Discuss your understanding, connections, and ah-ha’s in light of Eddie Obeng’s Smart Failure for a Fast Changing World Ted Talk.
First of all, I am so glad that clip "Smart Failure for a Fast Changing World" by Eddie Obeng, was a TedTalk because I could pause and rewind a bit. Boy, he talks fast! He is super entertaining, but I had to pause quite often and listen to it again. I can completely relate to his theory that "Somebody, or something, has changed the rules about how our world works". I was just speaking with a close friend about technology and the business world. The rules and understandings have disappeared. What we knew then is different from what we know now. What is going to happen in the future? It is a clear assessment when Obeng states, "They switched all the rules around...deleted, flipped...". Also, I agree with him that "The key is implementation". I feel that is what we are doing in our classrooms right now with online learning and our 702 class. We are implementing new ways of teaching. We are flipping and blending designs to be more efficient. We are looking at the big picture and doing backward planning. Obeng quoted his friend, Tim Brown as saying, "Design must get big. Design thinking must tackle big systems for the challenges we have". The world is changing. It is a fact when he states, "Global is the new scale". It is fast and turbulent. It is changing at accelerated rates. It has "Increased the speed, the scale, and the density of interaction" (Obeng, 2012). We have to keep up the best we can with learning new tools, new ways of interactions, and transforming our lives to be in the present, not the past.
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How have you experienced TRANSLITERACY and how it relates to your experience as an educator or provided learning for others around this concept?
Transliteracy is the ability to listen to, read, understand, synthesize, and apply what we learn over different medias. Therefor it is a 21st literacy skill that pushes communication into the online world of learning. Since experiencing online learning due to COVID 19, I have learned that it is imperative for students, of all ages, be taught transliteracy. I am currently experiencing transliteracy in my classroom cohorts this year. Students are not transliterate in 3rd grade. However, I think they are going to be way ahead by the time they reach high school. I mean, can you image where these younger kids will be when it comes to their online and computer skills? They will be lightyears ahead of where high school students are today. That being said, we have to teach students how to be transliterate, as well as teach them digital citizenship. This brings me to my driving question and action research. I believe, that students ages, 8 - 18, need to be taught how to "behave" and "protect" themselves on the internet and social media platforms. I look forward to beginning my research and learning more about how we can teach transliteracy efficiently, as well as, teach digital citizenship. Consider the elements of 'SITE' and the needs of your learners or audiences. How does SITE apply to you as a learner?
The SITE model resonates well with me because I truly believe in the "whole person" approach. We all come from different backgrounds, different socio-economic status', different cultures and upbringings, and so much more. We all learn differently. SITE values the learner in the center of the model and expects learning to be applied in the real world. Students, including myself, always question how they will use the lesson in the future. In the SITE model, learning is tailored around the student. The framework provides experiences that are closely related to situations where students can apply their new knowledge. The most important take-away I have from this article is held within the Sociocultural Sub-context. The underlying factor within this sub-context is relationships. I believe we work harder and better for those we respect. The relationship between the facilitator and student motivates learning. It is true with any given relationship. When you want someone to be proud of you, you work harder for them. However, the relationship goes both ways. That is the key component as to why it is successful. In turn, the student knows that the facilitator cares for them. They appreciate that the facilitator has learned about them and works hard to bring clarity and understanding to their lessons. Many times, I have students that need the lessons broken down more than others do. Therefor, I add extra supports to assist their learning. I don't have to call them out or embarrass them. They know who they are and they appreciate the extra support. Unfortunately, long ago, before all of our SEL and Community Circle/relationship building PD's, I had come across many educators who didn't take the time to build relationships in their classrooms. It made me sad and sometimes frustrated because I knew more learning would occur if they only took the time to get to know one another. Once upon a time, I was asked how I had more growth in students' reading than my colleagues. Don't get me wrong, I have always had great colleagues in both of the districts I have been honored to call home. However, after really thinking about this question, the answer didn't come down to school adopted curriculum. I truly believe it came down to the fact that I had stronger relationships with my students, and I knew what they needed....individually. They knew I wanted them to be successful, and I was proud of them. I'm not going to lie, it's not easy. I couldn't imagine the struggles I would face if I were a middle or high school teacher with the amount of students they see everyday. However, it is worth it in the long run for both the student and the facilitator. Our reward is their progress and growth! |
AuthorMy name is Kimberlee Nelson. I am a mother of two and a 3rd grade teacher at Irene M. Snow Elementary School, in Napa. Archives
December 2020
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