Next we did a prototype of website to share the information we have learned and determine what it might look like and to think about our audience. This is my first prototype in an infographic of a mock website.
I loved the fip model and want to help other teachers and explain why it is ideal for project-based/Inquiry learning. At this time my audience was intended to be fellow educators.
I wanted to explain my research and all the advantages. I wan not doing the traditional flip model I changed it to free time for Inquiry and problem-based learning, but still needed to fill gaps in their learning, work on skills, and fluency too.
It is difficult for students to do Inquiry and discovery without some foundational information. Project-based learning has students think and reflect upon "Knows and need to knows."
The next stage of the design process was to think about what information and what pages we would need to put the information in a clear way for anyone visiting the site. This SITE model was another prototype up with a site logo in the upper hand corner. My logo was personal to me, but I decided on something different I was slowly transforming through this program. I used Creately.com to make this. What is cool, is that it looks like a picture but if you double click most of the pictures under the purple row, the links work.
Site Model Analysis
In developing my final capstone,there are three design models that influenced my research and my website. First is the Functional Context Education(FCE)developed by TomStichtandAssociates. The second is the TPACK,which is a driving element in my research.Finally,as I grow in my learning and sharing, the SMAR model helps me focus on transforming learning experiences for my students.
The Site (Sociocultural, Informational,Technological)model advocates the development of instruction that integrates the learning of skills within a context in which the learner will apply those skills or develop a real-world application. Therefore, the meaning and usefulness depends on the context.
This model places the learner at the center,and provides a framework upon which educators can design and plan their instruction. Sense-making and lesson design are interconnected in creating learning experiences that allow the students to demonstrate mastery.
The sociocultural sub-context shows the influence of the learner in relation to family, peers, role models, mentors, and community,and is essential in understanding the sociocultural influence to better determine what motivates learners and their goals.
The technological sub-context asks the designer to acknowledge and incorporate tools, devices, procedures, systems, and strategies that empower the learner to achieve their goals. We need to design lessons that are action-oriented,in which learner motivation flourishes and is incorporated throughout all the subjects.
The informational sub-context asks designers to decide what resources exist to help the learner,and what skills and knowledge learners need that will help them to achieve worthwhile goals.Students need to be able to find and apply this information, which is why literacy and mediacy skills are so critical.
What is the SMAR model?
As educators we should not just use technology as a direct substitution for doing things the same way, nor do we simply want to enhance some functional improvements. Technology allows for a significant task redesign that enhances deeper conceptual understanding.
If we really want to transform learning,we must guide our students to use technology to create a new task that was previously inconceivable.
If students can create from the content material and explain/share their ideas, that moves us to the top of the new Bloom’s taxonomy of higher order thinking.
What is TPACK? The creators will have you laughing.
The TPACK model for lesson design.
There are many factors to consider when sense-making and instructional design are important for learner success ;thus it is important for educators to understand the second model for educators.Located online at TPACK.org, this model helps educators design lessons for 21st Century skills.
Educators not only require content knowledge in their area of expertise,they also need pedagogical and technological knowledge.The technological piece is vital, as technology has advanced so rapidly,and has created many innovative tools and strategies that well-trained educators can take advantage of to create learning experiences that lead to mastery and higher achievement.
This need for knowledge leads directly into the SAMR model, which is another element that can help educators with sense-making and lesson design. Educators need to understand how we use technology,and why that technology enhances the learning of the task/standard/problem.
The flipped model allows for the higher order thinking in the revised Bloom's Taxonomy.
What is Bloom's Taxonomy? The video below helps to explains the revised model. I had no idea it had been revised with the infusion of technology in education.
By flipping their classrooms, educators will have more class time to work on developing high order thinking skills in their students. Most of my passion for teaching mathematics with the flip model comes from using this extra time to help my students learn and grow.
Mathematics is a very creative subject too, and it is impossible to create in mathematics without higher order thinking abilities. I am referring here to computer technologies, architectures, and design in engineering.
Students need additional time to process, instead of simply completing rote problems from a textbook without any connections to college or career. This coming year, I will be focusing on student authenticity - making a real-world connections that can motivate their learning.