In my last course ED 790, my driving question focused on improving the critical thinking skills of English Language Learners. Specifically, I researched the impact of guided practice with specific strategies such as Close Reading strategies and Visual Thinking Strategies. While many of the students in my study demonstrated improvement, I am aware that the process could have been improved upon.
During my new course, ED 791, I was introduced to Brenda Dervin’s concept of “Sense Making” a unique perspective of teaching. As a result, I have realized how I might evolve my original driving question. There are two specific adjustments I would like to consider. First, as I am also taking a class on digital tools, I would like to integrate technology into my study. Challenging students to utilize digital tools as means of solving problems could better prepare them for the demands of future careers. Secondly, I would like to focus on students’ own meta-cognitive processes. With those adjustments in mind, I have redesigned my driving question: “How might technology be leveraged to help students’ make sense of critical thinking?” Dervin’s approach to education suggests that teaching is all about supporting the information seeker (Students by providing them the means to bridge their “gap of understanding”. The tricky part, is that every information seeker is different, and two students could be seeking to understand the same concept or idea, but require different types of support. The concept of sense making is unique to each learner, as people learn in different ways. In the future, I would like to investigate how students make sense of their own critical thinking. What is their process of approaching difficult problems? And can the integration of technology help bridge the gap of successful critical thinking? In addition to Brenda Dervin, I have also encountered the work of Dr.Bobbe Baggio. In her book, The Visual Connection, Dr. Baggio explains one of the 4 major learning theories, Constructivism. Constructivism is a learner centered paradigm. It’s really about how an individual learner constructs knowledge by integrating their unique prior knowledge to their current contexts. So what is the Impact of Baggio’s work on my driving question? Well, evidently, Constructivism is very compatible with technology. Specifically, through the use of hypermedia. Hypermedia is the combination of video, audio, text, graphics and animation. The visual component of Hypermedia allows for teachers to potentially design more individualized instruction for their students. As I stated earlier, I rewrote my driving questions to integrate technology in order to develop critical thinking skills. Dr. Baggio’s analysis of Constructivism has greatly influenced this decision. I look forward to my future research.
5 Comments
6/19/2017 12:09:04 am
I'm with you on the bridge that is different with each student. but if I keep in mind that they are taking in information from audio, visual, and kinetic. I need to reach some of my students and they will help teach someone else and soon we are all on the same page. And in some cases have advanced to a deep understanding from the evaled process of teaching.
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Dan
6/20/2017 09:05:45 pm
I hadn't heard about hypermedia really. Super cool that you are adding technology into your driving question!
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Nancy
6/21/2017 10:07:41 pm
I love how you want to help your learners understand their own thinking about how they each approach difficult problems. Each one can use metacognitive skills (thinking about their thinking) to figure out what their own strengths are for bridging a gap. Maybe, since you want to also leverage technology, there's a digital tool students could use to diagnose themselves, so to speak. For example, an online quiz to identify what kind of learner they are: visual, auditory, or kinesthetic.
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Patrick
6/22/2017 09:13:22 am
In terms of technology and critical thinking, I think game based learning could have some interesting possibilities for you. In my experience with math GBL, students HAVE to think critically because the game won't directly instruct them, but they can't move forward without solving the puzzle. It really makes the students experiment and try different things out. Combined with a written reflection, you could get some great metacognition out of it. The tricky part would be incorporating close reading (if you are still pursuing that as part of your DQ) but, hey you're the ELA teacher!
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