Blc13 Less (thinking) Is More Learning
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Blc13 Less (thinking) Is More Learning

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We thought about titling this session, "Stop Giving Them The Answer: Let Them Figure It Out Themselves!", but thought that sounded a little too edgy. Join us for a strategy-building session on how to ...

We thought about titling this session, "Stop Giving Them The Answer: Let Them Figure It Out Themselves!", but thought that sounded a little too edgy. Join us for a strategy-building session on how to foster student-owned learning in the classroom (and live!). Don’t expect one size fits all answers – but questions, strategies, possibilities, examples, and maybe a few awkward silences…
Join us as we explore ways to:

Engage and empower students as critical thinkers, questioners, connectors and creators of content
Build student repertoire of problem-solving strategies
Promote and develop student capacity for finding the right information, right relationships and right resources, all at the right time
Challenge learners to mine mistakes, wrong turns and “failures” for the richer learning opportunities embedded within

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    Blc13 Less (thinking) Is More Learning Blc13 Less (thinking) Is More Learning Presentation Transcript

    • Roy McCloud rm04bps@birmingham.k12.mi.us Jordy Whitmer jordyw@mac.com Sara Wilkie saraswilkie@mac.com #blc13 #1st5days Less (Teaching) Is More (Learning) Friday, July 26, 13
    • Roy McCloud rm04bps@birmingham.k12.mi.us Jordy Whitmer jordyw@mac.com Sara Wilkie saraswilkie@mac.com Less (Teaching) Is More (Learning) Introductions http://balancedtech.wikispaces.com Friday, July 26, 13
    • Agenda Less (Teaching) Is More (Learning) #blc13 #1st5days • Welcome & Introductions • Lego Smart Challenge • Reflections • Problem Solving Strategies • FAILure • Teacher Role(s) • Questioning • Self Assessment • Documentation & Reflection • Digital Learning Farm • Information Processing • Less Is More Continuum • Closing Thoughts • Session Evaluation Friday, July 26, 13
    • Are you LEGO Smart? OPENING CHALLENGE Make ‣ a group of 3 (*bonus points for groups of complete strangers!) Build - 2 min ‣ use only red and yellow LEGOs ‣ create a duck Share - 3 min ‣ find a way to share your creation with a wider audience outside of this conference (*bonus points for any feedback from your audience!) Friday, July 26, 13
    • Are you LEGO Smart? Re-Group: New team of 3 Bonus points apply! Friday, July 26, 13
    • Are you LEGO Smart? CHALLENGE 2 Solve - Each of the six students in Mrs. Reyes' class selected three bricks from the bag. Can you figure out which specific bricks each student chose? 1. All six students selected bricks shaped like rectangular prisms. 2. No student chose a decorated brick. 3. If Colin combined the colors of two of his bricks he'd get the color of his third brick. 4. The number of hubs on one of Colin's bricks is twice the number of hubs on one of his other bricks. 5. Ashley and Brent selected bricks that are all the same color. 6. The sum of the number of hubs on two of Ashley's bricks equals half the number of hubs on her third brick. 7. All the students except for Colin chose bricks that are all the same thickness. 8. Ethan's bricks can be arranged to form a four by six hub rectangle. 9. Darcy and Ethan chose at least one brick with hubs arranged in a square pattern. 10.The colors of Francisco's bricks are related to the United States Civil War." Friday, July 26, 13
    • Connect & Compare Connect with someone from another group Compare methods used How did the other group solve this? Were your strategies the same? Were your solutions? Friday, July 26, 13
    • Are you LEGO Smart? REFLECT Think ‣ What challenges did you/your group face? ‣ One per sticky note Team with Table ‣ Classify challenges into smaller groups Share (whole group) ‣ categories Friday, July 26, 13
    • Reflect (pt 2) Think (individually) ‣ Brainstorm: What challenges do your kids run up against in your class or school that are not related to content or curriculum? ‣ Write down as many as you can, each on a separate sticky note Friday, July 26, 13
    • Reflect (pt 2b) Share (table team) ‣ Brainstorm list with your table group Classify ‣ Combine your lists and sort into smaller groups ‣ Don’t try to solve any of these now Share (whole group) ‣ Categories ‣ Any insights you’ve had while doing this activity Friday, July 26, 13
    • Problem-Solving Strategies Partner Up ‣ Find someone with whom you haven’t worked Read - Problem Solving Strategies Describe ‣ One other technique you use? ‣How can you help kids solve more of their own problems? OR ‣ A challenge you/your kids face ‣How could you help kids solve this sort of problem? Share (whole group) ‣post your challenge & strategies to Wiki discussion area Friday, July 26, 13
