Lauren Proda Curriculum 21 Chapter 2 Many believe that modernizing education can be done by simply putting a set of iPads

or laptops into a classroom. Although this allows students to experience using different types of technology, it doesnt necessarily mean that the technology alone is enriching a students education. Teachers need to use technology in a way that complements and reinforces what is being taught. li!e that "acobs stresses this idea throughout the chapter while providing steps for how to correctly modernize education. #he explains how it is important to start with replacing old assessments $tests, essays, etc.% with current ones $screenplays, online &ournals, etc.%. This reminded me of writing a lesson plan using the bac!wards design. t re'uires the assessment and desired results to be thought of before the actual lesson. n all honesty, never understood what benefits there were to writing a lesson plan this way. After reading this chapter, now understand that it becomes much easier to revise content and s!ills and create a successful lesson plan after !nowing what the assessment will be. "acobs explains that it is also important to !now what technology capabilities are available in the classroom. (nowing this and the assessment, it is easy to create a lesson plan that includes technology in a way that will benefit the students. also agree with "acobs that sharing and as!ing for ideas with students will ma!e them more motivated to do assignments. Questions: ). *hat is the difference between using this method vs. ma!ing traditional lesson plans with upgraded assessments+ ,. -ould using the bac!wards design lesson plan template have the same effect+ .. s it still important to have traditional assessment methods $multiple choice tests, essays%, or should it all be upgraded+ /. 0ow will these upgraded assessments benefit students later in life+ 1. #hould each individual student be able to pic! how they want to be assessed+

A Whole New Mind Story The -hapter, 2#tory,2 discusses the importance of stories in our world. #tories, unli!e facts, are easier to remember because they sharpen your understanding while provo!ing emotion. can easily relate this to my own education. have never been a good history student. t was always a struggle to read history textboo!s in middle and high school because saw it as a compilation of facts that had no relevance to me. *hen thin! bac! to the two history classes that remember the most from and didn3t have as

much of a problem in, realize it3s because understood the story. 4oth teachers had a way of teaching the information in a story5li!e way, which made understanding and relating extremely easy. Therefore, it3s not necessarily that 3m bad at history, &ust have a harder time remembering random facts that have no relevance or interest to me. f the information is presented in a way that is interesting and reads li!e a story, there will be a much higher success rate in the classroom. magine how great it would be if you could remember a history textboo! as well as you can remember your favorite boo! that you read for pleasure. n my Abnormal Psychology 6ieldwor! class, we recently read an article about the difference between 2average2 hospitals and 2top notch2 hospitals. The order was ran!ed by the success rates of various surgeries and diseases. The author found that main difference is empathy. The 2average2 hospitals were concerned about succeeding, but not in a way that is directly focused on the patients. The 2top notch2 hospital doctors as! patients about what is going on in their lives to get to the bottom about illnesses and downfalls in health. They are concerned with their patients being )778, not 99.98. -hapter 1 discusses the importance of doctors as!ing patients about their lives, rather than simply as!ing what hurts. Most wouldn3t thin! that this empathetic and caring emotion would be the difference of life or death, but according to this research and information, it is. :elating this bac! to education, it is extremely important to !now each students3 story. t3s not enough for the teacher to be simply concerned with if the child understands a tas! and performs well on the assessment. f the teacher !nows the story of each student and shares their own story with their students, there is an immediate connection which will guide the students to succeed. Questions: ). #hould teachers teach content through stories+ ,. f our world is so obsessed with facts, is it even worth it to teach students through stories+ ;r should we teach them through facts, since that is most li!ely what they3ll have to face in the future+ .. Are humans today slowly losing the ability to listen and tell stories because of technology and fast facts+ /. #hould teachers today try harder to learn the story of each student+ And is it important to share their own story with their students+ 1. #hould we be focusing on ma!ing students memorize names, places, and dates+ ;r should we teach them the story+

Curriculum 21 Chapter ! This chapter of -urriculum ,) focuses on global distribution of student wor!. can clearly see how distributing student wor! publicly can create a community of students that want to ma!e their wor! the best it can be. have been a cheerleading coach for the last < years, and can even see how

global distribution impacts them in a positive way. *hen my 1th and <th graders are cheering at a showcase for their friends and family or at a football game, they seem to care, but not enough as they could. This year is the first time that they will be participating in a competition at the end of the season, where they will be seen by a countless number of other cheerleaders and fans that they do not !now and &udged. =very time start tal!ing about competition at practice, they immediately per! up and seem to wor! harder than usual for the remainder of the practice. -ompetition is their global distribution, and !now that they will continue to wor! hard until it3s over. 4ecause of this, imagine global distribution to wor! wonders in a classroom. 4efore reading this chapter, never thought that using a flipped teaching method could have any impact on learning. didn3t thin! it could be effective because the student is doing the learning at home. 0owever, li!e the idea of having more class time to do activities and dive deeper into the material than they would have been able to originally. 6or my classroom, would probably use it for lessons that are simple55any difficult concept may be worth discussing in class, especially if it is hard to grasp. Although thin! that maximizing student performance and ma!ing learning irresistible by using global distribution is a fantastic idea, wonder if it will eventually be ta!en for granted. 6or example, if every assignment is always globally distributed, it would definitely wor! at first, but after a while it may lose its effect. #tudents now would love to do it because it3s rarely done, but if everybody is doing it, don3t !now if it would have the same impact on learning. 4ecause of this, thin! it really needs to be used in moderation while incorporating other types of performance assessments that also ma!e learning irresistible. Questions: ). f all student wor! is globally distributed, will students eventually ta!e it for granted and not care+ ,. #hould all lessons be taught by using a flipped method+ .. #hould students receive grades+ f so, what should they be graded on+ /. #hould pro&ects that are going to be globally distributed be individual or group pro&ects+ >oes it matter+ 1. *hat are some other ways that we can get students to maximize their achievement+

