Teacher for Learner-Extend Activity

One misunderstood concept in education is the focus on prior knowledge (PK) as an 'either/or' scenario when it comes to helping or hindering content area instruction. I experienced gaps myself and struggled to articulate how PK is misapplied as an either/or because educators aren't asking students the right questions. For example, typically teachers fall into the mindset that either a student can draw on PK to build-on or they cannot for a particular content area, like writing or mathematics. It is widely accepted in education circles that PK can either help or hurt ones progress in acquiring and assimilating new information. This is easier and neater than exploring why traditional PK techniques do not always work, for example, experience trauma while learning and cultural dynamics.

Can you recall a time when you were a student and were completely gobsmacked that others around you knew something that you didn't? Perhaps you recall a time you felt embarrassed or dumb for not knowing something that the teacher claimed you learned last year. As educators, how we respond to students during and after an activity are equally important to how we frame the activity.

Comments

Teacher for Learning-Community

An introductory activity that I really enjoy is a two-part activity. The first part is that using Flipgrid I ask students to introduce themselves. The directions are that they share their name and if they have a nickname that they would like me or their classmates to use (keeping it respectful). Then, I ask them to share what their name means. The students seem to really enjoy sharing and/or finding out what their name means. Many students expand and share if they feel that their name fits them or if they are still trying to grow into it. The second step of the activity is a writing activity. Students are to compose two letters over the course of a week. The first letter is to their 13 year old self. What do they want the 13 year old version of them to know? What does the 13 year old inside of them need to hear? The second letter is a letter to their future selves. It depends on the grade level I am working with, but typically it is five years in the future. What did they do this aca

Curation for Learning-Assessing Online Sources with CRAAP

There is not better time to give a CRAAP than when curating resources for ones self and others. CRAAP stands for currency, relevance, authority, accuracy, and purpose. It was developed by California State University-Chico librarians-as if I could possibly LOVE librarians any more than I already did. CRAAP serves as a rubric for determining if resource is current with its information, vital to ones needs, who created it, how accurate or truthful is the information provided, and what the point of the source is. Additionally, I looked over three other rubrics The University of Minnesota's College of Education Open Textbook Library, Faculty Guide for Evaluating OERs by BC Librarians, and Achieve's OER Rubric. Achieve's rubric (2011) was my initial choice, but not applicable for assessing the source I selected. CRAAP worked the best. I elected to assess Flipgrid. It is a tool that allows for video and podcast discussion format recordings. It is easy for students, parents, and t

Curation for Learning-Holy CRAAP!! Extend Activity

To view my Padlet comments scroll to the far right. Thank you and enjoy!

Extending My Professional Development

Search This Blog