Well “we” made it! If you have been keeping up with my Network Learning Project (PLN), then you are familiar with my journey of learning how to bridge shuffle through exploring a variety of networks. From my first blog post, The Bad Beginning to Practice Makes Perfect, “we” have made it to the inevitable end! Today, concludes the journey of learning something new through researching networks and reflecting on this process as a novice. Bransford et al. (2000), states that experts have acquired extensive knowledge that affects what they notice and how they organize, represent, and interpret information in their environment. They also state that thus affects their abilities to remember, reason, and solve problems (Bransford et al., 2000). As a novice, I was unable to remember the steps in order to perform bridge and I could not solve the problem of shuffling the cards any other way than matching up the corners of the cards which was unsuccessful. However, I began this journey by only exploring familiar spaces such as Youtube.
Gee (2013) argues that diversity expands possibilities for new discoveries. Therefore, I had to expand my possibilities for learning by exploring multiple networks. I explored new networks that were extremely beneficial to my new learning such as Reddit and other help forums. One source titled, The Magic Cafe, was extremely helpful because I was able to relate to many of the same issues other novices were expressing. For example, one person said they find it easier to hold the thumb closer to the center of the top of the cards which was something I had been struggling with. Experts had many great tips that I was able to put into practice. On Reddit, I discovered How to do Bridge Shuffle to be very useful because this source included a video as well as many helpful comments. For example, one comment suggested that bridge is easier to do with a used deck of cards rather than a new deck. The video also slowly walks you through where to place your hands when attempting the bridge and where to place your fingers. While exploring social media platforms, Mastered the Bridge Shuffle on Instagram shed light to something completely new when performing bridge. The expert did something that I have never seen or read throughout my research. For example, she put extra pressure and more emphasis on bending the cards before the last step in bridge. As you can see, I learned many useful tips and tricks throughout my exploration and research.Check out my NLP Tracker which highlights all the networks I explored throughout my network learning experience.
In my final video below, you will observe the learning that has taken place due to the diverse networks that I have research and explored. You will see that I have now learned how to shuffle the cards face to face, I am able to apply pressure from my thumbs to the tops of the cards, and I put pressure in bending the cards to execute the bridge shuffle. While this has not been an easy learning experience, it has allowed me to reflect on how beneficial networks are in our globalized world. Before this project, I only seeked spaces that I was familiar with. As I began exploring other spaces, I was able to connect with both experts and novices which has allowed me to appreciate this new method of learning. Like Gee (2013) states, diversity expands possibilities for new discoveries and this method of learning has truly changed my perspective of utilizing the many networks that exist today. I have gained confidence in going beyond my comfort “bubble” or my Professional Learning Network to explore new networking opportunities.
As a lifelong learner, I will continue to seek diverse networks to expand the possibilities for new learning and discoveries as an educator and student. I have learned how beneficial and useful a variety of networks can be to grow and learn with anything we do. We are never too young to learn something new and I am already looking forward to embarking on a new journey as a novice once again through network learning. Thank you for following my journey, I can’t believe “we” already made it to the inevitable end. References: Bransford, J., Brown, A.L. & Cocking, R. R. (2000). How people learn: Brain, Mind, Experience and School. Washington, D.C.: National Academy Press. http://www.nap.edu/openbook.php?isbn=0309070368 DeVoursney J. (2020). Cards. [image]. DeVoursney J. (2020). Pressure. [image]. DeVoursney J. (2020, June 2). Before. [Video]. YouTube. https://youtu.be/zlgtHOXbpk4 DeVoursney J. (2020, June 17). After. [Video]. YouTube. https://youtu.be/IxVRVyIZagQ DeVoursney J. (2020, June 18). The Inevitable End. [Video]. YouTube. https://youtu.be/lp8CKAJ20aI DeVoursney J. (2020). The Bad Beginning. [Video]. YouTube. https://youtu.be/_IWkwbB0M- DeVoursney J. (2020). Practice Makes Perfect: Shuffling. [Video]. YouTube. https://youtu.be/5GphqG97Ndo Everzo. (2020). Mastered Bridge Shuffle. [Video]. Instagram. https://www.instagram.com/p/BtjSnhoBGxP/ Gee J.P. (2017). Affinity Spaces and 21st Century Learning. Educational Technology. http://www.jstor.org.proxy1.cl.msu.edu/stable/44430520 Nachie. (2016). EMSK How to do Bridge Shuffle. https://www.reddit.com/r/everymanshouldknow How to Perform Riffle Shuffle. (2010). The Magic Cafe Forum. https://themagiccafe.com/forums/viewtopic.php?topic=369984 U. (2013). Card Shuffle. [giphy]. https://gph.is/10IFENg
