Revitalized Unit Reflection

The revitalized unit offered a great way to wrap up all of the information provided to us with an application to apply strategies to our classroom. I am excited to start implementing these strategies within my classroom. I feel they will provide my students with a unique set of skills. It will also help me implement more higher order thinking components within my classroom, which is an area I struggle in at times. Overall, I feel that using the teaching strategies discussed within this class will not only make me a better educator, but provide my students with a more rewarding educational experience.

Simulations Teaching Strategy Reflection

When you evaluate yourself, you should consider the rubric that is attached. You should address the strengths and what you would do differently - not just an agenda or description of what happened.

Use of Model: The intention of the model was closely followed throughout the activity. Though, this model offered a different approach than my previous model, where I had to explain the model throughout implementation, the four steps were completed. I believe each step presented individuals with clarification of what they were expected to complete.

Activity: This activity was used before the in-depth explanation of the model. Though, as I mentioned above, the model asked a brief explanation of what a simulation entails. The main activity using SimSchool was an appropriate representation of a simulation that is of excellent use for grade students and educators. The activity SimSchool provided a well-rounded experience of the expectations and needs of individual students within a classroom and allows for appropriate responses to meet these needs. In the future, I would like to turn this into more of a flipped learning experience where the class can access the educational backgrounds of the individuals within the activity to read before beginning with the lesson. Though I wish SimSchool allowed for more free response, I thought I represented a well-rounded experience. I would use this activity again as an educator, and I would suggest it to other beginner and experienced educators for practice.

Model: Each of the four steps were thoroughly explained and demonstrated throughout the activity. While reviewing the steps, I was able to show the class exactly how we used the model within the activity. The material was presented in a clear format that allowed the class to understand and see the connections. The model was presented in full as well as explained.

Presentation: The presentation provided the classmates with the most relevant information that was organized in an easy way to follow. The presentation consisted of slides and an introductory video. The text on the slides was condensed and to the point and provided examples when necessary.

Handout: The handout offered individuals with detailed information about each step and addressed the main teacher roles of use. The handout also provided students with examples of a variety of different simulations for each subject area allowing them to explore and utilize this strategy within their classroom easily.

Class discussion & Questions: The discussion between the class provided a thorough review of strengths, weaknesses, relationships, and adaptations. Each aspect of the discussion was touched on, however, due to time restraints the discussion was cut shorter than anticipated.

When you reflect, you need to consider your learning about the topic based on your prior experiences -how does it link or what did it make you realize, and how might it relate to what you have been thinking about doing. Also think about your learning as you prepared, as you presented and the interactions with classmates.

Overall: Using this teaching strategy within my classroom has been something I wanted to implement for a long time. I first dived into this topic during the spring of 2016 within Dr. Cantu’s Technology Infusion course when we looked into how the United States Army was using simulations with youth to promote the program. As I looked further into simulations within this class I realized the benefits of using the model as a way to introduce each simulation, as well as how many different simulations are out there to aid educational topics. While searching for the perfect activity to use with the class, the number of topics made it hard to choose. I ended up settling with SimSchool, which I thought did a wonderful job simulating a real-life classroom, to a certain point. Though the experience was quick, I thought the other group members also enjoyed the activity. If I were to present this topic again, I would like to allow each teammate to first look over the student background and then move through the activity on their own to gain practice. I look forward to working with more simulations in my classroom.  

LibbiH.Creative Problem Solving Teaching Strategy Reflection

When you evaluate yourself, you should consider the rubric that is attached. You should address the strengths and what you would do differently - not just an agenda or description of what happened.

Use of Model: I consider one strength of my presentation on creative problem solving as closely following the intended model brought about by Parnes. Each step allowed for students to learn the intended information and presented individuals with a chance to practice the model as intended.

Activity: The activity was presented before the explanation of the model occurred. The activity dealt with students answering the broad question of, “How will we prepare ourselves for the first day of school?” This question relates directly to the individuals within this grad school class as educators and is applicable to their current situations. Some aspects of the activity seemed to be slightly confusing for some students. In the future, I would like to provide better examples and further explanation to increase understanding.

Model: Each facet of the creative problem solving model was thoroughly explained and demonstrated in the activity. Each of the five facets was first demonstrated in the group activity and then explained with a simple definition. During the time each facet was explained, I went back to the part of the demonstration where the model step was used to allow students to see the relation. Students were also able to hear the student and educator roles specifically to increase understanding. Techniques I used within this model were strategies that Parnes suggested for successful idea output and discussion.

