EDSE - In Class Activities/Assignments
Problem of Practice Fast-Write
If I were to have posted this assignment, and over half of my students put it in the wrong place, that would be a clue to me that something was wrong on my end. Since the link posted in the week 2 assignment went to week one, I would take partial blame since the link did not match up with what week the assignment was posted as. I would celebrate those students who followed my original directions, and not punish those who didn't. I would make it a lesson for any similar future assignments. In the case of this class, we have it weekly, so moving forward, I could say that you would get a zero if this happens again. Although it is frustrating when directions aren't followed, when it is over half of the class, I definitely think something needs to be changed or reviewed from the teacher's end. I really appreciate you asking for our professional opinions in these situations and think that going through these thought processes is really going to make us more prepared to be in the field! :)
Tech in the Classroom
Community Asset Inventory
IEP/504 Examination
AI Fast-Write
My biggest takeaways from yesterday's lesson about AI are that in this day and age, it is inevitable that students are going to try to use AI on an assignment, no matter the content area. It is important to educate students about the dangers of relying on AI, but it is also important to incorporate and invite it into your classroom so that they develop a healthy relationship with it. The generation of students I will be teaching will have AI embedded into their lives in a way I cannot even imagine yet. Many of them may go into AI as their jobs, or use AI in their careers in ways we don't know about yet. Because of that, giving them a space to use it ethically will set them up to go into those careers.
This is not necessarily a concern, but more of an observation: because of AI, education needs to fully move away from the memorization to testing model. We have already started moving away from this, for example, with many colleges becoming test optional. But because of AI, I predict that memorizing things beyond a basic conceptual level will not be required for most careers. Any fact a student would ever need is constantly available to them. Thankfully, theatre is not testing based, so I will not have to change much. However, I think that there are some areas in my classroom that AI could be used, so I will need to develop a plan for preventing and addressing this, as well as ways to ethically invite AI use into my classroom.
High Ability / Gifted and
Talented Synthesis
The lesson I have chosen to analyze is this: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/9-12/deep-roots-of-ancient-greece/ from the Kennedy Center.
It is a lesson on the Deep Roots of ancient Greece for theatre.This lesson meets the needs of HA/GT students because it has the opportunity for them to be placed in a group together with other HA/GT to have discussions about Western attitudes. Later in the lesson, they have the opportunity to do research in small groups or individually, and many HA/GT may choose to work by themselves.
One differentiation strategy (and way this lesson meets the needs of HA/GT) that I see in this lesson is that students get to choose what they produce. These include photography, monologue, collage, choreography, graphic design, and a voice-over. Student's knowledge of Greek influence is later assessed through the activity they chose to do.