Clark, Baggio, Dervin Reading Notes
I totally love Baggio and I see very clearly how in relates to my teaching and how it will aid me in improving my craft as a teacher. As I read I think of different ways I can use visuals to increase understanding as well as ways my students can use visuals to demonstrate to me what they are understanding. I am very happy I have been introduced to the book as it as heightened my awareness to the importance of visual learning. Below are some of the highlights from my reading.
The Human Brain is Complex
3 Things that influence LEARNING
Chunking and Cognitive Load
This really made me think about what Lisa had said and how we should create our book presentation and all of our slide deck for class from here on NOW WE KNOW ! We have to apply this learning otherwise our students are dumping the overload, we can all see it happening if we are honest but it is hard due to the pressure to cover so much info, if we were more intentional maybe we could get it all in .
Baggio is very relevant to my everyday teaching life she is drawing on my prior knowledge and she chunks things in a way that I can take it all in within a manageable way .
Clarke
This book has some information that I can use and relate to a bit but I am struggling with it due to the relation to e-learning and business. I value the parts that talk about how we take in information but to be very honest this is causing a cognitive overload for me and I am really struggling sorting this all out. Making these notes help a bit.
Procedure :
Facts 3 types concrete, objects,unique data
Process 3 types business systems, technical systems( I use in coding), and scientific systems ( I use in teaching science).
Dervin for me Dervin is making me think about the end user being more empathetic and really thinking about the questions i need to ask of my end user Math 1 students. I am hoping we will talk more about this reading and how to craft meaningful questions for our end users. The way she speaks of asking question really requires a different lens which is good but not something I am good at yet.
The Human Brain is Complex
- The brain has 2 hemispheres
- The brain has many layers
- The brain is still being mapped
- Cognitive overload is real I am feeling right now in this Masters program ( no fault of anyone we chose a one year program which is intense at times and I am struggling with wanting to take it all in but I know it is not all sticking . I look forward spending more time next year processing what I have learned and redesigning many of my lessons ).
- Cognitive overload is real for our students as we have to race through pacing calendars insuring we have covered everything(not) so they can regurgitate it all back onto the state testing. The more I learn the more I struggle with our current system.
- Affective: "How you feel".
- Cognitive: "How you think"
- Conative: "How you naturally or instinctively do what you do"
3 Things that influence LEARNING
- Prior Knowledge: what you already know for math it is the building of knowledge stored in our memory (we hope).
- Context : provides relevance, significance, and importance to the learner.
- Expectations: are anticipations of the future , what we imagine to be true.
Chunking and Cognitive Load
- If the brain is overloaded it will start to dump/ eliminate information.
- Visual design it is important to not overload the visual
- Keep visual simple, clear, minimal information to ensure content is delivered.
- goal is to have learning intention meet the learners attention. ( this seems so basic but often we are driven to cover as much as we can quickly which in reality won't let the information enter instead we overload and it is dumped)
- It is all about what the learner can take in !! For me then reflecting and checking for understanding less is more !!
This really made me think about what Lisa had said and how we should create our book presentation and all of our slide deck for class from here on NOW WE KNOW ! We have to apply this learning otherwise our students are dumping the overload, we can all see it happening if we are honest but it is hard due to the pressure to cover so much info, if we were more intentional maybe we could get it all in .
Baggio is very relevant to my everyday teaching life she is drawing on my prior knowledge and she chunks things in a way that I can take it all in within a manageable way .
Clarke
This book has some information that I can use and relate to a bit but I am struggling with it due to the relation to e-learning and business. I value the parts that talk about how we take in information but to be very honest this is causing a cognitive overload for me and I am really struggling sorting this all out. Making these notes help a bit.
Procedure :
- learned at the application level
- must be modeled, printed, consistent. ( we all need clear consistent procedures so we know how to access information).
- Importance of structure
- I use follow along a lot with coding and it works really well and the students are 100% engaged they don't want to fall behind and get lost .
- Concepts a mental prototype, keep them short
- Facts facts are inefficient to hold in memory, facts need to be "Just in Time " learnering
- Process is descriptive,
Facts 3 types concrete, objects,unique data
Process 3 types business systems, technical systems( I use in coding), and scientific systems ( I use in teaching science).
Dervin for me Dervin is making me think about the end user being more empathetic and really thinking about the questions i need to ask of my end user Math 1 students. I am hoping we will talk more about this reading and how to craft meaningful questions for our end users. The way she speaks of asking question really requires a different lens which is good but not something I am good at yet.
Making Sense of Baggio, Clark, and Dervin
These reading are a challenge and are growing my brain and my practice as a teacher. I really like the Baggio book very much I can grasp the concepts and make easy connections to how I can apply those ideas. Dervin is a real challenge and I hope we do some Sense Making with Lisa and Brenna on this one they seem to have more insight. I do see value in what is being said and I think this was an important read, I want to ponder the way to ask questions so I understand my students sense making processes more. I really like how the Dervin read made me think about my sense making process and how I support my students in finding their sense making way. Clarke just felt like too much for me in my sense making journey. I found value in Clarke and did appreciate the review of lesson design and I saw the connection between her plan and design thinking.
We have to know our students and who they really are and what they really need. That is the whole mindset around Design thinking we can't design for someone if we don't know their needs. For me these reading all seemed to connect as I reviewed the Stanford Design Thinking model. It is all about making sense and all the steps and needs we all have to make sense and learn. I have a Maker Space at Valley Oak and when I went through the Makers Certificate Program at Sonoma State I was introduce to the design thinking model. I loved it I could see how this model could help our students solve any problem that they encountered in life. The idea of identifying a problem , creating a plan, prototyping, testing, and then possibly going back and trying again. This is a valuable model for everyone to use and keep in our tool box of life.
Our students are our customers and we need to deliver a product that meets their needs, is meaningful to them, and engages them. All 3 of these readings support that idea expressing the needs to know our learners, to do needs assessments and develop empathy, prototype a personal learning plan, and try it out. All this while pointing out important key things that must be included such as meaningful visuals as well as many different opportunities for sense making. I defiantly need to do a needs assessment of my math students with no preconceived expected answers. I need to know what their real struggles are and when they started if they even have struggles. As I have asked my students to reflect more on their learning this year I have realized they are very honest and articulate about their learning it has really help me create change
We have to know our students and who they really are and what they really need. That is the whole mindset around Design thinking we can't design for someone if we don't know their needs. For me these reading all seemed to connect as I reviewed the Stanford Design Thinking model. It is all about making sense and all the steps and needs we all have to make sense and learn. I have a Maker Space at Valley Oak and when I went through the Makers Certificate Program at Sonoma State I was introduce to the design thinking model. I loved it I could see how this model could help our students solve any problem that they encountered in life. The idea of identifying a problem , creating a plan, prototyping, testing, and then possibly going back and trying again. This is a valuable model for everyone to use and keep in our tool box of life.
Our students are our customers and we need to deliver a product that meets their needs, is meaningful to them, and engages them. All 3 of these readings support that idea expressing the needs to know our learners, to do needs assessments and develop empathy, prototype a personal learning plan, and try it out. All this while pointing out important key things that must be included such as meaningful visuals as well as many different opportunities for sense making. I defiantly need to do a needs assessment of my math students with no preconceived expected answers. I need to know what their real struggles are and when they started if they even have struggles. As I have asked my students to reflect more on their learning this year I have realized they are very honest and articulate about their learning it has really help me create change