Summer Reflection
Looking Back
I look back at why I first applied to be a part of the MSU Urban STEM & Leadership Fellowship, and my desire to strengthen my technological literacy flooded my thoughts. I had no clue about the TPACK Framework, let alone that there was a word for what a meme was. I have always incorporated the technology that was made available to me in my classroom (i.e. SMARTBoard, document camera, access to the computer lab), and I always appreciated their “coolness,” but I was always thirsty to see how these technologies could better be utilized for my teaching and ultimately for student understanding (Mishra, Punya and Matthew Koehler, 14). Now I see how much of the time, I utilized these technologies because they were just there, not because they allowed me to hit the “sweet spot” in my teaching.
The TPACK Framework has lit a fire under me. Merging technology, pedagogy, and content knowledge, the TPACK Framework has pushed me to see my teaching through a different lens. Really good teachers purposefully (and accidentally) find ways to merge these domains effortlessly (Mishra, Punya and Matthew Koehler, 17). This means I will need to dedicate time to learning the new technology myself but I will also need time dedicated for my students to learn the technology, too. I am a good teacher who wants to be a really good teacher.
The TPACK Framework does not stand alone. As an intermediate/middle school science teacher, knowing my content is incredibly important in the work I do. But knowing what my students know, too, is just as important as we work towards a shared understanding of some deep science content. Our focus on student misconceptions really opened my eyes up to a whole new level. As I teach about various phenomena and students work towards developing models, uncovering their misconceptions will be of incredible importance. It’s not that I never looked at student misconceptions, but I didn’t look at them to the depth at which I should have. When students are “stuck” on an idea that makes complete sense to them, it’s hard to take students away from this mental image, but it’s also pivotal that we tackle the misconceptions head on and provide multiple opportunities for students to confront them (“Misconceptions as Barriers to Understanding Science,” 29).
This lends itself to one of the other big ideas I learned during the fellowship--performances of understanding. Performances of understanding are activities that require students to show their understanding in an observable way. I’ve always been a planner, and I would say that much of how I planned what I did in my science classrooms was doing UBD without me even knowing it. It just makes sense to know where students need to go before you ask them to get there. Performances of understanding are the link in all that. They allow a student to demonstrate their understanding in ways that are new and challenging over time (Blythe). I’ve learned to develop performances of understanding that allow students to apply what they’ve learned in creative ways, throughout a unit, and that build and demonstrate their understanding. While I am a novice at this, I am excited to see the performances of expectation that I am able to have my students partake on as I plan out my instruction this year.
And lastly, the biggest takeaway I’ve learned from the fellowship is the power of getting your feet wet and getting everybody else wet while you’re at it. What does that really mean? It means that sometimes, you have to jump into the vulnerability to truly learn something. And that jumping in with others, exposing yourself, and learning with them brings you the greatest learning experience. Were there times when I was like “What? I have a day to make a movie that the world will see on my website?” Was I overwhelmed? Feeling incompetent? Wondering if I would even create a halfway decent assignment? Of course. But did I truly learn how to utilize a video creation software program and share an awesome idea with others? Yes.
Sometimes, you just have to jump in, get your feet wet, and then splash with others along the way. Being a part of the MSU Urban STEM & Leadership Fellowship is helping me to strengthen what I already do well. Teach.
Looking Forward
This summer’s experience has influenced me two-fold. It’s inspired me to think incredibly differently about my teaching and learning.
Let’s focus on my learning first. The summer institute made thirsty for more, and I ‘ve just recently attended Googlepalooza. The keynote speaker was Suan Yeo, Education Evangelist from Google. He quoted Vanilla Ice’s “Stop, Collaborate, and Listen!” lyrics as far ahead of his time. Yes--integrating technology effectively is collaborative. There’s a period of reflection and analysis, and more importantly, a time to share, get feedback and be inspired. I am recognizing that the institute has pushed me to continue strengthening my technological literacy, but it’s also showed me the power of collaboration, of exposure, and of wanting more.
As a result of my summer experience, I really want to transform my teaching. I don’t want to say that I’ll potentially consider the TPACK Framework more intently. I going to flat out say that I WILL consider it. Hands down I am going to do it. My content knowledge in science is sound, and my experience with diverse groups of students has given me a repertoire of pedagogical skills that can translate across different groups of students. As my technological skill set strengthens, how can I better reach students who are growing up in the digital age? How can I effectively utilize technology so that students can complete various performances of understanding that allow them to experience that deeper learning I have craved for them to experience? I want to reach students in ways that they haven’t been reached, and I want to teach in ways in which I haven’t taught...all with the hopes that students will learn more about their understanding of science.
When I step into my classroom in a few short weeks, I realize I am going to have some hurdles to jump over being the new kid on the block with all things new (school, curriculum, students, etc.). I am going to toss that all aside and find a way to utilize the growing toolkit I’ve recently acquired embedded in endless docs, apps, movies, memes, lists, and who knows what else I’ve got in there or that will drop in. It will surely grow, but that toolkit will be made of an ever-expanding material that is unbreakable! At the end of the day, my inspiration will be growing exponentially, all to offer up engaging performances of understanding for students, that allow them to dig deeper and deeper into their learning.
Bibliography
Blythe, Tina and Associates. (1998). The Teaching for Understanding Guide. Jossey-Bass, San Francisco.
Mishra, Punya and Matthew Koehler. “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 (2009): 14-18. ISTE (International Society for Technology in Education). May 2009.
Perkins, David and Tina Blythe. “Putting Understanding Up Front.” Teaching for Understanding (1994): 4-7. Educational Leadership. February 2009.
