Creating and evaluating a learning lab - FINAL
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As presented at School Moot 13, Sydney
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Creating and evaluating a learning lab - FINAL
- 1. @soozietwits
- 2. My ‘network’ is primarily on Twitter My ‘curation’ is Twitter & PearlTrees My ‘creation’ is my Blog, SlideShare, YouTube… consulting and presentations like this! Tel: 0403 399 206 Web: www.mutantlaboratory.com Email: soozieemail@gmail.com @soozietwits Soozie Bea
- 3. Why a Learning Lab How to Run & Assess a Lab Activity What So What Now What Ideas for Labs Goals for today @soozietwits
- 4. Why a Learning Lab? @soozietwits
- 5. “Imagination is the Discovering Faculty...” Countess Ada Lovelace (1815- 1852) Mathematician & Programmer @soozietwits
- 6. “The function of education is to teach one to think intensively and to think critically.” Martin Luther King Jr. (1929- 1968) Pastor & Activitst @soozietwits
- 7. “We want to take that Kindergarten approach to learning – where kids are creating and designing and experimenting – and bring it to learners of all ages.” Mitchel Resnick Lifelong Kindergarten Group, MIT Media Lab @soozietwits
- 8. “If I have seen further it is by standing on the shoulders of giants” Sir Isaac Newton (1642-1727) Physicist and Mathematician @soozietwits
- 9. “... in the 1890s, 58 % of STEM students were girls. ... the reason why girls are not in STEM now is cultural, not due to their natural ability. ” Ainissa Ramirez scientist, inventor, author, TED speaker, TED-Ed educator, & advocate for science education @soozietwits
- 10. STEAMScience Technology Engineering Arts Maths From STEM to STEAM! @soozietwits
- 11. How to Run & Assess a Lab @soozietwits
- 13. Activity Tinkering with hands-on materials PLAN AHEAD • Keep it real with authentic products • Don’t overlook soft skills • Learn from big thinkers ASSESS • Creation of a hypothesis (big question) @soozietwits
- 14. What How-to Videos Informational Websites Online Chats LAUNCH INTO LEARNING • Formative strategies to keep projects on track • Gather feedback— fast • Focus on teamwork • Track progress with digital tools ASSESS • Depth of research • Critique of sources • Organisation of facts @soozietwits
- 15. Audio-Video Reflections Photo Essay Blogging Other Web 2.0 Tools So What SHARE WHAT STUDENTS KNOW • Grow your audience ASSESS • Reflection on hypothesis • Reflection on experience • Articulation & construction of learning @soozietwits
- 16. Demonstration & Application REFLECT, REVISE, REVISIT • Do-it-yourself professional development • Assess better together Now What ASSESS • Demonstration • Peer & Public Review of Project • Peer, Public & Teacher feedback @soozietwits
- 17. 8 y.o. shows a creation from a Puppets to Robots topic 9 y.o. demos a windmill he designed 12 y.o. shows love of reading & desire to learn t-shirt design Examples of Work @soozietwits
- 19. The Truth idea possibility possibility ideapossibility The Question idea idea possibility possibility possibility idea possibility possibility idea Creativity & Exploration Divulgence Convergence @soozietwits
- 20. Write an open letter to the local council about issues effecting the environment around the school. In what other plausible ways could Shakespeare have ended Romeo and Juliet? If you saw an alien, how could you communicate that you mean it no harm? What criteria would you use to determine if an artistic painting is of high quality? Think of as many principles of physics you could investigate using an egg. What common household objects could you use to make pond water drinkable? What criteria would you use to select the most aesthetic of several different (and safe) bridge designs? Big Question Ideas @soozietwits
- 21. Flipped The Flipped Classroom by J.Gerstein Edudemic on Flipped Classrooms – bit.ly/164BGkJ Case Study: Wiki - bit.ly/17n7nps Connecting Students - bit.ly/1g26Z3y Maker Maker Education Initiative – makered.org Brightworks School - sfbrightworks.org NYSci Maker Blueprint – bit.ly/1bRGBJw Tech From STEM to STEAM by Sousa & Pilecki Teaching the iGeneration by Ferriter & Garry Hackety Hack - hackety.com Edudemic Teacher Tech Guides – bit.ly/14Twkb7 Teaching Resources @soozietwits
- 22. I have very cool business cards – hit me up for one!Tel: 0403 399 206 Web: www.mutantlaboratory.com Email: soozieemail@gmail.com @soozietwits Soozie Bea
Notas do Editor
- Today we'll look at how to include student-centred, flipped learning to teach not only the content, but the learning, organisational & study skills necessary for life-long learning – BY GETTING INTO ‘MAKER’ ED
- Kid-Learning for AdultsEx-Tertiary School of EdEx-L&D MgrSTILL consultant & trainer – networking mutantADHD (Squirrel-brained)Possible mild AspergersMORE PEOPLE LIKE ME COMING!
- The emphasis is on collaboration, multi-disciplinary learning, creating things and student empowerment, encouraging risk-taking and trial & error, and intrinsic motivation.
- The emphasis is on collaboration, multi-disciplinary learning, creating things and student empowerment, encouraging risk-taking and trial & error, and intrinsic motivation.
- The emphasis is on collaboration, multi-disciplinary learning, creating things and student empowerment, encouraging risk-taking and trial & error, and intrinsic motivation.
- The emphasis is on collaboration, multi-disciplinary learning, creating things and student empowerment, encouraging risk-taking and trial & error, and intrinsic motivation.
- Girls NEED STEM
- So what’s all the buzz about “Making”? Making is creative, innovative, inventive, collaborative, resourceful and empowering. as the popularity of Making increases, so does the interest in introducing youth to the magic of Making. People are taking note and the benefits of Maker programs for youth are being acknowledged by community organizations, educators, parents, and most importantly, the youth who are already actively involved. Heavy on the STEMHands-on is key. offer children the opportunity to build, make and create. Children make something (design process) versus doing experiments (scientific process). Programs can follow a set of planned activities, but should encourage trial and error and allow for individual creativity and experimentation. Children own their creations. When a project is completed, kids should be able to take their project home. Programs should be long enough in duration that children can immerse themselves and result in a meaningful experience. Make sharing of ideas, projects, skills and knowledge an integral part of the program. an in-school program, offered in 40-minute blocks once a week.
- Students explore the materials and the skills related to a topic of interest. Provided with ‘stuff to play with’, encourage them to tinker. Students come up with the QUESTIONS for the next phase.
- The difference with Trad. Flipped Classrooms are the content is offered AFTER tinkering – they know what they want to know more about.
- Students synthesize and make meaning from their experiences and concept learning. They reflect on the learning through creation.
- Students present their work through instructional videos to teach others, a performance or live demonstration to an audience.