This interactive infographic was created to share strategies with my colleagues for creative thinking in both their own practice and in teaching students to think creatively. Learning these strategies profoundly changed how I understood myself as a creative thinker. I learned that I did not lack the propensity to be creative, I simply had not yet learned the skills of creative thinking. My favorite creative thinking strategies are shared through audio and videos in this infographic, which is available to my colleagues through our shared teaching website. This infographic is best experienced in your favorite PDF program. |
The affordances of technology integration across subject areas provide both teachers and students with opportunities to expand their thinking and creating without the limits or time constraints of more traditional approaches. When lessons are engaging and interactive, students are more likely to develop their ideas and skills. I explored such affordances in a series of three lessons which replace a traditional pre-writing approach for a research project. This toolbox illustrates both the student and teacher sides of the lessons, providing moments of "pulling back the curtain" for teachers to see the design of the lessons and the affordances of the Google Doc tools. Using the button below, you can explore both the student and teacher sides of this Toolbox. |
As teachers, we know that best practices increase the effectiveness of the teacher and enhance the experience for the students. This holds true for online instruction; best practices determine the quality and effectiveness of the teaching and learning. Even for teachers who do teach in online courses, an awareness of online teaching practices allow teachers to make use of flipped learning, in which face-to-face meetings between teachers and students can be prioritized most effectively while the transfer of information (lectures, for example) can be accessed online through pre-recorded videos. I had the opportunity to implement these best practices in online instruction in this Online Course Module. It is designed to be used in a hybrid course, meaning students will complete work online and participate in face-to-face meetings.
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A component of any classroom management plan must be analysis of and reflection on the needs of the particular students in an individual classroom. After identifying those particular needs, a teacher should incorporate strategies to, the greatest extent possible, meet the needs of the students before the unmet needs surface as problems with behavior. I had the opportunity to select one such area to analyze in my own practice and to develop related strategies. Many of my students have differences in their processing. Some process more slowly and others have more efficient use of one processor than another. I created this slide show to help teachers like me refine their classroom management and teaching strategies to support students who have differences in the way they process information. |
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This short essay concluded my very first course in the MAED program. It allowed me to explore my learning, both from the course and as a new graduate student, and to reflect on those influences most impactful in my technology teaching and learning. In exploring the hyperlinks through the essay, you can view some of the resources that contributed to the development of this artifact. |
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I learned how to apply the Stanford d.School Model of Design to my own problem of practice. In this video, I reflect on my process, procedure, and experience in the Prototype Testing Mode of the Design Model to help other educators observe a strategy for testing their own prototype in a school setting. |