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Beach Ball
 

Beach Ball

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This PowerPoint presentation uses the MS PowerPoint Beach Ball slide theme to show how easy it is to design your own workshop, based on standards for teachers and students and applicable to any grade ...

This PowerPoint presentation uses the MS PowerPoint Beach Ball slide theme to show how easy it is to design your own workshop, based on standards for teachers and students and applicable to any grade or status level. All can benefit from the Design by TEAMS Methodology and the work of MOM\'SOS or Science of Open Systems Learning Centers, where psychological health and cooperation rate higher in rubrics than competition. Just as the human cell must cooperate in order to survive, so the organism we call Earth music must harmonize, and, through quantum physics perspectives, bring a mutable reality to fruition, where shared vision brings social change benefitting all members of society and the global village.

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  • AgendaOverviewBrainstorming objectivesRulesBrainstorming activitiesSummarizeNext steps
  • OverviewQuick overview of what this meeting is all aboutAgenda: Pick a TEAM, pick a workshop, choose a role within the TEAMSWhat to expect:Choice, freedom, cybernetics, feedback, role models, use your own creative force for change
  • Brainstorming ObjectivesDescribe the objective(s) of the exercise:New workshop idea?New rubric idea?How to suggest an idea?How to promote an idea?Follow the steps and accomplish your aims.Define top requirements or restrictions.
  • RulesNo idea is a bad ideaBe creativeTake risks No criticism allowed
  • Brainstorming ActivityGenerate ideasUse games and exercises to “warm up” your creative thinkingWhen ideas slow down, try another exercise to generate fresh ideasBreaking into smaller groups may be helpfulDesign your own rubric questions for yourself and your team.Rate yourselves on a scale of one to ten or poor to rich. For example, a question you might ask yourself is “was my team spirit rich or poor today?& was my team rich or poor today in cooperation?”Use a computer to capture every comment/idea (in Microsoft PowerPoint, of course, using Meeting Minder)
  • SummarizeReview ideas Vote on top candidates for model implementation and consolidateCheck requirements and restrictions, i.e.Time and funding options for materialsTrim list to top 5-10 ideas
  • Describe what happens next:Research the ideas generated?Follow up with larger group?Generate action items for follow-up:Start turning ideas into reality.
  • Andi Bowe&
  • THE DESIGN BY TEAMS METHODOLOGY IS ANINTRODUCTION TO CONSTRUCTIVSM AND DIFFERENTIATED LEARNING FOR A MULTI-GENERATIONAL APPROACH THAT INCREASES SELF-ESTEEM AND DECREASES MIS-COMMUNICATION AMONGALL SEGMENTS OF THE COMMUNITY: STUDENT, PARENT, TEACHER, BUSINESS OWNER, OR ADMINISTRATOR.
  • What will be the long-term effect ofThe Design by TEAMS methodology being inclusive in every schoolroom andUniversity, every business and community endeavor?Harmonic synchronicity!
  • Collages by jessi bowe,14, 2009sent to mcCormick freedom museum, chicagoFor entry to seen & heard contest 2009
  • Dusty kelpy makes a snow angel for christmasWhen the white christmas hit the san juan islands
  • The children pick their own Project and TEAMSand modeland they include digital photography,videography,digital editing and computer skillslike graphic designto document the Process.This means research can also be considered as historicalin the video diaries of many of my children's\"Projects\" over many years. Each Project teaches something that applies tosystems sciences by designing a Project that meets theminimum requirements for the grade levelin a hands-on model of TEAMS Design. (BERENDS, 1975, 1986)
  • I believe an online experimentalcollege called \"College of SYNTHESIS\",using ongoing and current researchin the field of educational psychology andtechnology, may be the next wave of creative and user-defined actionresearch. The finished Project may sometimes span a whole year's worth of work, or it may be just one or two team meetingsand a project Design completed in one afternoon!
  • Brainstorming objectivesRulesBrainstorming activitiesSummarizeNext stepsHow to promote an idea?
  • She also carved the native-style healing flutes, wrote two of the three songs on this short presentation, and maintains a non-profit site promoting music and arts and local and indigenous crafts for multi-generational learning centers called MMOM’SOS.
  • Follow the steps and accomplish your aims.Define top requirements or restrictions.
  • Breaking into smaller groups may be helpfulDesign your own rubric questions for yourself and your team.Rate yourselves on a scale of one to ten or poor to rich. For example, a question you might ask yourself is “was my team spirit rich or poor today?& was my team rich or poor today in cooperation?”Use a computer to capture every comment/idea (in Microsoft PowerPoint, of course, using Meeting Minder)Follow the steps and accomplish your aims.Define top requirements or restrictions.
