Response to the two pieces:
There are multiple ideas within the two pieces that I found to be important. In the Design-Thinking piece, I liked how the author proposed that teachers should be regarded as facilitators. I also agree with this statement. Teachers should guide the students rather than lecture as if on a stage. Facilitating gives the students freedom to explore and use their creativity. It engages the students as they are not merely listening all day. I also liked the fact that collaboration during the design-thinking process should always be kept positive, even if there are disagreements. While the teacher is facilitating group discussions, they can be sure that conversation is positive by modeling what to say when a student disagrees with another. This fosters a comfortable community environment where students are not hesitant on sharing their ideas. The piece emphasized that “no idea is too stupid.” This reminded of the first day of class when we practiced the “Designing” stage by thinking of ways of how we could use the chalkboard with obstacles in the way. Dr. Bishop stressed to be creative as possible.
The second piece written by Barbara Moss reminded me of many things we had learned from Kim Walker’s clinical instruction last semester. I was assigned to a second grade classroom and quickly realized how interested there were in informational books. Clearly, the informational books were a motivational tool as I was able to draw from their interests. Mrs. Walker stressed that we cannot assume students will know how to read informational books, specifically textbooks. It is important to find grade level appropriate information books in order for students to become familiar with table of contents, indexes, bold words, titles, subtitles, captions etc., through modeling, guiding and practice.
Questions:
- After reading the Design-Thinking piece, I am a little confused about the “Prototype” step. Does this step entail that one should solve only one part of a problem at a time, or should you always pick a problem that only has one part to it?
- How much should we incorporate digital technology with instruction (especially in the K-2 grades)?
My Biopoem:
Elizabeth
Determined, strong-spirited, rule breaking
Daughter of Judge Cady
Strong believer in equal rights and freedom of choice
Horrified by unfairness, anger towards the law, inspired by Henry Stanton’s talks of the abolishment of slavery
Who feared giving up her last name for marriage and turning into a boring house-wife
Who changed America by challenging the idea, “All men are created equal”
Wanted to see women vote and have equal rights
Residence of Seneca Falls
Cady-Stanton
Anne mentioned a great deal of information about the first article, the one I didn't really like that much. The way she articulated her words was very easy for me to understand what the articles big idea was and I feel more confident in knowing what Design Thinking is now after reading her snapshot summary of the article.
ReplyDeleteMy feelings for the second article were like Anne's as well in that, I made a real life connection between the article and what we have learned in the past and what I remember about my childhood being held back and all. I must commend Anne on how well she writes because I have never been a person who can articulate what they want to say on paper and she is very good at this. I enjoyed reading her responses and LOVED that she put her Biopoem up with her response too because I had forgotten to post mine and will probably go back now and post it! ;)