If you read my blog post What is 21st Century Learning?, you most likely have an idea of the many components and skills involved in this movement within education. When diving into the many components of 21st Century Learning, the 4Cs are prominent in developing learners to become global citizens. The 4C's include collaboration,creativity, communication, and critical thinking (Shauffer, 2020). When 21st Century Learning takes place, students are engaged because they are collaborating, communicating, and expressing themselves creatively. Furthermore, they are engaged with the content because they are critically thinking. Students need to be prepared to compete in the global society in which we live and as educators it is our responsibility to prepare students.
As an educator, I constantly consider how to implement these critical skills into the classroom to prepare my students for the future. After reflecting on my own practices in the video, 21st Century Learning, I realized that I can provide my students with more opportunities to collaborate and connect to the outside world. In the video, I state that I would like to move my practice more towards 21st Century Learning by having students collaborate in a service learning project. According to Geortz (2015), “Any opportunity to connect to the outside world is a chance to enhance student achievement.” Therefore, I created a lesson plan in which students collaborate to address a need within their local or school community to enhance collaboration when working together to make a difference.
My Civic Engagement Lesson Plan supports 21st century learning because students are given the opportunity to engage in the 4Cs while promoting the quality of life within a community. 21st Century Learning goals include students collaborating within their teams, creating a survey, communicating with local officials, teachers, or students, and applying critical thinking skills to create questions to address different needs. While this is a snapshot of the overall unit, students are engaged in 21st Century skills.
When creating the lesson, I had to consider using the lens of TPACK. For example, the content of teaching civic engagement is important for students to understand before I introduce instructional strategies or pedagogy such as students working in teams or inquiry. Students are also engaged with technology because students are using Chromebooks to create a Google Form to collect data to gather feedback from the local or school community. Lastly, the context of the learning setting involves teams reaching out to local neighborhood officials or different grade levels within the school. Throughout the process of developing the lesson plan, one challenge I faced was whether or not students should have the freedom to choose a digital tool of their choice to create the survey such as survey monkey. However, because our class is 1:1 with Google Chromebooks I would like students to become familiar with the Google applications because fourth grade is the first year students become 1:1. Students will also be working in teams to enhance collaboration, and while this is a goal it can also be a challenge for nine and ten year olds. However, students sign a team contact and review team expectations.
While 21st Century Learning is open to controversy and interpretation, I believe the 4Cs are essential in preparing our students for the future. However, access to education plays a role in which students are exposed to 21st Century skills due to funding and access to technology. Many of my students come from other countries and technology is a huge learning curve for students and families...I have witnessed this due to E-Learning. As I reflect on my own practices, I often look for a desired outcome but I have learned it is critical to give up control and allow the students to take over in their own learning. It is time for educators to integrate the 4Cs into classrooms to produce citizens that are equipped to compete in a global society.
