Teaching in The Dark: Learning to Love What We Fear
•
6 likes•8,494 views
Keynote presentation shared at Tri-C eMerge Blended Learning Conference; Cleveland Ohio. March 13, 2014. #emerge2014
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Teaching in The Dark: Learning to Love What We Fear
Similar to Teaching in The Dark: Learning to Love What We Fear (20)
More from Michelle Pacansky-Brock
More from Michelle Pacansky-Brock (19)
Recently uploaded
Recently uploaded (20)
Teaching in The Dark: Learning to Love What We Fear
- 1. learning to love what we fear Michelle Pacansky-Brock @brocansky TeachingWithoutWalls.com #eMERGE14
- 2. #emerge2014
- 3. remnants of an Industrial Age #emerge2014
- 6. I N F O R M AT I O N
- 7. I N F O R M AT I O N Accessing CC-BY-NC-SA by Walters Art Museum Illuminated Manuscripts
- 8. I N F O R M AT I O N Accessing Finding CC-BY-NC-SA by Walters Art Museum Illuminated Manuscripts CC-BY-NC-SA by Haaaley
- 9. I N F O R M AT I O N Accessing Finding Validating CC-BY-NC-SA by Walters Art Museum Illuminated Manuscripts CC-BY-NC-SA by Haaaley CC-BY-NC-SA by Clasesdeperiodismo
- 12. - 2 0 1 4 H O R I Z O N R E P O R T, H I G H E R E D “Today, society is increasingly mobile and continues to demonstrate evidence that creation is gaining traction over consumption. The Maker movement, user- generated videos, self-published eBooks, personalized domains, and other platforms have all seen steep increases in recent years. Higher education is now in a position to shift its curricular focus to ensure learning environments align with the engagement of creator- students and foster the critical thinking skills needed to fuel a creator society.” a creator society #emerge2014
- 14. American Adults Who Watch or Download OnlineVideo Pew Internet & American Life, 2013: Retrieved from: http://pewinternet.org/Reports/ 2013/Online-video
- 15. 2009 2011 Pew Internet & American Life, 2013: Retrieved from: http://pewinternet.org/Reports/ 2013/Online-video 14% 31% #emerge2014
- 16. Professors who have students view ! online videos 75% Professors who have students create online videos 25% Pearson, (2013). Social Media for Teaching and Learning. Retrieved from: http:// www.pearsonlearningsolutions.com/higher-education/social-media-survey.php
- 19. Creating & Sharing Videos!
- 20. CC-BY Kellinasf how does all this make a teacher feel? #emerge2014
- 23. vulnerable
- 24. Describe how it feels to be VULNERABLE CC-BY Kellinasf #emerge2014
- 25. “Vulnerability is uncertainty, risk, and emotional exposure.” – B R E N E B R O W N ! #emerge2014
- 27. – B R E N E B R O W N ! “Vulnerability sounds like truth and feels like courage. Truth and courage aren't always comfortable, but they're never weakness.” #emerge2014
- 28. – B R E N E B R O W N ! “Vulnerability is the birthplace of innovation, creativity and change.” #emerge2014
- 29. #emerge2014
- 33. Seven Principles for Good Practice in Undergraduate Education (Chickering and Gamson, 1987) Flipped Foundations #emerge2014
- 34. Learning “is not a spectator sport. Students do not learn much just sitting in class listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.” (p. 1). Chickering and Gamson 1987
- 36. Remembering Understanding Applying Analyzing Evaluating Creating Bloom's Taxonomy The Cognitive Domain the construction of knowledge and critical thinking #emerge2014
- 37. CC-BY-NC-SA Zanthia Start with your vision of how the course will end #emerge2014
- 39. Cultivate your vision with relevancy from day one
- 40. Receiving Responding Valuing Organization Characterization the other side of Bloom's Taxonomy Krathwohl, D. R., Bloom, B. S., Masia, B. B. (1964). Taxonomy of educational objectives, Book II. Affective domain. New York, NY. David McKay Company, Inc. #emerge2014
- 41. Receiving Responding Valuing Organization Characterization the other side of Bloom's Taxonomy The Affective Domain Krathwohl, D. R., Bloom, B. S., Masia, B. B. (1964). Taxonomy of educational objectives, Book II. Affective domain. New York, NY. David McKay Company, Inc. how we deal with things emotionally #emerge2014
- 45. #emerge2014
- 46. PhotobyDanWinkler Used with permission fromVoiceThread.
- 48. #emerge2014
- 50. CC-BY Gustavo Devito #emerge2014
- 52. CC-BY-NC-SA By Coofdy students are vulnerable too! #emerge2014
- 54. student survey results % Strongly Agreed Or Agreed The Flipped Class Required More Homework 81% The Flipped Class Was A More Successful Learning Experience 97% The Flipped Class Required More Critical Thinking 89% Pacansky-Brock, 2009. 77% response rate.
