Mr. Hood's Learning Journey

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Category: TIEgrad (Page 4 of 4)

Digital Identity

July 9, 2019 / / 0 Comments

Thank you Jessie Miller @mediatedreality for speaking to us today.

Appreciated the information on DIGITAL IDENTITY, and educating students about how bad choices using digital tools can come back to haunt you as an adult.

Feel that I am also guilty with getting familiar with ON DEMMAND culture that Jessie highlighted when it comes to the ease of access to information. Still part of a generation that remembers 13 channels on TV, Saturday morning cartoons, and the set of Encyclopedias at school. Now if there is something we don’t know we download a video tutorial, or we just Google it.

 

 

 

History of Harassment

July 9, 2019 / / 0 Comments

Read Women Scholars’ Experiences with Online Harassment and Abuse: Self-Protection, Resistance, Acceptance, and Self-Blame and had the opportunity to listen in to George Veletsianos who was one of the contributors of the article.

It reminded me of an episode titled, “Sisters of the Sun,” from the new Cosmos series hosted by Neil degrasse Tyson. It refers to Cecilia Payne and other female scientists who struggled against an academic system that had challenges with accepting female scientists. Huge strides in understanding and classifying stars were made by a group of female scientists who worked at Harvard College.  Sisters of the Sun episode link

A nice tie in to the BC curriculum is Earth Science 11.

https://curriculum.gov.bc.ca/curriculum/science/11/earth-sciences

Almost 100 years later, women scholars still have to deal with harassment in the form of online abuse.  There are avenues and opportunities as  a science teacher to bring content into the classroom and have discussions about female scientists who faced personal struggles with gender discrimination.

Projects and Pondering

July 8, 2019 / / 1 Comment

Read through A Unit Plan of One’s One: Digital Pedagogy for Critical Citizenship

My initial thought was how would the author assess his results from the  guiding questions, which are the following:

“Does discourse influence influence young people’s sense of voice and agency in the shaping of collecting identities?”

“Can digital tools and open pedagogy provide a means of realizing emergent curriculum for citizenship in the 21st century?”

Continuing through, I understood why Bryan wrote about his personal and critical approaches, and felt that it gave me a background on how his classroom environment might appear.

Also, his citations from others provided a background for justifying his guiding questions and  implementation of his project.

It gave me insight on how projects can be completed and substantiated without having specific quantitative information, and how I might move forward with a project of my own.

 

 

Bringing Digital Resources into the Classroom

July 8, 2019 / / 0 Comments

Enjoyed the presentation by Dr. Alec Couros.

Opened up some ideas on how digital media tools can be used in the classroom, and yet provide students flexibility with options to present information:

  • Students makes GIFS
  • Youtube –I am wary of having students create their own videos and post them online for course work due to Freedom of Information and Protection of Privacy Act
  • Good suggestions on inquiry based learning and modelling with content that gets student to think about learning new skill sets, and the process involved with learning along with scientific literacy. Backwards bicycle https://www.youtube.com/watch?v=MFzDaBzBlL0 (saw this earlier in the year, but want to post it a way for me to reflect upon later
  • Some other individuals that have interesting content are ze frank http://www.zefrank.com/ in which I have seen some of his project work posted through facebook and other channels.
  • Mike Boyd https://www.youtube.com/channel/UCIRiWCPZoUyZDbydIqitHtQ has a channel in which he learns new skill sets. I think this would be a great model for starting the Scientific Inquiry Process for Science 9

Student Scaffolding…

July 5, 2019 / / 2 Comments

Idea: students create their own website, blog on a course, and add content, reflect, share with others. Research Diary: A Tool for Scaffolding, also connects to Sharing A Pragmatic Networked Model For Open Pedagogy: The Open Hub Model Of Knowledge Generation In Higher Education Environments I thought this is great for teachers who are learning, but why can’t students create their own website and reflect on learning from a course they have. It would be a great tool. It could just be a segment of the course, or section(s).

Autoethnography and using the 4 R’s

July 5, 2019 / / 4 Comments

From the reading “ Autoethnography: An Overview” I reflected on my own personal experiences, thoughts, reflections, and how using an autoethnography could be useful.

Research

Carolyn Ellis, Tony E. Adams & Arthur P. Bochner stated in the abstract of their article the following: “Autoethnography is an approach to research and writing that seeks to describe and systematically analyze personal experience in order to understand personal experience”

For myself, I learn more when I can make a connection to something in the real world such as a story, an experience, or an event. Notably, the article provided an outline on types of approaches when starting a research project using autoethnography. The article also sets out that we need to be mindful when we do research and consider the power relationships, interactions with others, and the context. I also liked how the article described that writing can be therapeutic to better make sense of ourselves and experiences (KIESINGER, 2002; POULOS, 2008). The idea of therapeutic writing to help cement thoughts, and the research process can also be found in Research Diary: A Tool for Scaffolding.

