The students scribers became reflectors of what has been accomplished and clarified any unknown information. Feedback from colleagues and from a global audience motivated students and encouraged more ownership and strong believe in achievements. I like the term Blowing the classroom walls and reach a global audience. By giving the students an audience and encouraging opportunities to share and give feedback they become confident life long learners and take pride in learning.
What really struck me from this chapter that I tweeted last night :
I like how the focus is on the learner and not on the technology and the shift from teachers by giving students ownership of learning and a voice. It is a shift of control and pedagogy, the technologies are again tools that facilitate the sharing, feedback and collaborative learning community.
This past academic year, the students and I continued to focus on ownership of learning and sharing learning using many tools and apps, like Google Calendars for daily reflections that were shared with students and reflected on what has been accomplished and needs to be accomplished.
We have also applied all Google apps for collaborative learning like Google Docs, Google drawing and forms. Edmodo was also a collaborative web tool for feedback and collaboration. IOS apps were tools for capturing students voices and thinking, Showme, audiboo, fottobabble, pic-collage and educreation, skitch, imovie, tellagami, audinotes, became common tools for explaining,applying and sharing learning.
Developing a learning community where students take ownership, share learning and comment on each other learning will build responsibilities. As mentioned by November" Blowing the Classroom Walls" or we also hear the term flattening the classroom walls, my goal will to reach a global audience on students voices not only within our board. The students shared global blogs on empathy and initiatives through Free The Children and they were always excited to know that their blogs have been visited from around the world. My class next year not only they will have an eportfolio they will also have blogs connecting to the global community.
Chapter 4- The student as researcher needs to be critical about the sources of the information and gather multiple perspectives. As students become responsible for their own learning they also learn to be critical researchers to ask better questions, find real answers and apply and analyze the information.
I did this year share the following posters from Google about searching techniques. We practiced the techniques and it did help the students focus on quicker searches.
I teach French Immersion to junior students grades 4, 5 and 6. The students search in English their curriculum inquiries or curiosities. French is a second language for them and it is difficult for the students to read the French version of the search. We focus on note taking strategies at the beginning of the year and how to read and determine the essential ideas in English and transfer their learning to French. some of these strategies involve annotation on Google docs and many organizers.
I am excited about the coming year as we are learners with our students and to be part of a learning global community. Reflecting, consolidating ,ownership of learning, student voice, self-assessing, peer-assessing are part of the learning pedagogy and technologies support and reach classroom and global audiences of the lager community of learning. I look forward to reading the last 2 chapters and reflecting on #cyberpd blogs of the larger community of learning.