- 55. student survey results % Strongly Agreed Or Agreed The Flipped Class Used Classroom Time In A Way That Was More Relevant To My Learning 81% I Wish More Lecture Classes Would Be Taught In This Format. 81% Pacansky-Brock, 2009. 77% response rate.
- 56. student survey results % Strongly Agreed Or Agreed The Variety Of The Learning Materials Played A Role In Helping Me Reach The Course Learning Objectives 100% The Class Helped Me Understand How I Learn Best. 81% Pacansky-Brock, 2009. 77% response rate.
- 57. student survey results % Strongly Agreed Or Agreed Having The Option To Read Or Listen To A Lecture Increased My Ability To Achieve The Learning Objectives 92.5% Pacansky-Brock, 2009. 77% response rate.
- 58. student survey results Pacansky-Brock, 2009. 77% response rate. 0 0.1 0.2 0.3 0.4 Read Listened Both Toggled Neither 40% 15% 15%30%
- 60. – S T U D E N T PA C A N S K Y- B R O C K F L I P P E D C L A S S R O O M E X P E R I M E N T 2 0 0 9 “…it did take a little getting used to and it did require you to become a little more organized, BUT the richness in the information was a wonderful trade-off. I feel as if I walked through the 1920s in Paris and was able to breathe in the atmosphere.”
- 62. – S T U D E N T PA C A N S K Y- B R O C K F L I P P E D C L A S S R O O M E X P E R I M E N T 2 0 0 9 “In traditional lecture classes you feel like you are being force-fed the information but in this class you feel like you were living the history in each of the learning units and truly connecting to the material.”
- 64. – S T U D E N T PA C A N S K Y- B R O C K F L I P P E D C L A S S R O O M E X P E R I M E N T 2 0 0 9 “I liked the VoiceThreads…they helped me think in other ways and get different perspectives from my fellow students.”
- 65. – S T U D E N T PA C A N S K Y- B R O C K F L I P P E D C L A S S R O O M E X P E R I M E N T 2 0 0 9 The flipped classroom “created an environment for people to do well who don’t always do best in a classroom environment if they’re afraid to talk in class or if the class is run by a group of students who dominate the conversation.”
- 66. Tips for the Flipping Your Class • Start with your vision for the end of your class CC-BY-NC-SA Stuck in Customs
- 67. CC-BY-NC-SA Stuck in Customs Tips for the Flipping Your Class • Start with your vision for the end of your class • Think outside the box of “delivering videos” prior to class
- 68. CC-BY-NC-SA Stuck in Customs Tips for the Flipping Your Class • Start with your vision for the end of your class • Think outside the box of “delivering videos” prior to class • Have students use tools they are comfortable with or have them use tools you can support
- 69. CC-BY-NC-SA Stuck in Customs Tips for the Flipping Your Class • Start with your vision for the end of your class • Think outside the box of “delivering videos” prior to class • Have students use tools they are comfortable with or have them use tools you can support • Capture exiting students’ feedback and share it with incoming students for super powered relevancy!
- 70. CC-BY-NC-SA Stuck in Customs Tips for the Flipping Your Class • Start with your vision for the end of your class • Think outside the box of “delivering videos” prior to class • Have students use tools they are comfortable with or have them use tools you can support • Capture exiting students’ feedback and share it with incoming students for super powered relevancy! and finally…
- 72. Photo%by%Michael%Blann%0%Ge2y%Royalty0Free%License%%h2p://www.ge2yimages.com/Corporate/LicenseAgreements.aspx% Created%with%Haiku%Deck% Why do we call them phones?
- 75. CC-BY-NC-SA by Clasesdeperiodismo design learning with them in mind! • Call a friend survey
- 76. CC-BY-NC-SA by Clasesdeperiodismo design learning with them in mind! • Call a friend survey • Interview friends/family and share voice recordings in small groups
- 77. CC-BY-NC-SA by Clasesdeperiodismo design learning with them in mind! • Call a friend survey • Interview friends/family and share voice recordings in small groups • Have students go on location to document experiences in photographs, upload these to a class wiki or social network (Facebook group, Google+ Community, Bonfyre)
- 78. CC-BY-NC-SA by Clasesdeperiodismo design learning with them in mind! • Call a friend survey • Interview friends/family and share voice recordings in small groups • Have students go on location to document experiences in photographs, upload these to a class wiki or social network (Facebook group, Google+ Community, Bonfyre) • Assign “experiences” for homework and have students live text their reflections (cel.ly, Bonfyre, Twitter)
- 80. ! CC-BY-NC Thomas Hawk ! #1. BE REAL
- 81. #2. TELL STORIES ! CC-BY-ND Hartwig HKD!
- 82. #3. REDUCE DISPOSABLE ! CC-BY-NC-ND jbelluch! LEARNING