Then, Mike discussed previous articles.
He made a Point about Feedback and reminded us to remember how we felt when we got red marks on our own papers, feedback should be positive and helpful. He also made a Point about Technology Professional Development, the best kind of technology PD should be ongoing and scaffolded. There is a lot of research that is negative because much of the technology PD in the past has been one time instead of ongoing, and one shot is not the way to go.
Then we we then discussed the MacArthur Chapter 17 Article: Mike suggested we use these kinds of reviews, meta-analysis, when trying to make changes in our teaching as justification for our administrator.
Mike asked questions:
Q1 How do you get your news. Apps, Flipboard, Radio, TV POD casts and audio version of NY Times.(Jeff). We all have learned how to get our news from this variety of media, digital literacy is a little different then literacy. As teachers our job is to help students develop digital literacy skills.
Q2 is there an impact of Digital literacy on new generations of learners? And how students are learning? Elizabeth argued that it may have an impact depending on the way the teacher uses the technology in the classroom.
Jeff presented the idea that we are currently in the beginning of the process, that it will be a generation or more before we can truly measure or see an affect about how the digital tools affect learning and processing information. The Chapter is 10 years old and many things have changed but to actually see a revolution in teaching and learning will take time.
Ruie discussed article on brain activity – and sited research about young people processing visual information differently, as if looking at a screen rather than a page of information.
A conversation about student attention ensued. The question was asked, how we challenge our students to delve deeper rather than just the instant 21st century fast paced information gathering that comes so easily. Ruie sited another article: “Is Google making us stupid?” This presented the idea of training for concentration and mindfulness.
Ruie: Also cited an idea of from someone in North Carolina, Mindful walking, being absorbed by the green in the woods. That a chemical in the green helps to lower blood pressure, today “most people who go outside are “working out” rather than just simply enjoying nature, “Forest Mindfulness”
Mike suggested we ask our students to think about how they can use their technologies to answer school related questions. They use it for their social needs can they apply their technology to a given school practice? Asking our students, how do we think through something rather than just getting the quick answer.
Researchers in Developmental psychology are now studying -delayed gratification… now looking at this concept and asking, is it still developmental now that we have so much instant gratification?
Megan O made the analogy that since being in England without her cell phone, she realized how much she has depended on GPS and suggested we have to teach kids the skills they need in case the digital tools are not there. Mike suggested that we have to teach kids to think about, when to use traditional skills or to ask if there is a digital tool that can be useful.
Jeff or Mike suggested that the technology introduces new skills. The new technologies frees us up to develop in the long term how will we filter the plethora of information and that in generations this will open up room cognitively to move onto something else.
Ruie’s book of knowledge … hyperlink…we have to control ourselves when we are hyperlinking to too many places. Her metaphor a “Jet skier along the surface rather than a diver into the depths”.
Megan M – In her teaching practice asks students to verbalize their thinking she listens to the student and tells them “you just said something smart, write it down. She suggested making time for students to get away from all the stimulus and to stay with their own ideas, quiet time. Quiet time is a strategy, or step to get the students up the ladder to critical thinking and the technology is good for scaffolding, but students need quiet time.
RUIE: write it down as you said it to me, is a common teaching strategy, but teachers need to let go of this strategy for students by age 12. By age 12, student’s writing structure is deeper then their speaking structure.
Megan M. – Presented research about deep reading, that is uses a different part of your brain. Neuro-science research is finding that when reading, deep reading, the brain internalizes someone else’s voice and in effect the reader develops empathy . (Daniel Pink: A Whole New Mind) was referenced.
People may problem solve differently… Mike mentioned transactional theory, as readers we develop an emotional connection to the text.
Wilda – related that marketers now introduce “ Story in advertising” as a marketing strategy to involve the consumer emotionally in the product.
RUIE : Atheistic reading, vs informational reading
Lauren – Menbeam vocabulary APP that helps students make connections to the word. It is a way to make a visual assist for the learner because it provides greater contextual information about the word. Membean: Comprehensive, Engaging Vocabulary Building www.membean.com/
Mike suggests that vocabulary words are authentic if it comes from the students rather than a given list from the teacher. Likes Word Walls … let kids determine which words are important and the teacher slips in any missed words.
The discussion ended,
Megan O – Read the morning Scribe report
Ashliegh – Read the Afternoon Scribe report
Serita – Made her presentation about the Watts Chapel , she started with a quote from Lucinda Lambton who praised the Chapel very much. Then Serita made us laugh when she compared the picture of Watt’s Chapel to the Cathedrals we have been visiting. However, she did present the understanding that the Chapel is much more than what you see on the outside. We learned the Watts family invited everyone from the neighborhood to learn about clay modeling and Mary Watts shared her passion with all. In 1898 Watts Chapel was built and finished in 1905, The reason it took seven years, is because Mary Watts took the best of her students and had them finish the inside of the chapel . Mary made a clay model before the actual chapel was built.
Deb – Made her presentation about The Loseley House
Christy - Made her presentation about Arundel Castle – She taught us that the idea of a town originated with the castle, because once the castle was built and fortified, the people from the surrounding area move inside the walls for safety. She shared the history of Arundel Castle. Castle was destroyed and left for a century then developed again by the Duke of Northrup who decorated it to accommodate Queen Victoria. It has remained in the family and The Duke of Norfolk is the current owner . We will see a jousting festival . The winner in a joust is the Knight who stays on the horse.
RUIE: One More Writing assignment Assignment # 18: A Day in the Life, Poem of Detail (In Class)
Three choices of format for the assignment : A day in the life in England needs to “ring True”
1-Sensual Monologue – start of day to end of day Sensory Monologue (Expressive Form)
2-Spontaneous Memory – Something in your environment sparks you to have a memory, then see something else, and go from memory to memory collecting memories from stimuli in the environment. Something triggers a memory. Something from England that sparks a memory.
3-Descriptinve writing poem has a formula Ruie shared 2 examples
Spent time in class to decide which option we want to do for the “day in the Life” to develop Assignment #18 A Day in the Life, Poem of Detail