Presentation: The presentation provided students with the most relevant information even though the model demonstrated was one of the original CPS models adapted by Parnes. The newest models were briefly explained towards the end of the presentation. The presentation offered an appropriate use of presentation tools by allowing students to participate in the activity, use of cueing music clips, and visual and audio presentation slides. Next time, I would like to incorporate a more tactile component to increase student participation.

Handout: The handout created offered a brief explanation of the topic with a detailed analysis of each facet of the model. The steps were explained with both individual student roles and teacher roles with a model visual. The end of the handout offered an explanation of the main ideas to clarify any misconceptions as well as techniques to stimulate idea output and development to aid educators in using the techniques within this activity. I believe the handout was clear, concise, and complete and did not require any changes.

Class discussion & Questions: The group adequately discussed strengths, weaknesses, relationships to research areas and areas within this class, relationship to strategies, adaptations, and application as to how it would be used within each individual’s classroom. I was able to guide the group through the different components, addressing misconceptions and ideas if necessary. I would not change anything from the discussion and questions.

When you reflect, you need to consider your learning about the topic-based on your prior experiences -how does it link or what did it make you realize, and how might it relate to what you have been thinking about doing. Also think about your learning as you prepared, as you presented and the interactions with classmates.

Overall: This teaching strategy is not one that I have encountered before on a large scale. I believe I have touched on basic components but have not completed it in full. I believe it is a successful strategy to use for situations in which an individual does not know where to begin to solve a problem. However, I feel on simple problems, it would not be the best strategy to use. By taking a broad problem and simplifying it with brainstorming and quantitative data, which I appreciated, an individual can simplify a broad problem by breaking it down until a solution is formed. Throughout this process, an individual easily goes through creative, critical, divergent, and convergent thinking without struggling. I would like to use this within my classroom as an introductory activity to a new concept to allow students the chance to find their own direction without getting too overwhelmed.

            As I prepared for this presentation I wanted to make sure I had enough information included to make it beneficial to all involved. Without using this strategy before, I was slightly nervous that the process was not going to work well as the readings suggested. What I found was that presenting this topic moved nicely through each step. With direction, the group members were able to come to the conclusions that I was looking for and gain a meaningful experience. I believe that the interactions between each of the individuals and the interactions with the material being presented went much better than anticipated.

Blog 3: Reflection on learning

Reflection on learning the topic researched:

I have always known about there being different learning styles, also known as learning modalities. However, I was unaware of the amount of different types of learners. I was familiar with four modalities, which I feel are the most common, called auditory, visual, kinesthetic, and tactile. Looking further into this area I discovered much more. Oddly enough, I feel that even though I was unaware of the specific naming of the unknown modalities, I still provided these types of learners with the support they need within my classroom.

            Many of the models have different terminology. However, they seem to fit under the same umbrella and share a common link. For example, many of the models stay around the same ideas. Take for instance Kolb’s model, Honey & Mumford’s Model, and the Gregorc Model. All three of these models look towards the concrete vs. the abstract and share many of the same ideas. Then, looking at the VAK model and the VARK model the only difference is the added letter to accommodate reading/writing learning. Finally, Powell’s model, the Seven Perceptual Styles, and Garner’s Multiple Intelligences share similar terms, such as, visual and kinesthetic. I believe this is due to the vast majority of preferences a person has.

An individual is not going to only learn using one modality. They are going to learn with multiple modalities, sometimes even at the same time. Though I do agree that a more preferred option works the best, it feels as if students are going to learn in one way or another. The conclusion I have reached is that with all of this evidence of the different perceptual modalities, no one model is the absolute best. What we can interpret from this is that knowledge is power. Meaning, that the more modalities we learn, the more we can mix them within our classrooms to truly make a great experience for our students, as well as for ourselves. No one model is the best because all of them are important to understand and utilize. 

In my classroom, I am constantly looking for a way to keep my students motivated. The mixture of students I teach are the individuals who have thrown in the towel for their education, especially for their math class. Sure, there is only so many ways you can make the process of utilizing the quadratic formula interesting, maybe with a catchy song and dance, but it is my job to work just a little bit harder to make it more memorable and interesting for my students. Using a variety of modalities may just help me create lessons that are rewarding and meaningful for my students. I will continue to research this topic, and the other topics covered in this class, to make sure I am up to date with the most current trends in education. As they say, “Don’t reinvent the wheel!” Why not utilize the vast majority of resources that people have spent time developing to benefit students and educators?