 

The Researcher

Another valuable point from the article is how vocabulary, and the language of an article is written in (such as English) transfers cultural biases and the established academia, and how this bias comes from the Researcher.

It made me connect to First Nations storytelling, and other ways of knowing.  How using personal experiences connects ideas, to the audience, and personal journeys can be connected to one’s own experiences. It reminds me of setting up talking circles as an elementary school teacher, and how students would make flashes of connections and would feed off of others. Also, the confidence that I built up over a period of time by first having a First Nations educator model the activity, and for myself (of non-aboriginal ancestry) to then lead the activity

https://www.bctf.ca/uploadedFiles/Public/AboriginalEducation/AboriginalWaysofKnowing.pdf

Moving forward as a researcher in the education program and writing my blog, I can always improve my cultural awareness being open minded to think outside of the box, and continue to try approaches to learning from other cultures in our country.

Reader… Who?

Moving through the 21st century, who is my target audience for what is created here in the course. Who will be able to access information, decipher it, and critique it? How will I present information to the world? In class today we spoke about e-books, which is content that can be accessed online and can be edited and changed. From Autoethnography: An Overview what resonates to me is how “…we live connected to social networks. When we conduct and write research, we implicate others in our work.”

Having the ability for the reader, and make it more accessible to then become the researcher.

 

Researched

I left the topic of researched for last, as this is the beginning of a two year journey that has just begun and has yet to be fully written. The research subject, whatever it may be, needs to be authentic not only for the reader, but for myself as well.

Reflections on PBL and High Tech High

July 5, 2019 / / 0 Comments

July 3rd-July 5th 2019

First Reflections

It has been quite interesting working from a distance, and the last few days have been overwhelming with new learning. Taking a deep breath, giving myself time to absorb a little more each day, and not being hard on myself for having not figured it all out yet is my thought process to ease myself in for a successful summer. I have also found lots of value with insights and reflections from others in the classroom setting, and as a new blogger will be include those voices that have made me reflect, or take my thoughts into another direction on to a path that I never knew existed.

 

From watching the video “Most Likely to Succeed” I thought of the following:

Video Link: https://teddintersmith.com/mltsfilm/

  • Could a model such as High Tech High work in our school system. Presently we are working towards cementing Project Based Learning (PBL) by having a second year where all grade 8 students have a STEM course for both semesters of the school year here in British Columbia. Presently the course is still going through its development, and is being refined.
  • The lottery process for selecting students provides a different clientele of learners in which it is a privilege to be at High Tech High. Students at the public school are mandated to be there, in which we have no selection process. High Tech High has an admission process that begins approximately 10 months prior to admission. The application, school information and policies can be found at https://www.hightechhigh.org/hth_admissions/. From personal experience some children don’t have that buy-in to education at home which makes it more challenging for academics, and for students being mentally present in the classroom.
  • I was also curious what type of inclusion they have in the school. It was mentioned that the demographics of the school population was selected to get students from various socio-economic backgrounds. I wanted to know more about inclusion for students with special needs or physical disabilities, as it wasn’t apparent in the video that I saw. On their homepage the Student Non Discrimination Policy states the following:

HTH is committed to equal opportunity for all individuals in education. HTH’s programs and activities shall be free from harassment, or discrimination or bullying on the basis of actual or perceived sex, sexual orientation, gender, gender expression, gender identity, ethnic group identification, immigration status or citizenship, race, ancestry, national origin, color, religion, religious affiliation, creed, mental or physical disability, age, parental, family, marital status, or any other basis protected by applicable law. HTH shall promote programs that serve to eliminate discriminatory practices in school activities. https://www.hightechhigh.org/hth_admissions/

 

  • How the school supports students with mental needs I think would be very helpful in seeing, as I could then understand how it could be applied in my school setting, and compare/contrast ways to make it work in my school.
  • In class this week one of our peers brought up the lens the film was viewed in. That in the design of the film, the director is trying to tell a story, and provide a climax to the story that builds up. It reminds me that the film is only a glimpse of learning and what takes place behind the scenes.
  • Another powerful message from the film for me, was the social emotional learning needed work with others and the skill sets that are required that you need for 21st century learning . The new BC Ministry of Education curriculum has been revised to better equip our younger generation with obtaining these learning goal https://curriculum.gov.bc.ca/ I think in many school districts across BC, educators are learning new tool kits to address 21st century learning. It’s also why I am here in this course too!
  • Learning through a Project Based Learning context does take scaffolding. One of my peers in class pointed out the new implementation of Socratic seminars by the teacher at High Tech High, and the initial confusion those individuals had when coming into a room in when things are done differently. It also takes time to build a culture around project based learning as some of my peers pointed out. It makes me think this week how entering the course through the lens of a camera in my basement, and meeting people all across BC and beyond.

In summary,  I feel PBL does have a place in our education system. What exactly that looks like I am unsure, nor do I know how we can support students who aren’t successful with PBL.  More knowledge on integrated learning as outlined from the professor will be brought forward through our course work which I look forward to in finding learning plans for all.

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