  • ANDI BOWE Design by TEAMSHere are the roles needed in the Design Grouping: S ecretary or Videographer: Documents the TEAMSFormation and each STEP in the process through Final Projectand helps Present the Portfolioif there is not a Presentation Leader. M oderator: Makes the team follow the timelineand moves the teamto the Next Step after feeling sufficient time has been spent on each Step. A rchitect or Assessor:Designs Final ProjectAssists implementation by evolving Main supply. E laborator or Builder: Elaborates hands-on Project:Model Construction and builds or supervises the Final Project. T heme Presenter: In charge of Final Project Presentation to class and/or community. The Documentation is ongoing and as important in the TEAMS Process as the final Project Presentation or Portfolio html://www.angelfire.com/hi3/spiritualun/Design.htmlIn the Design Process, the children pick their own Project and TEAMS and model and they include digital photography, videography, digital editing and computer skills like graphic design to document the Process. This means my research can also be considered as historical in the sense I have video diaries of many of my children's \"Projects\" over many years. Each Project teaches something that applies to systems sciences by designing a Project that meets the minimum requirements for the grade level in a hands-on model of TEAMS Design. The TEAMS consist of one or more of the following roles that are not assigned but rather are chosen by the students themselves according to their interests both pertaining to the Project selection and to their preferred role within the team. Larger teams might have several team members fulfilling the same role, also as a team or group with a common purpose within the group design process. These roles are always needed within the TEAMS, but a small group might have one member fulfilling several roles. For instance, a moderator might also become the secretary/documenter/videographer or the one who leads the actual Model's construction might also have to be in charge of Main Supply.Here are the roles needed in the Design Grouping: S ecretary or Videographer: Documents the TEAMS Formation and each STEP in the process through Final Project and helps Present the Portfolio if there is not a Presentation Leader. M oderator: Makes the team follow the timeline and moves the team to the Next Step after feeling sufficient time has been spent on each Step. A rchitect or Assessor: Designs Final Project and assists implementation by evolving Main supply. E laborator or Builder: Elaborates hands-on Project Model Construction and builds Final Project. T heme Presenter: In charge of Final Project Presentation to class and/or community. y looking into the principles of backward design, one may observe the spelling of the word TEAMS in reverse in the above roles, in order to assist both understanding and retention of the TEAMS Design Group layout.Loosely based on a class I took in Electrical Engineering at Loyola University from Assistant Dean Ritter called Introduction to Design, in which our team designed and built an educational toy retailing at under $20 dollars and produced a video on a closed loop monitor to accompany the working model of our Pattern Generator to the Detroit Science Fair with our teacher, (documenting briefly the Design Process we used to complete the Project), this TEAMS layout can assist anyone to learn the Design Process after a single experience using the layout I offer below. First, TEAMS form around Learning Centres that have predesigned projects of various levels of complexity and timelines, dependent on the length of the class and the nature and age or mastery level of the participants. (These learning centres can also evolve into new Projects once the Design Process is mastered using techniques imitated and learned through hands-on or simulated learning experiences.) These Projects may include diverse and differentiated styles of learning. They will generally span several disciplines, even at the pre-school level, where the \"big picture\" will be given predominance. For example, each solar oven built out of cardboard and recycled materials, or each basket designed and woven by the child, may also teach Native culture, morality, historical and geophysical perspectives, etc. Given a more detailed or difficult Project implementation, several weeks or even a whole term may be dedicated to the production and presentation of the portfolio or Project Video, as the case may be. This form of action research may be shared online worldwide, accessed any time and for free at my web site, THE SPIRITUALUn, (http://www.angelfire.com/hi3/spiritualun) , and continually evolved and updated as each user, be it an individual or a whole school district, feedbacks in an ongoing and user/anonymous gathering of data that is already built-in to most computer software programs of the 21st Century anyway. Second, TEAMS choose (or are assigned, in the beginning stage of learning the Design Process), one or more Roles. The Documentation is ongoing and as important in the TEAMS Process as the final Project Presentation or Portfolio.Feedback both from the Teacher and within the team is continous and evolutionary. Then, TEAMS choose their meeting and group timelines and
  • Secretary can be the video recorder or mp3 player.Sample Final Model is constructed, tested, refined with further input and, finally, offered toPresentation Team for Portfolio Completion and peer assessmentthrough Sharing the Vision time. This shows how the DesignProcess is a five-stepprocedure very similarto the fifth disciplinemodel offered in the text by Peter Senge: SchoolsThat Learn. One may compare the Presentation Stageto the Shared-Vision step. The Final Model or Portfolio is also the TEAMS Formation&Documentation, (by audio orvideo if possible,)so that a synopsis of each team may be submitted, with theself-designed rubricsand with the team member’s Permission, to a Shared Space on the Web in a simple, one-minute ,mpg or .avi fileAssessment is ongoingand becomes actionresearch, evenif done anonymously,because statistical data may still be collected bygiving each team and memberan anonymous numberand password for each user. This is simple using a video online format.
