Tag Archives: integrated studies

How to be a boring, bad writer…and other ideas (TBT Remix)

I hadn’t thought about it this way:

So, if you want to be a boring, bad writer:

  1. Never ever learn new words.
  2. Be afraid to say interesting things.
  3. Read as little as possible.
  4. Always play on your laptops.
  5. Never touch a dictionary.
  6. Copyright.
  7. Never make [the reader] see the action.
  8. Never revise your writing.
  9. Definitely take the easy way.

Since I want to be a better writer, I should practice 1) using new words, 2) saying interesting things, 3) reading as much as possible, 4) leveraging technology to enhance learning, 5) using available resources, 6) striving to be unique and citing my sources, 7) presenting a good story, 8) repeating a revision cycle several times, and 9) understanding to “embrace the struggle.”

I wonder if the same set of ideas can be applied to PBL.  How to avoid PBL, Design Thinking, and makery:

  1. Never ever learn new applications and strategies.
  2. Be afraid to try interesting, complex problems.  It might take too long.
  3. Read and research as little as possible. Don’t read and watch Edutopia, Deep Design Thinking, or It’s About Learning resources or ideas from 12k12.
  4. Always use technology for one-way communication.  Just tell them what to do.  Don’t offer students the opportunity to have voice and choice in learning.
  5. If you try PBL, and it doesn’t work; just give up.  Never seek additional support and resources.
  6. Never collaborate with others on projects and problems that integrate ideas and/or concentrate on community-issues.
  7. Avoid applications and real-world experiences.  Never offer the opportunity to present to an authentic audience.
  8. Never say “I don’t know,” or “let’s find out together.” Answer every question asked in class, or better yet, don’t allow questions.
  9. Definitely do the very same thing you did this time last year.  It’s easy.  Take the easy way. Remember…the E-Z-way!

How about applying these ideas to balanced assessment?  How to be single-minded about assessment:

  1. Never ever try new techniques, methods, and strategies.
  2. Be afraid to try alternate forms of assessment: performance based assessment, portfolios, etc.
  3. Read and research as little as possible. Don’t read anything by Tom Guskey, Jan Chapuis, Bob Marzanno, Dylan Wiliam etc.
  4. Always use assessment to generate grades.  Never try non-graded assessment to make adjustments to learning that improve achievement.
  5. If you use rubrics or standards-based grading, and students don’t respond; just give up.  Don’t allow students to revise their understanding and assess again.  Let them learn it next year or in summer school.
  6. Rely on results from standardized tests to compare students.  Just follow the model set by adults that have not met you and your learners.
  7. Never assess for learning and reteach prior to a summative assessment.  Think that you are teaching a lesson if failure occurs with no chance to revise.
  8. Never offer 2nd chance test or other opportunities to demonstrate learning has occurred.
  9. Definitely use the very same assessment you did this time last year.  It’s easy.  Take the easy way. Remember… E-Z-way!

I find this approach connected the anti-innovation ideas from Kelly Green in her 2/21/2012 ForbesWoman article I found by reading Bob Ryshke’s post, What schools can do to encourage innovation.  It also reminds me of Heidi Hayes Jacob’s style in her TEDxNYED talk I found by reading Bo Adam’s What year are you preparing your students for?” Heidi Hayes Jacobs #TEDxNYED post.

I like the provocation of the video and the anti-ideas.  I appreciate the challenge of rephrasing these ideas as statements of what I could do to get better.  I wonder how we should practice to become better at PBL, balanced assessment, innovation and creativity, etc.  In the comment field below, will you share how would you answer this prompt?

Since I want to be a better ___________, I should practice 1)  _____, 2)  _____, 3)  _____, 4)  _____, 5)  _____, 6)  _____, 7)  _____, 8)  _____, and 9)  _____.


How to be a boring, bad writer…and other ideas was originally published on February 26, 2012.

 

If a picture is worth 1000 words, what is video worth? (TBT Remix)

Which is most appealing to you?  Which draws you in and generates questions?

Infographic from Bits of Science.

Infographic from Data Visualization Encyclopedia, Information Technology, Symbols, Posters, Infographics

Video from NPR.  (Watch the video, seriously; it’s only 2:34 and well worth it!)

