The integrating project was nicely scaffold, I felt that my group (Laura and Joseph) had sufficient time to work together and receive constant constructive feedback. Both were very well knowledge in their standards and flexible with how we could blend it into one big integrating project. It was really awesome that we started with the idea of what we wanted to see happen, then worked backwards to find standards that met our needs. It was definitely nice to work in a team, I am used to being my own island. It was refreshing to work with people in my grade level who were like willing to go outside their comfort zone to design a fun and real-world PBL. Our integration project is something that I will be implementing in my classes next year.
My takeaways from this class that I would be sharing with my site is the Blended Learning models, integration projects, incorporating CTE, and Big Picture. I mentioned before that I was going to implement the rotation model, in our dream school design we added an area for pullout support, I think If I can get enough furniture donated I would love to create a small work station for my Aide/Resource or myself to work with my students. The integration/PBL is definitely something I plan to continue in my classes, next year I am praying I am not an all inclusive 7/8 combo teacher, but if I am; my students will not be denied a great learning experience. In addition, I often do simulations or bridge in relevant content, and my admin will challenge me to justify why/and what I am doing, and now that I am familiar with CTEs anything is a possibility. It will probably get denied but I have asked my new admin for a day to shadow at the MET in Sacramento, my school is also a charter school and it would be amazing to see some "best practices" in action. I really liked this class. It challenged me to work outside my comfort zone, I am all about independent work, but working with different people through out the class has so many benefits. There were things that made sense in my mind but would have been a complete disaster if I didn't have my partners asking clarifying questions or being experts in their content.
0 Comments
The last two classes were very informative. The Design School really got me thinking about how I can implement rotations in my classes. I think this will be especially beneficial to me since I will be teaching a 7/8 combo. I know there is a lot of classroom norms and practices I have to invest in the beginning, but I want to implement the campfire rotation. I also, really liked all the different designs the different groups came up with. Though some schools may seem to cost millions to build; if these schools become a reality it would do wonders for students. Classes that are innovative and 21st century, and real-world.
The integration project is coming along, and I think my group has done a great job with tackling a real-world issue that our students would appreciate dedicating some time to do some civic engagement while learning content. Also, when revising my Annotation Project, I think I am getting the hang of citing and and using the APA Manual. These last two days has really allowed me to dive deep into APA format. The in-text citation and debrief was very helpful. The work itself is defiantly rigorous but it was comforting to see that many of us had similar struggles. (Today’s peer review was an added bonus). The intergraded project has definitely forced me to look into incorporating CTEs in my classes to make content relevant and real-world.
The most interesting takeaway for today was the Blended Learning, I came into this class know very little about a Blended class. I know my district expects it, but offered no PD on it. Covering the four different models has really helped validate what I have been doing in my classes. I just feel it is difficult to implement a true blended/flip classroom when students are 1:1 but lack internet at home. My main highlights of class were the Big Picture Debrief and APA reference and in-text citation activities. Though I did not share during the debrief I do agree that as educators we share many common concerns. I do agree with the goals of education, from chapter one, of course I want my students to be lifelong learners but my main goal is for them to be problem solvers and critical thinkers. Many of my students expect everything to be given to them. If the “silver platter” continues I worry for the workforce of the future and the economy that I will retire in.
The APA assignment was very refreshing, I feel this activity gave me better insight on who to be success with my Annotation Project. It was helpful to see the different class examples and having our peers provide instant/constructive feedback. The CTE activities were insightful, for our culminating project. As I was researching to create the Member A flyer, I notice it was hard to find a school that offered the CTE for Architecture and Engineering. I have a few students who want to pursue this after high school and any recommendations would be great. First day of class was very productive. We read, "A Diploma Worth Having," which reiterate what educators already know too well, students are not leaving high schools job/career ready. Students do not function well in a one-size-fit-all model. With standards and Although there is good reasoning behind the A-G requirements, not everyone student is interested in the traditional A-G requirements for various reason. There is an argument at students need more classes which allows them to learn skills which they can apply to the adult world. Classes which utilizes 21st century skills.
In addition, we annotated "The Traditional High School," which examined historical debated over the need and purpose/function of schools. It is crazy that these issues from over 100 years ago is still relevant today. We still have the issues of funding, overcrowding, tracking students and poor or ineffective legislation. We also went over the use of EBSCO, how format an APA annotated project, and how to properly cite references. Overall, class went by quickly, but at a good pace with just the right amount of rigor. References American Psychological Association. (2010). Publication manual of the american psychological association (6th ed.). Washington DC, DC: American Psychological Association Mirel, J. (2006). The traditional high school. Education Next, 6(1), 14-21. Wiggins, G. (2011). A diploma worth having. Educational Leadership, 68(6), 28-33. |