So, here we are. The harder I work on something the more sensitive I can be to criticism. We talked in class about effort being a large factor in determining elementary school performance. It seems that the older we get, the focus moves to pure results. As Katie Blunt brought up in class, we don't really care how hard the air traffic controller tried really hard to keep the planes from colliding, if they collide he did a terrible job. A thought I had while this discussion was happening was "how are we preparing students for the reality that results will matter more than effort in much of their adult endeavors?" It wouldn't be useful to criticize harshly someone who is in the learning process, but we do need to have a realistic picture of where they are to evaluate what it will take to bring them to mastery. I think that a balance is in order in every case. The position on the critical spectrum should depend on student and circumstance.
This project has taken a little bit of time, but has influenced how I am planning future instruction. Most notably would be the Development phase's 9 events of instruction. I'm going to be taking these ideas into consideration as I plan my workshop at the upcoming UCET conference where I will be teaching the classroom application of Garageband for the iPad.