Assignment 5 Reflection

Incorporating Bloom's Revised Taxonomy and the Super 3 into my unit planner was fairly simple.  I can see how concentrating on these two important critical thinking foci really enhances your lessons for an entire unit.  Teaching lessons day by day, you would never have the time or mental energy to stop and reflect on how these strategies can be incorporated.  By focusing on an entire previously completed unit at a time, for a short period of time, a teacher can ensure that Bloom's is dispersed appropriately for specific steps of learning to occur (especially since Blooms builds on itself).  Additionally, making a concerted effort to focus on the steps of the Super 3 ensures that your students are getting at least some exposure to information literacy.

What's the moral of the story here?  If you want to teach effectively, you need to plan effectively and conscientiously.  Take some current unit planners, and boost their worth by adding two important strategies, Bloom's Revised Taxonomy and the Super 3, to increase your students' ability to think critically, think creatively, problem solve and use their higher-order thinking skills.  Even if you only change/add a few things, you can revisit the unit planner the next year to complete the process again.

WebQuest


The WebQuest was fun.  I haven't seen that many elbows thrown since the 2010 Men's Olympic Gold Medal Hockey Game.

It got us out of the classroom, working in groups, team-building, adventuring, searching, integrating technology into our learning experience and showed us a great activity many teachers can integrate into their classroom.

I think the best way to find new teaching strategies is to experience them first hand.  This allows you to be reflective of the process and to use your experience to design your lesson accordingly.  This certainly allowed us to have that first-hand experience.

I especially enjoyed seeing how well technology can be integrated into a very fun learning experience.  When I think of integrating technology, I think of having the students take pictures, make a video, use the internet, etc.  I learned how using QR codes can really enhance the experience and it is a great way to have students using this skill.  Prior to this, the only uses I knew for QR codes was for donating money on charity websites or getting coupons in American super-stores.

I have been inspired to try to incorporate QR codes into my Circle Time activities as part of my Masters Research Project.  I normally find adjusting what we learned in class (all Masters classes) to kindergarten to be difficult, but this seems completely fathomable.  This activity was effective and fun - a great foundation for a lesson.

Google vs. Database

There is a clear winner here and it rhymes with Boogle.

Searching for the term "using differentiation in the classroom for ADD students" on both ASF's US and MS library databases led me to nothing.  Well, that is not entirely true - it led me to "student financial aid", "math differentiation for high school students" and "students for a democratic society" on Encyclopedia Britannica's database.  Not exactly what I was looking for, but thanks anyway.

I had difficulty using passwords on the MS database.  It would not let me log-in to the newspaper database.  The US had a variety of available databases, but databases that I do not feel apply to my search, such as "The New Yorker".  JStor probably would have been appropriate, but required me to create my own account, not use the one from the school.  At least, that is what the website said to me.  With limited time, I was not going to press the issue.

So where did those ASF searches lead me?  Down a dark lonely street to no where.

Google.  Ah, sweet, sweet easy to use Google.  Yes, I know that Google lists information according to hits but in this case, many applied.  The listed websites when I searched "using differentiation in the classroom for ADD students" led me to multiple sources.  Some credible, some not, but at least I had a choice.  Using the rubric provided in class, I could evaluate the websites offered to me and this certainly helped in the searching process.  In general for these terms, the websites were designed well, had pertinent content, appropriate technical elements and adequate credibility.  Please refer to the rubric link provided above for a more detailed description of each category.

The benefit of using Google is rather than linear searching, Google encourages and facilitates multi-faceted, non-linear searches.  One thing leads you to another and another, you hone your search words, continue searching, refer to the elements provided in the rubric and voila!  There you have it.  Information.  Pertinent sift-able information.

Don't forget that you can also use more specific Google searches such as Google Earth, Google Scholar, Google Reader, etc.  Thanks Google.  We appreciate it.

Side note:
This was my first choice for my search above search in the limited time I was given:
ADD/ADHD and School

The Super 3: Incorporating “Plan, Do Review” into a Kinder Lesson

During My Creative Self, a PYP unit of inquiry, students complete the following summative assessment: students organize an art exhibit of their artwork to share with each other and guests and to reflect on what they have learned in the unit about expressing themselves creatively using a variety of media.

This unit is a reflective unit to begin with, although there can certainly be a more concentrated and directed focus on the reflective process.  Further, this unit has a lot of room for students to actively "plan" and then "do".

In terms of the summative assessment itself, students can work collaboratively or independently to first plan their exhibit (plan), have the exhibit (do) and then reflect on what worked and what they learned (review).

Teachers may begin the planning process by explaining the purpose and questioning direction of the art exhibit.  What artwork do students want to show?  Where do they want to show it?  How many pieces should each student share?  What day should we have the exhibit?  Who should we invite?  Questions may be student-generated and/or teacher-guided.  The most important question in this planning process is “What art work do you wish to show and why?”  Students can work individually when choosing artwork and cooperatively when they choose the specifics of the art exhibit.  This can be achieved with the use of individual student worksheets and a group-generated plan.

Secondly, students will be required to “do” the art exhibit.  This includes setting up art work, inviting guests, choosing a venue, picking a day, etc.  While this may have a lot of steps, it should be fairly easy to do.  Students refer to their plans as guides.

Lastly, students will review/reflect on the experience.  What worked?  What did not work?  For example, perhaps not many guests could come because of a planned field trip in another grade.  The lessons learned from this group or small group reflection can be the pre-cursor to the individual review: What did you learn during this process of designing the art exhibit?  What did you learn about the creative process of making and choosing the artwork?  Teachers my guide students using questions that they feel most pertinent to their group and age-range.

This lesson was hardly changed in order to incorporate the Super 3.  In fact, it was really quite simple!  A more directed and formal review process was added, as was a formal planning session for the art exhibit.  Each of these new steps could be incorporated using less than a day each.  It should be very easy for teachers to re-iterate the Super 3 into many of their lessons.

A Compare and Contrast of Media and Information Literacies

Media & Information Literacy: Curriculum for Teachers, p. 18

At the most obvious level, both of the above are literacies - one dealing with information and one dealing with media.  But what does this mean specifically?  What are their differences?

Information literacy, as the name suggests, deals with information.  Do you know how to use the information you find?  The information you are given?  Can you successfully evaluate it and determine if it is valid and useful for your purpose?  Without this literacy, one cannot successfully navigate the multitude of information now available at the click of a mouse.  The skills you need to be literate in this realm include using the Big 6: Task Definition, Information Seeking Strategies, Location & Access, Use of Information, Evaluation.

Media literacy requires one to understand and evaluate media as a tool.  How do we use media in our society?  How does society use media to shape our views?  How can we use media to share our own information?  How can we ensure that our internet use is safe and low-risk?  Without media literacy, one can find themselves in trouble professionally and personally on both a local and global scale.

In my personal opinion, these two literacies go hand-in-hand.  Once versed in how to effectively define your task, decide where and how to look, and evaluate your information (information literacy) you can apply these same higher-order and critical thinking strategies to enhance your media literacy.  Although different, they compliment each other nicely.

Click this link to view my Information Literacy Mind Map!