Who wants to join this community of practice?
Tuesday, October 30, 2012
CoP - CrossFit Hydro Video
The final product of my community of practice case study on CrossFit Hydro:
Who wants to join this community of practice?
Who wants to join this community of practice?
Sunday, October 28, 2012
Gamifying my Intervention Group
As I sat and watched my 6th grade intervention group work on Friday, I realized that I could gamify their learning. One of my 6th graders is an avid gamer, so I proposed my idea to him first.
What if we earn badges as we work through the lessons on various comprehension strategies? We could then Level Up to the next strategy. We could create a bulletin board where others see the badges that each student has earned. There are no prizes necessarily, but there would be public recognition.
He bought it immediately! Before I even had the chance to propose the idea to the other members of the group, he was sharing the idea and that we should do it. Two of the boys even asked if they could design the badges. SWEET!
Can't wait for these kids to badge in Main Idea, Finding Details, Cause and Effect, and more!
What if we earn badges as we work through the lessons on various comprehension strategies? We could then Level Up to the next strategy. We could create a bulletin board where others see the badges that each student has earned. There are no prizes necessarily, but there would be public recognition.
He bought it immediately! Before I even had the chance to propose the idea to the other members of the group, he was sharing the idea and that we should do it. Two of the boys even asked if they could design the badges. SWEET!
Can't wait for these kids to badge in Main Idea, Finding Details, Cause and Effect, and more!
CoP - CrossFit
CrossFit is a strength and conditioning program that incorporates high intensity workouts. I was unfamiliar with this form of workout until a colleague of mine responded to my inquiry email regarding CoPs. As soon as she started giving me more information about her CrossFit group, I was intrigued and thought it would fit this project perfectly.
CrossFit Hydro is a CrossFit group in Omaha that has been in existence for about 2.5 years. Justin, the owner of the gym, started this group on the campus of University of Nebraska-Omaha. He was intrigued by this type of personal workout and thought that it was a comprehensive approach in a short amount of time. Word of mouth spread about the CrossFit Hydro group on campus, and soon student athletes, students, moms, and community residents joined the group. The group outgrew the facility that they were using on UNO's campus, so they found a simple rental property nearby that is really industrialized.
CrossFit Hydro currently has about 85 members that participate in daily group workouts. Justin and his partner Brandon run the administrative side of providing this workout program. They also discuss the daily workouts and confer with several key group members. The workouts range from 50-58 minutes in length, with time to warm-up, develop a certain skill, perform the Workout of the Day (WoD), and then a group stretch time.
Each member works at their own ability level, but is pushed by Justin and the other group leaders during the workout to maximize their output. The activity is non-stop for the full workout. Once the stretching is over, members are asked to write their heaviest weight used during the WoD and the amount of repetitions of a certain activity. Each member is responsible for maintaining their records should they choose to keep track of their performance. They can input their information in the CrossFit Hydro blog for easy access.
The camaraderie of the group was very apparent as I observed the workout. Each member was willing to help another and push them to maximize their output. The men seemed to compete against one another, yet encourage each another at the same time. The women gave each other encouraging words during the workout to help push through.
Personally, I would be interested in trying to do some of these workouts, but I know it's completely different than the workout I am used to. I was encouraged to come for open gym some Tuesday night to give it a try. We'll have to see...
CrossFit Hydro is a CrossFit group in Omaha that has been in existence for about 2.5 years. Justin, the owner of the gym, started this group on the campus of University of Nebraska-Omaha. He was intrigued by this type of personal workout and thought that it was a comprehensive approach in a short amount of time. Word of mouth spread about the CrossFit Hydro group on campus, and soon student athletes, students, moms, and community residents joined the group. The group outgrew the facility that they were using on UNO's campus, so they found a simple rental property nearby that is really industrialized.
CrossFit Hydro currently has about 85 members that participate in daily group workouts. Justin and his partner Brandon run the administrative side of providing this workout program. They also discuss the daily workouts and confer with several key group members. The workouts range from 50-58 minutes in length, with time to warm-up, develop a certain skill, perform the Workout of the Day (WoD), and then a group stretch time.
Each member works at their own ability level, but is pushed by Justin and the other group leaders during the workout to maximize their output. The activity is non-stop for the full workout. Once the stretching is over, members are asked to write their heaviest weight used during the WoD and the amount of repetitions of a certain activity. Each member is responsible for maintaining their records should they choose to keep track of their performance. They can input their information in the CrossFit Hydro blog for easy access.
The camaraderie of the group was very apparent as I observed the workout. Each member was willing to help another and push them to maximize their output. The men seemed to compete against one another, yet encourage each another at the same time. The women gave each other encouraging words during the workout to help push through.
Personally, I would be interested in trying to do some of these workouts, but I know it's completely different than the workout I am used to. I was encouraged to come for open gym some Tuesday night to give it a try. We'll have to see...
Tuesday, October 23, 2012
Understanding CoPs
What is a Community of Practice? To my understanding, it is a group that gathers to practice something in which they are passionate and ultimately become more experienced with more interactions.
