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Process vs Product in Maker-centered Learning - The Learner's Way - 42 views

thelearnersway.net/...uct-in-maker-centered-learning creativity lifelong learning expansion instruction
shared by Dan Bench on 06 Nov 16 - No Cached
  • by ‘Making Thinking Visible’ (MTV) can help here. MTV strategies offer two advantages to teachers and learners. Importantly they provide structure to thinking and encourage a deeper engagement with concepts and ideas. They also allow the thinking that is occurring to be made visible and thus a part of the assessment process
  • mastery of the process that students are utilising as they solve the problems they encounter in their making. How do they deal with obstacles? How did they plan their solution? How effectively do they collaborate? What did they do to understand the problem and how did they monitor their progress?  
  • Students move through phases of thinking that include empathy, needs analysis, ideation, planning, prototyping and evaluation in patterns both linear and non-linear as needs require.
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  • Failing is a part of the process and failing disrupts output based assessments. At the core of the maker philosophy is a process of ideation, iteration and emergence.
  • their Personal Passion Projects. Many of the projects fit neatly into the description of maker-centered learning. These are the projects where the students have identified a need and the solution is a product which they design and then prototype.
  • Nigel Coutts on 06 Nov 16
     
    The maker movement and with it maker-centered learning brings new possibilities and challenges into the classroom. It has spawned makerspaces and students are busy designing and making products. The danger with all this frenzied making is that it is very easy to miss the point, to focus on the product and not the journey.  
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Edu Leadership:Tech-Rich Learning:The Basics of Blended Instruction - 38 views

www.ascd.org/...cs-of-Blended-Instruction.aspx classroom blended learning technology blended_learning edtech
shared by Clint Heitz on 23 Nov 15 - No Cached
  • Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
  • Tip 1: Think big, but start small.
  • Tip 2: Patience is a virtue when trying something new.
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  • Tip 3: Technology shouldn't be just a frill.
  • Tip 4: Weaving media together makes them stronger.
  • Tip 5: Students need to know where they can get online.
  • Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
  • Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it to replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
  • Remember that mistakes lead to learning. The best resources I've designed and the most effective strategies I've developed were all born from and refined through mistakes.
  • I anticipated that students might hit some bumps as they navigated their first TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel tool makes it possible for people to have a real-time conversation online while a live presentation or real-time discussion is taking place.
  • I asked students to reference specific details to support their assertions, as did one student who commented on the town's poverty by noting that the local doctor often took potatoes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same doctor was still able to support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
  • I asked students to analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed to embed directions into our discussion topics to remind students to respond to the questions and engage with their peers. I started requiring them to thoughtfully reply to at least two classmates' posts, in addition to posting their own response to the topic.
  • It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
  • For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
  • In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a shared Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
  • When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
  • Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
  • Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
  • I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access to the Internet.
  • I even wrote the local computer recycling center to request a computer for my class.
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Sample Maker Rubric | Edutopia - 80 views

www.edutopia.org/...maker-sample-rubric-download learning teaching sample maker rubric edutopia design thinking critical problem solving
shared by MaryLiz Jones on 30 Nov 15 - No Cached
  • MaryLiz Jones on 30 Nov 15
     
    Design and creative thinking rubric - worth your time to review
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The Risks of Rewards - 54 views

www.alfiekohn.org/...ror.htm reward punishment discipline teaching learning behaviour AlfieKohn
shared by Roland Gesthuizen on 18 Jul 12 - Cached
  • Control, whether by threats or bribes, amounts to doing things to children rather than working with them. This ultimately frays relationships
  • The alternative to bribes and threats is to work toward creating a caring community whose members solve problems collaboratively and decide together how they want their classroom to be
  • grades in particular have been found to have a detrimental effect on creative thinking, long-term retention, interest in learning, and preference for challenging tasks
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  • good values have to be grown from the inside out. Attempts to short-circuit this process by dangling rewards in front of children are at best ineffective, and at worst counterproductive
  • Children are likely to become enthusiastic, lifelong learners as a result of being provided with an engaging curriculum; a safe, caring community in which to discover and create; and a significant degree of choice about what (and how and why) they are learning
  • Unfortunately, carrots turn out to be no more effective than sticks at helping children to become caring, responsible people or lifelong, self-directed learners
  • Roland Gesthuizen on 18 Jul 12
     
    "Many educators are acutely aware that punishment and threats are counterproductive. Making children suffer in order to alter their future behavior can often elicit temporary compliance, but this strategy is unlikely to help children become ethical, compassionate decision makers. Punishment, even if referred to euphemistically as "consequences," tends to generate anger, defiance, and a desire for revenge. Moreover, it models the use of power rather than reason and ruptures the important relationship between adult and child."
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Making as Problem Based Learning - 56 views

thelearnersway.net/...king-as-problem-based-learning resources learning making
shared by Nigel Coutts on 15 Nov 15 - No Cached
  • Nigel Coutts on 15 Nov 15
     
    Recently many of our Year Six students have been involved in projects that require them to utilise the brain of a maker. Facing challenges involving the exploration of how everyday objects are manufactured and while responding to their 'Genius Hour' ambitions they are facing a new set of problems and discovering the joy that comes from solving these with their hands as much as their brains.
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