  • Documentation is important and a valuable part of assessment. However, the new camera phones and digital cameras have a point and click interface so that evena two year old can attain mastery of digital photography and movie media.After two years of producing a weekly showon a community tv station, my young children’s ability to watch and learn astounded even their mother!
  • Suggestion for a rubric design: enter a number for each teamand each team member, if desired, To keep anonymity, if used in action research.Date/Time/PlaceOn a scale of one to ten, or poor to rich, how rich were you today in the following areas:How rich was your team?Do you keep these rubrics as you go, one at the beginning and one at the end of every group meeting, even if the meeting was only a half of an hour each day,so a moderator/teacher can can help those whose team rubrics indicate a rating of under five. This is not for grade or comparison toother teams, but only to help the teams along.Suggestions for elements or qualities to rate teams(the teams themselves design the rubric to fit):QuestCluesListeningUnderstanding
  • The TEAMS consist of one omore of the following rolesthat are not assignedbut rather are chosen by the students themselves according to their interestsboth pertaining to the Project selection and to theirpreferred role within the team.Larger teams might have several team members fulfilling the same role, also as a team or group with a common purpose within the group design process. These roles are always needed within the TEAMS, but a small group might have one member fulfilling several roles. For instance, a moderator might also become the secretary/documenter/videographer or the one who leads the actual Model's construction might also have to be in charge of Main Supply.. I have a Native flute-carving workshop and two alphabet poetry books soon to be available as e-publications with Ms Publisher formatting. I will be adding several new workshops in the next few months, including the construction of cardboard solar ovens using re-cycled materials, a wheat grass juice for fun and profit section, 30 simple things you can do to save the earth, how to copyright your own work, how to build your own free web page, etc.I feel that this methodology allows everyone to learn how the process of design works in a simple format and sets each child free to self-motivate at the same time and just as easily as learning to ride a bike. I employ almost all of the classroom innovations discussed in Chapter 9 of the text, Edutopia, (Chen and Armstrong, 2002) in this PBL style of learning using backward design to make sure each Learning Center will result in the participants learning the needed requirements for the written or video coursework they will undertake later while having fun doing so.(Tomlinson, 1999) All ages, peers and levels of mastery are included in the design groupings and the teamwork grows and evolves along with the design. Assessment is the rubric and the documentation by video and/or audio format that is then placed online by the team as part of the presentation process. The team chooses this part of the design as well. Each child can then be “graded” or analyzed by anyone online in an informal form of action research that becomes historical research documented over time. The rubric I designed to score the work of the individual and the team is included below. I also submitted this rubric for an assessment plan in TEC 560 Journal Assignment Due Week 2.The ability of the child to participate in a team at any age and at any level of mastery is the beauty of the Design by TEAMS Project Methodology. (Wiggins and McTighe,1998).I use software that mirrors real world simulations, like Sims or skill games that remember the user and their personal preferences. DESIGN BY TEAMS METHODOLOGY: Project-Based Learning (PBL) Approach.The assessment techniques I prefer and use almost exclusively are not scoring rubrics per se, but rather an online account and documentation of each team and each individual’s contribution thereto by designing software that “remembers” user preferences not unlike that used by a dating site. Making learning into a game is what I prefer and the scoring rubric I use is dependent not only on the individual progress of the child, but also on their growth as a team member.Each member of each team will spend five minutes at the end of each group meeting. They will “score” themselves and their team in a rubric that will become part of not only the documentation of the design process, but also part of the ongoing feedback loops that emerge as the team progresses and actually prepares some type of Project-based Presentation that will also impact their community in school or at home. Leaving the actual Project Design to the team, the Design Process allows everyone to participate and helping other team members to progress is scored as highly as helping yourself! Extra credit can be given by the child’s parent or teacher for actual implementation of the Project in a way that will impact the community or home environment in a positive manner.(The rubric that follows is a suggestion only and each team can adjust their rubric to emphasize more important points in the Progress of the team that will be brainstormed and decided upon as part of the team design process.)One is the “poor” end and ten is the “rich end”. If you are doing well in your team, your rubric for group participation should be around five or more. (middle class) Framing each rubric as a measure of wealth is a way to make it understandable to even a small child.The team decides what elements of cooperation, implementation, peer and multi-age interaction will represent the choices for the team and individual rubrics. This takes place at the first group meeting, after each user chooses their team and role in the team, and even before the design implementation begins.A graphic interface on the Web Quest page I will develop for The Design by TEAMS Methodology will walk the user through the understanding of steps in the Process and examples of Projects so that even illiterate users can use the graphic