Teaching with Tech M2
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School
Highline College *
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Course
348
Subject
Communications
Date
Apr 3, 2024
Type
docx
Pages
2
Uploaded by PresidentAtom13167
PART l
•
What habits and dispositions are needed to be successful learners?
To be successful learners, students need to come to the distance learning classroom with the in-
tent and desire to learn. They must also get into the habit of managing their time well, setting aside time for learning and time for self-care. I want my students to understand that our class-
room is a safe space for students to ask questions, take academic risks, collaborate with one an-
other, listen to various perspectives with understanding and empathy, and use what they already know to other situations. Successful learners know the road to success isn’t a straight line. It in-
volves making mistakes and learning from them. It requires learners to persist when things get hard.
•
What should they learn about themselves as learners?
Learners should learn how they learn best. They should identify their learning styles or prefer-
ences and apply it in various situations. When they find what their strengths, they learn about the
skills they are good at and how they can use those skills to learn new content. When students learn about their weaknesses and the skills that are challenging to them, they can now create a plan to improve or prepare for situations that may arise.
•
How should they interact with you and others to maintain learning conditions?
In order for my classroom to be a safe space for learning to happen, students must interact with teachers and each other in a caring, respectful way. Examples include listening to each others’ points of view, taking turns to speak, and encouraging one another. I want students to also under-
stand that everyone is at different stages in their growth and that everyone will be given different
supports based on their needs. In my classroom, everyone is a learner, including myself, and we are all learning from one another. I want students to see me as a guide, a supporter, and a facilita-
tor and see their peers as knowledgeable, resourceful individuals and supporters in their learning.
•
What should they do with their learning?
Students should share what they learned with their classmates, friends and family, as this will help solidify their learning. Moreover, students should make connections between what they are learning in the classroom to what is happening outside of school. By doing so, they can work to-
wards becoming agents of change. They can transfer and apply their learning to real world situa-
tions and create solutions.
PART ll
What is the story behind your name? Write at least a paragraph about the story of how you got your name and the meaning behind it.
My dad gave me the name Glorily at birth, and my grandma gave me the nickname Lily, which comes from the Hawaiian queen regnant, Lilu’uokalani. My parents did not want to know the gender until birth, but my grandma, on the other hand, had a feeling I was a girl and already called me Lily while I was still in my mom’s womb. Interestingly enough, I came out and my dad was shocked yet overjoyed. He said the first word that came out was “glory” because of how
glorious of a day it was. He wanted to honor my grandma’s wishes and combined Lily to make Glorily.
PART lll
What are the top goals (
one sentence each
)
you want to achieve during the first day of school? Don't worry about the environment. Focus on your major goals (e.g. get to know something about each students' interests, establish norms and procedures). You'll refer back to these goals at
the end of the module.
1. Greet each student by name.
2. Start building meaningful relationships with each student by having small conversations.
3. Establish, practice, and help students get familiarized with norms, expectations, routines, and daily schedule.
4. Have morning meetings to set up students for a successful day and end-of-day meetings to wrap up how our day went.
5. Do activities that focus on students learning about one another and building a community of learners.
PART lV
Knowing about your students' interests is a key lever for building relevancy into your curricu-
lum. How will you learn about them? Identify useful interest surveys you might consider using.
Fisher, Frey, and Hattie (2020) stated that students’ interests may change, so it is important to explore students’ interests throughout the school year (p. 42). Several ways I could learn about my students’ interests are setting aside time to have meaningful conversations with each stu-
dents, talking about it during our morning meetings, and administering interest surveys. With many students I have had the pleasure of working with, they enjoyed writing and drawing about themselves. Thus, I will continue to use “About Me” surveys that ask what their hobbies and fa-
vorites are. In the distance learning classroom, I would use platforms I am familiar with, such as Poll Everywhere, google forms, Kahoot, and Socrative. Using their responses, I will connect it to
academic content and use it to create learning groups, our classroom library, and our learning en-
vironment. The relationship between students and the relationship between students and teacher will also be strengthened.
References:
Fisher, D., Frey, N., & Hattie, J. (2020). The Distance learning playbook, Grades K-12: Teaching
for engagement and impact in any setting. Corwin, A SAGE Company.
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