Eleven Days in July
Looking Back
Michigan State University sponsored a year long program called the WIPRO MSUrban STEM Fellowship. To begin this program I joined 48 other Chicago Public School teachers for two weeks at Loyola's Water Tower Campus for eleven days in July. We engaged in a variety of stimulating and challenging activities. Reflecting on my experience at Loyola many feelings emerge; excitement, fear, frustration, validation and determination. These two weeks challenged my thinking and made me grow as a teacher, student, and person.
I learned that there is more that PCK (pedagogical content knowledge). To challenge and prepare today’s student there must be a technological component inherent in the content. Thus I learned about TPACK (technological pedagogical content knowledge) which can be viewed in the diagram below taken from the TPACK article we read on Day Two (Mishra, P. & Koehler. M. J. (2009)) :
Technology cannot be an afterthought for planning instruction. There must be a rationale for the technological tools used in teaching content and the technology must aid in the understanding of the content. Technology cannot be used just because it is, “cool” or administrators want the technology used. This challenges me to become more aware of the various technological tools available to me so I can choose the best instructional methods. We discussed finding the “sweet spot”; the right combination of all three types knowledge for optimal learning. What I still remember is what Missy stated to our group, “If the tool does not help teach the content, don’t use it.”
I learned new technological tools and apps and how to organize those apps. Each day we had team members share their favorite tech tips. Learning these new resources, apps, programs, and ways of organizing information help me to find the “Sweet Spot” in my classroom. For example, Symbaloo in now my go to place to organize my online apps. I find them more visible so I can remember all my technology options.
Another event teacher groups participated in were called Quickfires. These 15-30 minutes activites challenged groups to use a particular technology, like movie maker for example, and express an idea or concept. The first Quickfire was super scary; making a short video and upload that video onto Facebook. Seems simple but the thought process to use the digital tools and apps was new and frightening to me. What also made me fearful was the idea that I might mess up, look foolish or simple. What was an “Aha” moment to me was everyone was pretty much feeling the same as me! Getting beyond that fear helped me become more creative and willing to take risks with technology. When I look at that first video and our last Quickfire video where we had to use stop motion photography instead of feeling fearful, I feel pride. I helped make this!
These experiences of applying what is learned immediately in professional development is new to me. I have been to multiple workshops, conferences, and classes where you learn new teaching strategies or methods. You view videos or read lessons about what is discussed; however, the idea of taking what has been learned and applying those concepts right away is new and exciting. For example, on day 11 one of the required readings discussed how students retain information. The Quickfire that we completed was called, “Sticky Stories”, where teacher groups were assigned a day from the pasts 2 weeks of class and find a creative way to make that information learned that day, “stick”. I will always remember brainstorming for our group in making the story. I will always remember to challenge myself to make my content “stick”.
I am grateful for this learning experience and feel that I was given an incredible gift. I was able to learn new teaching methods in a meaningful way. The teaching environment created allowed me to make mistakes without shame or disapproval. I was encouraged to express myself and challenged to look at new viewpoints. For example, I was exposed to many technological tools like the online graphing calculator Desmos. I was able to ask fellow teachers questions and did not feel that I was foolish for not knowing about the app.
I believe this program gave me the opportunity to take my teaching to a higher level. Learning about TPACK, given time to apply what is learned using Quickfires, and the accepting learning environment challenged me to improve my teaching. I feel that these experiences will allow me to plan instruction where students have the BEST. YEAR. EVER!
Looking Forward
In my 19 years as a teacher I have never had an experience like the WIPRO MSUrban STEM Fellowship. I have learned much and want to replicate those similar learning experiences in my classroom. I now view teaching as a shared act; not a “spectator sport” so to speak. I plan on involving my students more in the planning of instruction. What I mean by this is students come to us with prior knowledge; something I learned in my methods classes years ago. However, their prior knowledge must be considered in planning lessons. I want to take that prior knowledge and expand student thinking. To go beyond the “Aha” moments and move to the “Huh” moments where students are now thinking about things in a new way.
Before July 8th I felt technology was a tool to publish information but now I feel that this way of thought is holding my students back. I need to utilize technology tools for research and learning as well as publishing. I plan on taking the various tools and strategies learned from these two weeks and allowing my students to utilize them. For example, I plan on challenging my students to present what they have learned through video and audio tools.
These two weeks also challenged me to think about how I interact with my students. The improv sessions really made me think about my classroom interactions. Have I possibly shut student thinking down because I did not validate their ideas and challenged them to think deeper? I plan on saying, “yes….and?” in my classroom; maybe not aloud but having that mindset. Having this mindset when I plan instruction will help stay positive throughout the year; challenging myself to find that TPACK “sweet spot”
These eleven days in July changed me as a teacher. I feel that I have grown in my technological skills. I have reviewed pedagogy and learned new teaching methods. I realize that I don’t have to be perfect, failing is an opportunity to grow. I am excited to start this school year with my students and implement what I have learned and experienced.
I can’t wait to see what our Storify will be.
References:
Mishra, P. & Koehler. M. J. (2009). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach with them, too. Learning & Leading with Technology, 36(7), 14-18.