References: Carioti R. (2012). Green Team. [image] https://www.washingtonpost.com/lifestyle/kidspost/schools Civic Engagement. Youth.gov. [image]. https://youth.gov/youth-topics/civic-engagement DeVoursney J. (2020, June 2). 21st Century Learning. [video]. Youtube. https://www.youtube.com/watch?v=2936SvgJCug Geortz P. (2015) 10 Signs of a 21st Century Classroom. https://www.edutopia.org/discussion/10-signs-21st-century-classroom Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054. http://www.tpack.org/ Ralph. Teamwork [giphy]. https://gph.is/16xuwbF Stauffer B. (2020). What are 21st Century Skills?. https://www.aeseducation.com/blog/what-are-21st-century-skills
If you read my blog post, The Bad Beginning, you are probably familiar with the struggles I was facing as a novice learner learning how to execute the card shuffling trick, bridge. However, Gee (2013) argues that diversity expands possibilities for new discoveries. Therefore, I have expanded my possibilities for learning by exploring and researching a variety of networks. Check out my NLP Tracker which consists of the many networks I have explored throughout my network learning experience.
I have explored Youtube, Reddit, and a Help Forum which consist of many of the same tips and steps for learning bridge. At first, I was having difficulty shuffling the cards with the split deck facing each other. I was attempting to shuffle the cards by matching up the corners because I had difficulty shuffling the cards any other way. However, this was causing all sorts of problems! The cards were not shuffling properly, I did not have a good grip, I was displacing the wrong amount of pressure...it was simply “bad.” After exploring other networks such as Reddit and the help forum, The Magic Cafe, I could relate to many of the same issues other novices were expressing. Therefore, I began to practice shuffling the cards face to face on a table top surface with the correct hand placement. I am slowly getting there! Shuffling the cards face to face rather than attempting to shuffle by matching up the corners has made a HUGE difference. Now that I have made gains in shuffling, I am ready to tackle perfecting the bridge. The most widely given piece of advice across networks is...practice! We’ve all heard it before, “Practice Makes Perfect” and quarantine has given me sufficient time to continue to practice!
References:
DeVoursney J. (2020, May 27). The Bad Beginning. [Video]. YouTube. https://youtu.be/_IWkwbB0M- DeVoursney J. (2020). Practice Makes Perfect: Shuffling. [Video]. YouTube. https://youtu.be/5GphqG97Ndo DeVoursney J. (2020). NLP Shuffling. [Video]. Boomerang. https://youtu.be/wYgBj0DXQSI Gee J.P. (2017). Affinity Spaces and 21st Century Learning. Educational Technology. http://www.jstor.org.proxy1.cl.msu.edu/stable/44430520
My focus this week is around 21st Century Learning and the many components and skills involved in this movement within education. Although 21st Century Learning is open to interpretation and controversy, I discovered many valid points in my research. For example, I agree that the 4C's are critical in preparing our youth to compete in a global society. The 4C's include collaboration,creativity, communication and critical thinking (Shauffer, 2020). As a 4th grade teacher, I wanted to dive into specifically understanding the importance of creativity, communication, and collaboration and how I can consistently incorporate these critical skills into the classroom.
Although, I can reflect on times when the 4C’s have occurred in my classroom, some are more prevalent than others. For example, with a high population of ELL’s we focus on speaking and listening skills through a variety of different strategies to communicate. However, I want to move my practice more towards 21st Century Learning when considering creativity and collaboration. A challenge I face is the amount of standards and testing we are required to accomplish throughout the year. To add on, many students come from lower income households without a lot of resources. Therefore, time for creativity and innovation is provided in the classroom, and I face the challenge of getting through all of the mandated requirements. Measuring newly important skills does present challenges, but this should not be an excuse for failing to evaluate what students need in order to be successful (Silva, 2009). 21st Century Learning sparks conversations about essentials in preparing our students for the future but also brings up the question of access to education. I believe each grade should be required to teach 1-2 skills to ensure our students can be successful in our ever changing world.
