Peer feedback benefits both the giver and the receiver in many ways. One benefit is that it makes learners more engaged and invested in working to complete the task successfully (Alrubail, 2015). Also, I think that it widens one’s perspective as giving and receiving feedback encourage us to look at the work from multiple angles. In other words, I would simply say: two heads are better than one! This week, two of my graduate course peers helped me revise my innovative learning plan by viewing my work through two different lenses - Universal Design for Learning (UDL) and Intersectionality. (Here’s a link to my previous post about Universal Design for Learning and Intersectionality). In light of their feedback and my research, I made several modifications in the lesson plan that I created to incorporate Makey Makey into my ELL classroom. My peers gave me positive feedback as well as some suggestions and questions to help me strengthen the learning experience. It was really nice to get some positive feedback from fellow teachers as it gave me confidence that my students would benefit from participating in the lesson. Peer A’s question concerning UDL, “how well were all the story elements represented when introduced to the students?” led me to think deeper about providing multiple options for comprehension. I think this is an important question to consider since all my students are English Language Learners who are mostly new to our school and have different educational backgrounds, prior knowledge, and English proficiency levels. This question made me think about ways I could activate or supply background knowledge, and guide information processing. To activate or supply background knowledge, I am going to make sure that I provide sufficient examples of stories that are familiar to my students when introducing the story elements. In order to guide information processing, I am going to give explicit prompts for each step (story elements) in a sequential process. Another change I made is the homework part of the lesson plan. I initially planned to have students access the Scratch Project links through Google Classroom, and view and test (press the keys) the interactive presentation of their peers at home. However, after receiving feedback from one of my peers who mentioned that there is value in having students present their work themselves, I decided to let the groups present their work to the class. I agree with my peer's comment that using Makey Makey to create an interactive presentation is a cool project that students will likely be proud of and want to show their friends. As I was revising my innovative technology learning experience, I found two helpful articles. From reading, Are you digitized? Ways to provide motivation for ELLs using digital storytelling, research conducted by TecNam Yoon (2013), I learned that my plan of using Makey Makey to create a digital storybook has several positive impacts on ELL students. According to Yoon (2013), integrating digital storytelling into ELL classroom improves students’ reading ability, promotes motivation and interest in learning English, brings a sense of satisfaction and confidence to students, and helps students have a deeper understanding of the lesson which leads to active class participation. This study was particularly interesting since it was conducted in South Korea, where my current school is located. Siemon, Plaumann, Regenberg, Yuan, Liu, and Robra-Bissantz (2016), mentioned in their research, “Tinkering for Creativity”: An Experiment to Utilize MaKey MaKey Invention Kit as Group Priming to Enhance Collaborative Creativity, that Makey Makey invention kit enhances group collaboration and delivers a fun group experience as well as helps learners think outside the box and create novel ideas. These two studies, along with the feedback given by my peers, helped me finalize my innovative learning plan. Resources:
Alrubail, R. (2015, December 17). The Power of peer feedback [web log comment]. Retrieved from https://www.edutopia.org/discussion/power-peer-feedback Siemon, D., Plaumann, R., Regenberg, A., Yuan, Y., Liu, Z., & Robra-Bissantz, S. (2016). "Tinkering for Creativity": An Experiment to Utilize MaKey MaKey Invention Kit as Group Priming to Enhance Collaborative Creativity. AMCIS. Yoon, T. (2013). Are you digitized? Ways to provide motivation for ELLs using digital storytelling. International Journal of Research Studies in Educational Technology, 2(1), 1-10. Consortia Academia Publishing. Retrieved August 1, 2019 from https://www.learntechlib.org/p/49787/. Unless otherwise noted, the images presented on this blog is the property of the blog owner.
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Over the past few weeks, I spent time exploring and playing with Makey Makey. Using Makey Makey kit, any object that conducts electricity such as fingers, Play-Doh, and bananas can be used as a keyboard. What’s more exciting is that anyone could easily make their own Makey Makey program on Scratch, a free education programming language, and an online community. One challenge I encountered was connecting the Makey Makey board to various objects for them to work as a keyboard. When I first tried to connect the alligator clips, I was disappointed and worried at the same time as my Makey Makey board would not light up. However, I was able to solve this problem with the help of some Youtube videos, including “Makey Makey - Solving Problems” and Makey Makey website. Here’s a short boomerang video of my innovative technology: Richard Culatta (2013), a Chief Executive Officer of the International Society for Technology in Education (ISTE), mentioned in his TED talk that educators should use technology to reimagine learning and not to merely digitalize traditional learning practices. With this in mind, I designed an innovative learning experience incorporating Makey Makey into my English Language Learner (ELL) classroom. In this lesson, students will design and create an interactive presentation to share the short story they have written using Makey Makey and Scratch. This innovative learning experience would help my students develop not only their English proficiency but also 21st-century skills, including collaboration, creativity, and communication. Also, my students will be encouraged to take risks, try, test, and solve problems while working with their partners. Another aspect that I explored this week was media consumption. According to Pariser (2011), people get trapped in a "filter bubble" and don't get exposed to information that contradicts their belief. Reviewing my Twitter, Facebook, and other social networking services I use to build my professional learning network (PLN), I noticed that I was also somehow trapped in a "filter bubble." This week, I intentionally followed people and read articles that have different viewpoints from what I believe in order to widen my perspectives. From this experience, I learned that we need to carefully consider and reflect on the way we use technologies to consume information, especially when this could influence our professional practices. Resources:
Culatta, R. [TEDx Talks]. (2013, Jan 10). Reimagining learning: Richard Culatta at TEDxBeaconStreet [Video File]. Retrieved from https://www.youtube.com/watch?v=Z0uAuonMXrg Pariser, E. (2011, March). Beware online "filter bubbles" [Video File]. Retrieved from https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles Skitterian, R. & Skitterian, P. (2015, April 8). Yashica fliter camera vintage photography classic [image]. Retrieved from https://pixabay.com/photos/yashica-filter-camera-vintage-711794/ Unless otherwise noted, the video presented on this blog is the property of the blog owner. |
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