In my own life, I've been part of many Communities of Practice (CoP), but never called it so. Most of my CoPs were church-related because I grew up in the church and find that is where I spent much of my "free time". Sign language troop, children's choir, drama team, worship arts team, Bible studies...
To this day, I am still involved in many of these CoPs because I can surround myself with people who all share similar interests and pursuits. More recently, I have become involved in online CoPs, specifically in the area of education. Social networks like Twitter and Nings, bring together passionate educators who create a very distinct type of CoP.
This project will provide a fascinating insight into other CoPs that meet, simply for the fact that there are such varying topics of interest. I plan on asking friends and family for recommendations for local CoPs before blindly selecting one to observe. It will also be interesting to compare how one of these local CoPs functions outside of a "religious" context or an online context.
Sunday, October 14, 2012
Learning Theory Process
As I mentioned in my previous post, I couldn't initially answer how people learned or what I considered my own learning theory. The project was very simple and easy to create really, but it was the content that I had to wait for and ponder. As I worked with my students in small groups, I realized that I didn't know how they preferred to learn. When students come to me for our brief intervention time, we are all business (some play, but mainly business). So, why would I ask them how they learn best when I already know how I have to teach them? Wow, did I really think that?!
I remembered a YouTube video with students asking to be engaged, so I watched it again. (You can too here: http://youtu.be/ZokqjjIy77Y) Then I took a walk around my school to see how learning was taking place, and if indeed students were engaged in their learning. No surprise...I saw very few students engaged in learning. So I wondered, how do we engage students so they are invested in their own learning? Well we start by asking them how they learn best...
That is exactly what I did, asked students. Some of my youngest ones needed examples of learning styles or ways in which we learn, but they were very quick to identify which ones they preferred. Then they wrote on whiteboards or papers and I captured it. Simple. Intense, considering that many had never been asked the question before.
My trailer took a serious tone because I wanted viewers to see how serious my students took the question. I actually trimmed a lot of my footage for time sake, but still went over the time limit. I felt that the message needed to be conveyed directly from the students themselves, and 2 minutes just wasn't enough to hear what students had to say. I think we managed to get the message across and I was able to fully develop my learning theory.
I remembered a YouTube video with students asking to be engaged, so I watched it again. (You can too here: http://youtu.be/ZokqjjIy77Y) Then I took a walk around my school to see how learning was taking place, and if indeed students were engaged in their learning. No surprise...I saw very few students engaged in learning. So I wondered, how do we engage students so they are invested in their own learning? Well we start by asking them how they learn best...
That is exactly what I did, asked students. Some of my youngest ones needed examples of learning styles or ways in which we learn, but they were very quick to identify which ones they preferred. Then they wrote on whiteboards or papers and I captured it. Simple. Intense, considering that many had never been asked the question before.
My trailer took a serious tone because I wanted viewers to see how serious my students took the question. I actually trimmed a lot of my footage for time sake, but still went over the time limit. I felt that the message needed to be conveyed directly from the students themselves, and 2 minutes just wasn't enough to hear what students had to say. I think we managed to get the message across and I was able to fully develop my learning theory.
Friday, October 5, 2012
Theory of Learning
What is your theory of learning?
This is a big question. Initially, I couldn't answer it. I think people learn in many different ways and it's difficult to put it into a concise thought. So I let it marinate....for quite a while. I worked on exercises for class, I read about things online, I read our books, I observed students. It wasn't until I watched students "learning", or not learning in some cases, that I began to wrap my head around how people learn.
*Learning happens when we allow students to use their preferred learning style.
My preferred learning intelligence, or style, is visual-spatial and interpersonal. I need to see, feel, and design information to learn it. After I have done this, I need to talk about it...a lot! Once I am able to discuss new learning with someone or a group, I internalize the information and I remember it much easier. Students have their preferred learning styles - generally not a sit and listen to lecture style either. We want students to be aware of their learning and know how they learn best. But we also have to take it a step further and ensure that we are accommodating the various learning styles.
*Learning happens when we communicate and collaborate.
Communication and collaboration are 21st century skills that our students should be honing every day. There simply isn't an excuse for not allowing students to work together in pairs or small groups and talk about their learning. These skills are expected in the real world. What better place than school to model the skills, address issues that come up while working on them, and practice their use? The real world and school world can no longer be isolated places with no overlap.
*Learning happens from each other.
Once we allow students to work together and talk through things, we will see that learning takes place because there is shared learning. It is inevitable. Students will work through the levels of Bloom's Taxonomy of Learning by progressing through each stage. If students take the time to verbalize the information that they are taking in with others, they will learn how to understand and apply the information, as well as analyze and evaluate the information.
*Learning happens within the context of the tools that students know how to use.
Students are very literate in their preferred literacies of technology, gaming, and more. Imagine tapping into that literacy to teach content that meets standards. Technology plays a large role in students' literacies now, but so do many other areas. We have to assess what tools our students use and bring that into the classroom if we want them to understand the application of content. If we continue to teach content without context or a real world application, the learning will not be committed to memory.
