Week 3: SEE WHAT CHAPTER 5 IS ALL ABOUT

The National Academies of Sciences, Engineering, and Medicine provides great insights on how to keep our knowledge and reasoning flowing as we continue learning throughout life. I’ve created a one-page infographic that highlights three key ideas from Chapter 5. Take a look below to see what NASEM has to say about knowledge and reasoning!






Comments

  1. PGillardOctober 30, 2025 at 8:08 PM

    Hi Karlie! I like your illustrations--your infographic is much more concise that mine. I think the top part works well, but some of the lighter-colored text is difficult to read, even at a larger resolution. I had trouble taking all the information from the chapter and condensing it into something less text-heavy, even trying to find three points (I kind of have four on mine...). Thanks for the round up of Chapter 5!

    ReplyDelete

Post a Comment

Popular posts from this blog

Week 1: Hi, nice to meet you!

Hey everyone! My name is Karlie Minson and I am in my 7th year of teaching. This year I moved up to 7th grade math and I am loving it! I have been the math department chair for my building for 2 years and it is helping me grow as a leader. My goal for the future is to finish my masters in curriculum and instruction geared in math so that I can use that to help select curriculum for our district. I also want to be able to use all of the knowledge that I will have gained from these courses to teach other math teachers on best practices and to become a better math teacher myself.  Creative Communicator indicator 6C asks students to communicate complex ideas clearly and effectively by creating or using a variety of digital object such as visualizations, models or simulations.  In 7th grade students are asked to graph and describe translations, reflections and rotations of figures on a coordinate plane (Math standard 7.GM.4.3.). Once students have learned about the way figures can ...
Read more

WK 2: Authentic Intellectual Instruction

Image
 Part 1: Authentic Intellectual Work The nature of authentic intellectual work includes "construction of knowledge, disciplined inquiry, or performances that have value beyond school" (Newman, et al., 2007). This is explained by making sure that what teachers are doing in the classroom gives relevancy to the students’ understanding. When students find that things are not relevant, they tend to lose interest in their learning. Traditional instruction and assessment only look for students’ compliance of doing the work and learning the material to pass the class. Authentic intellectual work takes the traditional work and pushes its boundaries. It provides opportunities for students to think deeply, to have productive struggle, and to connect their learning to their society. For example, one of the components of authentic intellectual work is the value beyond school. The goal of making the work’s value be beyond the school is so that students see the value that each of the assig...
Read more

UDL Implentation

Image
The article I decided to dive into was, Using Universal Design for Learning to Design Standards-Based Lessons  by Rao, K and Meo, G. As teachers, we have to be able to design a lesson that unpacks the lesson standards but also incorporating different methods of teaching so that all learners have been reached. Rao and Meo put it this way, " The UDL framework presents a structure for designing instructional environments and activities that take into account the varied ways in which these learning networks function for each individual" (2016). This is a great explanation of what UDL does for students and helps teachers think about what to incorporate when they are unpacking their lessons.  There are two process that UDL uses to help teachers incorporate the certain skills they need. Before teachers can implement anything into their lesson they have to unpack the standards. UDL helps teachers do this by tell them to unpack the standard by skill and concept (Rao, K. & Meo, G. ...
Read more