Reflection on creating the presentation:

            While creating the presentation I was worried that I would not include all relevant models and facts of perceptional modalities. There is numerous studies and research available that explain the way learners extract information from their surroundings and using their five senses. I chose the majority of models I found to be important to the explanation of the topic.

            While presenting, I wanted to make sure to provide the viewers with appropriate examples and visuals to help them understand the main concepts. I felt the examples I provided offered individuals with realistic ideas and a way to identify a student within the classroom. I felt my presentation easy to follow and concise. Though I wish I had added a video to my presentation, instead of just in the handout, I feel it interested viewers. The visuals supported the information and enhanced the understanding of the concept.

Reflection on the comments from others on the task and question:

            The comments from others during the task and question brought up some good ideas and points of view. For instance, Jyl mentioned within the task discussion how the word “smell” tends to have a negative meaning, which may be the cause of olfactory learning being the least preferred on each group member’s preference survey. Laurie also mentioned that how we teach is related to our personal learning style preferences. In each scenario, I did not reach that conclusion on my own. It is beneficial to work in groups and discuss. Each person can bring up different viewpoints.

            My colleagues had a well-rounded discussion and reflection for both the task and question. I think they need to know how important the perceptual modalities are to the learning process. When developing courses and structuring activities it is important to pay close attention to student learning styles and design interventions appropriately. When we use a variety of modalities at one time it will be more beneficial to each student involved. Also, I think it is important to try new modalities within one’s classroom, even if the modality is not a preferred style. For instance, even though olfactory learning seems odd to me, it could be a huge benefit to some members of my class. We need to try new things, even when we are uncomfortable.

Blog 2: Evaluation of presentation, question, and task on Perceptual Modalities

Research Information:

Strengths:

·      The material covered was relevant to both past and current trends in education

·      Connections were made between the researchers to aid in the explanation and reflection of each learning style

·      The research covered a large amount of well known perceptual modalities

·      Appropriate examples were provided in each section with further explanation if needed

·      Pictures were presented to reinforce newly learned concepts

·      The examples were suitable for grad students

·      The examples were suitable for educators to utilize within their own experiences and classrooms

·      Definitions provided during introduction to enforce understanding quickly

·      Ended with how to use the information presented to them

What I would change:

·      Present the information more interactively to increase viewer engagement

·      Replace the picture for Garner’s Multiple Intelligence to be more crisp photo and easier to read

·      Explaining Kolb’s model as two modes converging together

·      Further explaining how the different models connect in similarities as well as differences

·      Adding a slide to consider the why behind why we would learn about the different theories

Grade: Target (4)

Rationale: The material presented provided relevant, in-depth coverage of all relevant areas of this topic. For example, it covered eleven researchers findings on different types of learning modalities. These researchers are well known in teaching and defining perceptual modalities. The examples were appropriate to explain the central message, while also covering appropriate material for grad students and educators. The material presented covered mostly information suitable for individuals within the education field and how to utilize this information within the classroom. The research was gathered from a variety of different sources. 

Handout:

Strengths:

·      The material presented within the handout provided clear coverage of all material covered within the presentation

·      The material was clearly cited

·      The handout provided three extra links for individuals to find more information if necessary

·      The information is easy to follow in alphabetical order

·      One can easily see the similarities and differences within each model presented

·      Provides a quick reference guide to the different learning modalities

·      Definitions and examples presented for each modality to limit confusion

What I would change:

·      Add more visual images

·      Add the same videos found within this handout to the presentation

Grade: Target (4)

Rationale: The handout covers the important terminology within the perceptional modalities presentation. Each term is then provided with a definition and example that is both relevant to educators and backed up with research. The research was gathered from a variety of different sources.  

Task for Class:

Strengths:

·      The task was a through, in-depth questionnaire provided by an accredited institution

·      Connected with discussion

·      Allowed individuals to explore their personal learning styles

·      Helped individuals think about the different learning modalities and how they can relate to the learning process

·      The website provided an complete analysis of the individuals learning preferences and provided examples and next step

What I would change:

·      Ask individuals to complete more than one questionnaire to compare and contrast results and offer more explanation.

