I've been thinking about how the SITE model applies to my work this semester. Specifically, how the sociocultural aspect can be explored, and used EFFECTIVELY. My work within schools is mainly as a consultant around the topics of social emotional learning (SEL), restorative practices, and mindfulness. In repackaging the experience of mindfulness, I have to consider the SITE model's sociocultural elements, how will different groups of students respond to the idea of mindfulness, that in the mainstream, may appear to be exotic, from a different religion, or prohibited. This impression is mainly due to the origins of these practices in the West, but they are also basic tools, that can be used to benefit students. It is all about the packaging of the content, and the pedagogy techniques. the ARCS model has also come in handy.
These ideas bring up the idea of sense making, but just in the delivery of these topics, but also in the measurement of success. I expect my discoveries this semester will inform my capstone project and beyond.
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I attempted to attend the educhat #resiliencechat Monday March 13th at 10pm. I think this last chance to participate in an edchat was not a great choice, as there were no participants. I did however get a chance to review past #resiliencechat edchats, and found the following insights.
In the discussion around resiliency, there were ideas shared from restorative practice, nonviolent conflict resolution, and trauma-awareness. These ideas are often covered in far reaching professional development trainings, but are not yet seen as essential skill set for teachers. I hope that teacher training programs will start to bring trauma-awareness, ACE, and RP into the norm of the teachers skill set. As Darling-hammond points out, we need to also be the psychological supports to our students, in addition to academics, we need to serve the whole student. I will definitely check in on another of these edchats. I appreciate that it helps to build a network of teachers across the country who are interested to puch the envelope in education and really bring about change. Baggio would point out that visual learning has the greatest potential to create impression with our students. Working in the nonprofit realm, this is apparent in marketing, wether it's a fundraising campaign or special event, the graph design and information conveyed makes a huge difference. I produce infographics for marketing quite often, educating the public to trauma-informed practices, nonviolent philosophies and mindfulness as a tool to explore Social Emotional Learning. When posed with the question, are infographics useful in the classroom, it seems like a no brainer; it definitely is.
Straddling multiple sectors has helped me see this crossover use. What works in creative graphics for marketing definitely can create powerful 'impressions', why would it not apply to the classroom? For students, infographics could be a support to a presentation, and is cross-curricular teaching elements of design. As far as creating 21st century learners, it also develops creativity, something that is invaluable in the modern workplace. Just like powerpoint slides, infographics require discipline to not overwhelm the eye. The tool follows the first principle of ARCS to gain the attention of the student. The infographic is a helpful way to introduce a unit or general topic. I follow my design training to keep it simple! Below is an example of an infographic for last semester's research project. Baggio and Clark go hand in hand. Clark breaks down the categories for instructional content, while Baggio elaborates on how this information is best transferred to learners. These actually have to go hand in had to be effective, as the visual impression of the content can have a huge effect on learning outcomes.
Clark states that the brain makes connections primarily through contract, repetition, alignment, and proximity. These elements are innate to general rules of aesthetics. How the eye scans an image for meaning from left to right, top to bottom. I also appreciated Clarks suggestion to turn the image upside down to see the design of the image, apart from the content. As an artist, I have sensitivity to design, I'm quickly engaged when instructional material also appeal to the design eye. As an instructor I seek to expand my design skills to engage student attention, combine with well organized content. The element of the SITE model that is most relevant to my research question is around the Sociocultural subcontent. The motives and values of students directly relates to the affect domain, elaborated by Baggio as the primary domain of the trilogy of the mind; that must be supported to facilitate learning. Since affect is such a huge factor in learning, the source and roots of that affect is important. The SITE model provides insight into what is included in the affect domain through the sociocultural subcontent.
In addition, the ARCS model also brings up the idea of relevance as paramount to learning, tapping into the learners motives and values is key to making content relevant. Through my research, I hope to identify the impact of different instructional models to facilitate Social Emotional Learning (SEL). Factoring in the sociocultural subcontent is important to consider to analyze student needs, background knowledge, motives, and values. From there, it's more straight forward to create an ARCS model that supports SEL as well. For me, the SITE model is also relevant in terms of Sociocultural subcontent. Content that motivates me, and supports my values is much more appealing. This is obvious for all learners, we transfer information quicker when it already has a schema to place concepts within. As an adult, following Baggio's insights around androgogy, learning happens when it's useful to the learner. I enjoy writing these blogs, giving voice to how this information is relevant. Reading the material with this goal in mind, certainly appeals to the sociocultural subcontent. |
AuthorAs a teacher and community advocate I strive to remedy the challenges of adverse childhood experiences (ACE), poverty and violence. I'm intrigued by the motivation that is cultivated by different supportive and discouraging learning environment, and how overcoming the achievement gap can transform our society. Archives
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