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Contents contributed and discussions participated by kelsi-johnson


Implementation in a Secondary Classroom (Articles) - 0 views

  • “We have all these different methods of how kids can present the project, for example, through Photo Story, xtra normal (an animation site where kids create their own animations), PowerPoints, vodcasts, podcasts.
    • kelsi-johnson
      My biggest struggle with this is the lack of technology knowledge that my students possess. This type of learning would definitely have to begin and be supported at lower levels of education in order to find success at the secondary level. My students know how to use technology for social means but have very little experience with academic applications and websites. We struggle with giving them individual learning opportunities because of the excessive amount of time we have to spend explaining how to use these resources rather than actually applying/demonstrating their learning.
  • For example, when a teacher assigns a research project, some students will prefer to have a broad range of topics, others will prefer a small list of options, and yet others will prefer to be told what to do. Giving students a short list of topics with an option to create their own topic, with the teacher’s approval, often works well.
    • kelsi-johnson
      I definitely find this to be true in my own classroom. I have some students who can come up with great, original applications and products to demonstrate their learning. However, I have others who would simply choose to do nothing or throw a project together last minute if it is not clearly laid out for them. I want to strive to be better about fostering a sense of independence in my students' learning and not simply spoon-feed them all of the information that they need. Ultimately, this is going to allow them to be the most successful after leaving school. Now, I just need to figure out the best way to do that!
  • Some students chose to remain at their desks, others crawled under the desks, and still others found comfortable places elsewhere.
    • kelsi-johnson
      I give my students this choice at all times; I have tables, chairs, bean bags, a couch, and two cushioned chairs in my classroom. I don't care if students sit at these locations or even on the floor (though under a desk may not be the best choice!) as long as they are working productively. Most classes want to continue to have this privilege, so they are typically very respectful of our classroom-established norms for behavior.
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  • Once teachers have planned their methods and strategies, they can fit their work into a timeline. Because the design is flexible and students are responsible for taking charge of their own learning, coverage of the content is ensured and depth of understanding is achieved
    • kelsi-johnson
      I would like to see an example of such a timeline for a secondary English classroom. I understand the concept but would love to see it in full application to gauge how I can make this work in my own classroom. It seems like a good idea to also have students keep some sort of reflective journal tracking their progress as well. This can be beneficial for the student and the teacher in guiding/creating future tasks.
  • The screencasts, which I create with Zaption, Screencast-o-matic and Video Ant,
    • kelsi-johnson
      It seems like this type of learning would require a lot of technology support for both teachers and students; technology courses and/or training would be really helpful for all involved in the personalized learning process.

"Personalized" vs. "Personal" Learning - 2 views

  • ‘We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance.’
    • kelsi-johnson
      But at some point, don't we have to hold students and ourselves accountable for the learning taking place in the classroom? With the requirements of the current education system, there doesn't seem to be much that we as classroom teachers can do here: at some point we have to prove that we have created growth in our students through data. I wish the article would have specified other methods for depicting learning/student achievement rather than simply debunking the current ones. While I am all for personal learning and a change in the way we view student performance, I have yet to see a realistic method presented to ultimately score or evaluate the results of our students in the classroom.
  • Can the Web and laptops, et al., support and expand intrinsic engagement for those parts of the world that interest us? Absolutely! But while a multimedia textbook on an iPad may be more engaging than the dog-eared paper one we’ve been handing out for decades, a textbook is still a textbook. You want to really engage kids? Give them opportunities to learn personally, to create their own texts and courses of study, and to pursue that learning with others in and out of the classroom who share a passion.
    • kelsi-johnson
      This makes me reflect on the learning we have done about the SAMR model. Because our students recently became 1:1 with iPads in our building, we have done a lot of learning on making technology usage meaningful rather than just "fluff" in the classroom. Here is a link for those of you not familiar with SAMR: As Richardson indicates, we can't simply put technology into the hands of students and call ourselves innovative. It is what we allow our students to do with technology in order to generate new ideas that stimulates innovation and creativity.
  • meaningful (and truly personal) learning never requires technology
    • kelsi-johnson
      I found this statement to be particularly profound; I never thought of it that way!
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