Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, metacognition, and self-regulation)ISTE Coaching Standards (2014)
When I think about Indicator 2d, I think about all of the THINKING that goes into teaching and learning. You have to anticipate what your students will need, what you will do if they aren’t getting it, what will you do if they do get it, and how do you even know if the got it or not… ?
What Does Computational Thinking Look Like in the Classroom is a blog post that represents this standard’s indicator. I have taken several PD’s on Computational Thinking that generally revolve around computer coding. Coding is a great way for students to show computational thinking but I was looking for a more challenging way to tackle CT with my students offline. I wanted to combine CT with writing. Not exactly the first thing you think of when you say “Computational Thinking.” In this blog, I show the steps that I went through to teach my students this new strategy and I show student examples of their thinking process.
Not only did this task cause my students to learn how to analyze a mentor text more deeply, it caused me to think about and reflect on my teaching practice more deeply. It was stressful for all of us. I believe because we challenged ourselves to look at something with a completely new lens, we were able to become better writers as well as stronger critical thinkers.
In my blog, Thinking about Thinking, I reflect on the reflection process of learning.
Reflecting on what we do helps us to think critically about the experience and helps us discover strategies to improve how we do it. “Reflection is a combination of retrieval practice and an elaboration that adds layers to learning and strengthening skills.” (Brown, Roediger, McDaniel 2014) Reflecting on our learning helps us make connections between what we know and what we are learning.Thinking about Thinking
Traditionally, teachers give students paper and pencil assessments. I thought a lot about that in this blog. I realized that sometimes it is difficult to know what a student was thinking when they “attacked” the problem after they turn in the test. Two questions that a teacher can be left with are: What was the misconception? Are they good at explaining their thinking on paper? Tech tools can be a great resource when you are looking to asses students. One of my favorite tools that I have learned about during my Master’s Program is Flipgrid. I have done a lot of work around this tool and have collected various student examples that highlight their ability to express their thinking using audio and visuals.
Below are two examples of student work that I highlight in the professional trainings that I provide to educators.
A math talk between students This example highlights a student’s proposal of a problem, her classmates solving it, and follows up with her giving the students feedback. Flipgrid allowed the students to explain and share their thinking of solving a problem.
Figurative Language Exit Ticket This example showcases a student’s understanding of figurative language citing a text to support her thinking.
I want to leave you with a short video that I have found while researching this specific standard that shows the Metacognition Cycle that students go through for learning.