Grade: Target (4)

Rationale: The task provided students to use their knowledge of the variety of learning styles and allowed them to identify their own personal preferences to better shape their idea of how to identify and utilize a variety of modalities within the classroom. It allowed the individual to explore how to utilize the types of these surveys within their own lives and in the classroom. Finally, it promoted discussion on the similarities and differences between each person’s responses.

Question:

Strengths:

·      Reflected on classroom examples

·      Reflected on real-life, individual examples

What I would change:

·      Ask individuals to look into multiple modes-instead of just Powell’s

Grade:  Target (4)

Rationale: The question required individuals to reflect and evaluate the perceptual modalities used within their classroom and in their own lives.

Presentation of Unit:

Strengths:

·      The presentation was easy to follow

·      Provided clear examples that were relevant to grad students and educators

·      Visuals were used along with examples to reinforce concepts

·      The presentation was clear and confident

What I would change:

·      Add videos to the presentation to increase interest

·      Add more varied examples

Grade:  Target (4)/Acceptable (3)

Rationale: I chose to grade myself between target and acceptable because the majority of expectations were met, except for the valid ideas with varied examples. The presentation was clear and concise that included relevant material to both grad students and educators. Most of the material was accompanied with a visual and oral explanation to aid in remembering.

Blog 1: Summary of the discussion meeting and task for Perceptual Modalities

Summary of discussion question and meeting on Perceptual Modalities:

For the conversation on Perceptual Modalities, I asked individuals to look at Powell’s Learning Styles to discuss which of the eight modalities they have used within their classroom and within their own life. Then, they were asked if they felt they used the eight modalities listed equally, or if they tend to favor one or two of them.

            Laurie started off the conversation by identifying active learning as her main learning style within her personal life. I believe this might be an aspect of the age range that she primarily works with since she describes herself as being constantly on the move and interested in hands-on types of activities, which is typical in a Kindergarten classroom. Within the classroom, Laurie mentioned that she tries to cater to every individual’s personal style by mixing a variety of modalities.

Allison followed by explaining the way she uses visual representation, kinesthetic aspects, and lecture within her classroom. She has found that visual representations have been extremely beneficial for non-verbal students who have been diagnosed with Autism. In my experience throughout novice teaching, I also realized the importance of working with visual descriptions during my time at Schramm School. The individuals I worked with were primarily non-verbal students. We communicated through pictures and electronic communication devices, such as a Dynavox. Allison then mentioned that kinesthetic lessons allow for students to remain interested in the lesson longer, although she does not provide these as frequent as she would like. I agree that kinesthetic lessons provide wonderful benefits for students who need that physical experience, activity, or demonstration.  Most of the activities involved, such as games or acting, require ample time to make possible, which can limit the number of opportunities within the school day. Allison concludes her discussion by mentioning reflective learning. Similar to kinesthetic learning, this strategy can be beneficial, however, is also time-consuming which can limit the opportunities within the school day.

            Jyl completed the first round by reviewing specific ways she utilizes each of the learning styles within her classroom. She gave great examples including: Visual learning-bell ringers analysis of graphs; Auditory- oral reading in the class book club; Kinesthetic- jeopardy review and acting out concepts; Tactile: creating pyramids; Active learners- team competitions; and Reflective Learners: daily bell ringers. I believe that catering to different learners within the classroom can be difficult at times due to time restraints and other factors. However, it helps to be creative when planning activities and lessons for your classroom.

            Laurie continued the conversation by discussing how she reaches students who require tactile and kinesthetic elements using a ball letter game and a sight word creation game. She also mentions how it is interesting how different the learning modalities are utilized throughout the different grade levels. For this class, it is nice to have the perspective of many different grade levels. Though the implementation changes from grade level to grade level, I feel the main goal is the same.

            Allison explained a post-it note game, which allows students to express their feelings of happiness and anger applied to different situations. It seemed like a wonderful representation of not only identifying feelings but also allowing them to go through the physical changes within their body as they try to place the post-it note on the highest part of the wall, providing a tactile element. Allison also brought up a good point about her personal preferences, and how they relate to the way a student may feel about the learning process. I feel this is a good way to understand what our students go through. When we are able to reflect on our own learning preferences, we can better relate to what our students are experiencing and help better equip themselves with their learning process.

