MOTIVATION - CONFUSION - WONDER The three words that can summarize this semester I can say this semester has challenged my brain in many different ways. I have felt motivated and also extremely frustrated and confused at different times. I began the semester a little nervous but excited to learn and add more to what I thought I knew about technology and education. I started the semester with a positive attitude and curious as to what we would learn, I was soon challenged as school progressed, time became limited, and life in general interrupted the order I thought I could keep. Even though it has been challenging to keep up for me, I have enjoyed learning of new tools that I see have made a good impact on many of my students, I value our meetings and moments of not understanding something completely, but being given the tools to figure it out. There have been many topics we have discussed that I have applied on a personal level to improve myself as a learner. Our discussions have made me more aware of what I have to work on as a teacher to improve myself so that I can become a better teacher. There has been a lot of self-evaluating and planning involved in my personal learning this semester. It has not been an easy semester though, and that should be good based on what we have read and learned in class. Those uncomfortable moments have really made me expand my thinking, especially with the case study and research paper, which is where I am at the moment. Even though I have been able to practice and learn new skills, I feel that my pacing has been slower than it should. At this point of the semester, I am struggling to catch up and reorganize some of my ideas and things that didn’t go quite like I thought they would. It has and continues to be a struggling learning experience but I am looking forward to the end product and being able to work on the questions that still remain.
2 Comments
Looking at learning and teaching in a different wayAfter looking into the content section and thinking about the flipped classroom and CLB, I think motivation may increase if the model is followed in the way shown in these resources. I feel like the way our class has been structure has motivated me, even when there were many other outside factors that limited my ability to concentrate, I felt that the way this class was structured pulled my interest more than I have experienced with other classes in the past. The content to be reviewed away from class was relevant, which is key to motivate students to actually want to do the work outside of class. The pacing of the learning is a big benefit that comes from this model, being able to watch the lessons at your own pacing and then practicing when in class. I do think that with CLB we can address the interest part of motivation. Allowing students to focus on real problems and topics that are of interest to them would more likely spark their creativity and increase motivation. Will your review of this content influence your research or project design? If not, then do either "flipping" or CBL have a future in your teaching practice? Why or why not? It would be great to be able to do this in the classroom but I also recognize that it would be a process, since we all learn in different ways. It would take some effort in following the model where content is created to motivate students into learning. At this time, I have not used this model for my project design but I would be very interested in trying them in my classroom. I would like to think I’m always trying to find those interests my students have and try to incorporate them in the classroom, but I want them to get to the point where they go home like the student in Chemistry class and explore different approaches to what we are learning on their own. All the speakers presented an idea that encouraged a new approach in order to create a change in learning. Curiosity and creativity were two topics that I felt came up throughout the lectures. I feel that as a whole they all spoke about the importance of curiosity when it comes to learning. Sir Ken Robinson spoke of that spark in curiosity and how that would impact achievement. Wanting to learn out of interest and having ownership of ones learning was an important idea I noted from the C-Content speakers. There were other topics mentioned that we have discussed in class, such as the pace at which our world is changing, the importance of investing in teachers, and how long it takes to master a discipline. One big take-away for me from the speakers that relates to curiosity is the creation of a culture of learning. John Seeley Brown, Sir Ken Robinson, Gardner, and Daniel Pink all present ideas about this topic. I have one key idea supporting this from each of these speakers that helps me see the value of curiosity in learning. Brown’s explanation of the power of study groups and collaborative learning through the example of the surfers was very meaningful. The way their interest drove them to continue moving forward and master a skill was powerful, but as Brown pointed out, it’s important for answers to become questions to support learning and continue that curiosity. That same curiosity is what Sir Ken Robinson points out as dormant until it sparks with the help of a teacher, but without giving equal importance to areas like humanities, arts, and physical education, then that becomes a bigger challenge. According to Robinson, conditions have to be right in order to accomplish engagement. Daniel Pink also adds to this, mentioning an approach designed on the desire to do things that are important to individuals. He speaks of rewards and punishment as means that don’t always work but also suggests an intrinsic approach where autonomy and doing things because they matter. If a student is doing something that he cares about and interest grows as he learns more, then that makes it more meaningful and allows for better learning. That is when he is given the opportunity to explore those interests and given the freedom to explore what he is interested in. Thinking of my own classroom I see the need to continue working toward the adaptation of a new approach that will allow me to ignite my students’ curiosity. I also thought about what Gardner mentioned with ethics and how we have to start where the kids are so that they can relate to what we are trying to teach them. Many of the topics in the talks related to topics we have seen in this class. Not just 21st century teaching and learning in the classroom when it comes to the rapid change in technological advances, but also how learning occurs in the brain. Brown addresses technology as a “curiosity amplifier” but then again I think it’s important to have the proper setting so that these “curiosity amplifiers” are effective. Gardner touched on another topic related to what we have discussed in class regarding the brain. He mentioned that it takes ten years to master a discipline, and that matches we heard from the speaker in our class about how the brain creates those links and stronger bonds in our brain the more we practice something. It takes time, and practice in different ways, to make something permanent. As an instructional leader, one thing I can apply to help my students with creativity is to promote that it is okay to be wrong. Helping them realize that it is okay and necessary to feel uncomfortable or fail in order to learn. Mobley mentioned that the idea that no one should feel uncomfortable has no place, this made me think that feeling uncomfortable is actually something good that will force you to be more creative. I apply this to my own feelings as I struggle through some parts of this program. As Mobley points out “Transformation is a painful process” and the uncomfortable feeling I have sometimes will only help me discover my own potential. |
Jose G. CerdaArchives
May 2018
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