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
1 Comment
Sandra Leu
6/20/2016 07:30:32 pm
Hi Sheila,
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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 |