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Design for Collaborative Learning: Making Space for Change
The document discusses trends in education including collaborative learning, mobile learning, social media, and shifting teacher roles. It provides perspectives from experts on how space shapes learning and engagement. Key themes discussed are the importance of relevance, authenticity, and depth in learning; competency-based curriculums focused on thinking, communicating and social responsibility; and transforming learning spaces and classrooms to support different learning styles in the digital age.
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Design for Collaborative Learning: Making Space for Change
- 1. Design for CollaborativeLearning: Current Trends & Pedagogy or Making Space for Change
- 2. Schools face onesuch important question: What is a great learning environment in the Wikipedia age? Bruce Mai
- 3. How does spaceshape how we learn, work & engage with others?
- 4. Mobile learning The NewElectricity Web 2.0 21st Century Learning Teacher as Co-learner Social Media Shifts Impacting Education
- 6. I am entirelycertain that 20 years from now we will look back at education as it is practiced in most schools today and wonder how we could have tolerated anything so primitive. John W. Gardner
- 8. Kids Are WiredDifferently And Therefore Learn Differently
- 9.
- 10. The issue hereis that a lot of people talk about getting back to basics, but they’re basing this argument on the old economy. The future economies, and the present economy, absolutely depend on innovation and creativity. Doorley & Witthoft, Make Space (2012)
- 11. What are the Ministryof Education priorities for transforming curriculum?
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- 15. Personal & SocialResponsibility
- 16. The Message HasBeen Clear …students do not want learning made easy, they want it to mean something. They want to feel something, to be moved by what they learn; they want to connect deeply with things that matter to the world and matter to them; and they want the chance to make a difference. From Imagine a school… Design for Learning Wilms, Friesen & Milton (2009)
- 17. What are thesebig 3 core competencies? • Thinking Competency • Critical thinking • Creative thinking • Reflective thinking • Personal and Social Competency • Positive personal and cultural identity • Personal awareness and responsibility • Social awareness and responsibility • Communication Competency • Use of language and symbols • Digital literacy B.C. Ministry of Education Curriculum Transformation & Assessment
- 18. Making the Shift •Covering curriculum • Subjects and courses • Learning outcomes • Measuring & assessing student work • Evaluation and grading • Engaging students in deep learning • Interdisciplinary, relevant & meaningful learning experiences • Big ideas, learning standards • Descriptive feedback, developing competencies • Learner profiles, communicating student learning From… To…
- 19. The shrink wrappedbinders are not in the mail.
- 20. Common Competencies andContent • Reduced in scope • Balance with personalized content • Old: binders with unending learning outcomes • New: simple one page overviews of competencies, big ideas, learning standards, concepts and content.
- 21. Core Competencies • Thinking,Communicating, Personal & Social Responsibility Big Ideas: • Patterns represented in various ways show repeated regularities. Learning Standards: • Students will be able to problem-solve: • Representing: Develop mathematical understanding through concrete, pictorial, and symbolic representations Concepts & Content: • Student will know and understand the following concepts and content • repeating patterns with two or three elements
- 22. Think of itthis way:
- 23. Marshall McLuhan in Whatdid you do in school today? Learning is now driven through student inquiry “Education must shift from instruction to discovery- to probing and exploration…”
- 24. What Matters? Three criticalingredients: Relevance, Authenticity, & Depth: • Relevance: How do we ensure learning provides opportunities for real-world problem solving? • Authenticity: What opportunities do we provide for outcomes to be showcased or recognized by a local & global audience? • Depth: Do we offer ways to extend learner engagement beyond the curriculum & school day? From What Matters Now? Michael Furdyck (2014))
- 25. Collaborative learning, according toexperts on the subject, unleashes a unique intellectual & social energy. TheThirdTeacher: 79 Ways You Can Use Design To Transform Teaching & Learning (2010)
- 26. Doorley & Wittholft, make space (2012) SpaceMatters. We read our physical environment like we read a face.
- 27. Doorley & Wittholft, makespace (2012) Collaboration & creation aren’t bound to designated areas; they evolve throughout a space, absorbing different people, places, and perspectives.
- 28. Doorley & Wittholft, makespace (2012) …think of space primarily as a way to change behavior, not as a facilities project or a showpiece for our brand.
- 29. Doorley & Wittholft, makespace (2012) Make space is a tool for using space to shape the culture & habits of a creative community. Building a space is tough, but shaping culture is an absurd act of daring.
