Each of the authors provided ideas in their writing that I have considered as I think of my next steps and my driving question. Baggio’s way of communicating information has been the most effective and relevant to me. The content in each chapter keeps me engaged and thinking about how this applies to my students and my driving question, as well as to my own learning. The power of visuals when it comes to learning is continuously highlighted by Baggio and this is something important when it comes to learning. As she mentions, visuals activate both the affective and cognitive domains of the mind. I am now asking myself how my driving question “What impact do student-created media lessons have on student engagement in the classroom?” relates to this topic and how I can modify my question and process design in a more effective way.
Clark provides some input on my previous question, as she focuses on structuring a lesson design effectively. This process will come handy as I am attempting to wrap my mind around how my question is evolving and what the best way to move on from here will be. Application and practice time during instruction seems to be key from what I gather Clark explains in the lesson design. Dervin’s key idea that resonated with me was the need to identify who my audience is and how I can best bridge their learning gap so that they will successfully cross and learn the content, benefit, instead of simply using my prefered instruction method. All three texts lead to the importance of paying attention to the user (student) and how we can best help that user. knowing how people respond to specific aspects that can be incorporated in lessons, more specifically visuals, makes me question how I should more on from here with my question. I still need a little more clarity on how I need to change my question. My driving question does include the creation of such visuals but teaching, and more importantly, designing the way students learn doing this is what I need to spend more time on.
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Jose G. CerdaArchives
May 2018
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