cues to score a rubric. In my idea, I will make it more like a game that you can play again and again, getting higher “scores” that let you take a more and more interactive role in designing your own video games for the TEAM or in Sacred Geometry or Art or Dance or?. In this way, an automatic feedback loop will create an atmosphere of joy and fulfillment in learning.Scoring rubric for team: Here is your assignment for the last five minutes of each team meeting. Please grade yourself and your team by choosing a number between one and ten to document how you felt about your progress and that of the team today. Was it a 10, a rich and stimulating congress of teamwork, or a one, a poor attempt?You can choose any number between one and ten. Imagine that five is “middle class”. Each row is for the team or individual you are grading and the columns are for the qualities you are assessing. You can use your computer software to score this rubric or a printed page. Each journal assignment for the team meeting should include either a hyperlink to your webquest entry and/or a copy of this page. Your videographer/secretary is responsible for documentation but the team as a whole can decide how to document. (i.e. Audio or video or even digital pictures. Often these choices may be limited to the technology available.)Please remember to use your number you got when you signed into the WebQuest the first time. This will ensure action research remains anonymous. http://www.angelfire.com/hi3/spiritualun/webquest.htmlHere you place the name of your Project or Learning Center or WebQuest:In this way, the child sees how a “grade” is really a reflection of what they wish to learn instead of what they are forced to learn. They develop their own critical thinking skills and use meta-cognition spontaneously because it is “built-in” to the Design by TEAMS framework. (Vygotsky, 1978).All work is documented and saved on web pages as the quest continues. Framing the Project as a Web Quest ensures scaffolding even if the teacher is not always present. It also ensures documentation for further research and assessment by future teachers and students.Design by TEAMS keeps track of the user, (even if they wish to be anonymous),BY GIVING THEM A CHOICE OF USER NAME AND PASSWORD AND THE USE OF THE SOFTWARE TO PRODUCE A WEB PAGE WILL BE DOCUMENTED AT THE SAME TIME IT IS SCAFFOLDED, BY VIDEO OR AUDIO FORMAT.Here is a link to my web page where the Design by TEAMS Methodology can be explored as a web quest, in it’s original form as team research and also as an Action Research Project: http://www.angelfire.com/hi3/spiritualunThe multiple methods of evaluation I use are built-in parts of the feedback loops and presentation themes that document, by video or audio format, the team and the process of design at the same time they produce a Project Model culminating in community extensions in some cases and viable alternatives to traditional schooling in others. It is the ability of the Design by TEAMS tool to produce teams capable of meta-cognition and further design and development skills that parallel real world situations (Wood, Fred B., Sr. (1992), that make it a suitable tool for use by business, school or home to increase ability of all ages to work together in an atmosphere free of stress and threat and yet stimulating enough to activate skills that will serve us well in a lifetime quest for wisdom and grace.I am designing this software to use various forms of statistical analysis to create documented historical research on the efficacy of the enactment of the Design by TEAMS Methodology as action research online and ongoing and free for any teacher or parent to access with password-protected Portfolios of the child’s work over time using this game interface I am setting up for ages two and up. (Jensen,1998)If we all learn to use and model the Design by TEAMS Methodology as a Constructivist Pedagogy, we may well save endless time spent in new but often ineffective programs and workshops that could be better spent with our partners in learning, our children and students, in fun and provocative Project Modules that the feedback loops will evolve as teamwork over time produces more innovative approaches to creating both a theory of distance education and a better interface within the system we call the educational matrix. Using such principles as systems science’s “N-Dimensional Knowledge Approach to Technology Assessment” (Wood, Fred B., Sr., 1998), that allows “out of the box” thinkers and “win-win solutions” to produce Projects that challenge and result in community as well as student or school benefit, time will be saved by all. (Kim, & Sharp, 2000). This is the constructivist pedagogy that relates all sides of an issue and hopes the outcome will create positive and informative feedback in the system.(Noll, 2005). That time saved that was previously spent in poor or useless standardized tests and grading procedures will be replaced with software interfaces produced in concert with teachers and students themselves, developed as they progress in skills of meta-cognition and critical thinking.As we overcome the obstacles of poor performance and inconsequential value systems, this time can be used to become more effective teachers and partners in our children’s progress. The site for the Internet Projects Registry shows that my ideas are well on the way to being realized!There is also this site (Retrieved, 2/07/05):Collaborative Learning. “Successful online collaborative learning requires appropriate content, reliable partners, the right tools, and effective implementation strategies. There are numerous free and low cost options available. The following information will help you to get started.” http://www.gsn.org/center/All the children and adults who participate in any one of the Learning Centers offered in this methodology will come away from the experience with a heightened sense of the wonder of inter-generational communication loops as well as the ideas that I hope will result in inter-species communication, as my children and I believe that even the dolphins and whales have a semantic language.
