Incorporating photo sharing in a classroom would be complicated and students would have to make sure posted pictures are approved. As a teacher a permission slip would have to go out and there would be a long discussion about what is appropriate and inappropriate. (I teach in Middle School :) However after students abide by the rules I think photo sharing could help a classroom create a sense of community in the classroom. Many teachers have students do writing activities using photos. I could definitely see photo sharing being useful for writing prompts. You could either assign themes for student’s picture sets or allow students to be creative with their pictures and post anything. After posting pictures I would assign my students to write a story using someone’s picture. It would be interesting to see how different someone story is to the actual events in the picture. Another activity might be to describe what you see in the picture. Having students take a picture of a setting and writing a description would be informative. I would also assign students to take a series of pictures and the students have to tell the sequence of each photo. Photo sharing is a good classroom builder and students can really learn more about one another. Even though there are plenty of benefits I am more of a private guy and don’t think I would feel comfortable allowing a child of mine to participate in a school activity of sharing photos for others to see.
What really stuck out to me in Chapter 2 were the characteristics of instructional design
1) Instructional design is learner centered
2) Instructional design is goal oriented
3) Instructional design focuses on meaningful performance
4) Instructional design assumes outcomes can be measured in a reliable and valid way
5) Instructional design is empirical, iterative, and self correcting
6) Instructional design typically is a team effort.
The process of Instructional design is very similar to how I try and write my lesson plans/units. I usually create lesson plans using a backwards design and create the assessment first. Then, I think about what are my goals/objectives for each student then I come up with a plan on how each student will achieve their goals. I try to create my lessons to be more inquiry based so that the learner is the center of the lessons. I use a variety of informal and formal assessments (projects, quizzes, journals, measuring activities) I try to use lessons in math that are applicable to the real world so students can see why math is so relevant. In my reading I learned that well defined project goals are important in the instruction design model. I have been getting better at designing expectations for my projects. I am always making changes to my projects by assessing how my students do on each projects and revising my grading rubric. I like how instructional design allows for students to have different tasks in a group and students can utilize their areas of strength. Another area I am improving at is allowing data to help drive classroom decisions. The chapter called data the heart of Instructional design and I think every teacher should have a re-teaching plan for students who are struggling. Every student wants to be successful in your class! Many students need coaching and confidence before they feel successful. The best way to coach is through data and showing the kids what they can do better next time. Allow students to correct mistakes and they will want to learn. I like how the instructional design has revise instruction for every step because that is most important in a teachers lesson plans too. I can’t really think of anyways in which the instructional design is different than a lesson plan.
What really stuck out to me in Chapter 2 were the characteristics of instructional design
1) Instructional design is learner centered
2) Instructional design is goal oriented
3) Instructional design focuses on meaningful performance
4) Instructional design assumes outcomes can be measured in a reliable and valid way
5) Instructional design is empirical, iterative, and self correcting
6) Instructional design typically is a team effort.
The process of Instructional design is very similar to how I try and write my lesson plans/units. I usually create lesson plans using a backwards design and create the assessment first. Then, I think about what are my goals/objectives for each student then I come up with a plan on how each student will achieve their goals. I try to create my lessons to be more inquiry based so that the learner is the center of the lessons. I use a variety of informal and formal assessments (projects, quizzes, journals, measuring activities) I try to use lessons in math that are applicable to the real world so students can see why math is so relevant. In my reading I learned that well defined project goals are important in the instruction design model. I have been getting better at designing expectations for my projects. I am always making changes to my projects by assessing how my students do on each projects and revising my grading rubric. I like how instructional design allows for students to have different tasks in a group and students can utilize their areas of strength. Another area I am improving at is allowing data to help drive classroom decisions. The chapter called data the heart of Instructional design and I think every teacher should have a re-teaching plan for students who are struggling. Every student wants to be successful in your class! Many students need coaching and confidence before they feel successful. The best way to coach is through data and showing the kids what they can do better next time. Allow students to correct mistakes and they will want to learn. I like how the instructional design has revise instruction for every step because that is most important in a teachers lesson plans too. I can’t really think of anyways in which the instructional design is different than a lesson plan.
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