Looking Back
I look back at why I first applied to be a part of the MSU Urban STEM & Leadership Fellowship, and my desire to strengthen my technological literacy flooded my thoughts. I had no clue about the TPACK Framework, let alone that there was a word for what a meme was. I have always incorporated the technology that was made available to me in my classroom (i.e. SMARTBoard, document camera, access to the computer lab), and I always appreciated their “coolness,” but I was always thirsty to see how these technologies could better be utilized for my teaching and ultimately for student understanding (Mishra, Punya and Matthew Koehler, 14). Now I see how much of the time, I utilized these technologies because they were just there, not because they allowed me to hit the “sweet spot” in my teaching.
The TPACK Framework has lit a fire under me. Merging technology, pedagogy, and content knowledge, the TPACK Framework has pushed me to see my teaching through a different lens. Really good teachers purposefully (and accidentally) find ways to merge these domains effortlessly (Mishra, Punya and Matthew Koehler, 17). This means I will need to dedicate time to learning the new technology myself but I will also need time dedicated for my students to learn the technology, too. I am a good teacher who wants to be a really good teacher.
The TPACK Framework does not stand alone. As an intermediate/middle school science teacher, knowing my content is incredibly important in the work I do. But knowing what my students know, too, is just as important as we work towards a shared understanding of some deep science content. Our focus on student misconceptions really opened my eyes up to a whole new level. As I teach about various phenomena and students work towards developing models, uncovering their misconceptions will be of incredible importance. It’s not that I never looked at student misconceptions, but I didn’t look at them to the depth at which I should have. When students are “stuck” on an idea that makes complete sense to them, it’s hard to take students away from this mental image, but it’s also pivotal that we tackle the misconceptions head on and provide multiple opportunities for students to confront them (“Misconceptions as Barriers to Understanding Science,” 29).
This lends itself to one of the other big ideas I learned during the fellowship--performances of understanding. Performances of understanding are activities that require students to show their understanding in an observable way. I’ve always been a planner, and I would say that much of how I planned what I did in my science classrooms was doing UBD without me even knowing it. It just makes sense to know where students need to go before you ask them to get there. Performances of understanding are the link in all that. They allow a student to demonstrate their understanding in ways that are new and challenging over time (Blythe). I’ve learned to develop performances of understanding that allow students to apply what they’ve learned in creative ways, throughout a unit, and that build and demonstrate their understanding. While I am a novice at this, I am excited to see the performances of expectation that I am able to have my students partake on as I plan out my instruction this year.
And lastly, the biggest takeaway I’ve learned from the fellowship is the power of getting your feet wet and getting everybody else wet while you’re at it. What does that really mean? It means that sometimes, you have to jump into the vulnerability to truly learn something. And that jumping in with others, exposing yourself, and learning with them brings you the greatest learning experience. Were there times when I was like “What? I have a day to make a movie that the world will see on my website?” Was I overwhelmed? Feeling incompetent? Wondering if I would even create a halfway decent assignment? Of course. But did I truly learn how to utilize a video creation software program and share an awesome idea with others? Yes.
Sometimes, you just have to jump in, get your feet wet, and then splash with others along the way. Being a part of the MSU Urban STEM & Leadership Fellowship is helping me to strengthen what I already do well. Teach.
Looking Forward
This summer’s experience has influenced me two-fold. It’s inspired me to think incredibly differently about my teaching and learning.
Let’s focus on my learning first. The summer institute made thirsty for more, and I ‘ve just recently attended Googlepalooza. The keynote speaker was Suan Yeo, Education Evangelist from Google. He quoted Vanilla Ice’s “Stop, Collaborate, and Listen!” lyrics as far ahead of his time. Yes--integrating technology effectively is collaborative. There’s a period of reflection and analysis, and more importantly, a time to share, get feedback and be inspired. I am recognizing that the institute has pushed me to continue strengthening my technological literacy, but it’s also showed me the power of collaboration, of exposure, and of wanting more.
As a result of my summer experience, I really want to transform my teaching. I don’t want to say that I’ll potentially consider the TPACK Framework more intently. I going to flat out say that I WILL consider it. Hands down I am going to do it. My content knowledge in science is sound, and my experience with diverse groups of students has given me a repertoire of pedagogical skills that can translate across different groups of students. As my technological skill set strengthens, how can I better reach students who are growing up in the digital age? How can I effectively utilize technology so that students can complete various performances of understanding that allow them to experience that deeper learning I have craved for them to experience? I want to reach students in ways that they haven’t been reached, and I want to teach in ways in which I haven’t taught...all with the hopes that students will learn more about their understanding of science.
When I step into my classroom in a few short weeks, I realize I am going to have some hurdles to jump over being the new kid on the block with all things new (school, curriculum, students, etc.). I am going to toss that all aside and find a way to utilize the growing toolkit I’ve recently acquired embedded in endless docs, apps, movies, memes, lists, and who knows what else I’ve got in there or that will drop in. It will surely grow, but that toolkit will be made of an ever-expanding material that is unbreakable! At the end of the day, my inspiration will be growing exponentially, all to offer up engaging performances of understanding for students, that allow them to dig deeper and deeper into their learning.
Bibliography
Blythe, Tina and Associates. (1998). The Teaching for Understanding Guide. Jossey-Bass, San Francisco.
Mishra, Punya and Matthew Koehler. “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 (2009): 14-18. ISTE (International Society for Technology in Education). May 2009.
Perkins, David and Tina Blythe. “Putting Understanding Up Front.” Teaching for Understanding (1994): 4-7. Educational Leadership. February 2009.