FRIT 7234 Blog Post #2
When I read articles or watch videos, I try to somehow relate to my classes and lessons.
In the 8 Ways Into Inquiry Learning, the first one is so true. Teachers have to be flexible. With the state changes, administration changes and the way students learn, I do not see how you cannot be flexible and still be a successful teacher. The number 4 way was "Teachers teach kids, not subjects." I was talking with my principal this week about our students being so needy. What we do in the classroom goes so much further than just a subject. My students know I care for them, but sometimes that is still not motivation enough. My subject is math. We scaffold because math builds on previous content. It is hard for participation and fostering joy when students already have in the their mind that they cannot do math. (Is that a scorpion on the boy's face?)
What a great analogy in Karen Lirenman's The Journey from Digital Literacy to Digital Fluency: Learning a new language by thinking in that language instead of just reading, writing and speaking. It made so much sense. This article made me realize I am not close to being fluent. I am expecting this course to help me get a little closer to fluency. The closer you get the more you want to learn.
500 exabytes is a stack of books from Earth to Pluto 13 times. That is crazy. I watched the video a couple of times because it is hard to believe but, yet, makes so much sense. We are so bombarded with information that we don't know what to do. Something from the video that bothered me was the comment about memorization. Sometimes we do memorize things. It is okay. If we don't memorize certain things, we would keep starting over. An example that I think of is multiplication tables. We learned these we were young because we still use them in high school. I know that students can use a calculator. Students will out in their calculator 5 * 3. I have seen them put in 2 * 8. They are not paying attention. I think they should know it. It may not take a lot of time to press the buttons, but it adds up.
How can Bryan Alexander get anything done? This is why there are 13 stacks of books from Earth to Pluto. It is probably not as bad as I think. These are routine for him, and he (and others) can skim through information better than I can. I read everything word for word. Then I ponder on it for awhile. This is why it has taken me several days to write this post.
In the 8 Ways Into Inquiry Learning, the first one is so true. Teachers have to be flexible. With the state changes, administration changes and the way students learn, I do not see how you cannot be flexible and still be a successful teacher. The number 4 way was "Teachers teach kids, not subjects." I was talking with my principal this week about our students being so needy. What we do in the classroom goes so much further than just a subject. My students know I care for them, but sometimes that is still not motivation enough. My subject is math. We scaffold because math builds on previous content. It is hard for participation and fostering joy when students already have in the their mind that they cannot do math. (Is that a scorpion on the boy's face?)
What a great analogy in Karen Lirenman's The Journey from Digital Literacy to Digital Fluency: Learning a new language by thinking in that language instead of just reading, writing and speaking. It made so much sense. This article made me realize I am not close to being fluent. I am expecting this course to help me get a little closer to fluency. The closer you get the more you want to learn.
500 exabytes is a stack of books from Earth to Pluto 13 times. That is crazy. I watched the video a couple of times because it is hard to believe but, yet, makes so much sense. We are so bombarded with information that we don't know what to do. Something from the video that bothered me was the comment about memorization. Sometimes we do memorize things. It is okay. If we don't memorize certain things, we would keep starting over. An example that I think of is multiplication tables. We learned these we were young because we still use them in high school. I know that students can use a calculator. Students will out in their calculator 5 * 3. I have seen them put in 2 * 8. They are not paying attention. I think they should know it. It may not take a lot of time to press the buttons, but it adds up.
How can Bryan Alexander get anything done? This is why there are 13 stacks of books from Earth to Pluto. It is probably not as bad as I think. These are routine for him, and he (and others) can skim through information better than I can. I read everything word for word. Then I ponder on it for awhile. This is why it has taken me several days to write this post.
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