Teacher for Learning-Prior Knowledge & Culture Analogy

What makes a great pasta dish? The sauce! Every individual (family) has their own way (process) of making their famous sauce. Wether it's canned and doctored sauce or all fresh ingredients, everyone agrees- it's in the sauce! A good sauce fills gaps, blends ingredients, and binds.

Like The Sauce, much of our Prior Knowledge and cultural nuances are nothing more than ingredients that come together to create learning experiences. Ingredients that are dictated by the language used to retrieve them, cultural and sub-cultural norms and personal experiences as well as high-context and low-context and trauma.

Prior Knowledge is not strictly canned or homemade sauce (an either/or) in on student's learning journey. I see the misconception of Prior Knowledge's 'either/or' application in education as well as culture misconceptions as opportunities to upgrade our thinking as educators. Asking key questions during the lesson planning process, like,"How can my students learn this?", "Why must my students learn this?" and "When will my students use what they learn?" and asking my students to answer similar key questions, such as, "How can they use this?", "Why must they use this?", and "When will they use this?" circumvents false assumptions that students are lacking prior knowledge, but rather builds deep emotional connection for learners that are personal, positive, and profound. (LXD.org)

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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

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