Students at The Haverford School were asked to create blogs documenting their process for a "Maker Project". The project aimed to enhance self-management and creativity. Students went through stages including challenging questions, research, brainstorming, experimenting, prototyping, and reflection. They were asked to blog about their ideas, sketches, and work in progress. The goal was for blogging to guide students' work while allowing for open-ended making. Assessment focused on the learning stages rather than just the final products. One student said blogging helped him reflect on his "maker learning experience".
Instruction on how to use Google Forms, as well as how to DEPLOY Google Forms in a classroom. Instruction on Quizlet and ideas for Powerpoint Karaoke (PPTK) using all three tools.
Instruction on how to use Google Forms, as well as how to DEPLOY Google Forms in a classroom. Instruction on Quizlet and ideas for Powerpoint Karaoke (PPTK) using all three tools.
Workshop facilitated by Melanie Kahl, The Third Teacher+ and Sami Nerenberg, Design for America at the StartingBloc October 2012 All-Fellows Summit in Chicago.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://pearltrees.com/shellyterrell/genius-hour/id12643519
Learning in Public - A How to Speak in Public WorkshopAlan Richardson
Glossophobia, the fear of public speaking, usually ranks pretty high on surveys of 'what people fear'. And for good reason. We've all attended conferences where the keynote speakers were seriously injured after being hit by a torrent of rolled up feedback forms, or speakers were left bleeding from a rain of plastic name badges thrown Shuriken-like by the Ninja trained attendees.
You can learn to avoid these outcomes, and when you do, you gain a skill that will win you recognition, improve your job prospects and allow you to travel the world talking to fellow testers.
In this workshop Alan will provide hints and tips for improving your public speaking. Sharing, from experience, what works for him, and discuss some conventional wisdom on public speaking. Alan will also share a few secrets, and unconventional exercises that he uses to prepare.
Public speaking is a skill we have to learn in public, but it is a skill, it is learn-able, and it is a skill that you can learn.
Read more in the supporting blog post:
http://blog.eviltester.com/2017/09/overcome-imposter-syndrome-public-speaking.html
Most of us find ourselves multitasking at some point and are possibly even proud of our multitasking skills. This presentation includes a game (link on last page) plus some discussion questions and ways to combat multitasking in your organization.
Slides from my talk at WebVisions Chicago 2016. Exploring the state of prototyping in the design field today. How rapid prototyping can help us think faster than traditional brainstorming meetings. And how, when we accept what we don't know, we start to know more.
VoiceThread—Session 1: Introduction
Come learn about one of the simplest and yet most powerful tools on the Web today. Learn how VoiceThread can be used in a variety of ways in your classroom to capture and share authentic learning. We'll examine how to sign up for an account, the different options in creating presentations, and the benefits afforded to educator accounts. We'll look at example VoiceThreads in order to see best practice and get inspiration for your own projects.
Don't fool yourself into thinking that anything worthwhile is going to come effortlessly or with out the pre-requisite of moving off the couch and pursuing it. Just know that hard and persistent work will absolutely have to be invested into any venture that you want any legitimate long-term results from.
Workshop facilitated by Melanie Kahl, The Third Teacher+ and Sami Nerenberg, Design for America at the StartingBloc October 2012 All-Fellows Summit in Chicago.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://pearltrees.com/shellyterrell/genius-hour/id12643519
Learning in Public - A How to Speak in Public WorkshopAlan Richardson
Glossophobia, the fear of public speaking, usually ranks pretty high on surveys of 'what people fear'. And for good reason. We've all attended conferences where the keynote speakers were seriously injured after being hit by a torrent of rolled up feedback forms, or speakers were left bleeding from a rain of plastic name badges thrown Shuriken-like by the Ninja trained attendees.
You can learn to avoid these outcomes, and when you do, you gain a skill that will win you recognition, improve your job prospects and allow you to travel the world talking to fellow testers.
In this workshop Alan will provide hints and tips for improving your public speaking. Sharing, from experience, what works for him, and discuss some conventional wisdom on public speaking. Alan will also share a few secrets, and unconventional exercises that he uses to prepare.
Public speaking is a skill we have to learn in public, but it is a skill, it is learn-able, and it is a skill that you can learn.
Read more in the supporting blog post:
http://blog.eviltester.com/2017/09/overcome-imposter-syndrome-public-speaking.html
Most of us find ourselves multitasking at some point and are possibly even proud of our multitasking skills. This presentation includes a game (link on last page) plus some discussion questions and ways to combat multitasking in your organization.
Slides from my talk at WebVisions Chicago 2016. Exploring the state of prototyping in the design field today. How rapid prototyping can help us think faster than traditional brainstorming meetings. And how, when we accept what we don't know, we start to know more.
