10-Rep Learning ~ Teague's Tech Treks

Learning Technology & Tech Observations by Dr. Helen Teague

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Using Recent Research and Cross-Cutting Skills for Your Instructional Practice

Learning does not need to be confined to boundaries and barriers.

Sometimes graduate students indicate that featured research in courses is not specifically applicable to their specific instructional practice, subject area, and/or grade level. This view seems to encourage a templated, one-size-fits-all-Lesson-Plans approach.

Learning is not confined to boundaries and barriers.

     A review of Piaget’s adaptation, assimilation, and accommodation process (1954, 1956, 1965), is an important reminder that learning does not need to be confined to boundaries and barriers.

 

 

Another important concept is the application of research to STEAM / STEM instructional practices using Crosscutting and Transferable skills, which are a key objective of the NGSS Crosscutting concepts.

This video expands the definition of Crosscutting concept to unifying ideas that apply across different STEAM/STEM subjects and general content disciplines. Crosscutting concepts and application skills help students make connections among subject-matter silos. They provide connections between research and instructional practice. Crosscutting concepts and Transferable skills fuse knowledge, develop deeper understanding, and personalize ideas to prior knowledge.

This video will show how to make connections between research and practice in three easy steps. (There are more steps, just three are included in this video.)


1 Video Transcript_Application of Current Research

VideoVersion_EnhancingGrade5ScienceProcessSkillsinEarthScience_AFoundationForDesigningInquiryBasedSTEAMLearningPacket

 

                                                                References

Lindayao, N. G., Salic-Hairulla, M. A., Dinoro, A. P., Ellare, A. O., & Madale, V. A. (2025). Enhancing Grade 5 Science Process Skills in Earth Science: A Foundation for Designing an Inquiry-Based STEAM Learning Packet. International Journal of Research and Innovation in Social Science9(4), 6277-6287.

Piaget, J. (1954). The Construction of Reality in the Child. New York: Basic Books.

Piaget, J. (1956; 1965). The Origins of Intelligence in Children. International Universities Press Inc. 

Teague, H. (2025). Application of Current Research & Cross-Cutting Skills to Your Instructional Practice. [Video.]. Loom. https://www.loom.com/share/f4d678c4ee0a42869218a98c98aaa199?sid=42540bc4-7145-4129-9efd-3d4861454896

 

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STEAM meets Literacy through Novel Connections

A traditional written summary benefits from recasting with an objective, adaptive literary analysis.
The following re-focused, written outline reflects STEAM components.


“The Little Prince” reflects STEAM learning through the following connections:
Science: “The Little Prince” includes a planet-hopping journey, which can be used to introduce concepts like planetary orbits, different climates, and the unique characteristics of various planets. Students can research different planets and their characteristics, creating models or presentations about them. The little prince’s asteroid (B-612) can be explored as a learning opportunity for understanding the solar system and the classification of celestial bodies. 

Technology:
The lamplighter’s lamp, which is essential for the planet, can be explored as an example of a technological invention that provides light and keeps the planet running. 

The fox’s communication with the little prince can be analyzed as a form of early technology, or a concept of telecommunication that was used before modern forms of technology. 

Engineering: The little prince’s asteroid can be used as a case study of sustainable engineering. Students can research different methods of resource management and how they can be applied to his small planet. The lamplighter’s lamp can be explored as a simple engineering design, and students can create their own models or designs of the lamp. 

Mathematics: The Little Prince mentions the little prince’s planet B-612, which can be used as a starting point for mathematical exploration. Students can create diagrams or models of the planet and its layout, or use it as an example for understanding spatial reasoning. The Little Prince can be used to introduce mathematical concepts like fractions or ratios, especially when discussing the different types of baobab trees and their impact on the planet. 

Art: The illustrations in the The Little Prince can be used as a starting point for artistic exploration. Students can recreate the illustrations or create their own interpretations of the story’s characters and settings. The story of The Little Prince can be used as a source of inspiration for creating different art forms, such as paintings, sculptures, or digital art. 

Language Arts: The plot of The Little Prince can be used to explore themes of friendship, responsibility, and the importance of seeing beyond surface appearances. Students can engage in creative writing activities inspired by the story, such as writing their own poems, stories, or plays. The book’s language and imagery can be explored as a source of inspiration for creative writing.

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Weekend Ed. Quote ~ March 7

“Look at that view!” ~ Firefly Aerospace Engineer, January 15, 2025

 

 

 

Blue Ghost Landed on Sunday, March 2, 2025 ~ Link to post: https://4oops.edublogs.org/2025/03/02/blue-ghost-from-firefly-aerospace-lands-on-the-moon/


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Blue Ghost and first Sunrise on the Moon


 

More Info: Sunrises on the Moon are slow and dramatic, taking about 2 Earth days to fully rise. Since a lunar day lasts ~29.5 Earth days, the Sun stays up for ~14 days before a long, cold night begins. Until then, enjoy the warmth!

