Session 3, Baggio, Clark and Dervin

Clark Key Ideas:

• Is training needed?- When reading this part about is training needed or can other motivations change the behavior, I felt that this can be applied to my driving question. My driving question needs to be something that is needed and can be used to possibly change teaching practices. I do not want to do things/change things within my classroom if there is not a need for it. Can small changes be made or do I need to do a "training" on it?
• Learning objectives- Clark states that we need to state the objective of our lesson. Most of the time in class I state the objective of my lesson (mostly in math) but I need to make sure I do it in every lesson. Students want to know what the end result is.
• Application level- Clark mentions that the bulk of the presentation needs to be guided to the application level. This means that students need to show that they understand the teaching not just recite what was being taught but actually apply it. 

Dervin Key Ideas:

• Sense making-as teachers we need to help students make sense of things. We need to help them "bridge the gap" and cross the bridge.
  
• Experiences- Experiences help students bridge gaps. This helps remind me to make sure I'm having meaningful experiences for the students to learn.
  

Baggio Key Ideas:

• Trilogy of the Mind- Baggio believes emotions and natural instincts play a part in learning. How you feel, how you think, and how you naturally do what you do, all are part of learning. This makes sense to me. If students do not feel interested in a subject they might have trouble learning it. Some students are natural or have a talent for doing things. If something comes natural to them, they might learn it faster. 
• Prior Knowledge- This is what they already know. Sometimes before I start a lesson (especially in social studies, grammar, and science) I ask students what do they already know about the topic. This helps me get an idea of where my lesson should go. Do they already know a lot about a topic? Do I need to give further information? Do they have wrong information that I have to help them "unlearn"?
• Visual learners-85% of people are visual learners. Knowing this it is important to use visuals during my lessons to help students better understand the topic. I feel that videos, posters, graphics are important when presenting information. After taking the test in Baggio's book I learned that I am one of the 85% of people who are visual learners (I always thought I was kinesthetic). 

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I changed my driving question only slightly. Before my driving question was: How does digital storytelling affect reading comprehension? Now I have changed my question to: What are the effects of digital storytelling tools on reading comprehension? I want to know if students use digital storytelling tools to retell a story, will it affect their comprehension of the story they read. I might want to change my question to: "What are the effects of digital tools on reading comprehension?" and take out the storytelling part completely. I need to know what tools are out there for students to use in second grade. I also need to know what kinds of tools my students have used or are comfortable with.  
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