Yeah, that\u2019s right, Ms. Frawley\u2019s Got Design Superpowers\u2026<\/b><\/p>\n
Middle school teachers often receive comments about how it takes a certain type of special to teach the 12 to 14-year-old age group. I like to think of this \u201cspecial\u201d as more of a list of attributes, or superpowers, consisting of traits like leadership, empathy, compassion, intuition, decisiveness, and flexibility. In Week 4, Activity 1 of Unit 2 of LRNT524, I found out that I could add a few more superpowers to my list, a revelation worth investigating!<\/span><\/p>\n In their summary on ID tools, <\/span>Lachheb & Boling (2018) explain that choosing tools is like solving a puzzle and that the strategies used will differ based on the designer. In my design tools list, I <\/span>am grounded by the theoretical and methodological based on Table 2 in <\/span>Lachheb & Boling (2018, p.39)<\/span>. From these theoretical underpinnings, I have concluded on the following key terms, used to create the visual representation above.<\/span><\/p>\n Conceptual: <\/strong><\/span>negotiating ideas and making decisions<\/span> Social and Cognitive skills:<\/strong><\/span> Modeling and the use of Artefacts: The use of superpowers for design is an interesting take. It fits with a \u201cwhat if\u201d speculative narrative that acknowledges the variations in instructional design methods. In my visual representation, I recognize the multiple judgments that I must make in order to accomplish my design goals (<\/span>Boling et al., 2017).<\/span> In my day-to-day work, I exercise many traits in order to maintain an environment where my students want to come to school, are curious about learning, ask deep and difficult questions, and come back for more. This is what matters to me and maybe that\u2019s a superpower in and of itself.<\/span><\/p>\n References<\/span><\/p>\n Boling, E., Alangari, H., Hajdu, I. M., Guo, M., Gyabak, K., Khlaif, Z., Kizilboga, R., Tomita, K., Alsaif, M., Lachheb, A., Bae, H., Ergulec, F., Zhu, M., Basdogan, M., Buggs, C., Sari, A., & Techawitthayachinda, R. \u201cI\u201d. (2017). Core judgments of instructional designers in practice. <\/span>Performance Improvement Quarterly<\/span><\/i>, <\/span>30<\/span><\/i>(3), 199\u2013219. <\/span>https:\/\/doi.org\/10.1002\/piq.21250<\/span><\/a><\/p>\n Lachheb, A., & Boling, E. (2018). Design tools in practice: instructional designers report which tools they use and why. <\/span>Journal of Computing in Higher Education, 30<\/span><\/i>(1), 34-54.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":" Yeah, that\u2019s right, Ms. Frawley\u2019s Got Design Superpowers\u2026 Middle school teachers often receive comments about how it takes a certain type of special to teach the 12 to 14-year-old age group. I like to think of this \u201cspecial\u201d as more… Continue Reading →<\/a><\/p>\n","protected":false},"author":203,"featured_media":349,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7,1],"tags":[],"class_list":["post-341","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lrnt524","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0204\/wp-json\/wp\/v2\/posts\/341","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0204\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0204\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0204\/wp-json\/wp\/v2\/users\/203"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0204\/wp-json\/wp\/v2\/comments?post=341"}],"version-history":[{"count":5,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0204\/wp-json\/wp\/v2\/posts\/341\/revisions"}],"predecessor-version":[{"id":352,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0204\/wp-json\/wp\/v2\/posts\/341\/revisions\/352"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0204\/wp-json\/wp\/v2\/media\/349"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0204\/wp-json\/wp\/v2\/media?parent=341"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0204\/wp-json\/wp\/v2\/categories?post=341"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0204\/wp-json\/wp\/v2\/tags?post=341"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n<\/em>There are no small tasks or activities, every task is calculated for intersections. Specifically, these intersections include cross-curricular considerations that branch into contemporary social issues.<\/span><\/p>\n
\nBuilding a community of inquiry through ongoing teacher reflections, student journaling and reflecting; goal setting, and social-emotional learning (SEL) check-ins.<\/span><\/p>\n
\n<\/strong><\/span>Teacher risk-taking with new tech and digital tools in the classroom; modeling failure and accepting growth from mistakes. <\/span>Setting expectations and scaffolding through the use of examples throughout the assessment for, assessment as, and assessment of learning phases (which are recursive within their respective timelines).<\/span><\/p>\n