Day One: Thursday 9/24/2015
4-8pm
Introductions and overview of the course
Your challenges in this course:
"Learning new."
Do, make, and create...
‘Tech’
Tommy Emmanuel Video, “The Band”
The importance of "learning to play the bass line."
Get things moving, get some momentum and then build.
Tough for teachers to do sometimes!
The great Seymour Papert
Creating and Inventing
Hard fun
Taking risks and chances
Do, Make, Create: “Take off your teacher hat, and put on your learning hat.”
"Leonardo da Vinci tried to invent an airplane. If you look at his drawings, you see that he had some really good ideas—not that they would have worked. But I think that by looking at his drawings, you can see that if he had been able to experiment with those ideas, he would have seen the ways in which they didn't work and very likely would have made a successful airplane or participated in the making of the airplane in his time. However, he could not even begin that process because in order to do it, you needed a lot of technological infrastructure. You needed machine tools. You needed fuels. You needed some source of power. You needed materials. You needed a knowledge of physics."
-Seymour Papert "Child Power: Keys to the New Learning of the Digital Century 1998
www.papert.org/articles/Childpower.html
The basis of our work:
Core values from the Science Leadership Academy in Philadelphia
Review Accounts:
Gmail
Multiple Intelligences: Howard Gardner
Group chat: Where do I you land on this chart? Why? Give evidence!
Are you the same as anyone near you?
Are you the same as anyone near you?
Evidence, right? That we can (should?) teach in diverse ways.
The Student for a Day project
Do a web search for "student for a day project"
Multiple references, articles, journals, etc.
Do a web search for "student for a day project"
Multiple references, articles, journals, etc.
Seeing the schedule and day through the students eyes
Process and product vs 'learning, collaboration, and empathy.'
Process and product vs 'learning, collaboration, and empathy.'
Design Thinking
Learning:
Breaking down big tasks into workflow
Teaching:
Teaching:
For whom am I designing? 'Empathize' is often looked over in "coverage vs depth" and "initative overload."
Spiral Curriculum: Jerome Bruner
Review the important elements:
- Student ownership: "How can we reivew this story."
- Student choice: Write a paper, Audio tale (NPR style), or video. Whatever you chose last time you can't repeat. Must cycle through all three. Creates natural teaming and sharing of experience where 'the students become teachers.'
- Builds interdisciplinary thnking: Appeals to multiple different types of learners. Builds on strengths and weaknesses!
Dan Meyer Reference: Math class needs a makeover (TED)
Searching to learn: Searching the web
"... 101"
"Introduction to..."
Phrase based searching: tips to search using google
Search tips (from Lifehacker): quotes, exclusions using a minus sign, colon (inclusion).
Exploring ideas of how to use more search options with students... and personally!
"Always take time to sharpen your axe."
Exploring ideas of how to use more search options with students... and personally!
"Always take time to sharpen your axe."
Wise person who has cut a lot of wood.
Reggio Approach Discussion (from class prep assignment)
The importance of "teaching children and not just subjects."
Revisiting this concept with multiple inteligences.
Independent Project Guidelines
This must be meaningful to you personally and / or to your work.
Group learning or Individual Learning
Think Tank Sessions: Walkabouts to chat over ideas.
Core Values: Inquiry, Research, Collaboration, Presentation, Reflection
Group learning or Individual Learning
Think Tank Sessions: Walkabouts to chat over ideas.
Core Values: Inquiry, Research, Collaboration, Presentation, Reflection
Design Thinking Model
Class reflection / Presentation Gab
Class reflection / Presentation Gab
Reflection:
How can I create an 'emotional weather forecast' for my students?
Where do my students fall on Gardner's multiple intelligences?
How can my students have a voice in telling me? (aka maybe I don't have to do it all... and shouldn't!)
And finally, some tough introspective questions:
How can I create an 'emotional weather forecast' for my students?
Where do my students fall on Gardner's multiple intelligences?
How can my students have a voice in telling me? (aka maybe I don't have to do it all... and shouldn't!)
And finally, some tough introspective questions:
- What type o teacher am I? Do I tend to teach toward one or a couple disciplines?
- Is this because of how I learn best? Does it lean one way because of my subject / grade level?
- How can I build practices and ideas into my teaching to cater to different intelligences?
Tough questions!
Down the rabbit hole we go!
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