References:
Daniel N. (2016). 4 Cs of 21st Century Learning. [image]. http://nccscurriculum.org/tag/4cs/ DeVoursney J. (2020, June 2). 21st Century Learning. [video]. Youtube. https://www.youtube.com/watch?v=2936SvgJCug DeVoursney J. (2018). Maker Space.[video]. Youtube. https://youtu.be/ojy5Ch2lm3U An Educator’s Guide to the 4 Cs. National Education Association. http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf Nikhita S. Bengarlulu India. [image]. Unsplash. https://unsplash.com/photos/NsPDiPFTp4c Obama B. (2009). Obama's Remarks on Education. https://www.cbsnews.com/news/obamas-remarks-on-education/ Silva E. (2009). Measuring Skills for 21st-Century Learning. https://doi.org/10.1177/003172170909000905 Stauffer B. (2020, May 7). What are 21st Century Skills? https://www.aeseducation.com/blog/what-are-21st-century-skills
This week is the beginning of embarking on learning something new! My Networked Learning Plan (NLP) is learning how to shuffle cards with a "bridge.” As a young girl, I was fascinated by the way my Grandma could quickly shuffle cards with a bridge, but I never took the time to learn. Now, without the help of my grandma I have found success in branching out to different networks by learning from two videos. I have created a NLP Tracker to help organize the different networks that I will research throughout this journey. Bransford et al. (2000), discuss the difference between novices and experts and how experts have the ability to recognize features and patterns as a result of organizing conceptual structures, or schemas, that guide how problems are represented and understood. I am no expert and I’ll be tackling “bridge” as a novice.
I kicked off this journey by exploring two videos. As a novice viewer, How to Riffle Shuffle with Bridge like a Pro for Beginners was an easier video to follow for multiple reasons. For example, the expert was clear and broke it down into steps and allowed the viewers to practice certain moves. This clearly shows how experts are able to recognize features and patterns. However, one challenge of the video occurs at 4:07 because the expert was not very clear in giving directions for applying pressure on the cards. I am struggling to shuffle the cards properly because my hands are small. I am also struggling to set it up and displace the correct amount of pressure to form the bridge. I look forward to continuing researching different networks as I embark on this journey! Check out the “Bad Beginning” below!
References:
Bouza A. (2016, May 19) How to Riffle Shuffle with Bridge like a Pro for Beginners. [Video]. YouTube. https://www.youtube.com/watch?v=rNpOY7CbpTY Bransford, J., Brown, A.L. & Cocking, R. R. (2000), How people learn: Brain, mind, experience and school. Washington, D.C.: National Academy Press. http://www.nap.edu/openbook.php?isbn=0309070368. DeVoursney J. (2020, May 27). The Bad Beginning. [Video]. YouTube. https://youtu.be/_IWkwbB0M- Maudit. (2013). Buster Keaton Cards. [Giphy]. https://giphy.com/gifs/maudit-maudit-buster-keaton-3LdP5sgb3PGFO “Do you live in a bubble?” This is a phrase we often hear when referring to someone who does not branch out. For this week’s assignment, I explored my “bubble,” or in other terms, my Professional Learning Network (PLN). My PLN consists of where I go for information and who I rely on for information that is related to my work. As you can see below, the majority of my PLN consists of my current professional learning community, Rogers Elementary. One strength of this is that I feel confident in seeking information from the administration and majority of the staff.Unfortunately, in my own experiences, that has not always been the case. However, one unique constraint of feeling comfortable within my school is that I don’t branch out beyond my professional setting. For example, Gee (2013) states “in a healthy society, diversity is honored because diverse people and viewpoints serve the same purpose as variation does in evolution. Such diversity expands possibilities for new discoveries and survival in the face of change.” Therefore, I must challenge myself to go beyond my comfort level and seek new space in order to grow. One way to do this is through the many digital tools that are offered today. Technology allows me to connect with other educators that are outside of my own “bubble.” I realized that the affinity spaces where I was extending my learning only consisted of media and settings that I felt comfortable with. Because of MAET, I have rejoined Twitter and I have connected with classmates, instructors, and other educators. Exploring new spaces will allow me to interact with more diverse learning opportunities and grow beyond my own “bubble.” Who’s in your bubble? Help expand my PLN by following me on Twitter @JennaD_4th... I will follow back! References: DeVoursney J. (2020, May 26). Professional Learning Network. [Image]. http://popplet.com/app/#/5837803 Gee, J.P. (2004). Situated Language and Learning: A Critique of Traditional Schooling. https://ebookcentral-proquest-com.proxy2.cl.msu.edu/lib/michstate-ebooks/reader.action?docID=200413&query= Gee, J.P. (2017). Affinity Spaces and 21st Century Learning. Educational Technology,57(2), 27-31. http://www.jstor.org.proxy1.cl.msu.edu/stable/44430520.
