Baggio This week while reading Baggio, a few key ideas stood out to me. One main point Baggio made was about the complexity of the human brain and how humans have tried to recreate this in artificial intelligence, but can’t seem to envelop all that the human brain is- with it’s 3 parts (affective, cognitive and conative). I also related to what the author said about expectation, and how if students (myself included) think something is boring then it probably will be- but also how the imagination of anticipation can enhance learning. On page 51, Baggio talked about himself having to draw or doodle while listening to something (an audiobook was his example) to be able to remember it. I connect with this because I’ve been allowing my students to draw while I read to them and have found the results to be surprisingly positive. (Other than when they leave coloring supplied all over our carpet area). In all seriousness, the students seem to listen better and are more able to recall and remember events from the story they have only listened to when they are engaged in drawing at the same time. I’m connecting this information to my driving question, and I’m wondering how I can make student’s goal setting behaviors more visual. I have students write down their goals in numbers and words. I am wondering if having them draw a picture of themselves meeting the goal would help, or maybe creating their own chart where they keep track of how they are doing could improve their results.
Clark In the reading from Clark, the idea I most connected with was the try-revise- implement strategy for instructional materials. I find it important in the classroom to mix things up and try new strategies and techniques for reaching my audience. For my driving question regarding goal setting, I am hoping to try out a new approach. I have already tried having students set goals in the classroom, so now I will revise my strategies and implement a new system for student goal setting related to visual learning.
Dervin For my students to make sense of goal setting, they need to make a personal connection with the way they set goals. Dervin’s text refers to bridging ideas and making connections with the content for someone to be able to make sense of it through their own experiences. I need to think of a plan to help my students connect the goals they are setting on paper to their learning and their daily lives. Possibly if they create their own visual for a chart, it will be easier for them to keep track of where they are and more personal for the students- allowing them to make sense of the goal in the way that their own mind thought of.
Overall, for my driving question I still want to focus on goal setting with my students because I think it’s an important skill for them to have, helps them to take ownership of their own learning, and allows them to achieve more than they may have without setting a goal. I plan to add a creative and visual aspect to their goal setting, as these are two main concepts I have studied this year that have stood out to me as generating a lot of interest from my students, but also in helping them to learn more effectively. Last semester I studied goal setting alongside growth mindset, which was definitely interesting and important- but I feel that I’d like to go deeper into goal setting for the remainder of my work.
My new “need to knows” are: How does goal setting affect student achievement? How can I incorporate visuals into goal setting? How can I make goal setting a more creative process for students? How can visual learning and creativity improve goal setting?