Michigan State University sponsored a year long program called the WIPRO MSUrban STEM Fellowship. To begin this program I joined 48 other Chicago Public School teachers for two weeks at Loyola's Water Tower Campus for eleven days in July. We engaged in a variety of stimulating and challenging activities. Reflecting on my experience at Loyola many feelings emerge; excitement, fear, frustration, validation and determination. These two weeks challenged my thinking and made me grow as a teacher, student, and person.
I learned that there is more that PCK (pedagogical content knowledge). To challenge and prepare today’s student there must be a technological component inherent in the content. Thus I learned about TPACK (technological pedagogical content knowledge) which can be viewed in the diagram below taken from the TPACK article we read on Day Two (Mishra, P. & Koehler. M. J. (2009)) :
Technology cannot be an afterthought for planning instruction. There must be a rationale for the technological tools used in teaching content and the technology must aid in the understanding of the content. Technology cannot be used just because it is, “cool” or administrators want the technology used. This challenges me to become more aware of the various technological tools available to me so I can choose the best instructional methods. We discussed finding the “sweet spot”; the right combination of all three types knowledge for optimal learning. What I still remember is what Missy stated to our group, “If the tool does not help teach the content, don’t use it.”
I learned new technological tools and apps and how to organize those apps. Each day we had team members share their favorite tech tips. Learning these new resources, apps, programs, and ways of organizing information help me to find the “Sweet Spot” in my classroom. For example, Symbaloo in now my go to place to organize my online apps. I find them more visible so I can remember all my technology options.
Another event teacher groups participated in were called Quickfires. These 15-30 minutes activites challenged groups to use a particular technology, like movie maker for example, and express an idea or concept. The first Quickfire was super scary; making a short video and upload that video onto Facebook. Seems simple but the thought process to use the digital tools and apps was new and frightening to me. What also made me fearful was the idea that I might mess up, look foolish or simple. What was an “Aha” moment to me was everyone was pretty much feeling the same as me! Getting beyond that fear helped me become more creative and willing to take risks with technology. When I look at that first video and our last Quickfire video where we had to use stop motion photography instead of feeling fearful, I feel pride. I helped make this!
These experiences of applying what is learned immediately in professional development is new to me. I have been to multiple workshops, conferences, and classes where you learn new teaching strategies or methods. You view videos or read lessons about what is discussed; however, the idea of taking what has been learned and applying those concepts right away is new and exciting. For example, on day 11 one of the required readings discussed how students retain information. The Quickfire that we completed was called, “Sticky Stories”, where teacher groups were assigned a day from the pasts 2 weeks of class and find a creative way to make that information learned that day, “stick”. I will always remember brainstorming for our group in making the story. I will always remember to challenge myself to make my content “stick”.
I am grateful for this learning experience and feel that I was given an incredible gift. I was able to learn new teaching methods in a meaningful way. The teaching environment created allowed me to make mistakes without shame or disapproval. I was encouraged to express myself and challenged to look at new viewpoints. For example, I was exposed to many technological tools like the online graphing calculator Desmos. I was able to ask fellow teachers questions and did not feel that I was foolish for not knowing about the app.
I believe this program gave me the opportunity to take my teaching to a higher level. Learning about TPACK, given time to apply what is learned using Quickfires, and the accepting learning environment challenged me to improve my teaching. I feel that these experiences will allow me to plan instruction where students have the BEST. YEAR. EVER!
Looking Forward
In my 19 years as a teacher I have never had an experience like the WIPRO MSUrban STEM Fellowship. I have learned much and want to replicate those similar learning experiences in my classroom. I now view teaching as a shared act; not a “spectator sport” so to speak. I plan on involving my students more in the planning of instruction. What I mean by this is students come to us with prior knowledge; something I learned in my methods classes years ago. However, their prior knowledge must be considered in planning lessons. I want to take that prior knowledge and expand student thinking. To go beyond the “Aha” moments and move to the “Huh” moments where students are now thinking about things in a new way.
Before July 8th I felt technology was a tool to publish information but now I feel that this way of thought is holding my students back. I need to utilize technology tools for research and learning as well as publishing. I plan on taking the various tools and strategies learned from these two weeks and allowing my students to utilize them. For example, I plan on challenging my students to present what they have learned through video and audio tools.
These two weeks also challenged me to think about how I interact with my students. The improv sessions really made me think about my classroom interactions. Have I possibly shut student thinking down because I did not validate their ideas and challenged them to think deeper? I plan on saying, “yes….and?” in my classroom; maybe not aloud but having that mindset. Having this mindset when I plan instruction will help stay positive throughout the year; challenging myself to find that TPACK “sweet spot”
These eleven days in July changed me as a teacher. I feel that I have grown in my technological skills. I have reviewed pedagogy and learned new teaching methods. I realize that I don’t have to be perfect, failing is an opportunity to grow. I am excited to start this school year with my students and implement what I have learned and experienced.
I can’t wait to see what our Storify will be.
References:
Mishra, P. & Koehler. M. J. (2009). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach with them, too. Learning & Leading with Technology, 36(7), 14-18.