Tag: innovative

#mathtrend: Leveraging TikTok and other Social Media for Classroom Use

October 12th, 2022

TikTok and learning are two things when put together that leave a sour taste in most educators’ and parents’ mouths. We spent a great deal of time last school keeping learners off their phones in order to plug into the education they were missing. Why would a teacher consider using Social Media as a component of any lesson plan?

My answer is simple. If we can’t beat them, why don’t we join them? I have had TikTok for a couple of years and my FYP has a lot of teacher content, travel tips, cleaning hacks, recipes, and Puppytok. I follow so many educators (and learners) that post content driven to inform and instruct viewers. Librarians are posting about young adult books that cover a variety of topics. Math teachers offer a 60-second lesson on finding the GCF (greatest common factor). I love the math tips for factoring. A micro-lesson sized over a topic that may be a skill that was previously learned in lower grades would be a great use of this platform, Tutt describes in her 2021 article.

We can also use this resource as a way to build relationships with our learners. By taking an intimidating subject like mathematics and presenting it in a way that teens can find value in can lead to endless success in the classroom. The relationship between an educator and her learners is in some regards even more important than the content they are tasked to teach. If we can lead to that discovery of importance and relevance, learner motivation and participation are sure to increase.

A learner has a lot of knowledge at his fingertips if he just searches. With my implementation of a hybrid model of the Flipped Classroom, the technology resources are at my disposal. With access to YouTube on school devices, I could see utilizing YouTube Shorts as a TikTok substitute. This could provide a great opportunity for some creativity from my learners. Under my mentorship, ownership and voice will be found through this authentic learning experience. I see some project-based learning in my future. How exciting!

References

Tutt, P. (2021, March 19). From Headache to Helpful—Teachers on Using TikTok in the Classroom. Edutopia. Retrieved October 12, 2022, from https://www.edutopia.org/article/headache-helpful-teachers-using-tiktok-classroom
Building a Strong Foundation

October 12th, 2022

The skills learned in math are building blocks that lead to future mastery of content. My experiences in the classroom have revolved around the lack of number sense with my learners. Even those brightest (aka gifted and talented) find themselves challenged. In my Honors Geometry classroom, I do not allow the use of calculators on assessments. I have given up trying to keep them off their device when calculating a solution.

My answer to this is to focus on giving opportunities for spiral review. I have implemented the use of Microsoft Teams amongst my learners. I have developed a gamified approach to this to incentivize it. I will not require them to complete the activities, but I will offer prizes in the form of homework passes and bonus points they can apply toward assessment grades. I am still in the planning stage for the prizes and how I will randomly select the students.

Even as I review materials presented in their lessons, I intend to use this method to offer a review of elementary math skills (i.e. operations with fractions and decimals) that we all need a refresh on from time to time. I picture this as a way to influence a growth mindset and give confidence to those who may doubt their mathematical abilities.

Ultimately, the “prize” will be clarification and mastery of some of the topics that learners remain puzzled by. As I develop this strategy, I will look to implement it in my Algebra I classes. This might be just the approach I need for the spring semester when the countdown is on for their mandatory state test. I see my learners and the potential that they themselves have yet to realize. In a perfect world, I will guide them all to that potential. I am not naive as I once was as a new educator. Even the success of one learner should be celebrated!
Virtual Collaboration Opportunites

October 11th, 2022

I began this year looking for better options for open lines of communication outside of the classroom for my Geometry learners. Remind does not offer the features I need to go in the direction I hope to guide my students in. In brainstorming with my campus Instructional Technology Specialist, he suggested Microsoft Teams. All the students in our district have access to Microsoft 365 Suite. It has integrated features to allow a teacher to create and monitor a class group. There are also ways to make assignments, calendars with deadlines, and other options that I utilize in our district LMS of choice.

I was looking for a way to encourage interaction and collaboration between the learners and even myself. I want to foster opportunities for peer support when they find themselves struggling. We can share files, pictures, and links. I am also looking at encouraging video responses, as well as text responses. I am not looking to do any type of formal assessment in this medium. I merely want to open a means of dialogue that will expose the learners to other resources they have when struggling through their learning. I am cautiously optimistic and I look forward to building on these ideas of collaboration that can be meaningful and useful in the future for all of us.

blog

Contributions to My Learning and Learning Communities

October 11th, 2022

EDLD 5303 Applying Ed Tech: ePortfolio

As my progress continues within the ADL program, I am afforded the opportunity to reflect on my own learning and contributions to the learning of my peers in this third course of study. Collaboration in this course was through discussion posts, group text messages, and feedforward on our ePortfolios. At the beginning of the term, I found that collaboration was going to be limited due to the purpose of the course. Developing and creating our ePortfolios is very personal. By putting ourselves out there, our vulnerabilities will only allow us to be that much better as a learner (or an educator). We must be unguarded with our own reflections about our learning to develop those connections required for mastery.