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Art Elevates the Soul

A Reminder that the purpose of art was once not to shock or disturb, but to elevate the soul. From Culture Critic, @Culture_Crit

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Reflection on Patriot Day 2024 and the Healing Impact of Art

Reflection on Patriot Day, 2024 and the Healing Impact of Artwork

“The most important factor influencing learning is what the learner already knows.” ~Dr. David Ausubel

 Diaries, Journals, notes, and transcripts are linguistic artifacts of reflection.  These archival artifacts help us to retrace our thoughts and actions (Button, 2023).  Diaries, Journals, notes, and transcripts are linguistic artifacts of reflection.  These archival artifacts help us to retrace our thoughts and actions (Button, 2023).

Artwork in all media formats is another pivotal act of reflection.  “In times of emotional unrest, children often express themselves through art,” (9/11 Museum, 2023). There were 72 million children, most who experienced indirectly the events and trauma of September 11, 2001 (Del Rosario, 2021).

Hope Buzzelli, who was born just two months after September 11, 2001, is the daughter of Pasquale Buzzelli, the structural engineer who was found alive on top of the rubble and ashes of the fallen Twin Towers (Hasson, 2017; History Channel, 2021). Pasquale Buzzelli was trapped inside the north tower of the World Trade Centre as it collapsed, and he fell 18 floors to the ground and was rescued alive and barely injured (60 Minutes Australia, 2021).

Hope, like so many of the children who survived and observed expressed her emotions, memories, and thoughts through art. Today, as a young adult, Buzzelli’s artwork is her emotive outpouring and her vocation as an artist in New York. She still paints wearing the sweatshirt from Ladder 20 FDNY.

Creating and representing events, thoughts, and recollections through artwork is an important expressive and psychological benefit (Malchiodi, 2003; 2018; 2020. Visual renderings stimulate two to three times as much narrative than just talking alone (Gross & Haynes, 1998). A visual collection of 75 renderings by children ages five to eighteen was the result of a collaboration by the New York University Child Study Center and the Museum of the City of New York.  In 2002, this artwork was collected in the book “The Day Our World Changed” by Harry Abrams. The Day Our World Changed is on sale through traditional booksellers. This book is also available for reading without charge at the Open Library, a section of the Internet Archive. https://archive.org/details/dayourworldchang00good/page/38/mode/2up?view=theater

For Personal Reflection- only if appropriate and not trauma-inducing for you: Please take a few moments or many minutes to digitally click through the page of artwork contained in the online book, The Day Our World Changed.

 

 

                                                                         References

60 Minutes Australia (2021). 9/11 survivor remembers the horrific terror attacks 20 years later | 60 Minutes Australia. [Video File.]. YouTube. https://www.youtube.com/watch?v=rRpzOaFmUQM

Abrams, H. (2002).  The day our world changed. Open Library. https://archive.org/details/dayourworldchang00good/page/38/mode/2up?view=theater

Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart & Winston.

Del Rosario, A. (2021). History Channel Sets 9/11 20th Anniversary Programming Slate With Four Documentaries. Deadline. https://deadline.com/2021/08/history-channel-9-11-20th-anniversary-programming-slate-four-documentaries-1234816409/

Gross, J., & Hayne, H. (1998). Drawing facilitates children’s verbal reports of emotionally laden events. Journal of experimental psychology: applied4(2), 163. https://doi.org/10.1037/1076-898X.4.2.163

Hassan, S. (2017). And then there was Hope. The Valley Echo. https://pvhsecho.com/and-then-there-was-hope/

History Channel (2021). 9/11: The Legacy.

Luke Button Blog, (2023, May 22). 4 Strategies To Remember An Idea That You Forgot.  https://www.lukebutton.co/blog/how-to-remember-ideas

Malchiodi, C. (2021). What We Learned from Children’s Drawings of 9/11. Psychology Today. https://www.psychologytoday.com/us/blog/arts-and-health/202109/what-we-learned-children-s-drawings-911

Malchiodi, C. (2020). Trauma and expressive arts therapy: Brain, body, and imagination in the healing process. New York: Guilford Press.

Malchiodi, C. (2014). Neurobiology, creative interventions and childhood trauma. In C. Malchiodi, (Ed.), Creative Interventions with Traumatized Children (pp. 3- 23). New York: Guilford Press.

