Final Reflection Paper
Looking Back
Nothing has changed... Everything has changed (Kereluik, K., Mishra, P., Fahnoe, C., Terry, L., 2013). These seemingly paradoxical statements were at the heart of the introductory journal article. Although there have been and are amazing technological advances, the core learning values are still the same. Proven math formulas have stood the test of time, literary masterpieces are still perused by the masses, and historical events can be interpreted according to their significance. And, because we live in an in-between universe where things change, but according to... laws of nature... We can do science (Sagan, C., 1980). The challenge (and opportunity) is how to use technology to advance teaching and learning. The ability to harness this technology to enhance learning is the basis of technological and pedagogical and content knowledge (TPACK). For TPACK to be done effectively, the teacher must have a strong content background, and a willingness to play with technologies to develop fun, new learning experiences for his or her students (Mishra, P. & Koehler. M. J., 2009).
This way of thinking makes sense, but was not something I had spent much time thinking about prior to this program. Of course teachers need to have strong content knowledge and pedagogical abilities, but the technology is not just "the icing on the cake". The technology is the tool that allows the enhancement of teacher pedagogy through effective incorporation of learning performances. These performances allow students to demonstrate evidence of understanding through teacher constructed assessments that have been crafted to evoke transferability (Wiggins, G., & McTighe, J.). Technology makes it possible for student
performance displays to be multi-faceted and ongoing. The embrace of this also leads to a greater emphasis on creativity.
The importance of creativity has been trumpeted for years - in teacher pedagogy and student performances - but how is it taught? One way that was explored was the use of improvisation. Each day of teaching presents its share of opportunities and challenges, but it's never the same. In many ways, teachers are everyday improvisational actors with each unique classroom dynamic. Yet an improvisational classroom is one where an unexpected student query often requires the teacher to think quickly and creatively, accessing material that may not have been studied the night before in preparation for this class; and it requires the teacher to quickly and improvisationally be able to translate his or her own knowledge of the subject into a form that will communicate with that student’s level of knowledge (Sawyer, R. K., 2004). This "unscripted" learning requires the teacher to have a strong content background, but it allows for a more organic learning experience for the students; one where their own creativity is encouraged. Being able to participate in improvisational activities before heading to the Museum of Science and Industry provided a way for me (and others) to become creative in ways that I had not considered before.
Another method that was explored to promote creativity was being "thrown to the fire" per say. This was new to me - I don't like to go out on a limb - but being in that position required quick-thinking and a willingness to try different things (or fail). It's important for all students to see failure as a learning opportunity and not the means to an end. The key to this was the establishment of a learning community. The cohort of teachers and staff was supportive and encouraging, collaboration was a daily experience, teams worked on tech tips, worlds of wonder, and other projects, and private social media groups were created to provide a learning community. Social media was new to me and I'm still not sure how I feel about it. Nonetheless, these together helped establish a "safe environment" where taking risks did not seem as risky!
The use of images and real-time sharing tools also encouraged creativity. Whether it was creating a meme, or searching outside for a letter in nature, or trying to find an image to represent or summarize a particular topic; images in tandem with technology played a huge role in stimulating creativity. Being able to access those images or other projects in real-time was powerful. It was engaging and encouraged the solution to be approached from a variety of directions. Creativity is not confined to a particular discipline or context, and is allowed to "cut-across" to other disciplines or contexts (Mishra, P. & the Deep-Play Research Group, 2012). This is STEM and is definitely an area that I would like to work a lot more on when I return to school.
Looking Forward
Learning is least useful when it is private and hidden; it is most powerful when it becomes public and communal. Learning flourishes when we take what we think we know and offer it as community property among fellow learners so that it can be tested, examined, challenged, and improved before we internalize it (Shulman, L.S., 1999). From day one, this has been continually expressed - even truncated to: explore, create, share. This will be promoted at my school with special emphasis on the activities I experienced. I will conduct a professional development to introduce world of wonder, and solicit ideas on incorporating tech tips and this day in history into the classroom. Improvisation activities will be modeled, specifically the role-wheel, role-play, sculptures, and one-word story; and particular emphasis will be placed on the verification of student learning, especially deep learning. Deep learning may take time, but it places greater relevance on the retention and transfer of knowledge. Going deep on a few topics and not broad on many is essential, and leads to a wider variety of entry points (Mansilla,V. B., & Gardner, H., 2008).
