Step 1 – In your own teaching, in what ways do you: <\/p>\n
\u2022\tfacilitate and inspire student learning and creativity<\/p>\n
\uf0d8\tActivating students\u2019 schemata; connecting to their reality or interests (e.g. using focus questions- that have no right answer, are related to the topic, connect to students lives, involve thinking and speculating)
\n\uf0d8\tPromoting reflective observation; experimentation and problem solving (not spoon feeding information)
\n\uf0d8\tApplying what they learn to their lives and the present (meaningful learning)
\n\uf0d8\tWorking in groups\/pairs (collaborative\/cooperative work because learning is a social act, we learn from one another and by accommodating and rearranging knowledge)
\n\uf0d8\tThrough project work that caters for different intelligences or learning styles, and allowing students a choice, e.g. write an essay on\u2026; draw a comic strip illustrating a scene in a play or story; choose the music for a scene and justify your choice; make a video on\u2026.; find a painting that best depicts\u2026.; make a model\/collage\/\u2026.
\n\uf0d8\tThrough the use of formative evaluation, involving students in their own evaluation and learning process, which also helps me reflect on my teaching (Portfolios work well); peer evaluation
\n\uf0d8\tPromoting \u2018risk taking\u2019, we learn by making mistakes and through trial and error
\n\uf0d8\tNot always grading (A vs C+ etc.) , but rather rating (Excellent, Good, Well done, Needs Improvement)
\n\uf0d8\tNot always correcting ( I goed to school by bus yesterday.), but guiding or responding (Careful with verb tense.)
\n\uf0d8\tPromoting critical thinking and independent self-paced learning<\/p>\n
What I hear, I forget.
\nWhat I hear, see, and ask questions about, I begin to understand.
\nWhen I hear, see, discuss, and do, I acquire knowledge and skills.
\nWhat I teach to another, I master.
\nSilberman, M (1996) “Active Learning: 101 Strategies to Teach Any Subject”, USA:Allyn & Bacon<\/p>\n
\u2022\tdesign and develop digital-age learning experiences and assessments<\/p>\n
In this respect, I would say very little; I only just started to use Blackboard this last term. However, I did develop several tasks that combined Blackboard; Internet research, digital library; \u2018you tube\u2019, Power Point presentations and video). I have found Internet to be an invaluable tool in many ways. For example, while doing \u201cLines Composed a Few Miles Above Tintern Abbey\u201d , by Wordsworth, we searched for paintings to illustrate the kind of landscape described, and students read and voted for the one they felt best depicted what the author described in the poem; we found songs about people\u2019s hometown (e.g. Bruce Springsteen\u2019s song \u201cMy Hometown\u201d), and compared the feelings conveyed in both texts; we listened to the rap version of Wordsworth\u2019s poem \u201cDaffodil\u2019s\u201d (at first students did not know it was a poem); etc. etc. <\/p>\n
\u2022\tmodel digital-age work and learning;<\/p>\n
According to my students yes, because I have managed to solve their problems such as: not being able to access or download stuff (cookies, pop up and other problems); I at least know what technologies are available (thanks in part to what I am learning at MET); the fact that I do know my way around certain tools they use, e.g. the Macmillan English Campus; they know I\u2019m in MET; and all my lessons are somehow or another linked to the use of technologies, be it Power Point, something I found on the web etc.<\/p>\n
\u2022\tpromote and model digital citizenship and responsibility; and <\/p>\n
Yes, by insisting they site sources and avoid plagiarism; and by setting an example: e.g. I paid for a legal download of a short film, even though it was available in three parts on \u2018you tube\u2019. I must sad, however, that I am a bit confused by this and what one can and cannot use on a Blackboard course. If it is enough to just cite the source and author of a picture or other texts that are often freely available online. I would love some info on this.<\/p>\n
\u2022\tengage in professional growth and leadership?
\nNot at all, I definitely need to work on this and the above, too.
\nStep 2 – How can ETEC 565 help you to become a digital-age teaching professional? What are the key skills and approaches that you feel you need to develop to meet your goals?<\/p>\n
From what I see of the schedule, my concerns and needs will be met in this course because we will be looking at: copyright issues and a series of options like LMS; content management systems; social networks, assessment and communications tools; some of which I have perhaps come across, but in a self-taught manner and without understanding some of its theoretical framework. Having said this, though, I don\u2019t think my path has been all bad, because in a way I have followed a \u2018practice before theory\u2019 approach, or an \u2018experiential learning cycle\u2019. I most definitely started with \u2018concrete experience\u2019 and a process of \u2018reflective observation\u2019; now with this course I will hopefully be able to finish the cycle by \u2018abstract conceptualization\u2019 (problem solving) and \u2018active experimentation\u2019 (practical application); but based on new acquired knowledge. The fact that we have to \u2018create\u2019 and apply what we learn in this course, that we get to be on the side of the learner, and that we can learn from one another, I feel it creates the perfect mix for internalizing the knowledge and experience I need towards starting on the road of \u2018\u2019digital age teaching\u2019; not so much of becoming a professional. I think one can never finish learning to be a teacher or becoming a professional; I believe very much in the reflective model of professional competence being achieved by a constant process of reflection (Wallace M. J. (1991) \u201cEducating foreign language teachers: A reflective approach\u201d. Cambridge: Cambridge University Press).<\/p>\n
\u201c\u2026 when we are no longer learning, we no longer teach, because we have lost the power to
\nexemplify what it means to be intellectually active.\u201d
\n Fried, R. L. (1995) “The Passionate Teacher: A Practical Guide\u201d, Boston: Beacon Press. <\/p>\n","protected":false},"excerpt":{"rendered":"
Step 1 – In your own teaching, in what ways do you: \u2022 facilitate and inspire student learning and creativity \uf0d8 Activating students\u2019 schemata; connecting to their reality or interests (e.g. using focus questions- that have no right answer, are related to the topic, connect to students lives, involve thinking and speculating) \uf0d8 Promoting reflective […]<\/p>\n","protected":false},"author":650,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-5","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/delpaso\/wp-json\/wp\/v2\/pages\/5","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/delpaso\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/delpaso\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/delpaso\/wp-json\/wp\/v2\/users\/650"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/delpaso\/wp-json\/wp\/v2\/comments?post=5"}],"version-history":[{"count":3,"href":"https:\/\/blogs.ubc.ca\/delpaso\/wp-json\/wp\/v2\/pages\/5\/revisions"}],"predecessor-version":[{"id":29,"href":"https:\/\/blogs.ubc.ca\/delpaso\/wp-json\/wp\/v2\/pages\/5\/revisions\/29"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/delpaso\/wp-json\/wp\/v2\/media?parent=5"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}