So…Which is most appealing to you?  Which draws you in and generates questions? I think we need all of the above, the hands-on investigation of the data with technology, the infographic that gives perspective, and the video that offers an alternate way to visualize and think about this population growth.

How are we “leveling up” concerning visualization?  Have our learners been introduced to infographics?  Better yet, have our learners produced infographics to communicate data creatively?  How are we using video to engage our learners?  Have our learners produced video to communicate data, learning, and growth?  Are we teaching (and learning) Information Age skills if we are not expecting multiple representations of ideas from our learners?

So… with lots of technology at our fingertips, if a picture is worth 1000 words, what is video worth?…and…what if we only communicate with text?  What learning is lost when/if we only offer one representation of what we want others to learn?

What is lost when we don’t show and tell?

1 image ~ 1000 words…think about it.


If a picture is worth 1000 words, what is video worth? was originally published on January 3, 2012.

@HughHerr’s TED talk on new bionics celebrates humanity and shows need for mashup of STEM and Design Thinking

Hugh Herr: The new bionics that let us run, climb and dance is a must watch for all.

How are we intentionally creating opportunities for learners to engage in human-centered problem-solving, integrating studies, and teaming with others?

Engaging every learner – #AskDon’tTell #TrinityLearns

Do you ever worry about student-directed learning? Does it mean that the teacher is not engaged?  How are we supposed to teach if we don’t tell them stuff?  What if we asked our learners to show what they know before we teach and reteach? Are we assuming that they know nothing because they are, well, young?

When our friend Grant Lichtman (@grantlichtman) was here last week, he talked about game changers for education.  Number 1 on his list was idea paint.  What if we offered the opportunity for every child to show what they know instead of having them raise their hands and wait for the chance to respond?

Here’s what that looks like in practice:

  • Is every child engaged in this lesson?
  • Is every child working collaboratively to show what they know and, at the same time, learn from others?
  • Is every adult engaged in this lesson?
  • How many opportunities for personalized learning, formative assessment, and practice are there during this lesson?
  • Who owns the learning?

Here is additional information and context for this collaborative first grade lesson from Marsha Harris’s (@marshamac74) lesson plan:

How might we engage more learners simultaneously, offer visible opportunities to show what they know, and personalize feedback, intervention, and enrichment?

Caine’s Arcade #PBL #DoDifferent #STEAM

Do you still wonder if we should make time and space for project-based, student-directed learning? Can you spare 11 minutes to watch Caine’s Arcade?

Can you find the content that you teach in Caine’s learning? I found design, engineering, math, physics, art, problem-solving, creativity, communication, strategic planning, perseverance, and many other important, fundamental, essential learnings.  I have to say that I just love his built-in security system with the calculators.  Amazing!

If you have 8 more minutes, please watch the next step,  Caine’s Arcade 2: The Global Cardboard Challenge & Imagination Foundation.

Who are the learners in this project? What was learned?

Practicing to be a TLC student leads to learning and questions

I am very intrigued by Steve Goldberg’s use of Google Earth for education and empathy.  Yesterday he posted A typical morning at TLC middle school.  For context, here’s what Steve predicts a day might look like at his school, opening in fall of 2013 in North Carolina:

In the spirit of learning by doing, I thought I’d practice being a student at Triangle Learning Community middle school and follow the typical morning plan for the Morning News Discussion…with a Synergy twist. In Synergy, we wanted to work in ripples – local, national, and international. I gave myself the 45 minutes to read and investigate. This 45-minute exercise turned into the entire two hours! It is the most concentrated news reading I have done in a while!

I started with the AJC to read and learn more about Atlanta. The article Three options for the ‘Gulch’ caught my attention. I noticed the “Gulch” just last week. I used Google Earth to see the area. I immediately thought of how to use the map view in 6th grade math when we teach the area and perimeter of “funny shapes.”

I was intrigued by the vocabulary and meaning of “multimodal passenger terminal” because I have just been reading about how car-oriented Atlanta is which can be frustrating for cyclists. The search for multimodal passenger terminal lead me to atlantadowntown.com’s Multi-Modal Passenger Terminal page.  I did not know Atlanta was planning to have a street car.  I also did not know about Bikes and Bites on July 21.  Bikes and Bites is billed as a car free initiative during Downtown Atlanta Restaurant Week where Central Atlanta Progress (CAP) and the Atlanta Bicycle Coalition (ABC) are encouraging diners to ride their bikes to dinner at more than 20 Downtown restaurants.  What positive environmental outcomes are predicted?  Wow!  Bo’s Whatever It Is I Think I See Becomes a PBL to Me! is so true!

