![Soozie Bea
Networker, Explorer & Trainer
Ex Post-Grad Education
[ME.Prim & GDE.Sec] curriculum writer,
facilitator, & ed tech lecturer
KISS!
Keep It Simple (for) Students
“Tools should never get
in the way of the Learning;
make the technology assist.”](https://image.slidesharecdn.com/creatingevaluatingalearninglab-draftone-130928191141-phpapp01/85/Creating-evaluating-a-learning-lab-draft-one-2-320.jpg)
Uploaded bySoozie Brown
Creating & evaluating a learning lab draft one
The document discusses the importance of hands-on lab activities in STEM education, highlighting the cultural barriers preventing girls from participating. It emphasizes a learner-centered approach where students tinker with materials to pose their own questions and drive their learning, supported by the flipped classroom model. The text also includes various creative thinking exercises and applications that encourage students to synthesize their learning and present their findings.
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Creating & evaluating a learning lab draft one
- 2. Soozie Bea Networker, Explorer& Trainer Ex Post-Grad Education [ME.Prim & GDE.Sec] curriculum writer, facilitator, & ed tech lecturer KISS! Keep It Simple (for) Students “Tools should never get in the way of the Learning; make the technology assist.”
- 3. Why Run aLab How to Run a Lab Activity What So What Now What Learning Skills Assessing a Lab Goals for today
- 4. Why Run aLab?
- 5. “In fact, inthe 1890s, 58 % of STEM students were girls. What I found in my research is, the reason why girls are not in STEM now is cultural, not due to their natural ability. ” Ainissa Ramirez scientist, inventor, author, TED speaker, TED-Ed educator, & advocate for science education
- 6. “Imagination is theDiscovering Faculty, pre-eminently ... Mathematical science shows what is. ” Countess Ada Lovelace (1815-1852) Mathematician & Programmer
- 7. “freedom is notthe absence of structure but rather a different structure for learning.” Mitchel Resnick Lifelong Kindergarten Group, MIT Media Lab
- 8.
- 9. How to Runa Lab
- 10.
- 11. Activity Tinkering with hands-on materials Studentsexplore the materials and the skills related to a topic of interest. Provided with ‘stuff to play with’, encourage them to tinker. Students come up with the QUESTIONS for the next phase.
- 12. What How-to Videos Informational Websites Online Chats Thedifference with Trad. Flipped Classrooms are the content is offered AFTER tinkering – they know what they want to know more about.
- 13. Audio-Video Reflections Photo Essay Blogging OtherWeb 2.0 Tools Students synthesize and make meaning from their experiences and concept learning. They reflect on the learning through creation. So What
- 14. Demonstration & Application Students presenttheir work through instructional videos to teach others, a performance or live demonstration to an audience. Now What
- 15. 8 y.o. demosa creation from a Puppets to Robots topic 9 y.o. demos a windmill he designed 12 y.o. shows love of reading & desire to learn t-shirt design Examples
- 16. Think of asmany uses as you can for each of the following: a paper clip, a blanket, a brick. In what other plausible ways could Shakespeare have ended Romeo and Juliet? If you saw an alien, how could you communicate that you mean it no harm? What criteria would you use to determine if an artistic painting is of high quality? Think of as many principles of physics you could investigate using each of the following: a paper clip, a blanket, a brick. What common household objects could you use to make pond water drinkable? What criteria would you use to select the most aesthetic of several different (and safe) bridge designs? STEAM Ideas
Editor's Notes
- #2 Today we'll look at how to include student-centred, flipped learning to teach not only the content, but the learning, organisational & study skills necessary for life-long learning – BY GETTING INTO ‘MAKER’ ED
- #3 Kid-Learning for AdultsEx-Tertiary School of EdEx-L&D MgrSTILL consultant & trainer – networking mutantADHD (Squirrel-brained)Possible mild AspergersMORE PEOPLE LIKE ME COMING!
- #6 Girls NEED STEM
- #7 The emphasis is on collaboration, multi-disciplinary learning, creating things and student empowerment, encouraging risk-taking and trial & error, and intrinsic motivation.
- #8 The emphasis is on collaboration, multi-disciplinary learning, creating things and student empowerment, encouraging risk-taking and trial & error, and intrinsic motivation.
- #11 So what’s all the buzz about “Making”? Making is creative, innovative, inventive, collaborative, resourceful and empowering. as the popularity of Making increases, so does the interest in introducing youth to the magic of Making. People are taking note and the benefits of Maker programs for youth are being acknowledged by community organizations, educators, parents, and most importantly, the youth who are already actively involved. Heavy on the STEMHands-on is key. offer children the opportunity to build, make and create. Children make something (design process) versus doing experiments (scientific process). Programs can follow a set of planned activities, but should encourage trial and error and allow for individual creativity and experimentation. Children own their creations. When a project is completed, kids should be able to take their project home. Programs should be long enough in duration that children can immerse themselves and result in a meaningful experience. Make sharing of ideas, projects, skills and knowledge an integral part of the program. an in-school program, offered in 40-minute blocks once a week.