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Contents contributed and discussions participated by Megan Schulte

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Megan Schulte

Implementation in a Secondary Classroom (Articles) - 0 views

moodlesw.aeapdonline.org/...view.php

shared by Megan Schulte on 24 Feb 16 - No Cached
  • “One of the things I had to learn recently was to let go and allow the kids to experience the consequences of their choices. And maybe there’s a failure.
    • Megan Schulte
      Megan Schulte on 25 Feb 16
       
      This is something I'm struggling with, particularly with my group of middle schoolers.  They're really good at "looking busy" but then I discover they really aren't.  I think this is something that easier to fix at the beginning of the year when they don't know any different than it would be at this point in the school year.  Will this ever be fixed 100%?  I would say frequent checkins or ways for them to demonstrate their progress/learning.  Just something I keep thinking about...
  • They’ll have to post a couple of responses—and post a couple of responses to responses— as part of the class. That’s going to get them trading ideas about the literature we read in class.”
    • Megan Schulte
      Megan Schulte on 25 Feb 16
       
      ELA info!!!  Yeah!  I was wondering if this would be an appropriate activity to use for the speaking and listening standards or do those have to be assessed in an actual vocal conversation?  They'd be responding and building upon others' ideas?  But I wasn't sure if this would be one way to do that?
  • But I was simply using technology in place of my normal face-to-face teaching. When asked to explain the “why” behind my choices during professional learning sessions, I realized there was more to creating blended lessons than simply adding technology.
    • Megan Schulte
      Megan Schulte on 25 Feb 16
       
      This is where I'm at with implementing PL (or more specifically, blended learning).  While this may help students learn at their own pace, it doesn't really help differentiate much else.  We have to start somewhere.
  • ...4 more annotations...
  • 5. Assess as you go.
    • Megan Schulte
      Megan Schulte on 25 Feb 16
       
      This is a huge part of our professional development this year, but the ELA teachers are having a hard time managing the formative assessments because it's not easy to assess ELA in multiple choice questions.  We're finding a few resources that help with question stems for DOK levels and Bloom's but it's not as easy for us as it may be for science or math.  We're getting there though...there's a light at the end of the tunnel at least.
  • Low motivation does not need to be a recurring problem in the classroom.
    • Megan Schulte
      Megan Schulte on 25 Feb 16
       
      I'm nervous about this aspect, but I feel the more blended or PL that they've experienced the better it will be.  Think back to when we first started using Google Docs and all the explicit instruction we had to do to create and share a simple document, and now the kids know more than I do.  I feel this is where PL will go.  The more this type of learning is the norm, the less they'll question or resist it.
  • Teachers must identify the big ideas in their content area, establish essential questions to guide the students toward these ideas, determine what students will need to know and be able to do to thoroughly understand the ideas, then create appropriate tools to assess whether the students are learning what they need to know. Classroom assessments for personalized teaching are always varied, ongoing, and carefully designed to give the teacher useful information from multiple perspectives. Collectively, the measures provide feedback on where students still have misconceptions, where they are learning and applying skills, and where they are recalling and using information effectively.
    • Megan Schulte
      Megan Schulte on 25 Feb 16
       
      This is right where we are as a department, so I feel it's natural to implement some PL (blended).  Start small where it makes sense and build as you can; that's the only way to do this successfully.
  • Units of study in each learning community are planned around the “big ideas” in each subject area and often have interdisciplinary ramifications.
Megan Schulte