    • FAILure Challenge 2 In pairs, create an acronym for F.A.I.L. Tweet your acronym using #blc13 #fail2learn What happens when they don’t solve the problem? www.pickthebrain.com Friday, July 26, 13
    • F.A.I.L. First Attempt Is Learning First Attempt, Iterate and Learn www.pickthebrain.com Friday, July 26, 13
    • FAILure Mindset Grit Iteration Friday, July 26, 13
    • FAILure How much is too much, how much not enough? How else do we get to problem-solving, grit, and perseverance? How do we scaffold it? When do we let kids stop/quit/ move on? Friday, July 26, 13
    • Teacher Role(s) What is the teachers role during this kind of learning experience? Table Brainstorm Pick 5-6 roles to share lifeteachinglife.blogspot.com  Friday, July 26, 13
    • Questioning Friday, July 26, 13
    • Isidor I. Rabi “My mother made me a scientist without ever intending it. Every other Jewish mother in Brooklyn would ask her child after school: “So? Did you learn anything today?” But not my mother. She always asked me a different question. “Izzy,” she would say, “did you ask a good question today?” That difference--asking good questions-- made me become a scientist!” Friday, July 26, 13
    • Jamie McKenzie “Questions may be the most powerful technology we have ever created. Questions and questioning allow us to make sense of a confusing world. They are the tools that lead to insight and understanding.” Friday, July 26, 13
    • Neil Postman & Charles Weingartner “Once you have learned how to ask relevant and appropriate questions, you have learned how to learn and no one can keep you from learning whatever you want or need to know.” Friday, July 26, 13
    • Claude Lévi-Strauss “The scientific mind does not so much provide the right answers as ask the right questions.” Friday, July 26, 13
    • The Reality of the Classroom Friday, July 26, 13
    • The Reality of the Classroom • Who asks most questions? Friday, July 26, 13
    • The Reality of the Classroom • Who asks most questions? – The Teacher Friday, July 26, 13
    • The Reality of the Classroom • Who asks most questions? – The Teacher • What sort of questions do teachers ask? Friday, July 26, 13
    • The Reality of the Classroom • Who asks most questions? – The Teacher • What sort of questions do teachers ask? – Ones that don’t require wait time Friday, July 26, 13
    • The Reality of the Classroom • Who asks most questions? – The Teacher • What sort of questions do teachers ask? – Ones that don’t require wait time • When given the chance, what kinds of questions do students ask? Friday, July 26, 13
    • The Reality of the Classroom • Who asks most questions? – The Teacher • What sort of questions do teachers ask? – Ones that don’t require wait time • When given the chance, what kinds of questions do students ask? – 99% of the questions kids ask in school are not information-seeking questions Friday, July 26, 13
    • Essential Questions Friday, July 26, 13
    • Challenge Based Learning Friday, July 26, 13
    • Boston: A Revolutionary City Why did it start here? ‣ What questions could you ask to help you dig into this? ‣ How could you categorize those questions? Friday, July 26, 13
    • Question Types Friday, July 26, 13
    • Questioning Toolkit Friday, July 26, 13
    • Student Self-Assessment Friday, July 26, 13
    • Student-Created Rubrics Friday, July 26, 13
    • Documentation & Reflection Friday, July 26, 13
    • Student Roles Student Roles Student Agency voice choice purpose ownership Friday, July 26, 13
    • Information Processing What do we need to know? What questions do we need to answer? Which are most essential to our inquiry? Which are secondary? Friday, July 26, 13
    • Information Processing Where to look and how to find it... books web people places, artifacts & other sources Where & how to collect & curate... class Diigo, Wiki, etc. Friday, July 26, 13
    • Information Processing How to read and process the information found C.R.A.P. Detectors R.E.A.L Strategies Making sense of it all Friday, July 26, 13
    • Information Processing How will we... Use/Apply Share class/student blogs Twitter Youtube and/or Podcast channel Other? Friday, July 26, 13
    • Gradual Release of Control to Students Direct Instruction Guided Discovery Student Exploration Self-Directed Learning Autodidacts Less Is More Continuum Friday, July 26, 13
    • What Difference Does It Make? Following a guided path Setting up guard rails...Wide enough to empower but narrow enough to guide Following a set of blazes Following foot steps Sometimes the guardrails are unnecessary or limiting. Sometimes they are freeing. How do we know? Friday, July 26, 13
    • Less (Teaching) Is More (Learning) http://www.surveymonkey.com/s/BLC13Precon Less Is More • Sara Wilkie saraswilkie@mac.com • Jordy Whitmer jordyw@mac.com http://balancedtech.wikispaces.com PreConference Session Evaluation Friday, July 26, 13