The Learning Principle

Man was Vygostky a tough read. But it had a lot of good points and helpful insight that applies to our teaching. The main thing I took away was the importance of children learning through play. I am completely for acting it out and discovering new concepts and the application of concepts through peer interaction. It is a great time for students to make the rules and be the boss of their learning. The students is able to test the limits and adjust the rules along the way through trial and error essentially. Which is why it is so hard for me to "follow the rules" when it comes to recess rules at my school. Recess has now been cut down to a slither of 15 mins, and in reality only 10 mins to actually play by the time we get out to the blacktop and then take time to line up to go in. (Last year we had 30 min....just saying.) But back to the point, recess so much more than a break for the kids. This unstructured, social and exploratory time provides cognitive, social and emotional benefits.Children having the opportunity to apply what they learned in their own cultural context serves a chance for them to experiment with the concepts/tools we teach them with no limitations other than the ones they create.

Simialr to when Kori mentioned the UNO game a few weeks ago as being a good design product. If one person in the group did not know how to play UNO, they would not result to the game manual and try to remember all the rules and jargon of the game right before playing. They would simply be exposed to the game and intrigued form watching, and want to learn how to use this new tool. By just hoping in a playing, they new player will learn the rules as they go and try to find loop holes to the information they have learned. Then a new rule will be explained saying "no you are not allowed to do that" with an explanation of the accompanying rule.

I plan to implement this more into my class. I have designed a lesson where the class are all scientist trying to stop a "mad scientist" as we continue to learn about the scientific method and introduce matter. In efforts to expose them to the learning and getting them ready as they reach the ZPD. I will give the class different scenarios with a different child as the mad scientist, the other professors will then have to think of ways using science to problem solve together. I plan to use the new lesson plan of structure, process, and discourse to iron out the details of the unit instead of the typical 9-point lesson plan template. Away with traditional!.....Well...slowly getting away from it lol baby steps!

The knowledge principle

After reading Situated Cognition and the ABC's/AeCTS, the part that stuck with me the most was, taking concepts as the tools. It is so important that students are learning the "concepts" as tools. As learned in the article, students have to know how to apply or use the tool in order to fully understand the tool. So often I worry about teaching them and preparing them for how to use the "tool"  and practice and practice how to hold the tool, when you use the tool but not often enough do I step back and say OK now go use the tool in a real life situation. For example, in math teaching third graders money, an how to count money, when you use money, how to make change, those show knowledge of the tool, but not application of the tool. I personally am not a fan of history so I am guilty of sticking to the curriculum, making sure they know the standards, and moving on. I realize I need to step back and see how I can make it more authentic, because most of the standards with the exception of ancient civilizations apply to the 21st century culture that I can connect to.  

I thought the doctor diagnosis activity  we did together was so cool. After my "Ahh Ha moment," that we are doing what we learned about in the articles and class discussions,  I immediately started brainstorming ideas on how to incorporate and simulate something similar in my third grade classroom. Let me know if you guys come up with any cool ideas you would like to share as well.

I have learned that I need more application in examples that a 21st student will see that involves PICKLE in order to ensure full understanding through authentic activities. I feel like it is similar to hand holding your child, it is hard to let go and trust that what you have taught them will shine through and be applied and recalled when doing an authentic activity. I always tell my mom you raised me well, trust that I am going to make the right decision and use what you have taught me......I guess I should take my own advice........ I know personally coming from first grade last year, I have to realize my class is capable and it is ok for them to struggle at first to help them learn if they are not grasping right away. That also builds the communication with the class to help solve collectively. As we learned through the name game the first class, we don't all need to remember each piece of information, but collectively we know a lot more than one person can.

PICKLE: the end principle

I have now learned, I am not a terrible teacher after all! Instead, I am learning how to broaden my teaching toolbox in order to best teach our 21st century learners. The community is changing, we now have new challenges and factors to take into consideration while teaching. Which then means, our teaching also needs changing.  First step being including more design into planning units to teach the standards. Second tool is PICKLE. In class, Dr. Norton made reference that it is not important for students to know the standards in order to move to the next grade. When she said this, I couldn't help but chuckle to myself and say "tell that to my principle." i agree that the standards are not always the  goal in every lesson. But if that was the case  for the year, my grade book would not necessarily be able to back up the report card that parents are glued to.  When designing, yes we always have the end goal in mind, the process to go about teaching it however is PICKLE. By linking all three elements, standards, design and PICKLE, that is the idea teaching that adheres to our 21st century learners.


While planing and designing, I will now strive to make sure that the design of my unit will have opportunities for students to practice the PICKLE process. I now have a new teaching goal to incorporate PICKLE as much as I can to ensure my students are well rounded individuals rather than good test takers. When students leave my class I want to make sure they are problem solving,  information using, community participants that are knowledgeable and have the literacy competency to make ethical decisions. I will now revise my thinking of what we call "Planning or teaching to the standards" and now evolve to designing real and engaging learning experiences that incorporate the knowledge the students need that can be measured in various ways besides a test.

First design principle: teachers are designers

It wasn't until after reading the two teacher scenarios, given in class on planning vs. designing, did I realize I am a teacher that is doing it all wrong. Well, doing it the way I was taught. I now realize that I need to rethink and reflect on my delivery approach and possible adding more tools to my teaching toolbox. I chose to read the third grade class scenario first in hopes to relate and actually incorporate some of her ideas into my own teaching.  The first thing I thought while reading was, "Wow must be nice to have 1:1 technology in class." As I continued reading about the third grade class, I became intrigued how the teacher has built trust with her class on using the ipads on task. I thought Mrs. Mercaldi did a great job integrating different medias and resources with the research project they were doing. The students conducted research online and in books and organized on their ipads. Once again I thought genius! I continued reading and chuckled when one student's ipad was experiencing problems. I'm sure every teacher can relate. None the less I applauded her on integrating technology throughout the day. It wasn't until reading the second scenario on the 10th grade class did I realize this student led learning is the way we all strive to do in the classroom. I learned THIS is designing in the classroom. For example, there are things that kids don't know that they need. If left to self guide, they may not cover all required lessons or just do what they like.

All this time, I felt as though the countless hours I was putting in "designing" 9 point less plans would provide me the structure I strive to deliver each day. When in the end, that structure I felt like I needed is not the best way to teach. Designing is starting with the end goal, and having the students figure out a way to get to the end goal. The students are in charge of the delivery, rather than the teacher.  Similar to project based learning that the county is pushing right now. I love the idea of it but I get anxiety of not being in control or the fear not following pacing guides. To me I feel there is no security that the students will discover all the standards that need to be taught/assessed when teaching this way. When I plan, I make sure all standards are addressed thoroughly and with practice. With design I don't see how that is achievable.

I do believe that design is the best way to teach, because students are in charge of their personalized learning. It is designed to  provide differentiation on its own because it is on the level of the child. However I also feel a mixture of planning is needed because of the curriculum standards the county expects each child to know before going to the next grade. I also feel design lesson take more time to structure and deliver in comparison to a lesson taught by the teacher. In order to be an effective teacher, I believe it takes both , planning and designing. I am excited to learn more about designing in my teaching in order to further my students and their learning through this course.