PLE Articles - 1 views

moodlesw.aeapdonline.org/...view.php

shared by Megan Schulte on 10 Feb 16 - No Cached
  • Instead of a teacher providing resources that everyone uses, students can utilize their PLE to acquire information using preferred apps and resources such as blogs, YouTube, Pinterest, Ning or Delicious. The development of PLEs represents a shift in focus from teacher centered classrooms to more learner centered classrooms.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      As I have been talking to my kids about PL, I heard (and have feared) someone say, "So we're doing the teacher's job?"  I think, like most changes in education, it's going to take some convincing/educating the parents as to what PL is and the role of the teacher.  Of course, I feel that it's all about how it's presented.  If you get the kids to understand their role and the teacher's role, you may not have these issues.
  • those policies are not going to change.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      This is a systematic problem that needs to change in order to make PL work.  Restricting access is not the answer, and I believe we'll get there as a society.  If we want real life, the students need to understand when it's acceptable to do what.  I already know my students will struggle with this issue, but if they're engaged in their PL, they may not need those distractions.  As with any classroom management issue, expectations will need to be established and enforced when violated.  We read that adults even struggle with using technology appropriately in the workplace, so of course this will need addressed with students.
  • ong have educators, from Aristotle to Dewey to Sizer, called for “learning by doing” and “student as worker,”
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      I feel that this is where we are at as educators as well.  We need to "learn by doing" because a lot of us are doing a job we were never trained to do...and I'm not even that old!  I currently have a student teacher, and she's amazed (and a little scared) at what we're doing with our students with blended learning and also standards based grading.  She hasn't even graduated and she knows nothing of either of them!  Get ready, honey!  :)
  • ...2 more annotations...
  • The notion of a PLE for students, grounding them intentionally in an environment of information tools and productive applications, is a great way to seek, develop, and structure that balanced approach.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      As much of this as we can implement in our class is a step in the right direction.  We can only control so many variables of the school day, and that's ultimately what is holding a lot of us back from implementing true PL.  
  • Because you can link to an infinite variety of web pages and you can embed media
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      We do SOOO much on Google Drive in our school, I'm interested in seeing how we could use them together or if this would be separate.
Megan Schulte

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

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shared by Megan Schulte on 06 Feb 16 - No Cached
  • A personalized environment gives students the freedom to follow a meaningful line of inquiry, while building the skills to connect, synthesize and analyze information into original productions.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      This is so hard to really implement correctly!  Most of us are in school systems where we are really restricted by required classes, bell schedules, teacher certification, the previously mentioned DATA COLLECTION (!!!), which would look much differently in a true PL classroom.  I'm personally struggling with how to implement PL because we work in PLC teams where we have common formative assessments that need to be administered around the same time.  That allows very little room for kids to work at their own pace.
  • resource rich.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      I have found that finding good resources for English is really hard.  There are so many factors when it comes to literature, like readability level, topic, concept, that it's hard for ME to find resources, let alone have my students find them on their own.  Unfortunately, if someone develops something that is good, they're going to want money for it making it unattainable for many of us.  I was excited to hear about the pilot going on with the AEA Online for students.
  • Our kids (and we ourselves) are suddenly walking around with access to the sum of human knowledge in our pockets and connections to literally millions of potential teachers.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      A few problems come to mind.  1)  This is why it's important to climb the ladder of Bloom's with our activities and lessons and make them real life.  2) Students don't value knowing the basics because they can just Google them.  The part of speech of a word...Google can tell us that, so it isn't important.  But it IS important to know when it's applied later, for instance writing complex sentences and identifying clauses/subjects.     Or is it?
  • ...3 more annotations...
  • give opportunities for our kids to do personal learning.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      This is it!!  This is all we can hope for.  Having the perfect school, unit, support, funding, etc. to do this is not anywhere in our near future.  If our classroom is set up to give opportunities for our kids to do personalized learning, we're on the right track.  I feel it will snowball into more opportunities.  Kids will want it, the ever-important test scores will prove it, and schools will slowly jump on the PL train!
  • the best thing we can do for kids is empower them to make regular, important, thoughtful decisions about their own learning, what they learn and how they learn it, and to frame our use of language in that larger shift, not simply in the affordances for traditional curriculum delivery that the tools of the moment might bring.
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      This is the beginning.  Find opportunities for this wherever you can and then let personalized learning grow from there.
  • as long as he ends up fundamentally similar to everyone else:
    • Megan Schulte
      Megan Schulte on 10 Feb 16
       
      Agreed, but this is what students need to understand when it comes to PL.  You don't just get to pretend you're working, you are still held accountable to reach the end target; you can just get there how you want.  This is my biggest fear with "setting kids free" in PL.  I'm afraid I'll check-in with their progress and they'll have done nothing.  What's the consequence?  How do you hold them accountable daily (at first) and realize they still have to do something.  Hopefully interest level, real life applications, etc will help hold them accountable.  They'll be on stage for someone hopefully.
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