- Ryan Archer did an excellent job facilitating the chat.
- — Ryan Archer (@ArcherEdTech)Mon, Mar 23 2015 03:07:12
- — Dr. Scott M. Petri (@scottmpetri)Mon, Mar 23 2015 03:09:13
- — Riley Johnson (@rmjohnson45)Mon, Mar 23 2015 03:09:17A1: Have to change some of the traditional mindsets that permeate from school to home: homework, grades, what learning looks like. #caedchat
- Reflecting on Question #1:
- Changing the mindset of parents is a definite challenge. Many adults have established their idea of education based on the way it was when they were in school; changing that structure\ can seem threatening to some of them, and provoke negative reactions. I sometimes think about the things that I liked when I was in high school, but I can still recognize the possibilities for improvement. It is important to form a connection with parents so that they can see what their students are doing and how it facilitates their learning, especially when what the students are doing is radically different from the way that parents went through school.
- — Ryan Archer (@ArcherEdTech)Mon, Mar 23 2015 03:16:08
- — Dr. Scott M. Petri (@scottmpetri)Mon, Mar 23 2015 03:18:15
- — Cynthia Nixon (@TeachingTechNix)Mon, Mar 23 2015 03:20:20A2: I'll be trying more "small groups, less supervision (structure)" in Science this week to see what happens. #caedchat
- Reflection on Question #2:
- Dr. Petri's experiences in assigning a speech rather than written work shows the pitfalls of risks in the classrooms. Some students just won't react positively to changes. I know that the majority of students in my current class are terrified to even give a one-word answer to obvious questions like "Where was the Berlin Wall?" so extracting a full speech from them would be difficult. Developing speaking skills alongside writing skills is vital but risky. Ms. Nixon's idea to provide less structure in a science classroom is intriguing; I've tried less structure in a history class and the result was not pleasing, but can only think of the bad, corrosive things that could happen in a science class with no supervision.
- — Ryan Archer (@ArcherEdTech)Mon, Mar 23 2015 03:25:16
- — Señor Boggs (@DylanTBoggs)Mon, Mar 23 2015 03:29:53A3: The XBox lets Ss play with friends on the other side of the world; have to build that level of interaction into our class #caedchat
- I like any activity where students are able to interact with students in another place, or even better, another culture. Whenever it can be implemented, it exposes students to something new and exciting, which is what draws them to the XBox.
- — Tomas Whalen (@twhalen805)Mon, Mar 23 2015 03:33:15A3) I would not put an Xbox in my classroom. Way too much of a distraction. Like putting booze in front of an alcholic. #caedchat
- — Christopher Alertas (@CalertasTeach)Mon, Mar 23 2015 03:28:02A3 It comes down to engagement. Learning is important, but engagement is what gets us there. If the xbox is more engaging we lose. #caedchat
- Reflection on Question #3:
- Mr. Whalen is a bit too cynical on the role that gaming could play in the classroom, but does address the point that we aren't really competing with the XBox, because the XBox is at home. Mr. Alertas touches on the real point, though. It is about engagement. Students need to be able to "buy in" to the lesson.
- — Ryan Archer (@ArcherEdTech)Mon, Mar 23 2015 03:34:03
- — Todd Feinberg (@PrincipalUMS)Mon, Mar 23 2015 03:36:22A4: As a P, I get a bit nervous when you talk about no supervision... I think support from a distance is a better choice. #caedchat
CA edchat 3-22-15
Chat with California educators focused on topics from the recent CUE conference. #caedchat, 3/22/15 from 8 p.m. to 9 p.m. Link to overview: https://docs.google.com/a/cougars.csusm.edu/document/d/1wv1xc67Dbcnqp5w0DatEb-Ex-VrWa0OEugGEt-OM3f8/edit
byDylan T. Boggs73 Views