            Jyl concludes the conversation with discussing the “fun” element within a lesson. Referring to actively engaging learners within the lesson to promote interest and buy-in among the students. Jyl mentioned that she believes the learning styles aid in developing “fun” lessons and activities for students. I believe she might feel this way because the traditional way of teaching primarily relied on lecture and other teacher-oriented tactics. However, as we recognize multiple ways we can incorporate lessons we realize that catering to the preference of individuals provides the individuals themselves with a sense of investment and engagement within the activity because they understand and enjoy the lesson when it is presented in a way they can connect to.

Strengths:

·      The question created was clear and provided individuals the chance to reflect appropriately

·      The question allowed for individuals to access higher order thinking while reflecting and responding

·      Individuals were able to relate to real-world teaching experiences

·      Individuals were able to relate on a personal level

·      The topic provided multiple right answers to the question (open-ended)

·      The discussion was through, and allowed individuals to provide each other with positive examples of how to use the modalities within the classroom

·      There is no grade/age limit of the types of modalities used within the classroom

Weaknesses/Ways to improve:

·      The question limited the responses of individuals to Powell’s learning styles, without considering other founded learning styles.  To improve this, I would like to have individuals consider more modalities brought forth from research.

·      With the vast amount of answers possible for this response, the time limit seemed to hinder the amount of deep discussion. I would like to spend more time discussing uses within the classroom.

Summary of task on Perceptual Modalities:

            The task on perceptual modalities asked individuals to complete the Perceptual Modality Preference Survey provided by the Institute for Learning Styles Research. Then, once the questionnaire was completed, they were to discuss the results of the individual questionnaire with the other group members and answer the following questions:

1.    Were the results you received as expected?

2.    Do you believe your learning style has changed over the span of your lifetime?

3.    Discuss the similarities and differences between all group members.

The discussion started out with me introducing the task then explaining the results of the survey I completed. My results showed that I tend to prefer Kinesthetic and Haptic elements while learning, where Olfactory and Print are my least preferred. My learning style may have changed slightly over time. However, I believe I have preferred the hands-on, movement of learning throughout my educational experience.

Laurie then discussed her results, which were not surprising to her. Her most preferred is the interactive, which may be due to the conversational aspect that she prefers. Her second preferred learning style was kinesthetic where she tends to be active and moving while learning. I believe kinesthetic learning would be especially beneficial to younger students, which may make her a good match for the Kindergarten level. Similar to myself, Laurie’s least preferred was Olfactory. Laurie also has a hard time sitting and listening with auditory learning, which has been problematic in the past.

Allison’s results showed that her most preferred style was interactive, the same as Laurie, where she prefers conversations and working with others. Her next preferred was visual, which help her a lot. Similar to Laurie and myself, Allison’s least preferred is also olfactory. It was a surprise to her that she had kinesthetic listed as her second least preferred since she thought that is one as positive to her learning experience. I believe this might be due to her feeling stronger about the other learning styles than the kinesthetic elements, even when she thinks it should be higher.

Jyl had visual as her strongest learning style, which did not come as a surprise to her. It did surprise her, however, about print being the second preferred since she feels auditory would be more beneficial. She brought up a good point about using multiple styles to combine to create a better achievement. I believe we cannot rely on one specific learning style but instead, should mix multiple together. Just like everyone within the group, Jyl also had her least preferred as olfactory. She mentioned this might be due to smell having a negative impact. Meaning that when one says, “That smells!” or “What is that smell?” they are referring to something smelling displeasing.

Overall, we prefer different styles, yet had similarities as well. Thinking ahead to a classroom setting we are going to be in charge of teaching individuals with multiple preferred styles, as well as incorporate what works best for our personal beliefs as well. Laurie brought up a good point about if how we teach is related to our personal learning style preferences. Beyond that, we need to make sure we are incorporating as many of the learning modalities as possible, even when there is a time constriction.

Strengths:

·      The task asked 42 questions regarding preferences which provides a through, in-depth analysis.

·      The questionnaire provided individuals with a detailed summary of most preferred and least preferred preferences.

·      The questionnaire gave a quick description of each area to limit confusion.

·      The questionnaire provided hints on what to do with the most and least preferred results.

·      The discussion allowed for comparing and contrasting to connect concepts and ideas

Weaknesses/Ways to improve:

·      The task required one representation of an individual questionnaire of learning modalities. Next time, I would like to have individuals take more than one survey/questionnaire. Then, have them compare and contrast the results.

·      The questions from the Preference Survey from the Institute for Learning Styles Research were repetitious.