Elaboration of Learning

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by Izzy Galante9 views·Updated Aug 16, 2020
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  1. all right, Here we are again.
  2. We're looking at our fourth e of elaboration Will get
  3. into great detail as to the real benefits of a
  4. time of less enclosure elaboration, student reflection and even revision
  5. of thinking, revision of thinking or justification of thinking These
  6. air, the rial, the things that the essence and the
  7. core of this e um and we'll get into that
  8. like I said, as we go.
  9. But right now, that's kind of just intro.
  10. And think about this topic From the vantage point of
  11. our post, we're gonna look at our purpose here as
  12. being the time when we use flip grid on online
  13. program flip grid of video generating conversational program to create
  14. a journaling experience for with options for peer and teacher
  15. feedback. Um, uh, The expected outcome, of course, is that
  16. you will be creating a flip grid topic.
  17. So you create grids and topics in flip grid so
  18. that you leave space for students to, um to reflect
  19. on their own thinking, but also then to get feedback.
  20. There are ways on flip grid that I want to
  21. bring up now, and I'll point out again later that
  22. allow you to use student input to spawn new topics
  23. of conversation.
  24. Okay, so that is one very powerful piece of this
  25. puzzle and very powerful piece of the learning experience is
  26. to build motivation for more.
  27. When students realize that their work, their thoughts, their efforts
  28. are being highlighted in such a way that it gets
  29. used to further the lesson further the learning and just
  30. keep a grasp on the the idea as how everything
  31. fits together in this shared learning experience.
  32. I hope you are getting so much out of this
  33. course so far.
  34. Um, as you know, we've put our life and our
  35. heart and soul into this process into the idea of
  36. intentionality behind your planning.
  37. And as you grow in your journey and you're teaching
  38. time, you'll see that these decisions become enhanced.
  39. They become, ah, part of your innate and your ongoing,
  40. instinctive, highly effective teaching.
  41. And we're just so happy that you're come this far.
  42. Um and we're almost to the conclusion of our five
  43. ease, but this one being like the first time where
  44. we're going to stop and reflect, I want to make
  45. sure that we're highlighting the this idea that we're doing
  46. this ourselves.
  47. We're in modeling this moment right now where we're taking
  48. a minute to just think back and and go over
  49. the structure of how we're entering kids in the content
  50. so that they can create their own meaning of the
  51. content and have a conversation or content conversation around it,
  52. how we are asking them and requiring them to create
  53. a personal process from our exploration activities.
  54. And then how they are able Teoh use examples for
  55. learning that allow them to self assess and really kind
  56. of grow in their application of the use of the
  57. content. And now this is a place, a stopping point
  58. of reflection and possible revision.
  59. And hopefully, for some, some justification.
  60. But some validity that Hey, look, it all worked, and,
  61. um and that is a motivating piece.
  62. All right, so we're gonna use flip grid for this.
  63. I'm going to be back at you in a couple
  64. seconds on a flip grid, and we're gonna open up
  65. the conversation around elaboration of learning