  • Elaborator/Builder.This says BE SAMS! The word SAMSstands for MahaSamatman, a Sanskrit word for GREAT SOUL.From Great Souls, we learnto become true sages engaged in a lifelong searchfor Truth and Beauty.GURU then becomes Gee, You are You!The Holy Spirit then directs the userin a creative attempt to master that does not need threatsand/or gradesto motivate or access the skill that will be allowed to be a poor try so that one mayeventually master the skill or talent byapplied research in the field.
  • Feedback both from the Teacher and within the teamis Continuous and Evolutionary (ever evolving). All these roles and steps can interact and evolve,as well as overlapmany disciplinesthrough continued feedbackand effective implementation
  • Presentation Team for Portfolio Completionand peer assessmentthrough Sharing the Vision time.
  • B rainstorming is the First Stage Step. Every idea is accepted without comment or prejudice and documented either on paper or in an audio or video mode. IT MAY BE USEFUL FOR RETENTION TO OFFER THESE STEPS AS A WORD: B FOR BRAINSTORMING E FOR EVOLVING DIALOGUE AND FEEDBACK LOOPS S FOR SELECTION OF FINAL DESIGNA FOR ASSESSMENTM FOR MODEL IMPLEMENTATIONS FOR PRESENTATION OF SAMPLE WORKING MODEL THE SECRETARY/VIDEOGRAPHER DOCUMENTS THE PROCESS AND KEEPS TRACK OF ALL IDEAS. FIVE MINUTES BEFORE THE TEAM QUITS, A RUBRIC, DECIDED UPON TOGETHER, IS USED TO SELF-EVALUATE THE TEAM BY THE MEMBERS. ON A SCALE OF ONE TO TEN, OR POOR TO RICH, HOW DO YOU FEEL YOUR TEAM FARES?HOW DO YOU FEEL YOU FARE AS A MEMBER?EACH MEMBER AND TEAM WILL BE GIVEN A NUMBER TODOCUMENT RESULTSWITH ANONYMITY.
  • Rubrics are added together that are developed and collected in the lastfive minutes of each groupmeeting, analyzing and rating the team and the members, (self included),on a scale of one to ten,with poor end at one and rich end at ten.
  • E volving Dialogue ensues and all team membersconsider and, ultimately,Discard, improbable or inapplicable ideas. This is the Second StepDECIDE TOGETHER ONTHE BEST DESIGN FORPROJECT IMPLEMENTATION OUT OF THE BRAINSTORMING SECTION, WITHOUTPERSONAL BIAS ORFINGERPOINTING.
  • Selection and Assessment by TEAMS of Final Project Design is followed immediately with Main Supply andBuilding the Final Model,still as a team, but now led by Elaborator/Builder.This is Step Three and Four.
  • Selection and Assessment by TEAMS of Final ProjectDesign.No matter what the design entails, all members of the team work togetherto build and present the Final Project Portfolio. The team member in charge is merely responsibleto facilitate their chosen rolewithin the team process.
  • Followed immediatelywith Main Supplyand Building theFinal Model, still as a team, but now led by Elaborator/Builder.This is Step Three and Four.Each team meeting may begin and endwith a short anonymous rubric by each member, rating not only their own work on a scale of poor to rich or one to ten, but also the work of the team.
