This presentation is made possible by Ashley Callahan, Hawaii Department of Education, HI and Stephanie Catania, Chaminade University, HI. In their presentation, both presenters aim to share what BAM is and how BAM supports teaching best practices, particularly in the area of differentiation. BAM stands for Benchmark Assessment Map and it focuses on increasing student engagement through providing choices in student learning. Here are some highlights of their presentation:
This presentation was made possible by Jill Ackers and Dayna Laur, Project ARC, during the TCEA 2018 Conference. It was refreshing to listen to two presenters who spoke about the importance of unpacking instructional design in order for students to learn, and reflecting as to what our schools would look like in 2030.
The presentation began with challenging the audience to portray different scenarios, a surprise free scenario, an optimistic scenario, a pessimistic scenario, a disaster scenario and a transformation scenario as to our take regarding the impact and relevance of technology integration in student success, student learning, and teacher growth and development. It was interesting to listen to what each other have to say, based on the given scenarios, and what made it more interesting is the evidences that each participant/audience has provided with his/her statement. This is one activity that I would like to try during one of my meetings!
As an ever-progressing race, we humans are always looking for something new, different, innovative, or better to support and serve our continuous desire for growth and development, meaningful insights, and purposeful contributions to society. As educators, it is in our nature to strive for something better, more improved, and if not, to change something that may not be working anymore.
Many of us are also aware that our current education system is challenged with staying relevant with the fast-paced and constantly-changing demands of society, particularly in ensuring students to be prepared and ready to serve the human race. For example, the technology realm is one of the common areas where change is happening too quickly and progressively, which have either been received positively or negatively by people. In doing so, the evolution of the web brings about great anticipation as to what students need to learn and how educators can best prepare them for the future.
With this in mind, I will ask you the same question that was asked during this presentation. That is, "When you enter into a new or not so new learning experience, how will you rewire your way of thinking that will lead to the transformation of teaching and student learning?" More of my notes on this presentation are shown below.
There have been many discussions, research-based or opinion-based, with regard to the definition of active learning that it has transformed into one of the "household" verbiage in education. Some educational professionals think that active learning is defined as a process of engaging students or learners to achieve the different levels of learning (i.e. as per Bloom's Taxonomy). For example, being in an "active learning" classroom would demonstrate lessons that are being delivered in a more student-centered instruction rather than a teacher-centered instruction. This would also mean that students are collaborating with each other (i.e. small groups, by pairs) and developing meaningful connections through the facilitation of the teacher. Likewise, the expectation from students is to go beyond being the receivers of instruction. Rather, they are to evolve into being effective and relevant producers (i.e. creating apps, providing solutions to existing problems, having foresight to develop future solutions and ideas, being able to work with colleagues interdependently, being able to adapt in different environments, having the initiative to find solutions and to get through barriers and challenges). For this reason, students will be able to develop higher order thinking, critical and analytical skills, problem solving skills, meaningful collaboration, and consistent desire to learn, to name a few.
As part of understanding the different facets of active learning, many have connected blended learning with active learning. If you are to ask me if both are the same, I will say that we all have a slight difference in our perspectives and understanding of the two. Personally, both have similarities, and yet, some will argue that one is a component of the other. However, I don't think that this should be the sole or primary contention. Instead, we should focus on how active learning can be implemented using a variety of styles, including blended learning, project-based learning, problem-based learning, personalized learning, and the like.
Below is an example of a Blended Learning Infographic from http://elearninginfographics.com/blended-learning-k12-classrooms-infographic/ that can help explain how teachers are using technology in a K-12 blended learning environment:
Advocate for Equal and Equitable Opportunities for all Students. Director of Active Learning proudly serving El Paso ISD #IamEPISD