EDIM 508 Unit 3 Summary Posting Information Overload:

The Need for the Synthesizing Mind

Ive enjoyed reading your discussions this week. I hope that the readings have better opened your mind to
understanding the synthesizing mind and the technological tools and strategies that can be used to foster this
mind. Id like to highlight some thoughts from this weeks discussion.

Amy- There is actually an idea that pushes to eliminate grades altogether and instead base student
progress on mastery of each standard/concept. I think this would be interesting to witness in a classroom. My
question towards it always lies with how motivated the students would remain, without earning grades.
Ultimately, though, this model pushes towards the idea that education is to build skills and create a mentality or
love of learning. I think it would need to be implemented at an early age to be truly successful, but I think it ties
in nicely with Gardner's synthesizing mind and your mention of re-submitting
assignments after gaining feedback.

Belinda- We also must not forget, as you mentioned, to check in

periodically with the students as they work. In a world where many are stating how it
is a great practice when a class is not only teacher led, but student led, the teacher
must be there as a guide, to scaffold. Because we will ultimately know what we are
looking for in the final assessment through a project or performance, students need
to continue having that guidance or clarification. Its kind of like reiterating the rubric, or expectation with the
emphasis on establishing and embracing the synthesizing mind.

Jessica D.- Goal setting and reflections are two important factors that teachers do not look at as
often as we should. The process of how the student ended at their final product is just as important as that final
product. If a student throws together a nice project the night before it is due, are we sure they took the
necessary steps to get there? How could we determine if they fully understand a concept without looking at their
thought process? Also, we should measure how well a student can self-assess by having them look back and
think about what they did well and what they can do better.

Jessica K.- What matters most is showing students how to find the answers
to their questions themselves. For example, if they are having an issue with a technical
aspect of a certain software, they could be shown how to find a solution online. This
would be vastly useful to them in the so-called "real world" where there might not
always be someone to ask. Plus, this takes the pressure off of yourself to try to learn
everything.
 Katherine- When students are given choice for how to solve a problem, they are usually more
successful. Not only are they more motivated, but they are most likely choosing the method that they
understand the most and feel most comfortable with so they have a greater chance of being
successful. Teaching students a variety of problem solving strategies helps them in real life situations when
they have to assess a situation and decide which method would work best in order to solve the problem

Lauren- I also have a hard time committing to an idea for a project because I am always worried
that I will not be able to find enough information on the topic, or I worry that I will struggle with staying on
track for the guidelines of the project. Because of this I always try to over prepare my students for projects by
giving them very detailed instructions and checklists. This way I am providing them with everything they need
to be successful, so they are able to use their resources to complete their projects independently.

Lynn- Rarely do teachers provide students with the opportunity to make corrections to a written
quiz or a test for credit. This traditional form of assessment just does not lend itself well to the drafts and
revision component of establishing synthesis. On the other hand, alternative assessments, such as those
implementing the use of technology, lend themselves well to feedback and revision. Knowing that there is an
opportunity to make corrections and changes to an assessment, may help students feel more comfortable with
taking risks, which can ultimately lead to greater educational gains.

Meaghan- I think the bar is raised when a teacher specifically sits down with a student or a small
group because they know I am speaking directly to them rather than a general statement or mini lesson brought
to the attention of the entire class. These meetings challenge students because the communication lines are
direct and to the point. We chat about what they are doing well and what they can approve upon. So, if they
are not happy with the outcome, I have the ability to reflect on our discussion and what we talked about. One
on one meetings put more accountability on the student.

Peter- The key to me is simply being vastly prepared in all topic and media choices you decide to
provide your students. If we ourselves are confused, then how can we fairly assess a student to see if they are
on track? Self-assessing ourselves will also help us do this effectively. Am I really knowledgeable of
Garageband? Do I really understand how to create a Prezi? In the end, showing students how to effectively
work through a process, such as facilitating a project like this, will be a solid demonstration of positive
synthesizing.
 Richard- Let us be honest, with curriculums already jammed pack and toxic standardized testing
being a driving forcehow? Now I hope I have not misrepresented myself, I am all in favor of 21st century
teaching strategies and thus far agree with Gardners book. However, when change of any kind is mentioned
amongst a group of teachers (sometimes), sadly, eyes start to role and the forward thinking isnt consider
because, thats not how we do it. So what do we do?

Ryan- We can design measures of assessment that pose a question or task which foster the need for
the student to make certain connections and demonstrate what they have learned. We should be designing
measures of assessment with clearly defined criteria and rubrics. The design should include regular monitoring
and directing students away from less than adequate syntheses. The design can include time for reflection of the
work by the students themselves, their fellow students and the educator.

Sarah- How can we assess student learning if we do not know what we

expect from them from the very beginning? Having students reflect upon their work
is a great way for students to take a step back and truly try and understand the
content being addressed. From my experience thus far, having student-led
discussions engages students and it gives students the opportunity to take an active
role in learning. It sparks questions that I may not have thought of to ask, so I enjoy
listening to students educationally question each other.

Susan- I assess my students on the concepts by having them show me

that they understand a variety of ways to perform both tasks. I give them problems
with errors in them and ask the students to find the errors. This requires them to understand all the methods we
have learned. Although not all students are able to utilize all of the methods, I want my students to show that
they know at least two of the methods.

Trevor- Too often, educators take the fact that they are teaching multiple subjects are are working
with an interdisciplinary team to mean that they are, inherently, building synthesis. But as the old accounting
saying goes, "correlation does not imply causation." Having a team or teaching multiple subjects does not
necessarily cause synthesis to be effectively taught. It takes intentional, well trained, goal-oriented processes to
successfully create genuine and meaningful synthesis.