  • The Moderator is responsiblefor keeping the TEAMSon timelines,without being pushy or bossy,but by gentle remindersand good-natured but leading questions. This next step of Dialogueproduces interaction and feedback loopssimilar to Mental Models and teaching by exampleand group interaction both the ladder of inferenceand the tension of the rubber-band that will implement the Vision Shared, also called the Portfolio or Final Working Model.
  • SAMPLE WORKING MODEL:This can be anything, from a simple basket construction to a complex computer simulation. A board game tracing the evolution of the team and its ideas, or a card game, or even a short video production documenting theprocess and Project as an online MTV style production,The variations are endless and endlessly stimulating,because each student creates their own system and identity within the team.
  • I routinely use only systems thinkingand I work backwardfrom the \"big picture\" or the Project, not unlike the old system of guildor apprenticeship.For instance, the childrenChose to design, modeland build acode houseOn a friend’s land in the Santa Cruz Mts.just under thelegal limit. This involves taking many disciplines like Math, English literature and library review and research,budgeting, mathematics used in building,architecture, electromagnetics,materials sciences, etc.They took a whole year to do itWorking when they felt like itOr the weather agreed.Picking a place atthe top of a hill with a view in the far distance of the Monterey Bay,they carved a path and set of steps up the hill,carried the concrete forThe foundation, and added Wiring, etc.Learning by doing was fun, not work!
  • The Enchantress, an old tug that sat in the Fidalgo Bay for eight years had sunk on an old piling and never moved, was not in the shipping lanes, and was a photo-op and marine habitat that the Department of ‘Ecology deemed an environmental threat, and she was smashed to pieces in one afternoon, except her engine, which proved too heavy for the crane and sank to the bottom for future removal.This happened after a small delay caused by local voices who wished the old tugboat to remain where the eagle and birds and otter and seals and kingfishers and smelt were seen in numbers larger than in any year since the last good fishing year of 1981. Since then the habitat for salmon especially had declined largely due to pollution and logging of streams that were once spawning grounds.Bill Mitchell and a dedicated crew of unlikely sailors held a memorial they filmed and photographed on her deck one day before she was demolished, and this quick view from the deck of one of the last of the 61 MikiMikis made in WWII, tugboats that had a long and colorful history after serving the pacific NW in the War effort provides an indication of how quickly Mother Nature can reclaim a habitat that man leaves natural as possible in the midst of an industrial world.Some of this photo journey is on youtube.
  • Blue Heron fishing and dancing near Hope Island
  • Beach where the children used to swing in the tire hanging from the rope from the branch of an old tree now gone…Hope Island and Olympic peninsula seen from Fidalgo Island and the way to Deception Pass from the Swinomish Tribal landings.
  • ANDI PLAYING FLUTE IN SANTA CRUZ CA INSIDE THE OLD COOPER HOUSE FOYERPICTURE BELOW OF THE LIGHTHOUSE SURFER BEACH…
  • The Lighthouse Santa Cruz Historic Site on Monterey Bay, where Orca Play who swim all the way to have their babies and then swim back north to San Juan Island Bays…
  • Santa Cruz Bike Path at Lighthouse point and Its Beach
  • STAY TUNED FOR MORE INFORMATIVE DOCUMENTARY-STYLE FILMS FROM THE BEAUTIFUL PACIFIC NW
  • Andi bowe plays open mic native flutes@ Johnny Picasso’s last Thursday night in Anacortes WA
  • Andi Bowe open mic Wild Buffalo Bellingham WALive performance by the poet:
  • Csiri.org and the College of Synthesis, an online site for sharing important information, thank you for watching our short movie with Andi Bowe, the Director, singing original poem/songs at open mics in the Pacific NW.
  • She also carved the native-style healing flutes, wrote two of the three songs on this short presentation, and maintains a non-profit site promoting music and arts and local and indigenous crafts for multi-generational learning centers called MOM’SOS.
