In this episode I share a teaching and learning experience from last week in terms of task-based learning. Eight different instructional-learning episodes are also covered in our discussions.
How do you currently implement task-based learning in your teaching practice?
Deliberate practice differs from the prior view of practice… that working at a skill until one reaches automaticity… because individuals engage in deliberate practice tend to resist automaticity (p. 6).
Whereas flow experiences are motivating and pleasant (from Mihaly Csikszentmihaly), “deliberate practice requires effort and is not inherently enjoyable (p. 6).
Deliberate practice takes a large amount of time… is acquired over a very long period of time… at least a decade… the “10-year rule” (p. 7).
John Carroll (1963)... considers reflective practice an interplay between aptitude (how long it
takes a person to learn something), perseverance (how long a person is willing to spend with a subject, and opportunity (how much time a person is allowed for learning something (p. 7).
The lesson study model: a group of teachers (usually from a range of grade levels) sets goals for specific subject areas, units, and lessons, and then writes a research lesson to help students meet those goals. One member of the group presents the research lesson to his or her class while other group members observe. Afterward, the group analyzes the lesson, examine evidence it collected regarding “students’ engagement, persistence, emotional reactions, quality of discussion within small-groups, including of group-mates, and degree of interest in the task” (Mast & Ginsburg, 2010, p. 258; as cited in Marzano, 2012, p. 7).
ALACT (action, looking back, awareness, creating alternative methods, trial) model as a structure for teacher reflection -
Thomas Farrell (1999, 2004): teacher reflection framework that includes working individually, in pairs, or in teams (2004, p. 36). Must include four components:
Ground rules: for meetings, classroom observations, journal writing, and critical friend relationships.
Categories of time: allocate time to engage in reflective activities, individual reflection, skill development, and group reflection
External input: from other people’s observations, reflections, or theories, or from the research and literature on teaching practice.
Affective states: protocols that alleviate anxiety or embarrassment during reflection
Jennifer York-Barr et al. (2006) - reflective practice spiral that “embeds reflective practices as a cultural norm in school” (p. 19) - a transition from individual to larger communities of practice:
PAR practitioners make a concerted effort to integrate three basic aspects of their work: participation (life in society and democracy), action (engagement with experience and history), and research (soundness in thought and the growth of knowledge).[2] "Action unites, organically, with research" and collective processes of self-investigation.[
In this segment, we discuss a few decisions an educator must make before choosing to use any type of technology in the classroom: 1) espoused and in-use theories, 2) types of communication, 3) content (as input and output) delivery, and 4) closed vs. open learning environments. This discussion is not meant to be a comprehensive review of Trello, but rather how I plan to use the tool after having spent only a week with it. I currently have a Trello Gold account and will be pursuing an educational account discount of 30%. I do not represent Trello nor have I received any compensation whatsoever for this segment.
What do you think of Trello in the classroom? Share your opinions and experiences!
Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation
MUSIC® is an acronym that can be used to remember the five key principles of the model that relate to the words eMpowerment, Usefulness, Success, Interest, and Caring. The principles are listed below. The instructor needs to ensure that students:
feel empowered by having the ability to make decisions about some aspects of their learning,
understand why what they are learning is useful for their short- or long-term goals,
believe that they can succeed if they put forth the effort required,
are interested in the content and instructional activities, and
believe that the instructor and others in the learning environment care about their learning and about them as a person (Jones, 2009).
Ken is a full time professor in the Computing Science Department at the Tecnológico de Monterrey Guadalajara Campus where he has been a member of the faculty since 1999. He also is Chair of the Board for the Flipped Learning Network since 2016.
Driving question: How can educators create opportunities for (language) learners through deeper learning that merges knowledge and skill sets that align with future demands?
Not only do students learn, its backers say, but they develop the speaking and writing skills they need to convey their viewpoints. (learning perspective)
The schools teach the standard subjects, but many include more collaboration among teachers so that those subjects are taught together. (teaching perspective)
Project-based approach that’s become synonymous with deeper learning.
Wei said that deeper learning works best when it’s incorporated throughout the school rather than limited to a class or two
deeper learning competencies as 1) mastering rigorous academic content, 2) learning how to think critically and solve problems, 3) working collaboratively, 4) communicating effectively, 5) directing one’s own learning, and 6) developing an academic mindset — a belief in one’s ability to grow.
Second segment: Planning based on activities vs. planning based on objectives
How important is it to have a clear view of what the class objective is especially the language focus of the day in order to modify the activities as to fit the major possible practice along the process.
It may be questionable to implement activities which require a long-term context, complex set of processes regarding performance, and a limited timeframe to practice the language focus of the day.
Many are uncomfortable to admit they do not know something.
Council of Chief State School Officers’ (CCSSO) Innovation Lab Network (ILN) focuses on building local capacity for personalized learning, although they admit they have never worked with a school system
The focus is on students and an inquiry-driven process of “personalized learning”, but what about teachers?
Impossible to discuss personalized learning without discussing assessment (teacher or students)
What kind of impact do teachers cause outside the classroom?
Chapter two of this book mentions a project in which teacher extended beyond the classroom to transform education in their community. It is a proper example of how important can be teacher’s roles outside the classroom. Reflection raises on the impact that teacher can cause outside the classroom, whether intentional or not.
Guilles, R., Ashman, A.,Terwel, J. (2008). The Teacher’s Role in Implementing Cooperative Learning in the Classroom. New York, NY: Springer Science+Business Media, LLC.
Four new features of GI: investigation, interaction, interpretation, and intrinsic motivation
Six stages of GI model
1. Class determines sub-tooi a and organized into resource groups
2. groups plan their investigation
3. Groups carry out their investigation
4. groups plan their presentation/feedback
5. Groups make their presentation
6. teacher and students evaluate their project.
Six mirrors of the classroom
1. Mirror one: the physical organization of the learning and teaching space.
2. Mirror two: Learning tasks - Using peers and computers as thinking and investigation resources
3. Mirror three: teacher's instruction
4. Mirror four: Teacher's communication
5. Mirror five: Pupil's academic behavior
6. Mirror six: Pupil's social behavior
Teachers' role in school-family partnership
Literacy-related activities (first graders): meetings and workshops with both cultures (Arab and Jewish participants)
Family storytelling as cooperative writing each month,
Shared Teaching Experience
(Benjamin): Academic Writing: Self-Assessment PROPE
Assessing Academic Writing (Student) Survey
(Piry): Making class decisions for the right reasons.
Raising awareness on the idea of why we decide to do something in the classroom: material selection, context, discipline, topic, vocabulary, projects, technology, etc.
