July 9- "The Myth of Average"

The Myth of Average; Todd Rose TED Talk Video 

Reflection Assignment:
Three Key Take-Away Points from The Myth of Average

Three Key Take-Away Points App: WordCloud (incorporated several key terms from the Ted Talk that seemed to resonate and reflect the three take-away points)

Point #1:
Designing for the average individual does not work. High school drop out, now Harvard faculty member Todd Rose uses the analogy of a one size fits all fighter jet cockpit seats as a comparison to the one size fits all approach to education. I tend to think professionally teachers have grown considerably in recent years and are more in tune with the individual demands of students and pedagogy reflects a willingness to support all learners. Certainly there is a way to go and there are teachers across this nation that still teach from one dimension. Anyhow, the first point that I gathered from this TED Talk is that students fail to reach their potential when they are subjected to to single dimension programming that fails to embrace the foundational elements of universal design for learning(UDL).  Each student has their own unique learning profile, in a class of thirty an average cognitive profile does not exist and programming for an obscure average squashes talent and academic aspiration.

Point #2:

Nurture the potential of all students is the second point that resonates from this TED Talk. Todd Rose speaks about the edges of cognitive ability and the necessity of appealing to these jagged edges through curricular programming. One line that Rose said that speaks volumes is when he says, "designing for the average is designing for no one- there is no nurturing of individual potential". Again, this is an excellent line as it demonstrates the impact of programming that in essence impacts no one. Rose used the example of the strong math who excelled in terms of her/his understanding, but struggled immensely in science class due to his/her inability to read. A simple example demonstrating the limitations of a science teacher who neglected to recognize the students' inability as a reader and implement supports to nurture the student.

Point #3: 

Simple solutions can have a profound impact on student learning and appeal to the jagged edges of student cognition. Simple pedagogical approaches and an understanding of universal design for learning has an immediate impact and breaks down the average. The role of the iPad as an example for something as straight forward as word recognition can break down barriers for students on one side of the jagged edge, while other apps serve as an enrichment tool for others. Rose's reference to Billy, the boy who struggled academically found a new sense of confidence and appreciation for learning while using the iPad to convey understanding. Again, a small solution that can have a profound impact on student learning. 

My Adjustable Seat: 

"Adjustable" is a very appropriate term used to describe the approach in my classroom. I make every attempt to be flexible in terms of learning and assignment expectations. While outcomes provide an important framework and provide targets for student learning, I make every attempt to maintain a flexible and open mind in terms of instruction and assessment of curricular expectations. Students are encouraged to use multiple mediums and tiered assessments to convey understanding. Moving forward, assistive technology, specifically apps explored thus far will be options of students. I think it is important to recognize that you have never found all the answers and as a teacher have a responsibility to keep learning as a means of supporting student learning. My adjustable seat is flexible- isn't this the same thing?

Task Analysis: How I read? I will be adding more info in the coming day, but here is an initial breakdown of how I tackle a text: 
- Attention to task/brain processing. Need a purpose. There needs to be desire and commitment from reading- to get meaning from print.
- I read the titles, observed the format. Read journal, and thought that it was someone’s personal      journey.
- Made several inferences based on prior knowledge according to the titles/context. Decoded several words, locations, etc.
- I brake down several terms. I deciphered several words.
- Memory, I was trying to track key points/reading, events, etc. (working memory). I Made several connections to the text.
- Looked for individual sounds (phonemes) while speaking/reading- I know how the phonemes are combined to construct words. Phonological understanding allows me to piece word parts together into words, phrases and sentences and ultimately decipher the meaning of text.
- Visual/auditory process- continued to make connections with sound of vocabulary internally

*More to come- please refer to Task Analysis for reading for further reflection.