10-Rep Learning ~ Teague's Tech Treks

Learning Technology & Tech Observations by Dr. Helen Teague

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Weekend Ed. Quotes ~ December 13

Since this is the time in the school year when cumulative, summative assessment of Benchmark or cumulative assigments is completed. Today’s Weekend Ed Quote is a quote about assessment.

From On formative assessment: Readings from Educational Leadership by M Scherer…
“The most useful feedback focuses on the qualities of student work. on the processes or the strategies used to do the work. Feedback that draws students’ attention to their self-regulation strategies, or their abilities as learners is potent if the student hears it in a way that makes them realize that they will get results by expending effort and attention” ( Scherer, 2016, p. 47).

Assessment Complete

                                                                                  References

Scherer, M. (Ed.). (2016). On formative assessment: Readings from educational leadership (EL Essentials). ASCD.

     On formative assessment: Readings from Educational Leadership.

 


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STEM/STEAM Instruction Historical Impact: Pearl Harbor Day 

STEM/STEAM Historical Impact: Pearl Harbor Day 

December 7th, the day which President Franklin Roosevelt declared as a “day that would live in infamy” (1941, FDR Presidential Library, Library of Congress). These collections are trusted sources for inquiry-based instruction in STEM/STEAM.

Presidential libraries curate the lives of former Presidents in the historical context in which they served. The Library of Congress is the overarching institution of our Nation’s history. The Library of Congress began from the first collection of books and historical papers from Thomas Jefferson. 

Process for connections to instructional strategies…

  1. Share any connection to the attack on Pearl Harbor that may be part of your family’s history. For example, in our family, my father was a teen-ager who knew he would be drafted if he did not enlist. From a dusty, rural Texas farm, he enlisted in the Navy all the way out in California, arriving in Oceanside/San Diego by bus. The church he attended and served as a preaching intern was the place he met my Mother. 
  2. Choose to investigate either the Library of Congress or the FDR Presidential Library (or both). Choose and share two ideas, resources, media, or activities that you could use as a STEM/STEAM resource for your class/classes (either as a Warm-Up, Lesson Focus, Current Event, Historical Minute, Class Discussion, Jigsaw activity, Exit Ticket, etc…)

Links: 

The Library of Congress – https://www.loc.gov/item/today-in-history/december-07 

**Search the Library of Congress’ digital collections on Pearl Harbor and World War II to find additional items. Here are examples (or discover your own resource):

*Listen to recordings documenting the feelings of everyday Americans on December 8, 1941 in After the Day of Infamy: “Man-on-the-Street” Interviews Following the Attack on Pearl Harbor: https://www.loc.gov/collections/interviews-following-the-attack-on-pearl-harbor/about-this-collection/ 

*Read An Inquiry into the Attack on Pearl Harbor, a post on the Geography & Map Division’s blog Worlds Revealed: Geography & Maps. This resource examines the inquiry launched by the U.S. Senate after the war ended:

https://blogs.loc.gov/maps/2017/12/an-inquiry-into-the-attack-on-pearl-harbor/

*Examine the post-battle damage assessment map of Pearl Harbor prepared by a Japanese cartographer and used to brief the Emperor of Japan: https://www.loc.gov/resource/g4382p.ct010991/ 

*Explore hundreds of stories from World War II veterans who mentioned Pearl Harbor- https://www.loc.gov/collections/veterans-history-project-collection/?ops=PHRASE&qs=pearl+harbor&searchType=advanced&subject_conflict=world+war%2C+1939-1945  in the oral histories and other documentation collected by the Veterans History Project – https://www.loc.gov/item/today-in-history/december-07#:~:text=Veterans%20History%20Project
*Learn more about the project and how to participate by interviewing veterans in your community – https://www.loc.gov/item/today-in-history/december-07#:~:text=.%20Learn%20more-,about%20the%20project,-and%20how%20to 

*View the online exhibit, Women Come to the Front, to learn about selected women journalists during the Second World War – https://www.loc.gov/item/today-in-history/december-07#:~:text=Women%20Come%20to%20the%20Front 

*Discover online and print resources about World War II via World War II: A Resource Guide – https://guides.loc.gov/ww2 

Library of Congress Main site link: https://www.loc.gov/ 

FDR Presidential Library and Museumhttps://www.fdrlibrary.org/ph-activity-1
Or Main site link: https://www.fdrlibrary.org/home 

Pearl Harbor Day

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Weekend Ed. Quote ~ November 22

“Gutenberg’s invention is the incomparably greatest event in the history of the world.”
~Samuel Clemens, (Mark Twain)

OldMediaGutenberg

What is often considered as “old media” was the New Media of its historical time. 