Malchiodi, C. (2003). Art therapy and the brain. In C. Malchiodi (ed.), Handbook of Art Therapy (pp. 17-26). New York: Guilford Press.

 

#STEAM Education

#Never Forget

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Weekend Ed. Quote ~ August 23

“Implementing STEAM education in classrooms can be enhanced by incorporating other methods to bring students flexibility during learning, such as the engineering design process (EDP) and hybrid learning.” ~Pasttita Ayu Laksmiwati, Zsolt Lavicza, Adi Nur Cahyono, Mara Alagic, and Filiz Mumcu

EngineeringFields by Helen Teague

 

References

Laksmiwati, P. A., Lavicza, Z., Cahyono, A. N., Alagic, M., & Mumcu, F. (2024). When engineering design meets STEAM education in hybrid learning
environment: teachers’ innovation key through design heuristics. Asia Pacific Journal of Education, 1-19.

 


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Memorial Day Weekend ~ Saturday

The Significance of Red Poppies to Honor Those Who Gave The Ultimate Sacrifice

Red Poppies Graphics FairyRed poppies have been a symbol of the aftermath of battles. The pairing of Red poppies and mourning for soldiers’ sacrifice has been linked to the Napoleonic war when red poppies (Palaver rhoeas), would be observed growing over soldiers’ graves.
Professor Michael was professor at the University of Georgia at the time the war broke out, yet she took a leave of absence to volunteer at the New York headquarters of the Young Women’s Christian Association (YWCA). Two days before the armistice, Professor Moina Michael read the poem “In Flanders Fields” by John McCrae. The poem was published in the magazine, Ladies’ Home Journal.
Inspired by John McCrae’s poetic verses, in 1918, Professor Michael wrote her own poem in response, which she titled “We Shall Keep Faith.”

We Shall Keep the Faith
by Moina Michael, November 1918

Oh! you who sleep in Flanders Fields,
Sleep sweet – to rise anew!
We caught the torch you threw
And holding high, we keep the Faith
With All who died.

We cherish, too, the poppy red
That grows on fields where valor led;
It seems to signal to the skies
That blood of heroes never dies,
But lends a lustre to the red
Of the flower that blooms above the dead
In Flanders Fields.

And now the Torch and Poppy Red
We wear in honor of our dead.
Fear not that ye have died for naught;
We’ll teach the lesson that ye wrought
In Flanders Fields.

silk red poppies
Professor Michael gave fabric blooms to her academic colleagues to wear in remembrance of soldiers.  After the war ended, Professor Michael returned to the university town of Athens, Georgia, and thought about the best way to continue her practice of remembrance.
She began to craft and sell red silk poppies to raise money to support war veterans as they returned to the United States.
Over time, Professor Michael organized a campaign to create a national symbol for remembrance which would be a poppy in the colors of the Allied nations’ flags entwined around a victory torch. At the beginning of 1920, she secured a pledge from Georgia’s branch of the American Legion, to adopt the poppy (minus the torch) as its symbol.
In September, 1920, the National American Legion voted to use the poppy as the official U.S. National emblem of remembrance.
American Legion Family - National Poppy Day

                                                                 References
Pruitt, S. (2017). The WWI origins of the poppy as a remembrance symbol. History.com.
   https://www.history.com/news/world-war-i-poppy-remembrance-symbol-veterans-day

National American Legion (2021). The Poppy Story. https://www.legion.org/poppyday/history

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Weekend Ed. Quote ~ April 26

“Something told me to draw or die. It was shown to me what I should do.” ~ Minnie Evans, Artist, folk art

Minnie Evans, untitled

Minnie Evans, Untitled

 

 


Quoting Source: Perry, R. A. (1992). Free within ourselves: African-American Artists in the Collection of the National Museum of American Art. National Museum of American Art in Association with Pomegranate Art Books.

Image Source: artnet.com/WebServices/images/ll00058lldDD3JFgUNECfDrCWQFHPKcEpjG/minnie-evans-untitled.jpg

 

 


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Weekend Ed. Quote ~ April 19

“I have no imagination. I never plan a drawing, they just happen. In a dream it was shown to me what I have to do, of paintings. The whole entire horizon all the way across the whole earth was out together like this with pictures. All over my yard, up all the sides of trees and everywhere were pictures.” — Artist Minnie Evans

https://www.petulloartcollection.org/wp-content/uploads/2020/10/Minnie-Evans.jpg

 

 

 

                                                           References

Starr, N. H. (1969). The Lost World of Minnie Evans, The Bennington Review (111), 2 (Summer 1969): 41.

Image Source: https://www.petulloartcollection.org/wp-content/uploads/2020/10/Minnie-Evans.jpg

 


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