Blog 3

 

Blog 3 How People Learn by Yvonne Rossiter

Week 2

 Part 1: Authentic Intellectual Work/Authentic Instruction & Assessment

    The nature of Authentic Intellectual Work (AIW) is about gaining knowledge in a classroom setting by using hands on intellectual activities that are meaningful to someones future. When we use the word intellectual work, we're not actually talking about teaching them specific skills to be able to go out into the workforce, but we want them to be engaged and identify intellectual work through meaningful experiences in the classroom. This is more of a hands on learning experience. When you use the word, authentic, it is referring to to a task students are assigned, and it actually has a meaning or connection to something in their lives at that time( King et al.2009).

    Authentic intellectual work differs from traditional approaches to instruction and assessment by giving them a topic or problem, and they must find results and give a presentation that has a special meaning to that individual, or connection that is beyond, than just completing an assignment to receive the grade.

The components of Authentic Intellectual Work 1) having construction of knowledge 2) disciplined inquiry 3) value beyond school.  

    Construction of knowledge is organizing, interpreting, evaluating, using prior knowledge to solve new problems.  Disciplined inquiry goes alongside the construction of knowledge and adding prior knowledge to support your theory. And value beyond school is very important because it gives personal value to the project. All 3 components of AIW work together to create the lasting impression on the project.

Part 2:2017 National Education Technology Plan Update

    I can see so many opportunities for NETP to connect technology practices that enable the connection of experiences with technology.  An example of NETP and AIW being integrated together would be the teacher and the student working together using technology to investigate communities around the world. The student would research an area where they believe their ancestors lived and through technology discover similarities and differences as they compare their own community with another community around the world.

Part 3: Triple E Framework

There is a big similarity between the AIW framework and Kolb's idea of adding technology within project based learning. By using technology to research a community with a personal connection provides engagement and enhances the experience to make a personal interaction.

References

King, M.B, Newmann, F.M. & Carmichael, D.L. (2009).National Council for the Social Studies (7 pages).

Kolb, L. (2020). Learning first, technology second in practice: New strategies, research and tools for student success. Portland, OR: ISTE.

EDUC 5313

 

    Hello, my name is Yvonne Rossiter and I currently teach first grade in Putnam City                                     School district in Oklahoma City.  I have been teaching for 13 years and finally decided to go back to school to obtain a master’s degree.  This is my 3^rd class toward reaching that goal.  Once I receive my masters, I would like to pursue a position as an instructional coach to provide support for other teachers in elementary education. 

This year I have 21 little eager learners with a lot of energy so needless to say my day    is very fast paced and never a dull moment. This group of kids love jokes and fun facts. Someone always has a joke or a fun fact to tell in the morning to make us smile. And if they don’t have a good fun fact or joke, I will look one up for them.

A fun learning activity that would be great in the classroom to integrate one ISTE  standard using technology is “Bee Bots”. Empowered Learner indicator 1d asks students to understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and can transfer their knowledge to explore emerging technologies.  Students in First Grade could address Oklahoma State Standard 1.A.1.1 Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real world and mathematical contexts. 

Students would use a floor robot or an app that is similar with a robot or without the  robot. The goal of the app is to reach the flower, and the goal with the bee bot is to reach the other side of the mat. The students begin by pushing an arrow to move the bee up, down, right, or left. And then hit enter for the program to remember the code the students have just put into the memory bank.  The students will add code to each algorithm, or they have the option to start over with a new code. After each move that they program, using the arrows to send a command into the system, the robot moves those spaces and waits for the next command. It is challenging and fun and the outcome can be different each time the student develops a plan for the bee to reach its goal. This supports the idea of integrating technology and the state standards using patterns, repeating numbers etc. in a variety of real-world mathematical context.

 A good way to use technology in the classroom would be to pair up students when     they work in an app to ask them to engage in reflective thinking practices. This would keep   them on task and meeting their educational goals with their partner (Kolb 2020). Kolb also   stated that face to face interactions is better for teaching new concepts. As humans we naturally do better when we are interacting in person and not on a screen. We can read a person better when we are face to face and when new concepts are being taught, it is better to learn from another person rather than a technological platform (Kolb 2020).