Lastly, I’d like to see newer teachers be coached and all teachers develop their own PLNs. |
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Sheila L. DavisPassionate Adult ESL Instructor and TOSA at Grossmont Adult School. Current Adjunct at San Diego Community College District. Seeking the best ways to utilize technology in the classroom and in professional life. ArchivesCategories |