Big think[1]

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Big think[1]

  1. 1. Learning Spaces in which there is dessert to enjoy and savour together<br />A banana split represents individual segments which blend to create a whole sensation. Notice the two spoons. <br />
  2. 2. The Big Think <br />An example of a truly inspiring visual of learning and learning collaboratively with a masterful conductor<br />An analogy of the dessert at the end of a well conducted IBL Project http://www.youtube.com/watch?v=D7o7BrlbaDs#t=0m20s<br />
  3. 3. After the Game is played<br />Another analogy of the dessert after IBL<br />View, rewind, think back, analyse, synthesise<br />A place where everyone is asking questions<br />Flips education to “active inquiry” rather than behaviourist<br />Everything starts to change: dictator to coach <br />A place where everyone is asking questions<br />
  4. 4. Collaborative spaces <br />Allow students to grow from each other’s insights<br />
  5. 5. Calgary Big Think <br />http://calgarylearningcommons.pbworks.com/BIG-THINK-180%C2%B0-Thinking<br />
  6. 6. The Big Think Create the dessert for students, learning does not come to close; it moves forth<br />So What?<br />What are the important ideas we explored?<br />What does this tell us about the topic?<br />What does this mean?<br />What new understandings emerge?<br />What Next?<br />What new questions do I/we have?<br />What else do we want to explore?<br />How can we use what we know to do better next time?<br />What action can I/we take?<br />How can I/we make use of this new knowledge in the real world? <br />
  7. 7. Group Think<br />What I now know………………………….what we now know<br />
  8. 8. Collective and Global Intelligence<br />
  9. 9. Individual Learning with no Group Think<br />
  10. 10. Inclusivity Everyone is part of the Big Think<br />Enhanced through technology allowing everyone’s voice to be heard:<br />SKYPE<br />Text –to – Speech software<br />Interactive video conferencing<br />Blended learning environments<br />And so many collaborative learning tools opening up access to all learners <br />
  11. 11. The Dessert (The top of the Bloom’s Taxonomy)<br /> EVALUATION <br />Appraise<br /> what fallacies, consistencies, inconsistencies appear<br />Judge<br /> which is more important, moral, better, logical, valid, appropriate <br />criticize <br />find the errors <br />defend <br />compare<br />
  12. 12. The Big Think after IBL<br />What Next?<br />What new questions do I/we have?<br />What else do we want to explore?<br />How can we use what we know to do better next time?<br />What action can I/we take?<br />How can I/we make use of this new knowledge in the real world? <br />So What?<br />What are the important ideas we explored?<br />What does this tell us about the topic?<br />What does this mean?<br />What new understandings emerge?<br />The Calgary Big Think, 2010<br />
  13. 13. “Learning is the work……whatever is taught must be steeped in learning through reflective action.”<br /> (Fullan, 2008)<br />
  14. 14. References<br />Loertscher and Koechlin Calgary Big think 2010<br />Fullan, Michael, (2008). The six secrets of change. John Wiley & Sons. San Fransisco<br />

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