While I utilized the help offered by WordPress to problem-solve my way through my revisions, I was able to get help through my GroupMe chat groups. We have two groups established to maintain an open dialogue, ADL 2021-2023 and 5303 w/ Dr. H. Here is a list of the members that I have worked with:

ADL 2021-2023	5303 w/ Dr. H	Individuals that I teamed up with
Adrianne Ortiz, Anna Diemecke, Ashleigh Carter Patrick Rodriguez Chris Hill James Rawls Kelly Skillingberg LaTammie Rawls Melinda Flaugher Stacey Powell Tonya Logan Veronica Goodly	Stacey Powell Adrianne Ortiz Anna Diemecke Chris Hill James Rawls Kelly Skillingberg LaTammie Rawls Tonya Logan	Melinda Flaugher Kelly Skillingberg Catherine Duplisea Rebecca Rodgers My Algebra I team My campus Instructional Technology Specialist (ITS)

The individuals I had the benefit of collaborating with assisted me in troubleshooting issues with my ePortfolio. I was able to get ideas about the layout of the content on my site and issues with navigation and functionality. I was also able to help them with concerns about their own functionality and ease of use with their ePortfolios. My team from my own school community and the campus ITS were able to give me a point of view from my audience.

I had to remind myself that my peers were willing and ready to assist if I was struggling. It was through asking for help that I found clarity as to how I imagined my ePortfolio’s appearance and functionality. I also did find my attendance at the weekly meetings we had with Dr. Harapnuik extremely informative. With his guidance on typical issues found in ePortfolio development that he related to his own experiences, I was able to discover what WordPress truly had to offer to improve my ePortfolio.

Another area of growth that I still see in my own learning is motivation and engagement. This term taking place in the first weeks of the school year did play a part in that for me. This is because of the experiences of last year in the classroom. While the obstacles this year are different from last year, time has become a more precious commodity than in previous years. I have established clear boundaries between my work and school. However, I still must remind myself of WHY I am here and struggling uncomfortably. I am doing this for me. I want to be a better version of my educator persona. I must not be too proud to ask for help. We should not have to struggle in silence. My understanding is only deeper through that collaboration.

There have been many trials and errors with the themes, layout, blocks used on a page, navigational menus, and how to use the Blog feature. Ultimately, I have stuck with my theme and platform for my ePortfolio. I have become more than a novice, but definitely not an expert in WordPress. WordPress is very creator-friendly once you get a handle on a few features. The ability to add content and tweak my ePortfolio in future courses and beyond has made all the tears and words of frustration worth it. I am proud of how far I have come and look forward to adding my work to my ePortfolio.

blog

Importance of Ownership

October 8th, 2022

Giving opportunities for learners to own their learning is vital to mastery. This is prefaced by also allowing for choice in that learning. Over the last 4 months, I have spent countless hours reflecting on how I can create a learning environment that will provide choice and ownership to my own students.

Choice and ownership look different in my classroom than in others. This is partly due to my responsibility to prepare my learners for a required state test. My focus is on giving my learners autonomy and choice. This has been a struggle these first weeks of school. Even with clear deadlines for assessments, my learners struggled to find the motivation to fulling immerses themselves in the learning. The consequences have been the failure to understand the concepts in these first 2 units of study. This may be a reflection of my implementation strategy.

My Innovation Project that I am working on through my graduate program is to see a full implementation of a flipped classroom, a blended learning strategy that is discussed by Horn et al. (2014). The students would watch lesson videos at home and the work that would traditionally be assigned as homework is completed in class with my support available. This would also allow for more time for inventions and extensions with my learners.

With the beginning of a new unit, I shifted my approach. I am structuring class time more purposely in hopes of having them see how to use their time most effectively. As I have reached the end of the first term, most of my learners have made progress and I have witnessed growth.

We still have work to do. And it starts with me. How can I continue to adjust and reflect on my practices for the benefit of my learners? How can I continue to better provide choice, ownership, and voice? Harapnuik et al. (2018) suggest it begins with me, the educator. I have to find a way to relinquish control of their learning. I must remember that I love my students and I care enough about them to let them learn through their struggles. It does no favor to eliminate those hardships.