Another mantra from the program is to see the world around you through STEM. The staff at my school can walk around the block (or on a different floor from their grade band), and come up with examples of STEM (or their content). This simple activity again reinforces the value and importance of creativity and TPACK. I plan to place a strong emphasis on this and on making the strange familiar and the familiar strange. We discussed five areas to help in these: connecting ones interests with teaching; finding real-world examples; seeking new ideas to foster creativity; collaborating by asking questions and sharing ideas; and taking intellectual risks by trying new things (Henriksen, D & Mishra, P). These are strong, concrete strategies to help in this.
One change I will employ is the importance of checking frequently for misconceptions. The best teachers base their lessons on what the American humorist-philosopher Will Rogers observed: It ain't what they don't know that gives them trouble, it's what they know that ain't so. I have anticipated misconceptions and addressed them as they arise, but I plan to encourage and develop more useful pre-assessments that can help hone in on prior student misconceptions and create more meaningful, effective lessons. This has particular relevance when considering amnesia, fantasia, inertia, and nostalgia (Shulman, L.S., 1999). All teachers have had students who have forgotten what they've learned (amnesia), not clearly understood what they were to have learned (fantasia), or not applied their learning (inertia). And many teachers have had soliloquies about how things were so much better when they were in school (nostalgia). The key to overcoming these obstacles is creating sticky stories (Heath, C., & Heath, D. (2007). An acronym for this is: C-SUCCESS (Creating Simple Unexpected Concrete Credible Emotional Stories that Stick). The article will be shared and the strategy incorporated throughout my school.
This program has helped highlight the importance of using technology to drive instruction and unlock learning. It has helped me further my web presence, and has provided a plethora of tools and strategies to share and employ in the classroom. I have a greater understanding of how to germinate creativity as a teacher and in the classroom, and a stronger desire to see the world around me through a STEM filter. I have a greater willingness to take intellectual risks, and a heightened desire to make my learning public. I can accept failure as a means to build on the previous experience by saying, "Yes, and.", and understand that the process of being "lost in the cloud" is where new learning occurs and creativity is incubated (Alon, U., 2013). I am excited to continue learning, growing and sharing, and look forward to seeing the enhancement of teaching and learning at my school.
REFERENCES
Alon, U. (2013, June). Why truly innovative science demands a leap into the unknown [Video file]. Retrieved from
http://www.ted.com/talks/uri_alon_why_truly_innovative_science_demands_a_leap_into_the_unknown.
Heath, C., & Heath, D. (2007). Teaching that Sticks.
Henriksen, D. & Mishra, P. (2013). Learning from Creative Teachers. Educational Leadership. 70(5).
Kereluik, K., Mishra, P., Fahnoe, C., Terry, L. (2013). What Knowledge is of most worth: Teacher knowledge for 21st Century Learning. Journal of Digital Learning in Teacher Education, (29) 4, 131.
Mansilla,V. B., & Gardner, H. (2008). Disciplining the mind. Educational Leadership. 65(5), p. 14-19.
Mishra, P. & Koehler. M. J. (2009). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach with them, too. Learning & Leading with Technology, 36(7), 14-18.
Mishra, P. & the Deep-Play Research Group (2012). Crayons are the future: Rethinking Technology & Creativity in the 21st Century. Tech Trends, 56(5), 13-16.
Sagan, C. (1980). Cosmos. P. 41.
Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, (33)2, 12-20. P. 12-20.
Shulman, L.S. (1999, edited by instructors). What is learning and what does it look like when it doesn’t go well? Change, (31)4, 10-17.
Wiggins, G., & McTighe, J. Understanding understanding. In Understanding by Design, expanded 2nd Edition, ASCD.
