Let's Go to the Movies -- An Icebreaker
The Fifth Quarter
While some people watch movies frequently, living on a dairy farm and
working full time doesn't allow time for movie watching without falling
asleep half way through the movie. However, this movie was recommended
by my son, Luke to watch and he promised me I wouldn't fall asleep. He
did however warn me that I would cry! So I found the perfect time to
watch the movie alone knowing that if I would cry, no one would think
I’m crazy.The movie is about a 15 year old young man who was riding with
friends in a car driven by a reckless classmate. The consequences are a
family’s worse nightmare; the boy declared brain dead leaving members
of the family, school, and community to pick up the pieces from such a
loss while continuing to find hope and purpose in their own lives.The part of life that I still struggle with is death, even at my age! Most of us have experienced death of a loved one, yet it is never easy. What made this movie extremely hard to watch for me was because it is a real life story involving students, two brothers; Adam and Luke, (the name of my two college age sons), and a situation that just recently happened in my own community. Making those connections made the movie one I’ll never forget.
When working at the college level with young adults, they sometimes think their lives are invincible and not directly connected to others. While I love and somewhat envy their spirit, I am mindful that I am here to guide them into this world of adulthood. I have to admit that sometimes I fail to see how complicated and involved their worlds are and how their behavior and emotions are tied directly to their experiences. In order to build a community of learners, one has to be open to the separate worlds that each of us bring to the table, to somehow be open to their whims and realizations and to be available to give whatever it takes to help them through the many experiences they have during life. It’s both an honor and a privilege to work with young adults. Just as children humble you; these young adults do the same but never without learning something from them! And I find that my own experiences with death allow me to share a deeper empathy and understanding to students as they experience the 'circle of life'.
Class Wiki
One of the assignments for the class the first week was to create class wiki about online netiquette. Here we were able to compose our own 'class rules' about online postings. There are a plethora of ideas collected among my colleagues and many which have helped to shape and manage the postings in the discussion board. I am hoping to possibly use the wiki as a page for the ECE students in the program or for my Advisory Council to collect their ideas for meetings.
Concept Map
Jigsaw Tool Box
This week's focus involved a group project. To be honest, I'm not a fan of group projects mainly because I like to be the master of my own destiny and learning. Not saying that I don't enjoy learning with others but only if they have the same work ethic and degree of commitment that I have. This attitude has created more frustration throughout the years so I must reflect on this more. I have been mindful of the posting which was on this week's module:
Teamwork creates a brain trust. If done well, the learning
and end product should be substantially more powerful than if
it was done by an individual.
This has helped me maintain the focus and determination to create the
Big Bird Tool Kit which would be more powerful than if done alone.Big Bird Took Kit
Assessment Taxonomy
We were challenged this week to review Bloom's Taxonomy and to take a look at one of our activities for our final project and decide the level of Bloom's Taxonomy it fit in to. This was challenging for me because of the newly revised language of Bloom's and the template which still uses the old language. As an instructor who frequently uses Bloom's Taxonomy, I have decided to 'throw out the old and adopt the new' however my assignment shown here still uses the old verbiage. The assignment forced me to pinpoint the level of learning and thinking the activity would support and allowed me to aim for the higher level questioning. It was challenging, yet rewarding to be able to devise the Taxonomy Table. The feedback from the instructor and colleagues continues to occur so this is a work in progress.
Bloom categories
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Learning objective verbs
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Activity
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Knowledge
(recall, list,
define, identify, collect, label)
|
||
Comprehension
(summarize, describe
interpret, predict, discuss)
|
Interpret, Identify,
Summarize,
Understand
|
University Supervisors will interpret the Portfolio
Assessment Rubric by describing their understanding
of the identified criteria
under each heading by posting one question and one comment about the
specifications on the rubric on the University Supervisor’s Wiki. The University Supervisor will then
complete an on-line quiz achieving a minimum of 80% proficiency based on the
contents of the rubric.
|
Application
(apply, demonstrate,
illustrate, classify, experiment, discover)
|
Discover, Apply
|
The University Supervisor will conduct scholarly research
on generational learning styles. The Supervisor will discover three likenesses and three differences to their own
learning style and apply strategies
which they will effectively deal with students with contrasting learning
styles. The University Supervisor will post their comparison chart to the
University Supervisor Wiki including their resource list to share with other
University Supervisors for additional information about generational learning
styles.
|
Analysis
(analyze, classify,
connect, explain, infer)
|
Differentiate,
Analyze, Categorize, Examine
|
The University
Supervisors will examine the
Benchmark Information on the School of Education website. After differentiating the characteristics
between the three benchmarks, the university supervisor will complete an
online quiz with 85% accuracy regarding Benchmark III Information.
|
Synthesis
(combine, integrate,
plan, create, design, formulate)
|
Design, Create,
Assemble, and Construct
|
The University Supervisor will design and create a
BLOG comprised of his/her own roles and responsibilities as a University
Supervisor (pg. 12-17) as defined by the Student
Teaching Handbook to be shared with the student teacher and the cooperating teacher.
|
Evaluation
(assess, recommend,
convince, compare, conclude, summarize)
|
Rubric
Ah rubrics! Where would I be without them? I finally learned the difference between holistic rubrics and analytical rubrics. For my own use,I find that students benefit most from the Analytical rubric yet they are such a challange to construct! Reading the information about rubric I have realized that a redo on the rubrics I use is in order for the fall as well as an effort to use the correct terms, analytical and holistic when addressing the rubrics in class
Survey
This week we examined Surveys which can be used as yet another assessment tool. Here in the School of Education it seems like we are always surveying students but I never attempted to create a survey. There are many software options for creating surveys including Zoomerang, SurveyMonkey, SurveyBuilder and CreateSurvey
I decided to use Survey Monkey to create a survey for potential University Supervisors for the School of Education.
The intent of the survey is to gather information about each University Supervisor in regards to their experiences as classroom teachers and to determine where and how to best use their expertise. The survey is also a way to informally assess each supervisor's level of knowledge, skills, and interest in supervising pre-service candidates in education programs at the University of Wisconsin-Stout. The information from the survey will allow School of Education Faculty and Staff to create a resource list of University Supervisors.
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