I read and researched and connected these ideas for quite a bit of time.  I wanted to “go global” with my news reading too.  I returned to A typical morning at TLC middle school. After watching the video again and reading the linked article about child brides in Niger, I wondered what the headlines were from the paper in Niger.  Did they have a daily paper? I found Le Républicain Niger using Newspaper Map, a new-to-me resource suggested by Heidi Hayes Jacobs. Thankfully, Newspaper Map would translate this newspaper into English (from French) so I could read the headlines.  Talk about a lesson in perspective!  Not one mention of the plight of child brides, the hunger crisis, rapid population growth or infant mortality in the headlines of Le Républicain Niger.

How often do we not see problems in our own community?  How can we find (do we seek) new perspectives to see and observe what is happening in our neighborhoods and larger communities?

Synergy – Questions are the waypoints on the path of wisdom #MICON12

On Thursday, June 14, Bo Adams and Jill Gough are facilitating a double-session at The Martin Institute’s 2012 Conference (#MICON12 on Twitter). Below, conference participants and blog readers alike can find an outline of our session (at least as we intend it before we start!), complete with links to the resources we plan to use.

Synergy – Questions are the waypoints on the path of wisdom (Framework Plans) [100 minutes]

  1. Marshmallow Challenge [18 minutes + setup + debrief = 30 minutes]
  2. Synergy 8 Preso + Showcase Project Products/Q&A [15 minutes + 15 minutes = 30 minutes]
  3. Reading from The Falconer re: Questions [5 minutes]
  4. Gamestorm to share about others’ experiences/practices with PBL (see “Post-Up”) + Gamestorm to generate future ideas for PBL (see “Storyboard”) [30 minutes]
  5. Wrap-Up + Goodie Bag[5 minutes]
    1. “7 Essentials for Project-Based Learning” article + “4 A’s” protocol
    2. Peak Learning Experience Exercise – “Think about your own life and the times when you were really learning, so much and so deeply, that you would call these the ‘peak learning experiences’ of your life. Tell a story (you may include pictures, symbols, or other icons, too) about this peak learning experience, and respond to the question, ‘What were the conditions that made your high-level experience so powerful and engaging?'(adapted from 21st Century Skills: Learning for Life in Our Times, Trilling and Fadel, 2009). Jill and Bo often use this prompt as a pre-writing exercise in order to connect people with the project-based nature of our most enduring learnings throughout life.
    3. Synergy2Learn (resource on PBL)
    4. Synergy 8 Logo, Essential Learnings, and Learning Targets (via Scribd) [also embedded below]

Title of the Conversation
Synergy – Questions are the waypoints on the path of wisdom

Conversational Focus/Audience
High School
Middle School
Upper Elementary School

Short Description
Like a tribe around the fire, let’s discuss how we implement PBL as an entire course or as an input to a class. The conversation starters will describe Synergy – an 8th grade community-issues course. Then, through story exchange, we will share a variety of PBL ideas and implementation methods.

Extended Description
In Westminster’s 8th grade, we are experiencing year two of a new course called “Synergy 8.” Synergy is a non-departmentalized, transdisciplinary, non-graded, community-issues, problem-solving course. While we begin with an “alpha project” to practice project process, we use the “Falconer” method to empower student questioning and curiosity. From the student questions, the entire team generates the projects on which learners of all ages ultimately work.

Our conversational focus will be PBL (project-based learning, problem-based learning, passion-based learning, place-based learning, etc.). We intend to generate ideas from an exchange of current practices and possibilities. We hope to move beyond mere conversation and bridge into collaboration by building for the future more student-learner generated PBL…perhaps even “big, hairy audacious” PBL that unites our various schools and increases the mass of folks working on the problems which define our world.

For more detailed stimulus about “Synergy” and “PBL,” see categories and tags on Bo’s and Jill’s blogs: It’s About Learning (Bo’s blog) and Experiments in Learning by Doing (Jill’s blog).

[Cross-posted at It’s About Learning]