Rafael Garcia Avila's Capstone Project effectively shows teachers how they can incorporate coding and robotics into math classes. I believe that he is consistent in reaching his audience of teachers on each page of his website by including examples, resources, and reflections that other teachers can identify with and learn from. The connections between Rafael's action research and the impact on his students' academic experiences are clear and inspiring.
Jennifer Ellison's Capstone Project is also consistently targeted toward teachers' application of games in teaching. I particularly appreciate how she vividly detailed her journey through the Innovative Learning program. From her "About the Author" page to her Research, Design Process, and Support & Next Steps pages, it's clear that Jennifer has focused on the process... the journey... that she's experienced. This keeps her project relatable. The organization of her visuals, writing, and pages within her website is clean and easily navigated. Teachers will also be the audience of my own capstone project, as many teachers try to implement student inquiry and then face seemingly insurmountable challenges. If students are to become independent researchers, they must be guided through the Inquiry Process by teachers who understand the processes involved and have digital and in-person support immediately available. Students will benefit from the work in my capstone project, but teachers (and possibly school librarians and administrators) would be most interested in guiding
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To be honest, I infrequently use games in my classes. Sure, there's an occasional Kahoot, as well as Pictionary on the Promethean Board and board games for my students to spend time together, but I can definitely incorporate games more. My teaching style incorporates Art Integration and Project-Based Learning, so my students have learned through other critical thinking and creative endeavors. That being said, I'm intrigued by a few experiences my students have had recently with game-thinking:
So now, as I look at the concepts of gaming, gamification, and game-thinking, here are my major take-aways:
I have experienced so much during this EDUC 791 course - that I will forever be grateful for as it has made my journey into Covid-19 Distance Learning more efficient and impactful. Now, in all of my lesson design, end-users are at the forefront of my thinking as I analyze what gaps exist in their knowledge and skills and how I can help them identify and bridge those gaps. The SITE Model and TPACK help me separate the various sub-contexts that impact my students' learning. The sociocultural, informational, and technical sub-contexts are even more important when students are learning from home with varied supports that may or may not be in place. My goal is always to support my students in driving their own learning. I've seen immense growth in the classroom and now I'm looking for evidence of student growth through digital means. This is challenging, but I have the mindset, pedagogy, and tools needed to pursue my students' personal and academic growth.
As planning and implementing instruction has changed so much through Distance Learning, I've focused on how I can blend learning opportunities for my students. When we return to the classroom, I'll leverage skill development and technology to support students in taking increased responsibility for their own learning. It does not seem that we can count on being in the classroom at all times in the near future, so innovative and responsive teaching methods will be required. I am grateful for my small and large successes that can be built on as I move forward into upcoming school years. |
Megan BurtonInnovative Learning Archives
June 2020
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