Curriculum 21 Chapter 12 -hapter ), was primarily about shaping education to incorporate the new age of students. ;ne aspect of the reading that thought was particularly eye5opening was the turn that education and learning has ta!en. 2 ntelligence is measured by how well we apply !nowledge to as! the right 'uestions about how to solve the world3s problems2 $,7?%. =ducation used to be about finding the answers to the 'uestions. @ow, the answers are so easy

to find that students are bored and see the curriculum as irrelevant. The 'uestions are the important parts. Teachers need create deeper level 'uestions that are relevant for students. :elating this concept to 4loom3s Taxonomy, as!ing students 'uestions that re'uire them to analyze, evaluate, and create are most beneficial. 6or example, re'uiring students to create a podcastAradio showAnew report on a historical event as!s for more than &ust the facts of the event. The student has to ta!e those facts and turn them into something that they can create. 4y doing this, the assignment and 'uestion becomes valuable to the student. found the authors example of ta!ing pictures during a lab very interesting. thin! that wor! being digitally displayed can produce higher 'uality wor! in anybody 5 not &ust students. 6or myself, if !now that will be presenting something, am much more li!ely to wor! harder at it than if am &ust giving the wor! to my Professor. can even see this as a cheerleading coach. f we are practicing the routine and myself and the other coach are watching them, they perform at an average level. 0owever, if we brea! them up into small groups and have them perform for each other, the 'uality of their performance automatically increases because they !now that their s'uad is criti'uing them. Questions: ). >oes technology cause students to have trouble visualizing+ ,. 0ow can teachers be sure that they are as!ing the right 'uestions in the classroom+ .. *hat is the difference between having !nowledge and having the ability to apply !nowledge+ /. *hat do you thin! education will be li!e )77 years from now in terms of valuable and invaluable 'uestions and answers+ 1. *hy do students complete higher 'uality wor! when they !now their peers are going to see it rather than &ust the teacher+

Curriculum 21 Chapter " As "acobs defines it, media literacy is analyzing media messages and creating media productions. Throughout the first half of the -hapter, got the sense that "acobs was suggesting having media literacy be its own sub&ect, or 2as basic to education as reading and writing2 $).1%. *hen started thin!ing about how it could be its own sub&ect, thought it could be useful as a 2special2 $as some elementary schools call it% along with other such as art, library, and language. *hen was in elementary school, when we would go to library, we would sometimes learn how to type with a program called 2Type to Bearn.2 "acobs doesn3t specify at what age media literacy should specifically begin, but thin! at the elementary level it should be more basic technology !nowledge55such as how to type, using programs, using an online dictionary, ta!ing a video, etc. Then, in late elementary and middle school, the internet should be incorporated and students should

begin learning how to analyze media messages. "acobs brings up a good point55we want to create s!eptics and critical consumers. The five core concepts of media literacy are all centered around being critical when reading media messages and analyzing all aspects of where it3s coming from and to who the audience is. Too many people believe everything they read on the internet, when in reality, most of it probably is not true. thin! it could be beneficial to the students to have a separate class related to this core idea and the concepts of media literacy. =ven though "acobs says media literacy should be integrated into the sub&ects and gives specific examples of how to do so, thin! it should also have its own separate class. Media literacy should most definitely be included in as many meaningful ways as possible in the classroom, but the nternet and technology is growing at a rate so fast that it deserves its own class. Also, it may be difficult for some school districts to integrate media literacy into every sub&ect if they don3t have the appropriate technology in the classroom. 4ut if the school at least has a computer lab, there can be a designated class or lesson maybe once per wee! dedicated to media literacy. "acobs also mentions that media can be used to connect with students. *ebsites such as =dmodo and Moodle are great ways to connect with students over the nternet. Also, the hobbies of most students today include nstagram, 6aceboo!, Twitter, playing video games, and watching TC. 4y using media literacy to learn about those specific tools, there is an immediate connection between the teacher and student because they are learning about something they are interested in. Questions: ). #hould media literacy be its own sub&ect or should it be integrated into the sub&ects+ ,. 0ow early should media literacy begin+ .. 0ow can media be used to connect with students+ /. f technology is integrated heavily in with the sub&ects, will it lose its meaning+ 1. f most !ids are using technology heavily at home, should it be used as heavily in the classroom even if it3s in a meaningful way+