  • Never thought Love had a Rainbow On Itis a 1940s blues song.original Songs include Love is Not for Sale,© 1970,& Voice of the Wind, written in Maui @ Hookena windsurfing beach North of Paia, © 1992…All poems become songs…

Beach Ball Beach Ball Presentation Transcript

  • DESIGN BY TEAMS=SMART! By Andi Bowe 05/21/09 1
  • Agenda  Overview 05/21/09 2
  • Overview  Quick overview of what this meeting is all about  Agenda: Pick a TEAM, pick a workshop, choose a role within the TEAMS  What to expect:  Choice, freedom, cybernetics, feedback, role models, use your own creative force for change 05/21/09 3
  • Brainstorming Objectives  Describe the objective(s) of the exercise:  New workshop idea?  New rubric idea?  How to suggest an idea? 05/21/09 4
  • Rules  No idea is a bad idea  Be creative  Take risks  No criticism allowed 05/21/09 5
  • Brainstorming Activity 05/21/09 6
  • Summarize  Review ideas  Vote on top candidates for model implementation and consolidate  Check requirements and restrictions, i.e.  Time and funding options for materials  Trim list to top 5-10 ideas 05/21/09 7
  • Next Steps  Describe what happens next:  Research the ideas generated?  Follow up with larger group?  Generate action items for follow-up:  Start turning ideas into reality. 05/21/09 8
  • QuickTimeª and a Motion JPEG OpenDML decompressor QuickTimeª and a are needed to see this picture. Motion JPEG OpenDML decompressor are needed to see this picture. QuickTimeª and a Motion JPEG OpenDML decompressor are needed to see this picture. QuickTimeª and a H.264 decompressor Andi Bowe are needed to see this picture. & 05/21/09 9
  • AAA DESIGN SERVICES GROUP PRESENT: 05/21/09 10
  • Bioethics 05/21/09 11
  • Collages by jessi bowe, 14, 2009 QuickTimeª and a Motion JPEG OpenDML decompressor are needed to see this picture.  sent to mcCormick freedom museum, chicago  For entry to seen & heard contest 2009 05/21/09 12
  • Sample video: QuickTimeª and a Motion JPEG OpenDML decompressor are needed to see this picture. S Dusty Kelpy Play S Dusty Kelpy makes a snow angel for christmas S When the white christmas hit the san juan islands 05/21/09 13
  • TEAMS ARE A NATURAL PART OF LIFE AND  FROM BIRTH TO THE LEARNING END OF LIFE, OUR GOAL IS TO SHARE & CARE,  & TO BE CARED FOR,  IN A SPIRIT OF UNCONDITIONAL LOVE & ACCEPTANCE. 05/21/09 14
  • TEAMS learn by Application each step in the Design process 05/21/09 15
  • Brainstorming objectives  Rules  Brainstorming activities  Summarize  Next steps  How to promote an idea? 05/21/09 16
  • Generate ideas: S Use games and exercises to “warm up” your creative thinking S When ideas slow down, try another exercise to generate fresh ideas 05/21/09 17
  • Steps in brainstorming 05/21/09 18
  • Follow the steps 05/21/09 19
  • accomplish your aims. Define top requirements or restrictions. 05/21/09 20
  • example, a question you might ask yourself is “was my team spirit rich or poor today? & was my team rich or poor today in cooperation?” Use a computer to capture every comment/idea (in Microsoft PowerPoint, of course, using Meeting Minder) 05/21/09 21
  • SECRETARY/ VIDEOGRAPHER ROLES IN the TEAMS Documents Design process Rubric Creator MODERATOR THE WORD TEAMS IS TIMELINE COORDINATOR an acrostic, spelled Keeps the process moving. backward! Catalyzer Teams=SMART! ASSESOR When the IN CHARGE OF DESIGN MATRIX Evaluator/ ACTUALIZING PROJECT Energizer creates MAIN SUPPLY ENERGIZER feedback loops! PRODUCER Becoming a Implementer RE-Evaluator Final Project coordinator THEME PRESENTER & COMMUNITY INTERACTION SPECIALIST RE-energizer! 05/21/09 PORTFOLIO & DOCUMENTARY 22
  • VIDEOGRAPH  ER Secretary can be the video recorder or mp3 player. 05/21/09 23
  • Digital divide?  A THREE YEAR OLD CAN LEARN TO RUN THE NEW DIGITAL CAMERAS! 05/21/09 24
  • MODERATOR  KEEPS THE TEAMS ON TIMELINE, MOVING FORWARD TO NEXT STEP IN DESIGN, AND HELPS THE MEMBERS (GENTLY AND EFFICIENTLY) FOCUS DURING EACH STEP IN THE PROCESS. 05/21/09 25
  • ASSESSMENT BY RUBRIC, SELF-DESIGNED, ON A SCALE OF POOR TO RICH OR ONE TO TEN! TEAM NO.  USERS NO.  Class Number  TOTALS  Comments 05/21/09 26