Nothing has changed... Everything has changed (Kereluik, K., Mishra, P., Fahnoe, C., Terry, L., 2013). These seemingly paradoxical statements were at the heart of the introductory journal article. Although there have been and are amazing technological advances, the core learning values are still the same. Proven math formulas have stood the test of time, literary masterpieces are still perused by the masses, and historical events can be interpreted according to their significance. And, because we live in an in-between universe where things change, but according to... laws of nature... We can do science (Sagan, C., 1980). The challenge (and opportunity) is how to use technology to advance teaching and learning. The ability to harness this technology to enhance learning is the basis of technological and pedagogical and content knowledge (TPACK). For TPACK to be done effectively, the teacher must have a strong content background, and a willingness to play with technologies to develop fun, new learning experiences for his or her students (Mishra, P. & Koehler. M. J., 2009).
This way of thinking makes sense, but was not something I had spent much time thinking about prior to this program. Of course teachers need to have strong content knowledge and pedagogical abilities, but the technology is not just "the icing on the cake". The technology is the tool that allows the enhancement of teacher pedagogy through effective incorporation of learning performances. These performances allow students to demonstrate evidence of understanding through teacher constructed assessments that have been crafted to evoke transferability (Wiggins, G., & McTighe, J.). Technology makes it possible for student
performance displays to be multi-faceted and ongoing. The embrace of this also leads to a greater emphasis on creativity.
The importance of creativity has been trumpeted for years - in teacher pedagogy and student performances - but how is it taught? One way that was explored was the use of improvisation. Each day of teaching presents its share of opportunities and challenges, but it's never the same. In many ways, teachers are everyday improvisational actors with each unique classroom dynamic. Yet an improvisational classroom is one where an unexpected student query often requires the teacher to think quickly and creatively, accessing material that may not have been studied the night before in preparation for this class; and it requires the teacher to quickly and improvisationally be able to translate his or her own knowledge of the subject into a form that will communicate with that student’s level of knowledge (Sawyer, R. K., 2004). This "unscripted" learning requires the teacher to have a strong content background, but it allows for a more organic learning experience for the students; one where their own creativity is encouraged. Being able to participate in improvisational activities before heading to the Museum of Science and Industry provided a way for me (and others) to become creative in ways that I had not considered before.
Another method that was explored to promote creativity was being "thrown to the fire" per say. This was new to me - I don't like to go out on a limb - but being in that position required quick-thinking and a willingness to try different things (or fail). It's important for all students to see failure as a learning opportunity and not the means to an end. The key to this was the establishment of a learning community. The cohort of teachers and staff was supportive and encouraging, collaboration was a daily experience, teams worked on tech tips, worlds of wonder, and other projects, and private social media groups were created to provide a learning community. Social media was new to me and I'm still not sure how I feel about it. Nonetheless, these together helped establish a "safe environment" where taking risks did not seem as risky!
The use of images and real-time sharing tools also encouraged creativity. Whether it was creating a meme, or searching outside for a letter in nature, or trying to find an image to represent or summarize a particular topic; images in tandem with technology played a huge role in stimulating creativity. Being able to access those images or other projects in real-time was powerful. It was engaging and encouraged the solution to be approached from a variety of directions. Creativity is not confined to a particular discipline or context, and is allowed to "cut-across" to other disciplines or contexts (Mishra, P. & the Deep-Play Research Group, 2012). This is STEM and is definitely an area that I would like to work a lot more on when I return to school.
Looking Forward
Learning is least useful when it is private and hidden; it is most powerful when it becomes public and communal. Learning flourishes when we take what we think we know and offer it as community property among fellow learners so that it can be tested, examined, challenged, and improved before we internalize it (Shulman, L.S., 1999). From day one, this has been continually expressed - even truncated to: explore, create, share. This will be promoted at my school with special emphasis on the activities I experienced. I will conduct a professional development to introduce world of wonder, and solicit ideas on incorporating tech tips and this day in history into the classroom. Improvisation activities will be modeled, specifically the role-wheel, role-play, sculptures, and one-word story; and particular emphasis will be placed on the verification of student learning, especially deep learning. Deep learning may take time, but it places greater relevance on the retention and transfer of knowledge. Going deep on a few topics and not broad on many is essential, and leads to a wider variety of entry points (Mansilla,V. B., & Gardner, H., 2008).
