Skip to main content

Home/ MVU-MyBlend Social Media/ Group items tagged e-learning

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
David Goodrich

Organize Your Classroom Like the Apple Store-Big Learning, Big Fun! | Instructional Des... - 1 views

i-d-innovations.com/?p=344

blog reviews

shared by David Goodrich on 11 Feb 14 - No Cached
  • When you walk into an Apple Store, you are immediately caught up in the energy and excitement.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      This was an interesting idea to me for having a conceptual model help frame the concept of an active learning classroom focused on customized, individualized and personalized instruction. The author takes what many already know about the exciting energy one can palpably sense when remembering an Apple Store experience and then uses it as a way to encourage a live classroom to be restructured to include a theatre, a studio, a play space and a genius bar. There are descriptions for each of these areas that are in line with a typical "Station Rotation Model" of blended learning. This post reflects very positively on the experience of trying this model with adult learners where the instructor reportedly received the best satisfaction ratings they have ever seen for a professional development workshop. Washor, E., Mojkowski, C., & Newsom, L. (2009). At the core of the Apple Store: Images of next generation learning. Phi Delta Kappan, 91(2), 60-63.
  • In 2009, I was introduced to a brilliant article Next Generation Learning Environment that posed the question-can the student instructional experience replicate the Apple Store experience? We put the model to the test with adult learners and they, in turn, tried the strategies in their classrooms. Our resulting feedback showed the highest satisfaction ratings I have ever seen for professional development. Learners appreciated choice and the ability to follow an individual learning path.
  • The environment was organized around four main learning areas: Theatre, studio, play and genius bar.
  • ...16 more annotations...
  • We often used it for a 15 minute introduction or to provide an opportunity for the entire group to dialogue about a topic.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      I do like that the Theater aspect of preserving the value of direct instruction while emphasizing the value is directly proportional to the limited and and intentionally chunked dosage prescribed.
  • Theatre
  • Studio
  • Usually ten or less learners interacting with content for 15-30 minutes.
  • Students can choose studio sessions to attend or the teacher can assign them based on specific student needs.
  • These should be interactive and not full lecture format, often the teacher shares a strategy and the students practice while interacting and sharing their explorations.
  • Genius Bar-This is the time when the student works one-on-one with the teacher or facilitator to learn a specific skill or work on a difficult concept.
  • The teacher may act as the “genius” however other students may assume this role too.
  • Play-This is an area of “designed” exploration. An area with a variety of resources focused on the lesson content is created an students move in and out of the play area as they have time, interest or need.
  • This is self directed, exploratory learning yet it should still be focused on the specific learning objectives for the lesson.  
  • We feared that students who were not directed to one of the other areas would camp out in the play area all of the time. To the contrary, we had to stop and have a brief theatre that gave permission and demonstrated how to “play” with learning.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      It is helpful that the author addresses their initial apprehensions to implementing a play area that will resonate with many common fears regarding students veering off course into domains not related to the intended learning outcomes of the course. They recommend to provide guidance with the learning objectives in these spaces while letting the learners explore options within those parameters which makes good sense. It is also important to note that although they were pleasantly surprised by the amount of enthusiastic findings from this particular station to the point of highlighting them in the theater, these were adult learners they were working with. Personally, I am confident that young students can also reap the benefits of this more autonomous learning posture when wisely shepherded by an expert teacher.
  • here are a few tips… 1-Field Trip- Visit an Apple Store as an observer. Look for the different types of learning and experience them for yourself before you implement them.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      The author concludes the post by leaving the reader with a few tips. They recommend to take a trip to an Apple store to get a renewed lay of the experience there. They also recommend to use the resources and curricula at one's fingertips without feeling like they need to be done away with to fit this model. Instead, the recommendation is to find activities that naturally come alongside the curriculum and that could be used in this type of learning environment. Lastly, they encourage teachers to start small by testing it out with just one unit or even just one lesson, just trying it and then to share what they learn in the process. Sounds like an enticing invitation to me.
  • 2-Use the resources you already have- It is not necessary to throw out your lessons and recreate new. Instead take a fresh look at your lessons and find activities that naturally fit into one of the learning structures. You also might consider making short video lessons that can be used in studios or the play area.
  • 3-Start small- Do not revamp your entire classroom, instead try it for one lesson or unit and do a couple studios and a play area. This way you can learn and improve as you go.
  • The bottom line is- just try it…and let us know how it goes!
  • Nathan January 17, 2013 It would also be great to have the employee to customer ratio of an Apple store. I’ve seen stores with 20 employee (front & back if house) serving maybe 100-150 people. Piquant idea though about organizing physical & mental spaces.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      This was an insightful comment, but it may have failed to recognize the power of cultivating self-directed learners who can be viewed as both teacher and learner interchangeably. In fact, I seem to even recall this happening in an Apple store where I was able to help out a customer and even a few Apple employees. I have also been helped by other costumers in the Apple Store.
David Goodrich