References

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018, January). COVA (0.9) [EBook]. Creative Commons License. https://www.harapnuik.org/?page_id=7291

Horn, M. B., Staker, H., & Christensen, C. M. (2014). Blended: Using Disruptive Innovation to Improve Schools (1st ed.). Jossey-Bass.

blog
Finding Success in the ADL Program

September 3rd, 2022

When I made the decision to return to school to pursue my graduate degree, I did a lot of research into online programs offered at universities across the country. I found myself also coming back to the Applied Digital Learning (ADL) program at Lamar University. My husband is a recent graduate of Lamar. His experience with his online Business Management program was a positive one. Many of my colleagues have received their master’s from Lamar. It seemed like an institution that would have a great deal to offer any learner seeking a graduate degree.

The ADL program is unique and appeals to my love of learning and technology. I was drawn to the fact that the knowledge was immediately applicable to my job. My classroom could be my laboratory. The more I explored the program, the more eager I was to get started. I found Dr. Harapunik’s ePortfolio and my excitement grew. As I read through posts and course tips and resources, I found what I was looking for.

The most appealing part of the ADL program is it looks very different for each learner. I did not have any idea about the opportunities to collaborate and learn from my peers that are outside of the world of public education. My network will expand with every course I take. I find myself exploring ideas and possibilities that could take me outside of the classroom. I see my goals and ambitions changing as I navigate each course. I see this as the key to my success in the ADL program.

Messy office desk by Markus Spiske is licensed under CC-CC0 1.0

The passion I have for learning and teaching can lead me to a path that is different from the one I have traversed these last 12 years. One of the reasons that motivated me to get my master’s was the stress I have experienced over the last few years. I was hoping to find my “why.” The “why” that lead me to become a teacher. My realization is that I do want to teach and guide others to find their full capacity as a learner. What is now clear is that I can accomplish that in other settings and not just as a public school teacher. My future as an educator and a learner is more exciting than I had originally imagined.

blog
Implementation Outline

July 14th, 2022

Thank you for leaving your feedback and suggestions as comments to this blog post. Your assistance will help me be the best teacher for my future learners!

_Flipping the Script__ Implemetation Outline
Want to Innovate?

July 14th, 2022

An “innovator and critical thinker” is what Ms. Markoff suggested a teacher has to be to help ensure the success of a blended learning model. I couldn’t agree more. Technology is not something we can just sit on a student’s desk and say “go and learn!” The laptop or iPad is merely an extension of the teacher. Teachers are more important to their learners in a blended environment than in the traditional classroom. We have the task of finding the most valuable digital tools to assist in their learning.

Flexibility is another component to consider when implementing blended learning opportunities. That was one of the first big lessons I learned in my undergraduate program. As an educator, we had to be ready to pivot in a matter of minutes if a lesson or activity was not working for our learners. But are teachers really flexible? I know that lesson planning takes a big chunk out of my day during the school year. During my PLC time with my team, we spent so many hours discussing and strategizing for concerns about how our students could misunderstand or get confused. Was this planning necessary? Mr. Ito hinted that might be the case when he talked about the “Pull over Push.” He spoke about how not everything needs to be planned. This is where flexibility comes into play. While I plan with my team, my classroom will look different from theirs. I have learned to always do what is best for me and my students over the needs of my team. This is how I am a “Now-ist.” This goes hand and hand with being committed and flexible.

Does this mean I totally ignore feedback from my team or anyone outside of my classroom? No! If I do what my team thinks I should do, I would not be creating the necessary classroom experience for my students. My expertise and relationships with my learners help me make those decisions for their access to choice and voice in the classroom. I can learn from their experiences and advice. I cannot grow as an educator on my own. I need to ask for help when necessary and get up and try again after I fail miserably! This is the mindset I want my students to have too! I know that, for as much as I promote the growth mindset, my words are meaningless without my actions matching them.

Photo by ThisIsEngineering on Pexels.com

21st-century skills are imperative for a learner’s success. It is my obligation to provide authentic experiences in my classroom to help them mold and refine those skills. We also have to make them benefit personally for our students. If a student does not see or understand the value of learning, can they truly be successful? It is at this point that our job becomes a lot more difficult to re-engage that student. We have to be intentional about our learning experiences. Innovative practices that technology affords are how we accomplish that.

References

Perry, J. (2015, May 15). Joi Ito Want to innovate? Become a “now ist” [Video]. YouTube. https://www.youtube.com/watch?v=vRAMQJJu7uY&feature=youtu.be

TEDx Talks. (2014, May 6). Click here — blended learning and the future of education: Monique Markoff at TEDxIthacaCollege [Video]. YouTube. https://www.youtube.com/watch?v=Mb2d8E1dZjY&feature=youtu.be