Learning in the Collective, Chapter 4
Quote: "In the new culture of leaning, people learn through the participation and interaction with one another in fluid relationships, which are a result of shared interest and opportunity." Student and teachers continue to intuitively participate in relationships with shared interest, so it will be an easy way to integrate a collective learning environment in the classroom.
Question: If a teacher does not have a class blog like KidBlog, how can he/she implement an experience of collective learning community in the classroom and/or add digital support on Schooogy or Edmodo?
Connection: "Blogs are not a media for learning, but do not teach, rather they generate the space for a collective to immerse." This idea of collective learning was evident during the San Diego EdCamp, in which individuals were allowed to share their experience or ideas of a given topic, In addition, this form of interaction leads to various resources and learning from other educators.
Epiphany: As an educator and leader in my school site, I am a part of various collective comities in which, we share the same goals and responsibilities. For example, in the Lighthouse team, we are responsible to share information about "7 Habits of Highly Effective People" to parents, students, and teachers. As a result, we are a collective group because we are a community of learning and sharing "7 Habits" at Riverview Elementary School. Therefore, I want to continue to add this natural relationships in the classroom, but creating structured topics for Genius Hour, especially since students are able to share their skills and active engagement of learning.
The Personal with the Collective, Chapter 5
Quote: "Social media is rendering our lives too transparent." "Digital media [...] has exasperated the division [of private versus the public.]
Question: How can we teach students the personal identity and the Collective, and meshing both to allow students to create a meaningful digital fingerprint? What other media can I use to align my educational and professional personal identity?
Connection: My PLN has evolved based on the various social media used thus far. I can only imagine with time the growth of my own PLN in the educational realm. This access of social media will allow educators to collaborate with international educators and has become a form of professional development on Twitter, Pinterest, and Google Plus accounts.
Epiphany: Blogs are personal and I have created a balance in my personal and professional blog on Weebly site. Twitter Chats and Goggle Plus is collective of digital media and infinite source of resources, which allows individuals to create their own personal identity. I have created a solid educational identity on Twitter, Google Plus, Pinterest, Instagram and blogs. These public domains continue to link to other social media, which makes it easy to continue to add and modify their personal identity.
We Know More Than We Can Say, Chapter 6
Quote: "What if [...] questions were more important than answers? [...] What if the learning, not the application of techniques, but their inventions? What if students were asking questions about what really mattered to them, would that shift in thinking, [ and ] learning?"
Question: How can we teach students to ask meaningful and insightful questions on their own without using Genius Hour or 20% project? Or are these activities vital for intrinsic motivation to ask questions?
Connection: 20% Project and Genius Hour allows students to follow their own passion to explore and learn further on a topic. I was able to implement this form of learning and students were more engaged in eager to learn in class.
Epiphany: My students have made a deeper connection to Genius Hour, but I have not been able to show progress on my own 20% project. Assuming, that allocating time for students is needed in order for progress to be evident in their own learning. As a result, as a learner in the Master's program, I need to allocate time for asking questions to enter the process of inquiry in the Panini 20% project.
Quote: "In the new culture of leaning, people learn through the participation and interaction with one another in fluid relationships, which are a result of shared interest and opportunity." Student and teachers continue to intuitively participate in relationships with shared interest, so it will be an easy way to integrate a collective learning environment in the classroom.
Question: If a teacher does not have a class blog like KidBlog, how can he/she implement an experience of collective learning community in the classroom and/or add digital support on Schooogy or Edmodo?
Connection: "Blogs are not a media for learning, but do not teach, rather they generate the space for a collective to immerse." This idea of collective learning was evident during the San Diego EdCamp, in which individuals were allowed to share their experience or ideas of a given topic, In addition, this form of interaction leads to various resources and learning from other educators.
Epiphany: As an educator and leader in my school site, I am a part of various collective comities in which, we share the same goals and responsibilities. For example, in the Lighthouse team, we are responsible to share information about "7 Habits of Highly Effective People" to parents, students, and teachers. As a result, we are a collective group because we are a community of learning and sharing "7 Habits" at Riverview Elementary School. Therefore, I want to continue to add this natural relationships in the classroom, but creating structured topics for Genius Hour, especially since students are able to share their skills and active engagement of learning.
The Personal with the Collective, Chapter 5
Quote: "Social media is rendering our lives too transparent." "Digital media [...] has exasperated the division [of private versus the public.]
Question: How can we teach students the personal identity and the Collective, and meshing both to allow students to create a meaningful digital fingerprint? What other media can I use to align my educational and professional personal identity?
Connection: My PLN has evolved based on the various social media used thus far. I can only imagine with time the growth of my own PLN in the educational realm. This access of social media will allow educators to collaborate with international educators and has become a form of professional development on Twitter, Pinterest, and Google Plus accounts.
Epiphany: Blogs are personal and I have created a balance in my personal and professional blog on Weebly site. Twitter Chats and Goggle Plus is collective of digital media and infinite source of resources, which allows individuals to create their own personal identity. I have created a solid educational identity on Twitter, Google Plus, Pinterest, Instagram and blogs. These public domains continue to link to other social media, which makes it easy to continue to add and modify their personal identity.
We Know More Than We Can Say, Chapter 6
Quote: "What if [...] questions were more important than answers? [...] What if the learning, not the application of techniques, but their inventions? What if students were asking questions about what really mattered to them, would that shift in thinking, [ and ] learning?"
Question: How can we teach students to ask meaningful and insightful questions on their own without using Genius Hour or 20% project? Or are these activities vital for intrinsic motivation to ask questions?
Connection: 20% Project and Genius Hour allows students to follow their own passion to explore and learn further on a topic. I was able to implement this form of learning and students were more engaged in eager to learn in class.
Epiphany: My students have made a deeper connection to Genius Hour, but I have not been able to show progress on my own 20% project. Assuming, that allocating time for students is needed in order for progress to be evident in their own learning. As a result, as a learner in the Master's program, I need to allocate time for asking questions to enter the process of inquiry in the Panini 20% project.