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Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
Lilly Tootsie Pops & Toilet Paper 2011
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Lilly Tootsie Pops & Toilet Paper 2011

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This version of TP/TP was used at the Lilly International Conference, Oxford, Ohio, November 2011.

This version of TP/TP was used at the Lilly International Conference, Oxford, Ohio, November 2011.

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  • 1. + Tootsie Pops & Toilet Paper, Vampires & Zombies
  • 2. + Reimagining Research through the Engaging and Creative Processes, Projects, and Products of The Collectory A presentation from Dr. Z’s House of Fun Wilkins-O’RileyZinn Professor and Faculty Director of Teaching and Learning Southern Oregon University
  • 3. +When is learning fun(engaging andinteresting) for you?“Dolphins are my liferight now! Thisproject is the mostfun I ever had!!”• Sixth grader, 2004
  • 4. + Zombie Haiku (Ryan Mecum, 2008) They surround the car and all are moaning something. Is that the word “trains??! (p. 17)
  • 5. + Research is formalized curiosity. It is poking and prying with a purpose. • Zora Neale Hurston
  • 6. + ability to relateTheand to connect,sometimes in odd andyet striking fashion,lies at the very heartof any creative use ofthe mind, no matter inwhat field or discipline.• George J. SeidelMy name is only ananagram of toilets.• T.S. Eliot
  • 7. + Themes of Fun in Learning (Zinn 2004, 2008): Choice Relevance Engagement Active Learning Teacher Attitude Eiredaramac (Camaraderie)
  • 8. + The Collectory is about teaching the skills of interest essential to making lifelong learning a reality and an ongoing delight.
  • 9. Some Key Elements of Collectory Research • I-Search research (Macrorie, 1988) • Collage/montage representation • Multigenre writing (Romano, 2000)+ • Scholarly personal narrative (Nash, 2004) • Autoethnography (Ellis &Bochner, 2000) • Autobibliography (Zinn, 2004) • Self-actualizing creativity (Maslow, 1959) • Pentangulation (Zinn, 2004)
  • 10. Autoethnography is theexploration of one’sown culture situatedwithin othercultures, and leads tocritical self-understanding throughreflection andexperimentation.A primary differencebetweenautoethnography andautobiography is thecreation of theory from+emergentknowledge, making itparticularly usefulwithin the context ofresearch projects.
  • 11. Enjoyment is not a goal, it is a feeling the accompanies important ongoing activity. • Paul Goodman Ongoing+ reflection and self-evaluation are crucial elements of The Collectoryprocess es.
  • 12. Pentangulation+• Self as source ofknowledge, experiences, reflection, metacognition• Observation, formal andinformal• Talking with others• Formal research, scholarlyliterature, historical contextª Informal research, popularculture, multiplemedia, historical contextYou don’t understand anythinguntil you learn it more than oneway. • Marvin Minsky
  • 13. I have used Spark Notes, Cliff Notes, or+  other reading aids and pretended the ideas were my own.  I have pretended to read an article, text, or other assigned materials.Ethics Quiz  I have appropriated material from the internet and passed it off as my own work.It’s hard to do your best at  I have cheated on a test.something you don’t really  I have copied someone else’s homeworkwant to do. Why should I or other assigned work.go research information onsomething I don’t care  I have done an assignment that was dueabout? at the start of class while I was in class instead of completing it out of class as assigned.• Comments from a pair ofcheaters on ABC’s  I have worked on other things during20/20, November 19, 2004 class, including but not limited to other coursework, surfing the net, texting, etc.
  • 14. + Discovery Skills of Innovation • Dyer &Gregerson, 2010 • Associating: making connections among the seemingly unrelated. • Questioning: asking “what if?” and “why not?” Challenging the status quo. • Observation: closely observing details, including people’s behavior. • Experimentation: trying new experiences; exploring new worlds. • Networking: including with people with whom you may have nothing in common, but from who you can learn.
  • 15. + Skills of Interest There is a formula for drudgery (Ruediger, 1932), and many students have learned how to be actively disengaged in school.
  • 16. +ChoiceI know how I learn and Iunderstand that this maynot be the same in everycontext. I actively seekopportunities tomaximize my learningby integrating myinterests and passionsinto my coursework.Students chooseCollectorytopics, methods ofpursuit andsources, manner ofpresentation.
  • 17. Nifty Fifty Challenge An anonymous donor will give you $50,000 to research anything you want, but you have to make your choice in fifty seconds. It must be+ something you are personally passionate about, and you must immediately provide a rationale for your choice in fifty words or less, taking no more than four minutes and ten seconds (5x50 seconds) to do so.
