Uploaded byMichelle Pacansky-Brock
Teaching in The Dark: Learning to Love What We Fear
The document discusses the evolution of education towards a 'creator society' where students engage actively in learning through creation and critical thinking rather than passive consumption. It emphasizes the importance of vulnerability in teaching and learning, advocating for methods such as the flipped classroom to improve student engagement and understanding. Additionally, it presents survey results indicating that students find flipped classrooms more relevant and effective in achieving learning objectives.
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Teaching in The Dark: Learning to Love What We Fear
- 1. learning to lovewhat we fear Michelle Pacansky-Brock @brocansky TeachingWithoutWalls.com #eMERGE14
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- 3. remnants of an IndustrialAge #emerge2014
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- 6. I N FO R M AT I O N
- 7. I N FO R M AT I O N Accessing CC-BY-NC-SA by Walters Art Museum Illuminated Manuscripts
- 8. I N FO 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 FO 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 01 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
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- 14. American Adults Who Watchor 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 studentsview ! 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
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- 19. Creating & SharingVideos!
- 20. CC-BY Kellinasf how doesall this make a teacher feel? #emerge2014
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- 24. Describe how itfeels 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
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- 27. – B RE 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 RE N E B R O W N ! “Vulnerability is the birthplace of innovation, creativity and change.” #emerge2014
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- 33. Seven Principles for GoodPractice in Undergraduate Education (Chickering and Gamson, 1987) Flipped Foundations #emerge2014
- 34. Learning “is nota 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
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- 36. Remembering Understanding Applying Analyzing Evaluating Creating Bloom's Taxonomy TheCognitive Domain the construction of knowledge and critical thinking #emerge2014
- 37. CC-BY-NC-SA Zanthia Start withyour vision of how the course will end #emerge2014
- 39. Cultivate your visionwith relevancy from day one
- 40. Receiving Responding Valuing Organization Characterization the other sideof 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 sideof 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
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- 46. PhotobyDanWinkler Used with permissionfromVoiceThread.
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- 50. CC-BY Gustavo Devito#emerge2014
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- 52. CC-BY-NC-SA By Coofdy studentsare vulnerable too! #emerge2014
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- 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%
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- 60. – S TU 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.”
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- 62. – S TU 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 TU 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 TU 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 theFlipping 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 inCustoms 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 inCustoms 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 inCustoms 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 inCustoms 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…
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- 75. CC-BY-NC-SA by Clasesdeperiodismo design learning with them inmind! • Call a friend survey
- 76. CC-BY-NC-SA by Clasesdeperiodismo design learning with them inmind! • 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 inmind! • 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 inmind! • 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)
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- 80. ! CC-BY-NC Thomas Hawk! #1. BE REAL
- 81. #2. TELL STORIES ! CC-BY-NDHartwig HKD!
- 82. #3. REDUCE DISPOSABLE ! CC-BY-NC-NDjbelluch! LEARNING
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