Curating Resources

     My school district went 1:1 this year with IPADS.  As well as the IPAD, teachers were given a MAC book to use.  Luckily, we also still have access to our "old" desktop computers that have been used for years of work.  Knowing that students would have digital access this year, I began "curating" digital resources over a year ago, but I didn't know it was called "curating."  I was "collecting" digital resources for both student use and for myself.  (It feels a little bit more prestigious to be "curating" rather than "collecting!")  At first I thought that I needed to find digital resources for everything.  But, I am finding that a mix of curated and original material seems to be a good combination.  
     When developing a curriculum map for my Algebra 1 classes with our newest state standards, I created a spreadsheet of many columns--lesson topic, video created or found, notes, student practice, online tools, and standard.  In Connie Malamed's blog "the eLearning Coach," I was reminded to chunk information for better learning.  I will be updating my curriculum map to better chunk some lessons or topics to improve student learning.
     Debbie Morrison's blog which included "How [not] to Design an Online Course" suggests listing a purpose statement for assignments.  This would be used to "highlight the benefit of the assignment to students and further critical and deep learning, and bring him/her closer to the course objectives."  I agree that such a purpose statement would benefit students and I feel increase student engagement.  So, while updating my lessons I will try to add a purpose statement--sounds better than objective--to help students.
     When I find digital resources that I'd like to use or further explore, I save their links to a topic file that I can access them later.  It's hard to remember everything I encounter, and hopefully in the future not need to use so much time searching for resources.  The use of Symblaoo has also been very helpful in keeping a lot of useful and potential websites in one location for quick access.

Authentic Assessments

Can authentic assessments be used in every subject area?  I think that some subject areas lend themselves easier to authentic assessments than others.  To me, those  that are more of a "hands-on" environment seem to dictate assessments that are authentic or performance based such as most vocational classes and the arts. What about our traditional science, math, language and social studies classes?  I believe that authentic assessments can be used in all with proper teacher training and time to develop or find already-made such assessments.  Ideally, an authentic assessment will allow students to show mastery of a given topic or skill, but more than likely mastery of several items throughout the assessment.  For me in Algebra 1 class, I have used a few authentic assessments and I really like that students showcase their learning.  I find though, that for a lot of students, they find these assessments very difficult because of the levels of thinking and application involved.  Even those that I would consider top level students at times struggle.  They simply want to complete a task just to get it done, not slowing down to think and synthesize or even determine how to approach the situation.  It seems that Indiana will be using more of these on our state assessments as we are told that more questions with a depth of knowledge (DOK) level 3 will be used in the state standardized testing for math.  So, probably not only math teachers, but all teachers should use some performance assessments to help students gain confidence and practice such skills.

Motivation

     After viewing Daniel Pink's Ted Talks "The Puzzle of Motivation," I continue to be challenged of his applications to my Algebra 1 classroom.
     For the past few years, the school district I teach in has had an emphasis on intrinsic motivation versus extrinsic.  I have slowly loosened the reigns to allow students more choice in being self directed in their learning.  Some do very well, but I am concerned for those students who really struggle with making decisions of what to do and when.  They would rather just be told what to do and what schedule to follow.  I think that they've been in such a system so long that it's difficult to adjust.  I am trying to incorporate more topics of interest to them to increase engagement in a more meaningful manner, hopefully lending to intrinsic motivation.
     For some of my students, I struggle with offering them a purpose to learn certain topics in Algebra 1.  I believe that for most of my students, they have a purpose of learning to help them advance to the next level of math and even some to "get a good grade."  But, for those who desire the least amount of math possible, I find it difficult to give purpose other than to pass the class.  I am currently reading "Teach Like a Pirate" and am finding some motivation to help those students; an intentional, purposeful change in my approach with those students.  One of my greatest goals is for my students to simply enjoy learning.  How do I help them?  
     

TIM (Technology Integration Matrix) Reflections

     After studying the TIM (Technology Integration Matrix), I would place myself at the "adaptation" level of technology integration.  My students are familiar with the tools used, but not familiar with a lot of different tools to be at the infusion level.  They make decisions when to use the tools, not me, so this would also be a step above the adoption level.  The characteristics of the learning environment in my classroom would currently include active and constructive.  An active environment during which student use their IPADS for practice and games to enhance learning and constructive when students build on prior knowledge and make connections with new material.
   I would definitely like to reach the infusion level for next year, trying to build to attain the transformation level.  I have been learning about different online tools for me and students to use, but haven't been able to implement their use quite yet.  I foresee working this summer to plan for implementation of more tools as students will be in their second year of IPAD use and won't need to learn everything new.  I will need to plan when and how to teach the use of new tools to aid students to ultimately set their own goals and devise paths to reach them by using technology.
     I must admit that after teaching for 25 years, I could be reluctant to integrate the use of technology in my classroom.  However, understanding that education is taking a turn in adjusting how we can better help and promote student learning, I am buying in the the idea of a blended classroom.  It has and will continue to take a lot of time and effort.  But, it will remain a good challenge for me and I feel my students will be the beneficiaries.

Ditch That Textbook

Yesterday I attended a workshop titled "Ditch that Textbook."  I would encourage anyone looking for more methods of integrating technology in the classroom to attend.  We were not only given sites and apps to use, but also time to think, implement, and reflect.  I feel that it was a very good use of time away from the classroom.  Yes, I am overwhelmed by the amount of options that technology offers.  But, I am finding that I just need to give things a meaningful attempt and then evaluate its benefits to my classroom situation, most importantly to student learning.