This is a big question. Initially, I couldn't answer it. I think people learn in many different ways and it's difficult to put it into a concise thought. So I let it marinate....for quite a while. I worked on exercises for class, I read about things online, I read our books, I observed students. It wasn't until I watched students "learning", or not learning in some cases, that I began to wrap my head around how people learn.
*Learning happens when we allow students to use their preferred learning style.
My preferred learning intelligence, or style, is visual-spatial and interpersonal. I need to see, feel, and design information to learn it. After I have done this, I need to talk about it...a lot! Once I am able to discuss new learning with someone or a group, I internalize the information and I remember it much easier. Students have their preferred learning styles - generally not a sit and listen to lecture style either. We want students to be aware of their learning and know how they learn best. But we also have to take it a step further and ensure that we are accommodating the various learning styles.
*Learning happens when we communicate and collaborate.
Communication and collaboration are 21st century skills that our students should be honing every day. There simply isn't an excuse for not allowing students to work together in pairs or small groups and talk about their learning. These skills are expected in the real world. What better place than school to model the skills, address issues that come up while working on them, and practice their use? The real world and school world can no longer be isolated places with no overlap.
Once we allow students to work together and talk through things, we will see that learning takes place because there is shared learning. It is inevitable. Students will work through the levels of Bloom's Taxonomy of Learning by progressing through each stage. If students take the time to verbalize the information that they are taking in with others, they will learn how to understand and apply the information, as well as analyze and evaluate the information.
*Learning happens within the context of the tools that students know how to use.
Students are very literate in their preferred literacies of technology, gaming, and more. Imagine tapping into that literacy to teach content that meets standards. Technology plays a large role in students' literacies now, but so do many other areas. We have to assess what tools our students use and bring that into the classroom if we want them to understand the application of content. If we continue to teach content without context or a real world application, the learning will not be committed to memory.
Four Essential Questions
1. Answer from your own perspective: Is learning a solitary activity, undertaken by an individual, or is learning a social activity, something done by a group within a context?
I think learning happens in the manner that you prefer or want it to happen. Some people choose to isolate themselves to read, study, and learn information. Others choose to learn within groups or networks to work through problems, discuss key points, and summarize what has been learned.
My husband is a solitary learner. Ryan can work well in groups, but prefers to work and learn by himself. During his undergrad years, he spent hours in the university library studying and reading in isolation because that was his preferred method of learning. Once he started his MBA through Florida State's Online campus, he functioned primarily the same way - spending a lot of time reading and learning, by himself.
I am a social learner. I much prefer to take in information and then process that information with others to ensure understanding. I almost typed "correct understanding", then realized that often it's not about correct understanding, but understanding that makes sense in context. Reading all of the books for MALT thus far has proven to be a true challenge for me, because I'm not sharing the load or discussing them with other people immediately.
2. Answer from your own perspective: Is learning primarily focused on the transmission of facts and information or is it focused on the development of understanding of concepts and new knowledge?
It really depends on who you ask. The creators of standardized tests and the government officials who support these tests want learning to be about facts and information that can easily be recalled for testing purposes. Many educators, administrators, and leaders in education reform want learning to be about development of concepts and new knowledge that can be applied in the real world. I am personally in the latter group because I want learning to be about developing concepts and knowledge in order to put them to use in real-life contexts. However, state testing requires me to focus on facts and specific information that is on the test in order to ensure my students meet expectations. It is a terrible place to be when you know what's best for students, but are required to do what will help your school and district meet Adequate Yearly Progress (AYP) according to the No Child Left Behind Act.
3. Answer from your own perspective: Is our goal as educators to prepare an individual who can recall sets of information or develop groups of individuals who can apply the information to as yet unsolved problems?
This question reminds me of a statement by Alan November during his ISTE session entitled Digital Farms, "If a student can Google the answer in under a minute, it shouldn't be tested." We live in an age where students can quickly and easily access information. We have moved beyond the type of learning that requires students to memorize and regurgitate facts because those kinds of answers are just a few keystrokes away. Now, learning has become modeling and guiding students to discover their natural abilities to become students who create, communicate, collaborate, critically-think, and problem-solve. Once students hone these skills they will be able to apply their knowledge to solve any problem.
4. Answer from your own perspective: Does development precede learning, or does learning precede development?
This question makes me think back to my Early Childhood Education classes where we often discussed development and learning. Development and learning have a dynamic relationship. Cognitive, physical, and social/emotional development have to take place in order to learn. Coincidentally, learning must take place for cognitive, physical, and social/emotional development to take place.
Much like Smith says in his book, learning happens without awareness, particularly when in the company of a child's first teachers - his parents. Children learn while in utero, and from that moment on. Is it developmentally appropriate to speak to a baby in complete sentences? Absolutely. Is it developmentally appropriate to model social behaviors and manners to toddlers? Absolutely. Is it developmentally appropriate to read stories to Pre-K children and discuss the title page, author, and concepts of print? Absolutely. Learning happens while we develop. Development happens when we learn.
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