I was particularly interested in the posts about the Google tools that were created by Chelsey Farrill and Alison Stark. These posts pointed out that Google Sites can be just as useful in the classroom as Google Classroom. Chelsey made the point that “Google classroom is more of a platform for students to turn in work… Google sites is a platform to deliver content”. This kind of reminds me of the difference between paper-pencil worksheets that students have to turn in and DiscoveryEduc boards that present the material to the students. Although I am not yet familiar with Google Sites and its functionality, I’m excited to get started using it because hopefully it will make it easier to access relevant content for my students; I will not be limited to those videos, photos and articles in the DiscoveryEd library.
I have seen a number of other teachers posting about how they wish that the descriptions of the presentations had been clearer. I agree with this. I think the best addition to the descriptions would have been to add a clearly worded intended audience so that I didn’t attend a session that wouldn’t be applicable to my classroom.
I think the most valuable part of today’s training was that I had the chance to play around with functions of GoogleForms/GoogleClassroom and hyperdocs that I normally would not have the time to do. Independent exploration is how I learn best when it comes to technology so I found this to be very helpful.
In The Wild Card the authors encouraged teachers to use their own creativity, rather than trying to replicate someone else’s ideas. In order to be an effective teacher, who acts as a guiding force (the “wild card”) in your students’ lives, you need to be authentically yourself. Doing so will allow you to put passion into your work, which your students will respond to.
After reading The Wild Card, something that stuck with me was the idea of a room transformation. The authors mentioned that some topics are challenging to teach because they aren’t relevant to students and it can be tough to get their attention about the topic. Our team has already had a discussion about doing a room transformation for one of our topics in the first quarter and I’m very excited to see how the students’ engagement is affected with this room transformation!
The book Wild Card was very interesting. I liked that it encouraged teachers to step outside of their comfort zones and try new and engaging room transformation with their students. They made a valid point of making sure that creativity went hand in hand with standards and provided students rigorous content.
I’m very late to the game on my first post but I have been enjoying reading The Wild Card. One of the things that stood out to me about this book was the metaphor the authors used relating what a student brings to a classroom to a hand that they’re dealt in a card game. Their point is that the student has no control over the hand they’re dealt so you, as the teacher, need to be the wild card that gives them a leg up. I think you can extend this metaphor to think about how, despite the hand a player is dealt, a good card player can still use strategies to come out on top. It is, therefore, a teacher’s responsibility to not only act as the wild card but to teach their students strategies that will allow them to take control of the hand they’ve been dealt and to utilize it to their best ability. The authors of this book believe that this can be achieved by increasing student engagement, and therefore ownership of, their learning. I’m excited to continue reading this book and find more specific strategies for how I can help my students successfully “play” their hands.