Module 1: Learning with Productivity Tools

I used to think that that the Google drive was just Google Docs and was just a free option for people who weren’t able to have access to MS Office. 

Now I think the whole Google suite and the Google drive is a great collaboration and information gathering tool. I can use Google forms to do shorter or longer surveys, which is really important for being able to query both subject matter experts and potential participants/students when developing and evaluating learning activities. I can collaborate with others with the other Google tools, which is really important when working on a team.

Module 2: Lesson Plan Introduction

Now I think it would be a great habit for instructors to have learning objectives – even if it’s just one – for their day’s lesson, and they should communicate that learning objective to the students so students are included in the “why” and “so what” behind the day’s activities and assessments.

Module 2: Lesson Plan Introduction, continued

What I think I will do now is create learning objectives -- at least one -- for every class period, and share that learning objective with students at the beginning of the class. This will help me design activities that build knowledge and skills related to the learning objective(s) as well as formative (and, if it makes sense, summative) assessments for that learning objective.

M3: Concept Mapping and Graphic Organizers

I used to think concept mapping was for the brainstorming process and that it was something that happened in the beginning stages of a writing assignment or project. 

Now I think concept mapping is an excellent way to have students share what they have learned as an end product. I think I could design an activity – either formatively or summatively assessed – that had students create a visual, and that would help students articulate relationships between what they have learned. Perhaps they also would see cause and effect, or evolution of a process.

Module 3: Visible Thinking

I used to think that think-pair-share was invented by geniuses and that it was the only tool I had in my teacher’s toolkit. 

Now I know that think-pair-share is just one of seven core visible thinking routines that have proven to be effective with students. I find it very exciting that my toolkit expanded seven-fold ( or more when I consider all the options on that web page). I also now think that we should be teaching these core visible thinking routines to our instructors at the community college level at Nashville State where I work.

Module 3: Visible Thinking, Continued

I know our faculty want students to succeed, and I think they would be very interested in how the visible thinking routines can help students reflect on their learning (which is something we ask them to do – visible thinking routines would empower them to do it). My next step is to propose a workshop with Nashville State's Teaching Center to introduce the Project Zero's Visible Thinking Routines website and practice with three or four of the routines in the workshop. This will help me solidify the information in my own head as the learner, and it will equip Nashville State faculty with more tools to help students think critically.

M3: WeVideo

I used to think that YouTube videos were all or nothing – you either assign the whole thing or none at all. 

Now I am excited to tell the business instructors I’ve been helping that we can cue up a part of a YouTube video for students to see right where we want them to focus. I now think that this opens up an opportunity for students to focus in on content that matters right away rather than having to scrub to a time-point in a video or, worse, watch part of the video that isn’t relevant.

Module 4: ISTE*S Standards and 21st Century Skills

I used to think that the ISTE standards were only for K-12 teachers in training. I saw them listed on the syllabus and I though oh, I don’t recognize any part of that, so it must have to do with K-12. 

Now I think that the ISTE*S standards  and the 21st Century Skills are a way of moving us -- higher education faculty and institutions -- into the 21st century. At Nashville State, we are growing our knowledge around competency-based education strategies, and the ISTE standards and the 21st Century Skills seem to be relevant to what students actually need to know to be the employees Nashville’s employers are looking for.

Module 4: ISTE*S Standards and 21st Century Skills, Continued

 For example, we are currently trying to build courses for skills like "teamwork" and "leadership"; I see these characteristics listed in the 21st Century Skills. And in the subject area I am in, taking responsibility for finding and evaluating information, then sharing new information with others are essential skills for Freshman Composition I and II. I see these skills referenced in the ISTE*S standards. My next step would be to talk with the Deans about ISTE*S standards to see what benefits may be gained by adding ISTE*S standards to our syllabi learning objectives and outcomes.

Module 4: Animated Video and Cartoons

I used to think that animations were for kids. 

Now when I think about that, I realized I wasn’t really thinking critically about this. I mean, what I know of Adult Swim (adult-oriented cartoons on the Cartoon Network) and some of the prime-time cartoons on Fox convince me that all cartoons certainly are not for kids! I now think that it’s okay for me to use animations in my college classrooms. It’s certainly a way to personalize something without having to hire an actor or find a student or faculty member who would be willing to be on camera. If that visual element would help a student remember something we talked about or think more critically about the topic, I’m willing to dive in and create animations.