  • Elaborator/Build  er. ASSESSOR MAIN SUPPLY  ANOTHER NAME FOR A PERSON WHO MAKES SURE THE TEAMS HAVE EVERYTHING REQUIRED TO BUILD A WORKING MODEL. 05/21/09 27
  • FEEDBACK  Feedback both from the  Teacher and within the team  is Continuous and  Revolutionary SMART TEAMS! 05/21/09 28
  • Theme Presenter: of Final Model  Presentation for Portfolio Completion and Team peer assessment through “Sharing the Vision” time. 05/21/09 29
  • STEP*1: BRAINSTORMING  BE SMART!  Brainstorming  The first step IN ANY DESIGN!  Every member of EACH TEAM is valued. 05/21/09 30
  • On a scale of one to ten, was your team rich or poor YOUR TEAM WAS today? WORK RICH OR POOR TODAY? 05/21/09 31
  • STEP* 2: Evolving dialogue  Discussing all suggestions from the brainstorming session, impersonally without discussing who made them, is the best way to arrive at consensus. 05/21/09 32
  •  Step 3 & 4 Final Project Design is followed immediately with Main Supply and Building the Final Model, still as a team, but now led by Evaluator/  Energizer. 05/21/09 33
  • STEP*3 SELECTION of Final Project Selection & Design. Assessment by TEAMS of Final Project Design. 05/21/09 34
  • STEP*4 A FOR ASSESSMENT Followed by Main Supply & Building the Final Model 05/21/09 35
  • MODEL IMPLEMENTATION  The Moderator is responsible for keeping the TEAMS on timelines without being pushy or bossy, and for offering leading questions that will help the teams rate themselves with self-designed rubrics. All work together to finish the working model. 05/21/09 36
  • SAMPLE WORKING MODEL SAMPLE WORKING MODEL 05/21/09 37
  • College of SYNTHESIS  CONTACT US  ONLINE @  HTTP:  csiri.org  EMAIL::  Abowe@CSIRI.ORG 05/21/09 38
  • SEAGULLS FLY ENCHANTRESS DIES QuickTimeª and a Motion JPEG OpenDML decompressor are needed to see this picture. QuickTimeª and a Motion JPEG OpenDML decompressor are needed to see this picture. 05/21/09 39
  • QuickTimeª and a Motion JPEG OpenDML decompressor are needed to see this picture. QuickTimeª and a Motion JPEG OpenDML decompressor are needed to see this picture. 05/21/09 40
  • QuickTimeª and a Motion JPEG OpenDML decompressor are needed to see this picture. 05/21/09 41
  • QuickTimeª and a Motion JPEG OpenDML decompressor are needed to see this picture. QuickTimeª and a Motion JPEG OpenDML decompressor are needed to see this picture. ANDI PLAYING FLUTE IN SANTA CRUZ CA INSIDE THE OLD COOPER HOUSE FOYER PICTURE BELOW OF THE LIGHTHOUSE SURFER BEACH… QuickTimeª and a Motion JPEG OpenDML decompressor are needed to see this picture. 05/21/09 42
  • QuickTimeª and a Motion JPEG OpenDML decompressor are needed to see this picture. 05/21/09 43
  • QuickTimeª and a Motion JPEG OpenDML decompressor are needed to see this picture. 05/21/09 44
  • STAY TUNED FOR MORE INFORMATIVE DOCUMENTARY-STYLE FILMS FROM THE BEAUTIFUL PACIFIC NW 05/21/09 45
  • Andi bowe plays open mic native flutes S @ Johnny Picasso’s last Thursday night in S Anacortes WA S Brainstorming objectives S Rules S Brainstorming activities S Summarize S Next steps S How to promote an idea? 05/21/09 46
  • Andi Bowe open mic Wild Buffalo Bellingham WA S Live performance by the poet: QuickTimeª and a Motion JPEG OpenDML decompressor are needed to see this picture. 05/21/09 47
  • Csiri.org and the College of Synthesis, an online site for sharing important information, thank you for watching our short movie with Andi Bowe, the Director, singing original poem/ songs at open mics in the Pacific NW .
  • She also carved the native-style healing flutes, wrote two of the three songs on this short presentation, and maintains a non-profit site promoting music and arts and local and indigenous crafts for multi-generational learning centers called MOM’SOS . 05/21/09 49
  • Never thought Love had a Rainbow On It is a 1940s blues song. original Songs include Love is Not for Sale,© 1970, & Voice of the Wind, written in Maui @ Hookena windsurfing beach North of Paia, © 1992… 05/21/09 50 All poems become songs…