(https://stemtoolkit.weebly.com/creating-significant-learning-environments/part-of-the-puzzle). To help this, we look at the standards before we begin. I want them to be aware of what they need to get out of the project as we move along. It’s not enough to just complete the project. They have to learn certain things from it as well. I am finding that they are now being more intentional about their work and feeling better about what they have accomplished. Our work with ePortfolios at the beginning of the program has been a huge part of this (https://stemtoolkit.weebly.com/applying-ed-tech-eportfolios).
I have been doing so much more with portfolios in my class. In the past, we would add work to the portfolio and move on. Now, the portfolio is a daily part of class. Their work goes in the portfolio, they add a reflection to it, and then I look at their work and reflection together. The work may not make it into their public portfolio, but throughout the whole process, they are building a body of work that shows all of their growth and learning. As I move on, I am taking those same attributes that I am putting in my class and infusing it into my work with other schools. Periodically, I get the opportunity to work with other schools to help them with putting coding into their curriculum. It is an awesome chance to really reach out and help so many more learners. I have started really using the COVA approach with it as well. There are facets that I teach in a direct way, and others that I let the participants experience. As we work, we discuss how to give their learners more choice and ownership in the classroom. Coding classes do not need to be traditional teacher focused endeavors. They can be exploratory and very authentic. One of the keys is to measure what is truly important (https://stemtoolkit.weebly.com/assessing-digital-learning). I am taking my COVA learning and helping others implement it in their classrooms as well. The “Growth Mindset” has been so important throughout. I had done a lot of work both in class (https://stemtoolkit.weebly.com/stem-toolkit-blog/previous/2) and personally with the growth mindset. I attribute a lot of my success to it. I’ve never had the idea that I couldn’t learn to do something. I am one that will watch a video or pick up a book and learn something that I want or need and own it from there on out. As I moved through the program, the growth mindset moved from something I did myself to something I am now teaching others. I am learning to be more aware of the situations and experiences others bring as I work with them (https://stemtoolkit.weebly.com/digital-learning-globallocal-context). As I work with these other teachers, it is inspiring to hear them talk about using a growth mindset in their own practice to bring coding into their classroom and school. Finally, in my own district, my work with COVA and CSLE has been instrumental in working with my department. As the CTE department chair, I have a unique challenge. Each teacher is essentially a singleton teacher. In fact, most of them have 3 or 4 unique preps that no one else teaches. This situation has always been intimidating for me. I cannot just show them how I do things and then hope it goes well. The PL work we have done throughout has been so helpful in getting the department to move forward and be more embracing of change (https://stemtoolkit.weebly.com/leading-organizational-change). The state and the district have changed a lot of things over the years. This year, we still have changes, but we have been able to weather them better. To build on that, I have been putting together plans to help address more of the ongoing PL issues we have for our department to help them grow and take a more open approach to their subjects (https://stemtoolkit.weebly.com/developing-effective-professional-learning). It is a process and a long journey, but I feel I have to tools to do the job.
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I can honestly say that this has been a very practical and useful journey for me. The concepts of COVA and CSLE are not something that I was unfamiliar with. I didn’t use those words, but It did it in my room all the time. When I first started teaching, I got rid of the desks in my room right away and took the drafting tables that were being tossed out. I wanted space to work and collaborate. It has always been something that I did. I was the same way with technology. I wanted tech that helped my learners get where I knew they needed to be. It wasn’t about the device, but the opportunity it provided. The problem was that I was not always good at explaining it to my learners or to others. That has changed.
Four years ago, I changed things in my engineering program to change our programming languages. I started teaching my learners iOS app development with Swift. It wasn’t about the language itself. It was more about what the language and apps offered my learners. The language has a very simple and easy to understand syntax. If you want to print something, you simply say print(“Hello, world.”). In other languages, this can take up to six lines of code and use a slew of strange code words. With Swift, the language gets out of the way and we work on logic instead. At the same time, with apps, I am able to have my learners focus on solving authentic problems for real users. They have to focus on the end user, not themselves. This has always been a challenge for me with other projects. They want to only do things they enjoy in ways they understand. That all changed. We work on problems for our community. In that, they learn coding, working on teams, designing for others, understanding project management, and so much more. For myself, I have changed as well. In years past, people liked what they saw in my room, but always said, “I can’t do that in my school or classroom.” It wasn’t because I was doing something so secret. I just could not explain it very well. I am now able to better articulate why we are doing app development, why we are using Swift, and what they need to look for so they can derive the most benefit for themselves. Each learner has a different goal for after high school. They are all able to take away something unique and special. My journey over the last 18 months has helped me to better articulate my program to my learners and other teachers. I am also able to help other teachers implement similar programs in their schools. It has been rewarding to spread what I have learned to others. |
About 3520This course is the capstone course in the DLL program. I am reflecting on, adjusting, and making plans for the next steps in my Innovation Plan and personal growth. Innovation Plan Links
Innovation Plan Project Proposal Plan Outline Change and Leadership Professional Learning Plan ArchivesCategories |