Key Ideas and Questions
Dervin:
* sense-making can be defined as making sense of what people do in their everyday experiences
* discontinuity is the fundamental aspect of reality
* sense-making focuses on behavior
* perceptual filters determine how you see people/things based on your values/beliefs
* the "gap" is the moment where an individual focuses on a method to cross the "bridge" or barrier
* external conditions(i.e. economic class, income and education) minimize creating new responses
* there have been more than 40 different sense-making studies to date
Baggio(Ch. 7-9)
* "content is key"
* the learner takes in the entire slide as one visual image
* generally people don't read screens
* set clear objectives of what you want your outcome to be
* 3 Principals for determining your visual objectives
* 5 steps for aligning visuals and connecting to learning objective
* people like looking at other people
* getting things to stick takes levity, brevity and repetition
Clark(Ch. 3-6) Core Ideas
* Procedures- Clearly defined steps that result in achievement of a job task
* Concepts vs. Facts- "noun" a mental representation of objects or ideas/ specific data such as codes and passwords
*Process- descriptive; tells how something works
Questions
1. Can there be negative effects of mirroring?
2. Do these rules still apply internationally?
3. What does that say about kids who hate Sesame Street and Blue's Clues?
4. Can visuals help bridge the gap?
* sense-making can be defined as making sense of what people do in their everyday experiences
* discontinuity is the fundamental aspect of reality
* sense-making focuses on behavior
* perceptual filters determine how you see people/things based on your values/beliefs
* the "gap" is the moment where an individual focuses on a method to cross the "bridge" or barrier
* external conditions(i.e. economic class, income and education) minimize creating new responses
* there have been more than 40 different sense-making studies to date
Baggio(Ch. 7-9)
* "content is key"
* the learner takes in the entire slide as one visual image
* generally people don't read screens
* set clear objectives of what you want your outcome to be
* 3 Principals for determining your visual objectives
* 5 steps for aligning visuals and connecting to learning objective
* people like looking at other people
* getting things to stick takes levity, brevity and repetition
Clark(Ch. 3-6) Core Ideas
* Procedures- Clearly defined steps that result in achievement of a job task
* Concepts vs. Facts- "noun" a mental representation of objects or ideas/ specific data such as codes and passwords
*Process- descriptive; tells how something works
Questions
1. Can there be negative effects of mirroring?
2. Do these rules still apply internationally?
3. What does that say about kids who hate Sesame Street and Blue's Clues?
4. Can visuals help bridge the gap?
Relating Dervin, Baggio and Clark to my teaching practice
Dervin:
After reading this paper I thought about my students and how they are making sense of all the new rules, procedures and protocols they will be expected to process and learn very quickly. I thought of my role and how I can make this process a little easier for them by the ways I can deliver the information. I learned that in the sense-making triangle some sort of help needs to take place for the individual to overcome a situation and cross the bridge. Every teacher's dream is for their students to cross the bridge and see success and for them to do that we play a huge part.
Baggio:
In these 3 chapters I was able to connect specific strategies to do in my classroom everyday. Because I know the brain learning pattern has 3 influences, focusing on those will benefit my students. By exploring their prior knowledge, finding context that they find important whether it be something applicable in real life or radical like a talking unicorn it needs to catch their attention. Lastly, statistically most of my students are visual learners therefore I should be doing more right brain teaching than left brain so they absorb more and it becomes long-term memory but cautious of cognitive load.
Clark:
When I first begin reading, it reminded me of trainings and PD's that teachers attend to become better at their profession but as I read on it began to sound more like a lesson plan to me that teachers put in place for their students so the students can get the best out of their learning. The designs, ingredients and steps were very similar to the components of a lesson plan. Even as the years go by and you become a veteran teacher the formal lesson plans might fade but it is still essential for teachers to keep some sort of planner or organizational tool to set learning goals and refer back to just in case it needs to be repeated.
After reading this paper I thought about my students and how they are making sense of all the new rules, procedures and protocols they will be expected to process and learn very quickly. I thought of my role and how I can make this process a little easier for them by the ways I can deliver the information. I learned that in the sense-making triangle some sort of help needs to take place for the individual to overcome a situation and cross the bridge. Every teacher's dream is for their students to cross the bridge and see success and for them to do that we play a huge part.
Baggio:
In these 3 chapters I was able to connect specific strategies to do in my classroom everyday. Because I know the brain learning pattern has 3 influences, focusing on those will benefit my students. By exploring their prior knowledge, finding context that they find important whether it be something applicable in real life or radical like a talking unicorn it needs to catch their attention. Lastly, statistically most of my students are visual learners therefore I should be doing more right brain teaching than left brain so they absorb more and it becomes long-term memory but cautious of cognitive load.
Clark:
When I first begin reading, it reminded me of trainings and PD's that teachers attend to become better at their profession but as I read on it began to sound more like a lesson plan to me that teachers put in place for their students so the students can get the best out of their learning. The designs, ingredients and steps were very similar to the components of a lesson plan. Even as the years go by and you become a veteran teacher the formal lesson plans might fade but it is still essential for teachers to keep some sort of planner or organizational tool to set learning goals and refer back to just in case it needs to be repeated.
