Interest Based Learning


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Interest Based Learning

  1. 1. Interest-Based LearningBuilding new curriculum resources for engagement and education David Hunter, MiT
  2. 2. Outline of today’s talk• Introduce myself• Connections to Moodle• Why IBL?• Introduce Interest-Based Learning• Zombie-Based Learning (an example)• Response to ZBL• Who would IBL empower?• What would we need to do?• Recap
  3. 3. Who Am I?• Teacher – Masters in Teaching – Social Studies / Language Arts – Seattle, USA• Curriculum Designer• Project-Based Learning• Blended classrooms• Professional Dancer
  4. 4. Who Was I?• Merchant Mariner• Dishwasher• High School Dropout – Couldn’t connect learning and schoolSo Now…• Very interested in engaging students• Promoting the power of education• Promoting the fun of learning
  5. 5. Interest-Based Learning and Moodle• Open source• Built on community• Worldwide network
  6. 6. Why Interest-Based LearningAddress these issues:Student EngagementEffective lessonsTeaching to high academic standardsRelate learning to the real worldEncourage deeper thinkingPromote 21st Century Skills
  7. 7. Interest-Based Learning• Project-Based or Problem-Based Learning• Set through the lens of different interests
  8. 8. PBL (Project/Problem Based Learning)• What is PBL?Extended process of inquiry in response to complex questions, problems, or challengesRigorousLearn Academic content and 21st Century skills Collaboration Communication Critical thinking
  9. 9. Interest-Based Learning• Project-Based or Problem-Based Learning• Set through the lens of different interests• Allowing Student Choice – Curriculum – Application• Creating connections to real world applications• Encourage deeper thought• Encourage multiple modes of application
  10. 10. What it would look like:• Multiple curricula for students and teachers to choose from• Standards-based• Real-life or narrative driven• Could be local• Open-source + Shared• Similar framework to encourage sharing
  11. 11. How it could work:• Students and teachers go to a source of Interest-Based Curricula• They choose the learning standard or concept they are going to learn• (For example: G-MG.3. Apply geometric methods to solve design problems)• Students could choose the interest they want to learn through.
  12. 12. Through this resourceThere would be a menu of curriculaCould learn through:ZombiesSkateboardingFashion designGraphic designEngineeringEtc…
  13. 13. The Curricula Comes From…• Teachers• Community Members• ProfessionalsEach would follow a similar framework andinclude Real-life or narrative-based applications
  14. 14. Example:
  15. 15. Intro to Zombie-Based Learning• Includes all Middle School Geography Standards (5-8th grade)• Standards based on the “Geography for Life” standards created by multiple geographic professionals and organizations• Narrative set in a Zombie Apocalypse• Problems, projects, scenarios for learning are set within the narrative
  16. 16. The Standards• 18 Standards set within 6 sections1. The World in Spatial Terms2. Places and Regions3. Physical Systems4. Human Systems5. Environment and Society6. The Uses of Geography
  17. 17. The Standards• Standards designed with the outcome to be a person:• “who sees meaning in the arrangement of things in space;• who sees relations between people, places, and environments;• who uses geographic skills;• and who applies spatial and ecological perspectives to life situations” Geography for Life, 1994
  18. 18. The Narrative• Students encounter all concepts• In a “realistic” way• In a Zombie Apocalypse
  19. 19. The ZBL Narrative
  20. 20. Preparing for the OutbreakStandard: How to use maps and other geographic representations, tools, andtechnologies to acquire, process, and report information from a spatial perspectiveExample Application: An outbreak might be heading your way.Using data, students map the movement of the zombie infections.
  21. 21. Post-Outbreak SurvivalStandard: How to use mental maps to organize information about people, placesand environments in a spatial contextExample Application: Using Mental Maps to navigate.
  22. 22. Finding a New SettlementStandard: The changes that occur in the meaning, use, distribution, andimportance of resourcesExample Application: Based on resources, climate, hazards, and physicalgeography, students develop a plan for finding new places to settle.
  23. 23. Building a New CommunityStandard: The processes, patterns, and functions of human settlementExample Application: Discuss requirements for new community and developmodels to grow and construct a safe and sustainable community, based on actualfacts of community growth.
  24. 24. Planning for the FutureStandard: How to apply Geography to interpret the present and plan for the futureExample Application: Develop innovative, specific, and long termrecommendations for rebuilding a working society.
  25. 25. Response to Zombie-Based Learning
  26. 26. Response to Zombie-Based Learning
  27. 27. Response to Zombie-Based Learning• Teachers• Education professionals• Geography Professors• Home-school parents• Former students• Zombie enthusiasts• Text book creators• Video game studios
  28. 28. Why so Positive?• Is it just zombies?• Is it just geography?• Is it a new way to learn?• Is it an interesting way to learn?
  29. 29. What if we created a network ofTeachers and Community Members todesign Interest-Based Lessons like ZBL?Who would it empower andwhat would it require?
  30. 30. Empowering CurriculumInterest-Based Learning Empowers• Students• Teachers• Community Professionals
  31. 31. How IBL Empowers Students• Choices based on individual interests• Explore realistic applications• Explore conceptual connections• Foster creativity• Encourages connections to local world and personal life
  32. 32. How IBL Empowers Teachers• View teachers as professionals who make important decisions regarding student learning• Expects effective curriculum, puts emphasis on effective teaching• Provides tools to practice modifying curricula
  33. 33. How IBL Empowers Community Professionals• Teaches professionals to create lessons and curricula• Challenges community members to show how they use academic skills in the real world• Creates connections between school and professionals in the community
  34. 34. What would creating this community require?• Educating teachers and community members on effective curriculum design• Framework of effective IBL curriculum
  35. 35. What would effective IBL framework include?• Consistent, but openLesson plansAuthentic Assessments (Pre, Post, Formative)RubricsStandards-based Learning ObjectivesReal-life connectionsProject and Creative outlets
  36. 36. Recap• Combine Project or Problem-Based Learning• With an INTEREST or real-life APPLICATION• Design a curriculum based on high academic standards• Make it open to everyone• Repeat ad infinitum to create more engaging teaching resources
  37. 37. Q+A Thank you!