Here is a breakdown of the different stages:
- Read-Present information to the student.
- Example: Websites, Articles, Videos
- Reflect-Allow the student an opportunity to interpret what you have presented in writing
- Example: Journal, Blog
- Display-Students put together a visual representation of the information
- Example: Graphs, Charts, Images
- Do-Hands on application of material
- Opportunities for students to test/implement what they have learned
Often the reflect and display sectors overlap. I will try to allow more opportunities for students to build visual representations in their online reflections. An example of how I did that was rather than having them write about professional attire, I had them search the web for an outfit they would wear to an interview and provide a brief description as to why they chose the particular look. The students enjoyed this activity which was different from the normal text based response. I will try to incorporate more activities like these to build upon the display element.
Hi Kelley,
ReplyDeleteThanks for that awesome picture of R2D2 :) I really like the example you provided at the end of your post, about the web search for the interview outfit. That is a really creative thing to do.
It is a great idea that the students have the opportunity to find and express their authentic preference of the interview outfit using tech tools that can build their electronic educational portfolio. I had students use their own smart phone video cameras to create a PSA using the Laws of Motion. Using this technology tool allowed authentic student expression of their understanding of their learning.
ReplyDeleteAloha Kelley,
ReplyDeleteI enjoyed your description of R2D2; not to mention the picture too. I agree, display is probably the most overlooked of the model. When I was in the classroom, I used the internet to show my students pictures of things they were reading about. Lots of times, Hawaii children do not have the knowledge of things mentioned in books. The part of the model I need work on is the reflection piece.
Today, I decided, I would end each class a little early. I had them reflect on how working on the keyboard program affected their ability to type without looking. Most students shared that they got better as they advanced in the program. During the class, when everyone was practicing, one child took a little more convincing. I showed him how to curl his fingers so he could put them on the home row. He placed his fingers on the home row and helped him by pushing on his fingers. A true reaction came from him a little while later...Wow, this is so much better. I can do this! You should have seen his reaction. I wished I could have video taped him (for our other project). : )
Hi Kelley,
ReplyDeleteYou did a nice job recapping the R2D2 article.
I agree that the two “D” elements tend to overlap. Sometimes they do so overly much. In the case of my photography courses, the two are all but indistinguishable. I am trying to fix that. I think that a little more differentiation of the two will serve my students well.
I thought that your attire project was a very clever idea. I am sure that your students must enjoy having you as their teacher.
Don
Hi Kelley,
ReplyDeleteYour innovative approach, the display of visual representations for online reflections, could be an accommodation for students with disabilities, too. (I didn't understand the intended context of the terms in R2D2--reading your post and others is truly helpful.) Students can be given choices. Some may prefer text-based responses; displays can be addressed in another area of the learning process. In any case, I appreciate your effort to focus on students' strengths.
Colleen