This week I participated in a virtual quickfire TPACK-inspired activity. TPACK stands for Technological Pedagogical Content Knowledge, which is a special framework for teachers to consider when teaching with technologies. TPACK is designed to support students in content areas while using technology as an appropriate tool.
The quickfire challenge involves executing a task while using three selected kitchen objects. The selected materials include a spatula, a plate, and a bowl. The task is making a PB & J with the provided materials...simple enough right? But with a bowl?
Then I had my “Ah Ha” moment. As a teacher, I am provided with many tools and I may not always see how to utilize the tool, similar to using a bowl while completing the challenge. Sometimes you can use these opportunities to be creative. However, understanding TPACK is understanding when to make meaningful content accessible to students and how to use appropriate tools to do so. I realized that many students may feel the same way that I did during this activity. For example, students are given tools to utilize when accomplishing their learning, but what if they don’t know how to use the tools? What if they don’t have access to the appropriate tools? I am faced with this challenge in my professional practice as we continue E-Learning due to Covid-19. Although my students are equipped with technology, many are unable to access the content independently and need more guidance. Students across the nation are facing these same challenges, and I personally experienced how this feels when attempting the quickfire challenge. As educators, we must consider TPACK to ensure our students are successful. Learn more about TPACK in this video TPACK in 2 Minutes
References:
Candace M. (2013, April 26). TPACK in 2 minutes. [Video]. Youtube. https://www.youtube.com/watch?time_continue=7&v=FagVSQlZELY DeVoursney J. (2020, May 18). Cooking with TPACK. [Video]. Youtube. https://youtu.be/P24zv6dKf7Q Hill E. (2015). Peanut Butter and Jelly. [Giphy]. https://giphy.com/gifs/pbj-peanut-butter-and-jelly-dancing-sandwich-l0O9xyxefblWfNWKc Mishra, P., (2018). Revised version of TPACK image. https://punyamishra.com/2018/09/10/the-tpack-diagram-gets-an-upgrade/ Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Are you curious as to how students transfer learned skills within the classroom to the real world? What is transfer? What plays a role in the transfer of learning? What can affect transfer? As an educator and student, these are some ideas that I have been considering as I read Bransford, Brown & Cocking's (2000) How People Learn. My essay is influenced by my own experiences as an educator and student as well as my reading this week. Transfer is the ability to apply individual learning from one setting to another. According to Bransford, Brown, and Cocking (2000), transfer can be viewed as a dynamic process in which learners actively choose and evaluate strategies, consider resources, and receive feedback. As an educator, it is my goal to ensure students transfer the learning within the classroom beyond the walls of the school setting to be successful in society. I reflect on how motivation, prior knowledge, and cultural roles affect transfer and what transfer has looked like in my own teaching practices. What does transfer look like in your life? How do you ensure transfer takes place in your classroom? I welcome comments or reflections you may have on transfer of learning. You can also follow me on Twitter @JennaD_4th References Bransford, J., Brown, A.L. & Cocking, R. R. (2000), How people learn: Brain, mind, experience and school. Washington, D.C.: National Academy Press. http://www.nap.edu/openbook.php?isbn=0309070368. Satheesh. (2016). Knowledge Is Like Paint. [Image]. https://www.tufing.com/tuf/57564/knowledge-is-like-a-paint |