- 30. Design with MultipleSituations in Mind Doorley & Wittholft (2012), make space
- 31. The “campfire” configuration candramatically impact the quality of an activity. Doorley & Wittholft (2012), make space
- 32. Space is the“body language” of an organization. Chris Flink in Doorley & Wittholft (2012), make space
- 34. Art and scienceneed each other. Discoveries-great and small-happen when the two come together; so give students places for cross-disciplinary work, and who knows what creative genius will flourish. TheThirdTeacher: 79 Ways You Can Use Design To Transform Teaching & Learning (2010)
- 35. Make Peace withFidgeting: Think of it as brain development, which it is. Then think of how to make room for it in the classroom. TheThirdTeacher: 79 Ways You Can Use Design To Transform Teaching & Learning (2010)
- 36. Give students furniture thatlets them twist & learn safely. The movement will increase their ability to concentrate. ThirdTeacher: 79 Ways You Can Use Design To Transform Teaching & Learning (2010)
- 37. A learning spacethat can be reconfigured on a dime will engage different kinds of learners and teachers. TheThirdTeacher: 79 Ways You Can Use Design To Transform Teaching & Learning (2010)
- 38. Who said playgroundshad to be at ground level? Locate play space anywhere and everywhere, from rooftop terraces to indoor atriums. TheThirdTeacher: 79 Ways You Can Use Design To Transform Teaching & Learning (2010)
- 39. Life is fullof choices. Prepare kids by giving them a say at school.
- 40. Alcoves and furniturein hallways discourage high-speed traffic and create places of pause. TheThirdTeacher: 79 Ways You Can Use Design To Transform Teaching & Learning (2010)
- 41. Children of allages need places where they can learn by touching, manipulating, and making things with their hands. TheThirdTeacher: 79 Ways You Can Use Design To Transform Teaching & Learning (2010)
- 42. Give students placesto exhibit their work as if it were in a public gallery, then invite the public to come and have a look. TheThirdTeacher: 79 Ways You Can Use Design To Transform Teaching & Learning (2010)
- 43. Injecting a learning spacewith playfulness and humor creates a warm and welcoming atmosphere. TheThirdTeacher: 79 Ways You Can Use Design To Transform Teaching & Learning (2010)
- 44. Make sure aclassroom has the capacity to link into learning opportunities beyond it’s four walls - even beyond the Earth itself. TheThirdTeacher: 79 Ways You Can Use Design To Transform Teaching & Learning (2010)
- 45. Space Matters What areyou doing about it?
- 46. Presentation • Elisa Carlson,Ed. D. • Director of Instruction, Surrey Schools • @EMSCarlson • Blog: InnovativeLearningDesigns.ca • Technical and design assistance from Elliott Carlson
- 47. Image Credit • Slide1: Flickr User c@rljones http://www.flickr.com/photos/_belial/3741816315/ • Slide 2: Wikipedia Commons Wikipedia.com • Slide 3: Flickr User dcJohn http://www.flickr.com/photos/34017702@N00/74907741/ • Slide 4: iStockPhoto.com • Slide 5: Flickr User Rob Shenk https://www.flickr.com/photos/rcsj/5045429816/ • Slide 6: eofdreams.com http://eofdreams.com/photo/monkey/04/ • Slide 7: @mcclure_heather https://twitter.com/mcclure_heather/status/371043947834925056 • Slide 8: Jerry Scott and Jim Borgan http://widgets.bestmoodle.net/images/comics2012/beowulfZits.jpg • Slide 9: Dr. Alec Couros • Slide 10: Bankofnaturalcapital.com Bankofnaturalcapital.com • Slide 11: Flickr User Nick Page https://www.flickr.com/photos/nicksie2008/8489106098/ • Slide 12: curriculum.gov.bc.ca • Slide 13: iStockPhoto.com • Slide 14: iStockPhoto.com • Slide 15: iStockPhoto.com • Slide 16: N/A • Slide 17: N/A • Slide 18: N/A • Slide 19: Flickr User Enokson https://www.flickr.com/photos/vblibrary/4588028938/ • Slide 20: iStockPhoto.com • Slide 21: curriculum.gov.bc.ca • Sllide 22: Marc Prensky • Slide 23: The Discovery of North America Photo taken from W. P. Cumming, R. A. Skelton and D. B. Quinn, The Discovery of North America (Montreal: McClelland and Stewart Limited, ©1971) 24. Detail from the Livro das Armadas, a set of drawings made after 1566, housed in the Academia das Ciências, Lisbon. Courtesy of the Academia das Ciências, Lisbon. • Slide 24: N/A • Slide 25: Fraggie • Slide 26: Flickr User Jason Carpenter https://www.flickr.com/photos/jasonc66/10566508983/r • Slide 27: NASA • Slide 28: N/A • Slide 29: NASA • Slide 30: NASA • Slide 31: Flickr User James Wheeler • https://www.flickr.com/photos/james_wheeler/ • Slide 32: NASA • Slide 33: rosanbosch.com • Slide 34: listdose.com http://hdwalldownloads.com/wp-content/uploads/2014/04/Red-And-White- Flowers-Wallpaper-Desktop.jpg • Slide 35: devmindbrain.com http://www.devmindbrain.com/wp-content/uploads/2013/02/brain1.jpg • Slide 36: Flickr User cszar https://www.flickr.com/photos/51035610542@N01/28202052/in/set- 495616 • Slide 37: Flickr User kevin dooley https://www.flickr.com/photos/pagedooley/ • Slide 38: Flickr User Taylor.McBride https://www.flickr.com/photos/taylor-mcbride/4666864844/in/set- 72157617598181167 • Slide 39: Flickr User Thomas ♫ https://www.flickr.com/photos/cmaj7/5094078009/ • Slide 40: Flickr User Xabier.M https://www.flickr.com/photos/xabier-martinez/ • Slide 41: davidhulme.name http://www.davidhulme.name/visionmedia/uploadedImages/Home/Articles/ History/Articles/hand%20reaching.jpg • Slide 42: Flickr User mariusz kluzniak http://www.flickr.com/photos/39997856@N03/6904715861/ • Slide 43: compupawn.com http://www.compupawn.com/Newsletters/Have-a-ball.html • Slide 44: NASA • Slide 45: N/A • Slide 46: Flickr User Jason Carpente https://www.flickr.com/photos/jasonc66/10566508983/r • Slide 47: N/A
Editor's Notes
- #2 Image Flickr User c@rljones
- #3 Image Wikipedia Commons
- #6 Image: Flickr User Rob Shenk
- #8 So, what do we know? We know that students are largely disengaged from their learning. The line chart shows the drop off really deepens by grade 5 and comes to its lowest between grade 9 & 10 before leveling out again. Interestingly enough, I live this chart. I have four boys in grade 2, 5, 10 and 12. I am witness to this loss of enthusiasm and find it upsetting both as a parent and an educator. How many of you have seen this loss of enthusiasm in your own children?
- #9 The other things is that we know that kids are all different and they learn differently There is a need to honour that difference with a more personalized approach to learning
- #11 Image: Bankofnaturalcapital.com
- #16 Photo Credit The Nick Page
- #17 When students were asked what they wanted from their school and how they wanted to learn they were quite clear. They want it to: mean something, feel something, be moved by their learning, connect deeply with things that matter and have a chance to make a difference.
- #20 This is really a bad news—good news story. There are no shrink-wrapped binders, no bank of release time, not actual timeline and no strategic plan for implementaiton coming our way from the MOE. You may be waiting for them. Your teachers may be waiting for them. But it is just not happening. That maybe bad news but truly it is good news. It allows teachers as professionals to create and reinvent their practice based on what we know can best prepare our students for the future, what might truly engage them and how we might motivate them to become lifelong learners. In a way, this is a Do-It-Yourself curriculum that will find its expression as teachers investigate, explore, play and try out the new ideas. So, what will we do in tonight’s session? And how can we help move this transformation forward?
- #21 There will continue to be some common learning that all students must acquire in order to graduate. While the specifics have to be determined, this common learning would encompass both core competencies and limited discipline-specific content. The common learning component is expected to be reduced in scope from what is currently the case, in order to make room for personally meaningful transition preparation and community learning experiences.
- #24 Image: W. P. Cumming, R. A. Skelton and D. B. Quinn, The Discovery of North America (Montreal: McClelland and Stewart Limited, ©1971) 24. Detail from the Livro das Armadas, a set of drawings made after 1566, housed in the Academia das Ciências, Lisbon. Courtesy of the Academia das Ciências, Lisbon.
- #25 Pick one question. Buzz at tables for 5 minutes.
- #27 Image: Flickr User Jason Carpenter
- #28 Image NASA
- #30 Image NASA
- #31 Image: NASA
- #32 Image: Flickr User James Wheeler
- #33 Talk about the Learning commons in hallways, conversion of librarians office to green room, conversion of storage areas to maker spaces. Image: NASA
- #35 Image: http://listdose.com Do we put art next to science? We should? There need to be spaces for these groups to connect and collaborate together.
- #36 Image: devmindbrain.com
- #37 Image: Flicker User cszar
- #38 Image: Flickr User kevin dooley
- #39 Image: Flickr User Taylor.McBride
- #40 Thomas ♫
- #41 Image: Flickr User Xabier.M
- #42 Image: http://www.davidhulme.name Maker spaces
- #43 Image: Flickr User mariusz kluzniak Authentic audiences are essential. Changes the quality of the work.
- #44 Image: compupawn.com
- #45 Image: NASA