Another mantra from the program is to see the world around you through STEM. The staff at my school can walk around the block (or on a different floor from their grade band), and come up with examples of STEM (or their content). This simple activity again reinforces the value and importance of creativity and TPACK. I plan to place a strong emphasis on this and on making the strange familiar and the familiar strange. We discussed five areas to help in these: connecting ones interests with teaching; finding real-world examples; seeking new ideas to foster creativity; collaborating by asking questions and sharing ideas; and taking intellectual risks by trying new things (Henriksen, D & Mishra, P). These are strong, concrete strategies to help in this.
One change I will employ is the importance of checking frequently for misconceptions. The best teachers base their lessons on what the American humorist-philosopher Will Rogers observed: It ain't what they don't know that gives them trouble, it's what they know that ain't so. I have anticipated misconceptions and addressed them as they arise, but I plan to encourage and develop more useful pre-assessments that can help hone in on prior student misconceptions and create more meaningful, effective lessons. This has particular relevance when considering amnesia, fantasia, inertia, and nostalgia (Shulman, L.S., 1999). All teachers have had students who have forgotten what they've learned (amnesia), not clearly understood what they were to have learned (fantasia), or not applied their learning (inertia). And many teachers have had soliloquies about how things were so much better when they were in school (nostalgia). The key to overcoming these obstacles is creating sticky stories (Heath, C., & Heath, D. (2007). An acronym for this is: C-SUCCESS (Creating Simple Unexpected Concrete Credible Emotional Stories that Stick). The article will be shared and the strategy incorporated throughout my school.
This program has helped highlight the importance of using technology to drive instruction and unlock learning. It has helped me further my web presence, and has provided a plethora of tools and strategies to share and employ in the classroom. I have a greater understanding of how to germinate creativity as a teacher and in the classroom, and a stronger desire to see the world around me through a STEM filter. I have a greater willingness to take intellectual risks, and a heightened desire to make my learning public. I can accept failure as a means to build on the previous experience by saying, "Yes, and.", and understand that the process of being "lost in the cloud" is where new learning occurs and creativity is incubated (Alon, U., 2013). I am excited to continue learning, growing and sharing, and look forward to seeing the enhancement of teaching and learning at my school.
REFERENCES
Alon, U. (2013, June). Why truly innovative science demands a leap into the unknown [Video file]. Retrieved from
http://www.ted.com/talks/uri_alon_why_truly_innovative_science_demands_a_leap_into_the_unknown.
Heath, C., & Heath, D. (2007). Teaching that Sticks.
Henriksen, D. & Mishra, P. (2013). Learning from Creative Teachers. Educational Leadership. 70(5).
Kereluik, K., Mishra, P., Fahnoe, C., Terry, L. (2013). What Knowledge is of most worth: Teacher knowledge for 21st Century Learning. Journal of Digital Learning in Teacher Education, (29) 4, 131.
Mansilla,V. B., & Gardner, H. (2008). Disciplining the mind. Educational Leadership. 65(5), p. 14-19.
Mishra, P. & Koehler. M. J. (2009). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach with them, too. Learning & Leading with Technology, 36(7), 14-18.
Mishra, P. & the Deep-Play Research Group (2012). Crayons are the future: Rethinking Technology & Creativity in the 21st Century. Tech Trends, 56(5), 13-16.
Sagan, C. (1980). Cosmos. P. 41.
Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, (33)2, 12-20. P. 12-20.
Shulman, L.S. (1999, edited by instructors). What is learning and what does it look like when it doesn’t go well? Change, (31)4, 10-17.
Wiggins, G., & McTighe, J. Understanding understanding. In Understanding by Design, expanded 2nd Edition, ASCD.