  • 18. +RelevanceI find purpose andconnections among thingsI’m studying. I connectpersonal resonance andpragmatic reality. I knowwho I am and whatinterests me.I choose a Collectory topicthoughtfully, engaging inmetacognitive activitiesthat help me understandmy interests and mypreferred ways of makingmeaning.
  • 19. +EngagementI attend class anddeliberately find ways to beactively interested. I careabout my learning and amtruly present throughthoughtful interaction in andout of class. I apply coursecontent to my life and toother courses.I engage in ongoingdisciplined and informalCollectory-related reflection,collection, and connectionand am alert forinterconnections.
  • 20. + IS QUALITYWHATWORK?WHAT SHOULD AGRADE OF AREPRESENT?Quality is not anact, it is a habit.•Aristotle
  • 21. + Project GuaranteeI guarantee that this work is my own and that it is ready to grade. I understand that it may be returned to me without assessment if it is incomplete, sloppy, appears to represent inadequate effort on my part, or is not my own work. I further guarantee that I have proofread it carefully, that all sources consulted and cited are properly credited, and that it meets any additional specific requirements for the course for which I am submitting it. I also understand that if this work is not my own, there will be serious consequences that may include loss of credit for the course. Based on my effort and on the quality of my final product, if I were assigning my work a grade, I believe that it should earn a/n ________.
  • 22. +Active LearningI don’t just attend class; Iam an integral part ofmaking the classinteresting because I aminterested. I seek outadditional informationrelated to what I amlearning.I use all facets of my life assources of information. Iunderstand that learningdoesn’t just happen inschool and I actively seekadditional learning-from-lifeopportunities.
  • 23. +Teacher AttitudeWhat makes teaching fun?I put myself in the place ofthe teacher and make myinterest apparent. I gobeyond requirements andproduce quality work.Collectory teachers areopen to possibility, trustlearners, emphasize thejourney, involve learners inevaluation, expect quality.They model lifelonglearning through their ownresearch Collectorys.
  • 24. + What did the ghost say to the bee? Boo, Bee!! • Dogfight (1991)BREAST WISHES!I have a collection of morethan 7,000 quotationsabout breasts that havebecome part of an artexhibit: Breast Wishes:Uncovering an AmericanObsession. It’s led toanonymous gifts like this.
  • 25. + Things I Didn’t Buy For My Son A Consumerist Collectory
  • 26. +CamaraderieI talk with others in and outof class—instructors andclassmates. I get involved inclubs, study groups, sports,student government, and/orother activities. I aminterested in learning aboutother people and theircultures and I know how tolisten and be a friend.I actively seek otherperspectives related to myCollectory topic and I sharemy work regularly, helpingothers with theirs as well. Iam part of an intellectualcommunity.
  • 27. + to insure your Collectory doesn’t suck! How Some advice from the Vampire Team:• Pick a topic and begin your research right away.• Tell other people what you’re exploring and ask themto watch for related information.• Record what you’re doing, the sources you find, andyour thoughts and reflections REGULARLY. You willnot remember!• Keep careful track of your sources. Get all the biblioinformation as soon as you look at something.• Be open—keep your topic at the front of your mindand you’ll be surprised how much you start to see. Winter 2011
  • 28. + How about you? With The Collectory, the end is just the beginning. . . How could you use Collectory processes with your students?
  • 29. + Dia de ElLos Muertos  mIImaIIZinnpix are fromOlvera Street,Los Angeles,and Dr. Z’sHouse of Stuff
  • 30. + In Finito To find a form that accommodates themess, that is the task of the artist now. • Samuel Beckett
  • 31. +Vampire HaikuRyan Mecum (2009)As I’m writing this,my syllable-counting handis starting to smoke (p. 133).
  • 32. + can studentsHowlearn essentialresearchattitudes, skills, andknowledge in apersonally-engagingway?AND how is highlyindividualized workevaluated?
  • 33. + You can teach students a lesson for a day, but if you can teach them to learn by creating curiosity, they will continue the learning process as long as they live. • Clay P. Bedford Activate the skills of interest, innovation, and lifelong learning through personally resonant Collectory research
  • 34. +here do ideasWcome from?I am oftenasked, “Where doyou get yourideas?” The shortanswer iseverywhere. It’slike asking, “Wheredo you find air tobreathe?” Ideasare all around you.• Twyla Tharp
  • 35. + A student once called me the “Ex-Lax of writing teachers.” Collectory processes can really help get the writing going!

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