What happen to the good ole days?
What happened to the good ole days?
The good old days are long gone. The days of sitting behind a desk and assigning problems from a textbook, has passed. We must utilize more than just textbooks. Our students are digital natives and if we don’t implement activities and engaging lessons, we will have an unsuccessful school year. When teachers develop their lesson plans they must include certain tools. According to Wildberger and Lee (2020) you will need tools to help meet the objectives and to create tests. I couldn't even imagine teaching without tech tools. I guess I'm spoiled. Wildberger and Lee (2020) detail how important it is to use practice tests. That way you have identified their areas of weakness and can plan accordingly. Practice tests also provide the student with a self assessment tool. If they take a practice test and don't do well then, they know they are in need of a review or more guided practice. Either way it saves the teacher time. If you give a test to a class and they do poorly, you will have to reteach the concept. However, if you give them a practice test first then, this will prevent you having to retest or spend a longer time on a concept.
Before and during Covid -19 I used screencastify. I found that this tool allowed me to video my lesson ahead of time. This helped with differentiation in my classroom. My higher learners had the option to watch the video and if they understood the lesson, then they could begin on their assignments. The students that did not understand the lesson had the option to get on a zoom virtual meeting to receive further instruction or participate in whole group instruction. I received many different emails from parents that appreciated how I allowed students to move forward with their work. If they understood, instead of waiting on the whole classroom to catch up, they had the ability to work at their own pace. My Covid-19 lesson plans would begin with a brief screencastify. According to Jackson (2018) ”But today’s world demands workers who can think critically and creatively, and quickly learn new skills—and the old model isn’t necessarily delivering” ( p. 35).
Dr. Monica Burns (2018) details the importance of having objectives before implementing or introducing apps to your students. She goes on to suggest that teachers have a creative way for the students to demonstrate mastery. This is very similar to the ADDIE model. The development and implementation stages are where you have to ask yourself questions. What will the students learn? How will they be assessed? When I begin creating my digital menus there are a few things that I consider. I take into account the content standard, the ability level of the students and what I exactly want them to gain from this lesson. Then I consider all the learning styles, making sure that my lesson has all of the styles included. There should be a lot of thought that goes into developing a lesson for your students.
References
Burns, M. (2018). Tasks Before Apps : Designing rigorous learning in a tech-rich classroom. ASCD.
Jackson, N. M. (2018). Setting the PACE: How to overcome the hurdles of giving students more control over their learning. District Administration, 54(5), 34.
[Photo]. meme generator. Retrieved July 21,2020, from https://esmemes.com/i/oh-how-i-miss-the-good-old-days-memegenerator-net-oh-13323092
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis,
A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained [text].
Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0
Screencastify Overview (2018, May 2). Screencastify Overview
[Video]. YouTube.https://youtu.be/uuJ2lF9RkgE
I can see so many uses for screencasting services like Screencastify. As teachers, we typically use it to present the materials, but I also think it would be a great way to provide student feedback for presentations. Recording a student’s presentation then rewatching it while using Screencastify and creating audio annotations can create a “multimodal feedback” tool that is much more informative to students than if you just sent an email (Campbell & Feldmann, 2017). Even more, this tool could be used in the presentation development phase to omit errors or correct misconceptions (Rithazupt et. al, 2017) in addition to the assessment phase.
ReplyDeleteReferences
Campbell, B., & Feldmann, A. (2017). The Power of Multimodal Feedback. Journal of Curriculum, Teaching, Learning and Leadership in Education, 2(2). https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1028&context=ctlle
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0
I too have loved using Screencastify. This is a wonderful tool for student self pacing their learning. I think Screencastify would be a great tool for a flipped classroom. "Benefits to this [flipped classroom] include students making their own notes, which encourages more specific content knowledge engagement as well as developing more individualized and thought-provoking questions for their face-to-face class" (Sammel,Townend, & Kanasa, 2018, p.50). I think having videos like Screecastify for students to use in their learning modules beautifully the connection between the Analysis phase through to the Development phase (Rithazupt et. al, 2017).
ReplyDeleteReferences:
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis,
A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained
[text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0
Sammel, A., Townend, G., & Kanasa, H. (2018). Hidden Expectations behind the Promise of the
Flipped Classroom. College Teaching, 66(2), 49–59.
Commenting as Suzy Colley
ReplyDeletescolley@shelbyed.org
Johanna, I enjoyed reading your research behind and experience with Screencastify. Our students definitely need to hear our explanations behind the lesson, not just post a Khan Academy video describing the concept, and a PDF of problems to work, although these tools are critical pieces of teaching and learning. When developing our lessons, our text points out that the “instructional designer needs to create objectives that will guide the curriculum in a meaningful and deliberate way towards concrete goals” (Rithzaupt, 2017, p. 19). I appreciate your stating that before you even begin planning a digital menu that you have the learning outcome or objectives in mind. In Learning First, Technology Second in Practice, Liz Kolb warns educators that “content learning could easily get lost in the excitement of” using a specific technology tool. (2020, p. xiii) Therefore, it is important to “consider the learning goal and how the technology tools are adding value to that learning goal” (Kolb, 2020, p. xiii). Your design and development of your digital menus shows careful thought and planning with your students’ learning goals always at the forefront. Great job!
Kolb, L. (2020). Learning first, technology second in practice: New strategies, research and tools for student success. Portland, OR: ISTE.
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M.Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W.
(2017, December 12). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.