Class 1: Missed class or gained perspective?
- A. Ferguson
- May 2, 2017
- 4 min read
While it was not ideal to miss the first class of Master's level course, I did just that. Feelings of stress and uncertainty emerged as this was new territory for me--being absent.
As I sifted through the syllabus and tried to fill in the missing pieces usually only provided by face-to-face interactions with a professor and classmates, I tried to take on a new outlook. I realized that my uncertainty and stress is likely felt on a very regular basis by those very students I am taking this course for. Not knowing what is expected, where to start and how to navigate are challenges faced by those in many of our classes that we teach. Keeping this in mind, I took on a new outlook moving forward with my first assignment. I wanted to focus in and work hard to understand the 10 terms presented to us and find engaging and creative ways to show my understanding, via various apps. After all, these learnings will only come to benefit my future students.
I tackled the project by first researching each of the terms and creating jot notes of each definition. I then navigated through the apps and learned the gist of each. Once I found out what each app offered, I could then match it with a definition I thought would be best served by it. Although I only have two Masters courses left in my degree, this was the first time I realized that I myself work best when I have a step-by-step plan and 'chunk' my work. While I have the skills to be able to 'chunk' my own work, this process again reminded me that not all of my students can do this on their own. Having these 'a-ha' moments are always helpful to continue making connections with what your students may be experiencing. Being cognizant of the challenges (and strengths) of students allows for me to find the best tools and applications to support their needs.
I think the term that 'spoke' to me the most was 'presumed competency'; for if we do not support and acknowledge what students already know, then they may not move forward. If, because of their disability, we presume them incompetent, what chance do they have in our classes to flourish? The Universal Design for Learning is a term all teachers should be familiar with, as this is a way to address the needs of all students by offering choice in learning so it is meaningful and attainable for everyone.
Often times on PD days at our school, time is allowed for technology integration. Sharing the idea of UDL and using some of the apps I learned through my exploration of assignment one is something I would be interesting in doing. Even if one app only reaches one student, that is a win in my mind. And until this opportunity presents itself, I would also be interested in sharing these apps with our resource teacher, who usually has some more one-on-one time with students needing supports.
Although I was not in class, I was able to watch one of the videos that was viewed by my classmates: "The Myth of the Average" by Todd Rose. It can be viewed by clicking below:
Ban the average! Teach to the outliers...therefore you will encompass everyone. These ideas really resonated with me as I watched the video. It made me think of the Bell Curve. The curve may show that most people fall in the middle/average range, but what about the outliers? Their learning needs are just as important as those who may be in the so-called 'average range'. Rose's example of the fighter pilots not fitting into the average really translates into what we see in our classes. If we can teach to those on the periphery, then perhaps those closer to the 'middle' will be served as well.
You may just "expand your talent pool," says Rose, if you teach to everyone, not just the average. Imagine that! Many of our schools implement a 'bad design' which caters to the average student. The only thing that seems to be average about our students is their age...they are grouped by a common age in their respective grade levels. Can we just create for age, just like cockpits were created based on size? Fighter pilots are not average; neither are our students. Designing for the average destroys talent and many get bored, leading to dropouts.
We need to learn how to use the technology we already have to create flexible learning environments to nurture all students. Many schools are equipped with new technology, but it is not being utilized to its fullest potential. We are giving our students new technology to type and research, but there are so many more uses that can benefit all learners. Apps and programs can help struggling readers, writers, and math students. Teachers need to learn how to fully integrate these technologies into their classes.
I imagine amazing creativity and learning will take place when students are able to learn in a way that suits them best. It is hard work to design for all learners, but nevertheless, it is necessary!
Over and out for today! I look forward to joining class next time and collaborating with everyone!
If the comment box does not appear, please send me an email via the 'contact' link at the top of my blog page. Thanks!