Reading about deep learning from Monica Martinez, I found it very good defined those 6 strategies.
- How might the classroom/school environment impact learning partnerships?
Parents, teachers, and children are creating a partnership. They are all contributing to the learning experience.
- Design deep learning tasks that are made possible by technology.
We created Winter Themed postcards and we advertise per Seesaw to the parents creating online shopping opportunities for the parents before Christmas. The funds were donated to the Angel Tree. This project was a planned collaboration for a fundraising activity between the homeroom teacher and the art department.
This project gave to the students was embraced by the students with great creativity and big learning leadership, to advertise their idea as they wished for their purpose.
Another deep learning tasks that I tried to design was to combine printmaking with animation. However, we are still in process of creating the linocut prints, it took us longer, (carving is a hard process at this age), and later on, we will print and we will apply the digital tools to try to create an animation.
Thinking about other deep learning tasks: recognizing images, motion, voices, I found some great examples from our everyday life. Did you know that deep learning is used for new cars that are driving on autopilot?
- How might human connections make deep learning possible?
The success of a learning experience is often based on a great relationship between student and teacher. If first is nurtured a good relationship of trust, mutual respect, and empathy, afterward the student gets confident and takes serious his learning goals, becomes empowered and gives his best.
Another example is from my PLN.
Recently I could reach one of my goals to become a seesaw Ambassador. It was very inspiring to get connected to the community of educators around the world who are using seesaw for learning.
Especially during online learning, the strong connections between parents and teachers made it possible for the little ones to use the media to participate in the learning experience. Also due to Twitter, the seesaw community of teachers, COETAIL, and other platforms we were able to communicate more easily with other educators around the world and to exchange ideas, and improve our practice as educators.
- Reflect on how invisible bias impacts the learning environment.
In Romania, the children are learning through the online system because the schools are closed due to coronavirus. Talking to my peers in Romania, I realized how difficult it is for many children, who don’t have a computer at home and therefore cannot participate in the learning process online.
It is quite paradoxical, but many Romanian people are very talented and good at computer skills. I think along the years the lack of some equipment made the people become more creative on how to use the minimum of technology tools and they are very eager and curious to learn about technology. Many found it very important to have a mobile phone but they are limited to afford in many places a computer, especially in rural zones.
However, it is impressive how many young people chose IT for their career and they immigrate abroad for better opportunities for working.
I am sure that this situation could be even acuter in other countries, and people at first glance misjudge what a person from a non developed country would be capable of.
How could we educate our students to think objectively?
There is a great exercise with an example/form about how can we teach the students how to recognize the invisible bias. This is great training for critical thinking.
- “It is imperative that we make deep learning tasks accessible to all learners.”(Enduring understanding)
I know that lots of deep learning examples are happening in international schools(especially the IB systems, as far as I know), but how can the regular students from the state education system reach those new methods of learning? Would be possible in the future that state institutions to collaborate with private schools to get inspired by those concepts and practice of deep learning? I know that in South Korea, we have guests teacher from the Korean Education Program who are observing us and collaborating with us to understand those new approaches. How about other countries in the world? Are they also opened to this model?
Researching about “Knowledge Construction”, I found out from some Finnish authors that:
- Re-structure students’ learning of curricular content in more challenging and engaging ways made possible by digital tools and resources?
Use digital media (like Stop Motion or Movie Maker) to animate a drawing or a print with the help of digital tools. For this task, I will definitely partner with the students in designing the structure or process of the task. Some of them have already great experience using animation programs.
I am thinking even about creating an afterschool activity club where they could use the digital tools directly in their projects.
Another important idea for me of using the digital tools was to create a self-assessment method and peer assessment technique. A reflection at the end of their project, that they could fill in, write their thoughts, and evaluate themself and their peers. We could collect, analyze, and speak about their growth, their classmates’ growth, and their needs within the art class program.
So, the ISTE for students that I chose, was the Empowered Learner.
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
What kind of digital tools and resources did you use in your practice? Could you please share with me some examples from your experience? What are the simple digital platforms/ apps, programs that children from elementary students could use? Thank you.