Picture from Gibbs' Cycle of Reflection https://youtu.be/w_acUWM3co8
Step 1 (Description)
I have changed from the Blended Learning Fixed Model into the Station Rotation Model to enable collaborative learning since beginning the Mind Lab course.
I have reconsidered the use of digital tools along the lines of "Modification" and "Redefinition" Levels in the SAMR Model (Ruben R. Puentedura, 2009).
I want an environment where learners share responsibility and make substantive decisions and work together interdependently using digital tools.
I have changed from the Blended Learning Fixed Model into the Station Rotation Model to enable collaborative learning since beginning the Mind Lab course.
I have reconsidered the use of digital tools along the lines of "Modification" and "Redefinition" Levels in the SAMR Model (Ruben R. Puentedura, 2009).
I want an environment where learners share responsibility and make substantive decisions and work together interdependently using digital tools.
Step 2 (Feelings)
I enjoyed exploring different ways to use digital tools. It was a good opportunity to revisit the SAMR Model.
Before the new approach I was nervous about changing lesson structures, but at the same time I was excited that this approach would enhance lerners learning.
I felt the changes were worthwhile and I hound the Blended Learning Station Rotation Model worked better for my learners.
I enjoyed exploring different ways to use digital tools. It was a good opportunity to revisit the SAMR Model.
Before the new approach I was nervous about changing lesson structures, but at the same time I was excited that this approach would enhance lerners learning.
I felt the changes were worthwhile and I hound the Blended Learning Station Rotation Model worked better for my learners.
Step 3 (Evaluation)
My learner's voice survey and assessment results suggest my learners enjoyed that learning style and improved their skills.
The digital tools now are more than pen to typing. My learners could make substantive decisions together and created a product interdependently using digital tools. It was great to see that my learners used digital tools to improve their skills and, interacted and worked with others.
This change has improved my teaching practice. The approach has worked well for my learners and it encompassed all four strategies, which Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012) suggest that educational ICT development needs to be supported by.
The digital tools now are more than pen to typing. My learners could make substantive decisions together and created a product interdependently using digital tools. It was great to see that my learners used digital tools to improve their skills and, interacted and worked with others.
This change has improved my teaching practice. The approach has worked well for my learners and it encompassed all four strategies, which Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012) suggest that educational ICT development needs to be supported by.
Step 4 (Analysis)
Learning different types of Blended Learning Models (Horn and Staker, 2014) with 21CLD Learning Activity Rubrics (ITL Research, 2012) has inspired me to make changes.
Much of the Blended Learning research and reading gave me a clear vision of the learning style and TPACK offered valuable guidelines in designing my course.
The SAMR Model guided me in my selection of digital tools.
21CLD Learning Activity Rubrics provided a clear way to measure where my learners were in each skills and indicated to me where I needed to help my learners.
Learning different types of Blended Learning Models (Horn and Staker, 2014) with 21CLD Learning Activity Rubrics (ITL Research, 2012) has inspired me to make changes.
Much of the Blended Learning research and reading gave me a clear vision of the learning style and TPACK offered valuable guidelines in designing my course.
The SAMR Model guided me in my selection of digital tools.
21CLD Learning Activity Rubrics provided a clear way to measure where my learners were in each skills and indicated to me where I needed to help my learners.
Step 5 (Conclusion)
I feel happy with this change to a different Blended Learning Model. And it was valuable to re-look at the SAMR Model and reconsider the effective and meaningful use of digital tools by my learners with regard to the 'Modification" and "Redefinition" Levels.
I will explore how to implement Virtual Reality and Hologram tools in my lessons hopefully providing my learners with authentic learning situations.
I will explore how to implement Virtual Reality and Hologram tools in my lessons hopefully providing my learners with authentic learning situations.
Step 6 (Action Plan)
In the next phase I will try to implement the inquiry learning approach in the Blended Learning Station Rotation Model which I believe would be beneficial to my learners. However, Bliuc (2007) states that "Blended learning is flexible". I will keep experimenting to find most suitable Blended learning Model for my learners.
My Learners need to able to think more deeply and solve problems through their activities.
Wagner (2009) describes some of the skills our learners will need in the future including "critical thinking and problem solving" which the inquiry learning process would help address for my learners.
In the next phase I will try to implement the inquiry learning approach in the Blended Learning Station Rotation Model which I believe would be beneficial to my learners. However, Bliuc (2007) states that "Blended learning is flexible". I will keep experimenting to find most suitable Blended learning Model for my learners.
My Learners need to able to think more deeply and solve problems through their activities.
Wagner (2009) describes some of the skills our learners will need in the future including "critical thinking and problem solving" which the inquiry learning process would help address for my learners.
References
Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory Into Practice. (2009)
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