The MindShift post by Christina Farr No Courses, No Classrooms, No Grades — Just Learning, describes how some students in the USA are taking time out of school to enrol in project-based learning that pairs them with real projects of problems that need solving.
The NuVu Studio describes their program:
“NuVu is a full-time magnet innovation center for middle and high school students. NuVu’s pedagogy is based on the architectural Studio model and geared around multi-disciplinary, collaborative projects. We basically teach students how to navigate the messiness of the creative process, from inception to completion.
No Courses: Instead, we have studios. Around 12 kids work closely with their 2 coaches on solving big (and small) open-ended problems.
No Subjects: Instead, everything is fused together. Students find themselves moving between a studio that requires them to design a telepresence robot to another that requires them to re-imagine Boston with a cable car system.
No Classrooms: Instead, we have an open space that changes all the time to adapt to the needs of every studio.
No One-Hour Schedule: Instead, students spend two weeks from 9-3 solving one problem.
No Grades: Instead, we have portfolios that document students’ design decisions and show their final products.”
On a smaller scale – many schools are now making pedagogical changes to using Guided Inquiry or Project Based Learning where students select a learning topic that is of relevance to them and where they can develop creative new solutions to issues and problems.
This technology has been around for some time but this is the first really practical explanation I have seen for how it actually works. Understanding this means it can now be better applied in educational settings for creative learning projects.
It is vital for educators to know about autism and for strategies to assist in helping our students with autism . This TED talk by Wendy Chung ‘shares what we know about autism spectrum disorder — for example, that autism has multiple, perhaps interlocking, causes. Looking beyond the worry and concern that can surround a diagnosis, Chung and her team look at what we’ve learned through studies, treatments and careful listening.’
Year 11 PDHPE is entering the final stages of their Guided Inquiry unit of work.
I have been team teaching with their teacher and we have used Edmodo to introduce, structure and support all their work. This in itself was a new experience for the teacher and we found it to be a perfect environment for Guided Inquiry in the Senior High.
I have come across S.E.X.Y. as a structure for writing before, but today the class teacher introduced it with reference and examples to the reports being written. It was outstanding as a support structure for these students writing reports on their health issues and programmes for improvement within groups in Australian society.
S= State your argument
E= Explain your point
X= eXample to demonstrate
A ‘must watch’ inspiring TED talk for teachers.
Rita Pierson, a teacher for 40 years, once heard a colleague say, “They don’t pay me to like the kids.” Her response: “Kids don’t learn from people they don’t like.’” A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.
In his post on Mindshift entitled How Technology Trends Have Influenced the Classroom, Carl Hooker outlines the many changes taking place in both society as well as technology that mean that learning and teaching methods have to change – and are changing.
As educators, it’s our job to make sure that students (and adults) are learning. Part of that process isn’t only about making an engaging activity or lesson, but also realizing how the modern brain learns.
For each of the headings below he outlines the classroom outcomes for these changes.
The Increase of Interactivity
Self-Publishing the World As We See It
Everything is Mobile (and Instant)
Embracing the Digital Brain
Pinterest is a useful curation tool and this Teachers on Pinterest has 30 Boards of links to many relevant sites for all age groups.
Saomya Saxena posted a list of 20 ‘Real-Time’ tools on the EdTechReview blog. These are annotated to make selection easier. Each one suits a slightly different purpose so thankfully holidays and time for ‘exploration’ are just around the corner!
Following on from the last post about students setting up learning networks… Saomya Saxena has selected five basic tools to assist them.
Many educators use PLNs (personal learning networks) for personal learning and networking. But what about students?
Paul Moss, edmerger.com in his post Students Need Professional Learning Networks, Too discusses the benefits of students engaging in learning networks
The creation of an independent learner, a learner who can adapt to changing contexts by engaging their network, a learner who can confidently navigate through the jungle of the Internet. But let’s not make students wait while teachers themselves come to terms with the power of the PLN. Students already have a very solid prior knowledge of the power and functionality of networks. They enthusiastically engage with them everyday for social and entertainment purposes. The skilled teacher is the one who can take that prior knowledge and enthusiasm and teach students to leverage it to their learning advantage.
Terry Heick (Director at TeachThought)discusses what he sees as four stages of integrating technology in learning.
As our school moves across into BYOD (Bring Your Own Device) it will be interesting to see how long it takes before we see an erosion of traditional classroom and curriculum taking place. Deliberating about and managing change is a daily facet of teaching.
This is how Terry Deick describes the last two stages of change in the learning process:
Stage 3: Mobile technology erodes traditional classroom. Truly mobile learners should disrupt non-flexible curriculum.
Mobile learning experiences are inherently unpredictable, requiring varied communication, critical thinking, and aggressive resourcefulness. Standards-based academic work struggles for gravity working against this stage of technology integration.
Stage 4: This final stage of technology implementation necessitates learners to consistently self-direct critical, core components of learning experiences.
Self-direction based on curiosity and play while supported by personalized learning algorithms and the connectivity of authentic networks characterizes this final stage of technology integration. Traditional classroom learning is fully disrupted.
Learning about size and measuring dimensions is bound to be an entertaining learning experience if using this online activity. Students take their measurements then compare them to similar features of animals.
Every Teacher Librarian needs a kit like this. Craig Badura demonstrates, in an ed tech blog post, how to use everyday household items to practically and visually guide students on aspects of digital citizenship of which they need to be aware. This kit could be expanded or altered to suit.
This infographic by ‘graphite’ shows how the use of educational technology is favoured yet also how many teachers and institutions have difficulty in making its use a reality in the classroom. Educators have perceived barriers that are discussed here – budget restraints, time for teachers to learn to use and to implement technology into their practice.