Thinking about scale up and growth. When is the right time? | Blend My Learning - 2 views

www.blendmylearning.com/...-growth-when-is-the-right-time

stories blog dave finished

shared by David Goodrich on 29 Jan 14 - No Cached
  • So, naturally, at this time of year I find myself deeply involved in the challenge of figuring out what programs to expand? Where should these programs be expanded to? How do we finance this growth? What other organizational goals and objectives will support blended learning program expansions? What professional development is needed to expand these programs successfully?
  • There were some major changes to the accountability measures that will be implemented – California is piloting Smarter Balanced Assessments of Common Core State Standards – and, consequently, we needed to revamp our internal benchmark measures as well as our curriculum.
  • The technology has enabled teachers to monitor student’s proficiency of discreet skills and provide personalized and targeted assignments so that fluency is not a barrier to developing conceptual understanding.
  • ...7 more annotations...
  • Not having the technology on day 1, has long lasting ramifications.
  • However, if the technology is not ready and relatively glitch free by opening day, it is not exactly confidence inspiring. And this loss of personal capital can leave a lasting impression. At the very least, it is vital that the technology staff and decision makers have a physical presence and make sure that the teachers feel 150% supported when the technology finally arrives.
  • We decided, for example, that each teacher would have a class set of Chromebooks. The teachers preferred this method of organization to some of the other proposals – e.g. each student having their own to use throughout the day – and so far this has been a huge success. Each teacher has developed a system within his or her classroom that works with the rest of his or her routines, and there has been very little breakage and zero theft.
  • This pilot also provided our tech department with some important data about our wireless infrastructure and what our schools would need in order to function in a 1 – to – 1 fashion moving forward. This is huge. I have heard of schools rolling out new 1 –to – 1 programs without this information causing the system to totally crashed, and then staff and teachers are disheartened and so on. We hope that through incremental expansion and close monitoring we can avoid this pitfall.
  • people need to learn things through experiencing the change, through making their own mistakes, and through adapting.
  • it is important to have some one, or a team, to manage the chaos, someone to say “we have been here before and this is what we said we would do should we find ourselves here again.”
  • It is important to have strong leaders in favor of this growth. Whether this be principals, superintendents or even teacher leaders, these decisions cannot be made only in an office. These decisions must be made by hearing all of the voices, hearing people’s fears and their excitement, and with an honest recognition that what worked well in on classroom or at one school, may work well at another and most certainly will end up looking at least a little bit different.
  • David Goodrich on 30 Jan 14
     
    Blog Post Draft: Asking Questions about Blended Learning? - Google Drive http://goo.gl/NRCyH2
David Goodrich

A new antidote for snow days: 'e-learning days' - 0 views

www.usatoday.com/...5190259

blog

shared by David Goodrich on 10 Feb 14 - No Cached
  • David Goodrich on 10 Feb 14
     
    Roman Stotland10:16 AM+1 2 1 1 Reply I think this is great that schools have the option to do this, and thinking about it, we do the same when we (MVU) have a "snow day". It is definitely beneficial for the 12th graders in the article that all have district assigned laptops, the only things that might hold something like this back is students with households that might not have the latest technology or internet, which does still exist. What would be the solution for them?
David Goodrich

Office of Instructional Consulting: IU School of Education - 0 views

www.indiana.edu/...de_series.html

2012 at 02:46pm ie...yuck) http:__t.co_sw twitter@jgh @brainysmurf bonkopen bonkland ifttt pocket Office of Consulting: IU School elearning education e-learning distance teaching instructional instruction

shared by David Goodrich on 13 Feb 14 - No Cached
  • David Goodrich on 13 Feb 14
     
    via PocketOffice of Instructional Consulting: IU School of Education April 28, 2012 at 03:41AM @jgh @brainysmurf FYI these Bonk 10-min videos run fine on iPad (site says Firefox, IE...yuck) http://t.co/SW5ViZnm #bonkopen #bonkland via PocketOffice of Instructional Consulting: IU School of Education May 16, 2012 at 05:47PM
1 - 4 of 4
Showing 20▼ items per page