Part 1
This week my group, the “Design Divas”, met three times via Google Hangouts to brainstorm and discuss ideas for our design thinking project. At the same time, we collaboratively worked on a shared google doc to outline our discussion, highlight important questions, and organize our thinking. Our group had a very rich discussion when trying to determine our design thinking question. We discussed several pertinent topics that affect educators today and as the discussion evolved and we continued to ask questions, we kept coming back to the same question “What is the right way to teach students, where do we find the balance between integrating 21st century skills and teaching the traditional content, and how do we do it?” We are a group of innovative educators who have embedded technology and 21st century skills into our classrooms. But we still constantly ask ourselves, “is what we’re doing what is best for the students? and if so, how can we get other teachers on board?” This ultimately led us to our question of “How can we move educators toward teaching 21st century skills while still meeting all grade level requirements mandated by the district?” I think one of the biggest challenges we faced as a group was determining how to word our question and also how to eventually come up with a solution for our question that isn’t as simple as professional development. I look forward to working with my group to move forward with this pertinent design thinking project question. I felt that the process, while time consuming and frustrating at times, was thought provoking and rewarding. I’m lucky to be in a group with forward thinking passionate teachers; I enjoyed every minute of our discussions together. I think using this collaborative model with students would not only promote the use of technology and collaboration, but also allows them to think critically and have social interaction connected with their learning. I use shared documents and collaborative conversations in class frequently and am always impressed at the level my students are able to work together on their projects.
Part 2
Vision for SJA
Action steps
Part 3
What does your learning space say about the learning you want for your students?
My learning space is open,comfortable and colorful, with lots of different options of places for students to work. The desks are situated in “pods” that help facilitate collaboration and group work. We move around a lot so students are often out of their seats, sitting on the front rug and using the couch and bean bags. The smartboard is situated at the “front” of the room but class is typically taught with me navigating around the room and working with small groups. We also utilize the courtyard that is connected to my classroom on a weekly basis for science labs, art, or just getting outside to read or do group work.
There is evidence of student learning on the walls in addition to daily objectives and weekly goals written on the board. Anchor charts in math and reading rotate each week to support student learning. Positive messages are trickled around the room as a reminder to students that they are loved, supported, safe and that their ideas matter.
_Reflection 1
This week my group, the “Design Divas”, met three times via Google Hangouts to brainstorm and discuss ideas for our design thinking project. At the same time, we collaboratively worked on a shared google doc to outline our discussion, highlight important questions, and organize our thinking. Our group had a very rich discussion when trying to determine our design thinking question. We discussed several pertinent topics that affect educators today and as the discussion evolved and we continued to ask questions, we kept coming back to the same question “What is the right way to teach students, where do we find the balance between integrating 21st century skills and teaching the traditional content, and how do we do it?” We are a group of innovative educators who have embedded technology and 21st century skills into our classrooms. But we still constantly ask ourselves, “is what we’re doing what is best for the students? and if so, how can we get other teachers on board?” This ultimately led us to our question of “How can we move educators toward teaching 21st century skills while still meeting all grade level requirements mandated by the district?” I think one of the biggest challenges we faced as a group was determining how to word our question and also how to eventually come up with a solution for our question that isn’t as simple as professional development. I look forward to working with my group to move forward with this pertinent design thinking project question. I felt that the process, while time consuming and frustrating at times, was thought provoking and rewarding. I’m lucky to be in a group with forward thinking passionate teachers; I enjoyed every minute of our discussions together. I think using this collaborative model with students would not only promote the use of technology and collaboration, but also allows them to think critically and have social interaction connected with their learning. I use shared documents and collaborative conversations in class frequently and am always impressed at the level my students are able to work together on their projects.
Part 2
Vision for SJA
- Technology is deeply integrated into the classroom and embedded into the curriculum.
- Access to technology is ubiquitous.
- Technology is used to redefine the way students communicate, collaborate, create and critically think.
- Students are able to demonstrate their learning in new, innovative ways.
- Students are able to take ownership of their work in creative and personal ways.
- Students at SJA are responsible digital citizens.
- Students at SJA are globally aware and regularly make connections to the world around them.
Action steps
- Provide ongoing coaching and onsite support staff who are experts in the field of educational technology and 21st century skills.
- Provide resources for teachers outside of onsite professional development opportunities.
- Embed digital literacy standards into the curriculum through strategic curriculum mapping, planning and integration.
- Offer academic freedom to teachers and room to take risks in their teaching practices.
Part 3
What does your learning space say about the learning you want for your students?
My learning space is open,comfortable and colorful, with lots of different options of places for students to work. The desks are situated in “pods” that help facilitate collaboration and group work. We move around a lot so students are often out of their seats, sitting on the front rug and using the couch and bean bags. The smartboard is situated at the “front” of the room but class is typically taught with me navigating around the room and working with small groups. We also utilize the courtyard that is connected to my classroom on a weekly basis for science labs, art, or just getting outside to read or do group work.
There is evidence of student learning on the walls in addition to daily objectives and weekly goals written on the board. Anchor charts in math and reading rotate each week to support student learning. Positive messages are trickled around the room as a reminder to students that they are loved, supported, safe and that their ideas matter.
_Reflection 1