Where I am on my COETAIL journey:
- I am really excited about most of the ideas we have learned about in Courses 1-4.
- I am looking forward to implementing our course 5 project next semester.
- I have an idea for the project, combining tech with one of my professional areas of growth.
- I have written down lots of possibilities and initial thoughts to bring this project to life.
- I will need critical feedback from the COETAIL community to make this possible.
- I am starting to wonder how I will continue such professional growth once I have completed COETAIL course 5.
- I feel ready to go from ideas to implementation and am looking forward to that adventure.
Below is my UBD planner for the the Course 5 project. My question that has floated to the top is: How can I use technology to make student thinking more visible?
There are obviously still places that need polishing and most likely scrapping and reinventing. But actually that’s exactly the heart of the unit. Tracking how our thinking develops, justifying the changes, and reflecting on the whole process throughout. My students and I will be experiencing the same journey of making our thinking visible.
Why do you think this unit is a good possibility for your Course 5 project?
There are two main reasons why I want to try this yearlong unit for my Course 5 project: 1. I am really excited about it! I want to know more about how visible thinking works, how I can implement it, and how I can use technology to enhance it.
2. I think my students will be more engaged, will acquire and hone their technology skills, and will develop deeper understandings both about the content and themselves as thinkers.
What are some of your concerns about redesigning this unit?
My main concern is that I am starting from scratch. I have chosen to create a unit rather than integrate into an already exisiting one. I have also decided that this will be a year long unit rather than having a clear start and end date. On top of that I am selecting technology tools that I have minimal experience with so yeah, I have some concerns. Basically what it all comes down to is: am I biting off more than I can chew or am I making this harder than it needs to be? I sure hope not.
What shifts in pedagogy will this new unit require from you?
This project will require two major shifts: 1. I will need to challenge myself and my students to consciously think about our thinking. There will now be an added layer to our learning. I will need to design experiences to facilitiate and nurture that metacognition. 2. I will need to work closely with our tech integration specialist to match content lessons with appropriate tech tools. I will need to learn about these tools, play around with them on my own, and then introduce and support my students in their application.
What skills and/or attitudes will this new unit require from your students?
Skills: flexibility, creativity, collaborating, explaining, applying, modifying, comparing, examining, revising, critiquing, justifying, writing, labeling, drawing, explaining, describing, discussing, evaluating, synthesizing, assessing, summarizing, metacognitive, problem-solving, predicting, describing, identifying, matching, sharing, demonstrating, recording, outlining, determinig, selecting, publishing, creating, recognizing, managing time . . .
Attitudes: positive thinker, honest, articulate communicator, reflective, resilient problem-solver, resourceful, active listener, ethical, growth-mindset, passionate, engaged.
So after all that thinking about thinking, these wonderings now float to the surface:
- What am I not thinking of?
- How do I teach students to articulate their thinking?
- What is a feasible balance for 5th graders between thinking and thinking about thinking?
- Who can I contact/learn from that already has knowledge/experience about this?
- What can I try/read/look into over the summer to support this project starting in August?
- and finally . . . What do others think?