Teacher PD – Week 5 – Reading Notes

Borko, H., Jacobs, J., Seago, N. & Mangram, C. (2014). Facilitating video-based professional development: Planning and orchestrating productive discussions. In Y. Li, E.A.Silver & S. Li (Eds.) Transforming mathematics instruction: Multiple approaches and practices (pp. 259-281). Dordrecht: Springer. Use of video to discuss the teaching practice Video watching must be skillfully guided “To successfully lead such discussions requires that teachers have deeps knowledge of the relevant content, of student thinking about that content, and of instructional moves that are likely to guide the discussion in fruitful directions.” (Borko, Jacobs, Seago, & Mangram, 2014, p.261) Best practices Anticipating student responses Monitoring … Continue reading “Teacher PD – Week 5 – Reading Notes”

LDT Seminar – Master's Project Milestone Assignment

Prompts Approach: Theories There are several different “approaches” to address in your proposal.  One is your theoretical perspective on the challenge you address. What approach to learning informs your design? Explain your theoretical framework – a mile-high view of the big ideas in your proposal about how people learn. The point is not to show that you read everything in 333A or 328, but rather to help your reader understand where you’re coming from. Explain how this approach has potential to help learners reach the learning goals. It can be challenging to know what to include here. It might help … Continue reading “LDT Seminar – Master's Project Milestone Assignment”

Beyond Bits and Atoms – Week 4 – Makerspace Observation Assignment

Prompt What your report should have An introduction, in which you state the issue you are interested in (1-3 pages). This could an improved version of the essay that you did for week 3 (or pieces of it). Make sure it is well-connected to the literature that we have read so far (and optionally also others that you have come across in other classes). This is not just about your opinion or gut feeling–we want to make it academically more solid–but keep your voice there! A description of your observation plan, the site, what you did, how much time you … Continue reading “Beyond Bits and Atoms – Week 4 – Makerspace Observation Assignment”

Beyond Bits and Atoms – Week 4 – Class Notes 2

During the lab session all the 7 teams joined their contraptions to create a “Rube Goldberg Machine“. Hard to coordinate all of them but for the most part it worked and everyone certainly learned quite a bit from the experience. Ours wast the last contraption to be activated. A magnetic ball hits our sensor, which is sitting on top of a keyboard’s space bar, which starts the Star Wars theme music, turns a motor that spins a lever and knocks off a weight that turns on the exhaust fan and the air compressor, then another motor raises our button presser … Continue reading “Beyond Bits and Atoms – Week 4 – Class Notes 2”

Beyond Bits and Atoms – Week 4 – Class Notes 1

This week the reading group (Camila, Anastasia, Edrik) presented a summary of the week’s readings – Freire & Blikstein. We then did a group exercise on creating a new makerspace – our group’s constrain was to be in an informal environment. We thought of a space in a shopping mall with several making stations and prototyping materials with a monthly topic/challenge such as water conservation to inspire projects and solutions for it. Introductory activities are available separated into distinct suggested durations of 5, 10, or 30 mintues. We then had a very interesting talk with Dr. Dor Abrahamson, Associate Professor, Cognition & … Continue reading “Beyond Bits and Atoms – Week 4 – Class Notes 1”

Curriculum Construction – Week 4 – Reading Notes

Short summary of Ralph Tyler’s Basic Principles of Curriculum and Instruction Four fundamental questions to be answered when developing any curriculum What educational purposes should the school seek to attain? What educational experiences can be provided that are likely to attain these purposes? How can these educational experiences be effectively organized? How can we determine whether these purposes are being attained? (Tyler, 1950, 1-2) Content and ideologically agnostic Wiggins, G., & McTighe, J. (2005). Understanding By Design. (Expanded 2nd edition) Alexandria, VA: Association for Supervision and Curriculum Development. pp. 13-34, and 105-133. Three stages of backwards design & Template Identify … Continue reading “Curriculum Construction – Week 4 – Reading Notes”

Beyond Bits and Atoms – Week 4 – Maker Space Observation

Went to Barron Elementary School today to observe their Maker Space. Barron is a public school with around 300 students – supposedly the ‘ poorest’ school in the district… if this is the poorest, I cannot imagine what the richest schools look like! We spoke to the incredible Smita Kolhatkar who idealized and implemented the Maker Space in the school – now all schools in the district are using her work as a model. Inspiring. Here’s her 1to1 iPad blog and her EdTech blog. Now off to write the report on the visit.  

Curriculum Construction – Week 4 – Class Notes

Great class again lead by our ‘master-teacher’ Denise Pope. Housekeeping Group sites – arrange a meeting Write your Curriculum Rationale (see photo) Be aware of your site’s ideology for curriculum construction 1 to 2 pages – max 3 pages Definition of Understanding Being able to explain it Apply underlying concepts onto other situations or disciplines Has to be hands-on but even more so minds-on During class we practiced create “Essential Questions” and “Essential Understandings” for a hypothetical lesson on the US Bill Of Rights Assignment for next week – Curriculum Rationale After class our group (Celine Zhagn, Lisa Jiang, Mohamad … Continue reading “Curriculum Construction – Week 4 – Class Notes”