 


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Weekend Ed. Quote ~ November 15

This week’s Weekend Ed. Quote features a quote about New Media

Hello My Name is New Media

Although each medium promises to reform its predecessors by offering a more immediate or authentic experience, the promise of reform inevitably leads us to become aware of the new medium as a medium. Thus, immediacy leads to hypermediacy, the process of remediation makes us aware that all media are at one level a “play of signs,” … New digital media are not external agents that come to disrupt an unsuspecting culture. They emerge from within cultural contexts, and they refashion older media, which are embedded in the same or similar contexts (Bolter & Grusin, 2000).

 

 


                                                              References

Bolter, J. D., & Grusin, R. (2000). Remediation: Understanding new media. MIT Press.

 

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Weekend Ed. Quote ~ November 8

“Freedom is the sure possession for those alone who have the courage to defend it.” ~Percales

Teague flag

photo by Helen Teague

 

 


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Episodic and Transitory Learning Challenges in STEAM and STEM Instruction

STEAM and STEM instruction benefits from Differentiation interventions just as are applied in core curriculum subjects. During their instructional practice, teachers may observe learning challenges with their students that do not seem to align with narrow, traditional definitions of special needs. Students’ learning challenges may be formally identified and diagnosed. Increasingly, however, learning challenges may also be observed as episodic and transitory. Transitory learning challenges are often observed by professional educators, instructional coaches, instructional aides, and  parents.

These learning challenges benefit from just-in-time differentiation and tiered activities. Educators should visit with the students, discuss supports with the student. It is necessary that when planning for differentiated instruction that educators take into account students readiness, interests and learning profile (TEDx Talks, 2013; Tobin & Tippett, 2013), and apply targeted, tiered curriculum supports for learning at the point of instruction. 

One process for implementing targeted learning supports for diagnosed and transitory learning challenges is through Tiered Activities.

Planning A Tiered Activity

What are some transitory learning challenges that you have informally observed among your previous or current students?

                                                                  References

TEDx Talks (2013). Reimagining Learning: Richard Culatta at TEDxBeaconStreet. [Video File.]. Youtube. https://www.youtube.com/watch?v=Z0uAuonMXrg&ab_channel=TEDxTalks

Tobin, R., & Tippett, C. D. (2014). Possibilities and potential barriers: Learning to plan for differentiated instruction in elementary science. International Journal of Science and Mathematics Education, 12, 423-443.
https://link.springer.com/content/pdf/10.1007/s10763-013-9414-z.pdf 

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Weekend Ed. Quote ~ November 1

“Learning does not make one learned: there are those who have knowledge and those who have understanding. The first requires memory and the second philosophy.”  ~Alexandre Dumas, The Count of Monte Cristo
Learning is Multi-Faceted

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Weekend Ed. Quote ~ October 25

“The questions that we think face the country are questions which in one sense are much deeper than civil rights. They’re questions which go very much to the bottom of mankind and people. They’re questions which have repercussions in terms of a whole international affairs and relations. They’re questions which go to the very root of our society. What kind of society will we be?”
-Bob Moses, Teacher, Author, Activist, Founder of The Algebra Project.

https://earlymath.erikson.edu/bob-moses-legacy/

https://earlymath.erikson.edu/bob-moses-legacy/


Quote
from a Speech, Stanford University (April 24, 1964) 

 

 

 


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Weekend Ed. Quote ~ October 18

‘‘Leadership is there in the people. You don’t have to worry about where your leaders are, how are we going to get some leaders…If you go out and work with your people, then the leadership will emerge.”
~Bob Moses, Teacher, Activist, Author, Founder of The Algebra Project

Leadership Arrow

 

 


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Weekend Ed Quote ~ October 11

Baby Hibiscus

Photo by Dr. Antha Holt, 2024

“Every moment and every event of every man’s life on earth plants something in his soul. For just as the wind carries thousands of winged seeds, so each moment brings with it germs of spiritual vitality that come to rest imperceptibly in the minds and wills of men. Most of these unnumbered seeds perish and are lost, because men are not prepared to receive them: for such seeds as these cannot spring up anywhere except in the soil of freedom, spontaneity and love.”

~Thomas Merton, ~New Seeds of Contemplation, 2007, New Directions Publishing

 

 

 


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