Photo by Good Free Photos on Unsplash This is my last homework assigned blog post. The reality hasn't sunk in yet that this experience is through. Thinking back to when I began, it kind of just happened. I had no idea when the deadline to sign up was when I sent my first e-mail to inquire. I only managed to get in after classes had begun because someone else changed their mind last minute and there was an extra spot. I certainly felt bewildered at first and scrambled to get my bearings, but I always have faith that if many others have come through this, so can I, no matter the rushed start.
It has been quite a lot of work for me on top of a full time teaching job. My hat goes off to those who have completed this program while working and taking care of a family. I cannot fathom it. While the workload is real, the teachers are understanding and know what it's like to be on the go as a classroom teacher. I have appreciated so much, their patience and guidance. Yes, it has been a lot of work but it has also accomplished its purpose. I have learned things that have changed my thinking and increased my skill level. If I were to enter a course and leave with a review of what I learned in a teacher credential or beginning teacher support program, then it wouldn't be worth it. I like to learn, and I have found what I was looking for by going through these classes. I feel like I have also been very blessed to be a part of a cohort full of experienced and talented teachers who each bring something special to the mix. They have also been my teachers and for that I am grateful. Being back on the other side of the desk is also important every once in a while to keep the student perspective at the forefront of my mind. I know my students are excited for an upcoming break, and I am too. However, I will continue my learning journey, simply in a less structured way but with greater insight as I take what I've learned from this experience into future school years.
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Photo by Marek Piwnicki on Unsplash This week we are reflecting on Touro University's values and how our research and subsequent growth, aligns with them:
But now the question is, how will I use what I've learned to make a change in the world around me? Undoubtedly, researching this topic in depth has changed the way I will continue to teach. I will continue to experiment with ways to help my students grow into even more independent learners who motivate each other to grow. I want to share what I've learned with others at my site but also understand that each teacher is on their own learning journey and they often feel their plate of practices is often full. Without being over-zealous, I'd like to at the very least, make sure that what I've learned is made available to any who would like to try it out and or improve on it. I feel that, if implemented correctly, peer teaching can not only alleviate the teacher load but leads to better quality instruction and higher student engagement which in turn, increases learning. It's a win, win, win! And why wouldn't I want to share that with others? As educators we all learn and "steal" from each other. Whatever I've learned is free for the taking. I want to deepen my understanding of my own research topic and broaden and improve my strategies. A big goal ever since last summer has been improving my social media presence. Over the pandemic year, I've relied heavily on Facebook groups for resources and learning. I've created a spreadsheet that I shared with other educators in a Facebook group specifically for Spanish math lessons in my curriculum and grade level and it has been a huge life-saver. I need to now broaden my social media horizon. I've learned a lot from fantastic educators who have shared what they know online and through social media. If I have anything to share, I'd like to make it available to others as well. Photo by Nima Sarram on Unsplash TPACK: Technological Pedagogical Content Knowledge
What a teacher lingo mouthful, right? Through the Innovative Learning Masters Program, I have become familiar with the TPACK model. The TPACK model depicts the integration of technological, pedagogical, and content knowledge practices into multiple learning settings. In today's world, educators need to be well versed in technology, not just for their own organizational well-being but to ensure their students' preparedness for a world of ever changing technology. I used to have to provide students 30 minutes per day of practice on a reading foundational skills online learning platform. It felt impossible to dedicate anymore time to technology in our already packed school day. While teaching virtually during a pandemic has been a challenge, one silver lining has been the head first dive into technology. It's been a sink or swim world and I have been trying my best to doggie paddle my way through. Even though I'm still a big fan of paper and pencil work for primary aged students, I have so many more tools in my belt for engaging students in learning. As I waded through my action research in the classroom, I had to deepen my understanding and comfortability with the technological tools available to me in order to effectively deliver content knowledge in the area of math. After teaching second grade for over 8 years, I was happy not to struggle too much with content knowledge, successfully predicting what was up ahead in our math learning journey. Without effective teaching strategies, or pedagogy, however, this content knowledge and any technology skills I had would be of little use. A teacher's effectiveness in today's world largely depends on the ability to grow in, and integrate all three of these domains into one's teaching practice, especially in the world of virtual learning. The balance of all three of these elements looks different in each particular grade level and community of learners. Older and younger students need different content knowledge, different pedagogical strategies, and different levels of technology integration and skills in order to succeed in learning. Keeping these three components and their balanced integration at the forefront of the teaching practice is what leads to success in learning for students of all ages. My journey in search of a research topic feels like a twisty mountain road. I began with the idea to research the balance and efficacy of technology use in primary grades. With an indefinite end to virtual teaching, I decided this would be hard to experiment with. I moved on to looking into efficient formative assessment and feedback. I was really inspired when I watched a video about a high school teacher who had his students self-assess in mathematics while in teams. They would then work in their team to fill in the information gaps for each team member to be ready for their next assessment. I have always held in high regards a self-run classroom. After collaborating with Dr. Redmond and Susan Craig, I decided on researching peer-teaching during these unusual pandemic circumstances. During virtual teaching, it is easier than ever to talk the entire precious time available to meet with students over Zoom. There is so much pressure to cover all the bases but it's important for teachers to remember, even in these circumstances, to stop talking and let the kids start doing. Apart from that, kids have been isolated from their peers. By researching peer-teaching, I could hand the learning baton to students and measure the effects of what I hypothesized would be a much needed opportunity to connect with and learn from their peers. When I think about my future path beyond this masters program, I have many question marks. I think my research findings provide hope to teachers that student collaboration is possible even in the primary grades in the midst of virtual teaching. Perhaps at some point I will get even more specific with my findings on what adds to the most effective peer-teaching practices. I see more research needing to be done because of the disparities between my first research cycle and my second. Perhaps I could use my research in a coaching position at some point but certainly it informs and improves my current teaching practices. For this week's homework, we looked through some websites of graduates of the Innovative Learning Masters program. We were specifically analyzing their direction toward an audience and how effective it is. I looked more in depth at a website focused on using technology for individualized goal setting in elementary school. I thought that the author made it clear from the home page that what she had tried out was certainly doable in any classroom. With this kind of statement, it seemed to me she was addressing teachers. Her list of resources were lessons, assessments, and a list of technological tools she recommends, also leading me to think that she is aiming her research outcomes towards benefitting teachers. What I enjoyed the most about her website were the large visuals. On some of the pages, text was broken up into sections and demarcated by separate alternating color backgrounds and symbols that all had a similar theme...This might be a tangent I should save for my 703 class on transliteracy. When I shift my thoughts on audience towards my own research, I mainly think about how my findings might be beneficial to teachers even though of course I'd want any administrators or parents to gain from it anything they could. Teachers have direct contact with multiple students, a scenario perfect for implementing peer-teaching in mathematics or any subject. Keeping teachers in mind, I need to mull over what kind of wording, organization, steps, and resources would make it easiest for them to gain the truest picture of what I was able to accomplish and am excited about. I enjoy websites where the tabs or headers match the content. If the page is indicating resources and how-tos, I want to see a clear sequenced list of steps and resources with links. If I want the back story, I'll go to the About the Author section. Mainly, I want the teacher-reader to step away from my website, with a new idea or tool they're looking forward to trying out again in a new light or for the very first time. |
Minna NummelinLife-long learner and dual language 2nd grade teacher. Archives
April 2021
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