VoiceThread—Session 1: Introduction
Come learn about one of the simplest and yet most powerful tools on the Web today. Learn how VoiceThread can be used in a variety of ways in your classroom to capture and share authentic learning. We'll examine how to sign up for an account, the different options in creating presentations, and the benefits afforded to educator accounts. We'll look at example VoiceThreads in order to see best practice and get inspiration for your own projects.
Don't fool yourself into thinking that anything worthwhile is going to come effortlessly or with out the pre-requisite of moving off the couch and pursuing it. Just know that hard and persistent work will absolutely have to be invested into any venture that you want any legitimate long-term results from.
The Houses of Parliament's Outreach Service held a free Parliamentary training event in London for public servants.
The event was held in partnership with the FDA’s Professionalism and Skills Project on Wednesday 23 March.
This presentation on the legislative process, was delivered by Tom Healey, Parliamentary Adviser at the Cabinet Office.
This presentation was given by David Waugh at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
How to innovate in education using less square footagepatriciagl
The International Institute of Multimedia in Paris asked me to participate to a brainstrom : "how can we innovate in education using less square footage". As I could'nt make it to the brainstorm, I put together a presentation, and as I did it for free, I'm sharing it with you guys.
12 steps for Designing an Assignment with Emergent OutcomesJesse Stommel
Pedagogy is a recursive process, a constant interplay between building and analyzing what we’ve built -- between teaching and meta-level reflection on our own process.
Global Zeitgeist May 2024: 3 Body Problem, GPT-4o, Investing, Creativity, Sto...Fahri Karakas
This is a global tour of culture, innovation, technology, and business.
Open AI has introduced GPT-4o and we are much closer to AGI. Her movie became real!
3 Body Problem - why is it interesting? How did I use it for creative storytelling? How can you us storytelling for asset creation?
MetGala was dystopian, like Hunger Games. What happened? Why are celebrities getting blocked?
How can you invest in Nasdaq and AI stocks?
How can you develop entrepreneurial thinking skills?
Engage students with experiential learning in your classroomSean Glaze
A how-to interactive training for teachers to help them learn how to use experiential learning in their classroom. Easy and fun activities that they can immediately apply after the training event to engage students
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Using Student Generated Blogs
to Guide and Assess
Maker Learning Experiences
Christopher Fox
The Haverford School
How might a shared student review
process during a Maker Project enhance
self-management and creativity in
Grade 11 boys?
2. The Haverford School is a selective private, non-sectarian, all-boys college
preparatory day school, junior kindergarten through grade twelve. Founded in
1884 l, it is located in Haverford, Pennsylvania, nine miles northwest of
Philadelphia.
Students: 1,013 total, 436 Upper School, 225 Middle School
15. • Guide or Frame the “Maker
Practice” without directing it?
• Create opportunity for deeper and
transferrable learning?
• Assess effectiveness of the practice
for growth?
Action Research Project
22. • Joseph Cornell
• Louise Nevelson
• Jean Tinguely
• Kurt Schwitters
• Robert Rauchenberg
• David Hockney – Video Installation
• Low Relief
• Shadow Box
• Bas Relief
• Assemblage
• Kinetic Art
Search terms for research:
23. “The one who does the
work does the learning.”
Terry Doyle
So what about my Action Research?
38. Challenge Stage:
• What is the guiding question and what do you
think it means?
• Were there terms in the question or project
description you needed to look up? If so, explain
those terms.
• What are the actual limits of the project?
• What then is open to your interpretation?
• Were any artists or art movements suggested for
further investigation and what did you find out
when you looked into them?
39. Freddy uses a classroom iPad to blog about his brainstorming stage
40. Brainstorm/Experiment Stage:
• Describe some of your first ideas through writing and
photos (even though first ideas can sometimes be
lame)
• Sometimes brainstorming involves making quick lists
of words, maybe you could post one of those lists.
• Photograph any rough sketches or doodles you did
while brainstorming.
• Did you, through your brainstorming, discover some
new possibility that you think is a particularly unique
way of answering the challenge, even if it’s
impractical to carry out? If so describe it.
48. “The principle goal of education is
to create men who are capable of
doing new things, not simply of
repeating what other generations
have done – men who are creative,
inventive and discoverers.
Jean Piaget (1896 – 1980)
49.
50. “Sam, what do you think about the grading of the
stages rather than the final product?”
51. “Sam, what do you think about the grading of the
stages rather than the final product?”
57. “The greatest sign of success
for a teacher... is to be able to
say, "The children are now
working as if I did not
exist."”
Maria Montessori (1870 – 1952)
I am a high school art teacher and chair of the Visual Arts Department at The Haverford School, located just outside of Philadelphia, Pennsylvania in the United States.
I’ve been an art teacher for 34 years teaching a variety of grade levels and a wide range of art media.
I am also a practicing artist with m paintings in public and private collections in North America and Europe.
Seeing the topic of this year’s Action Research project caught my attention. This is something I know something about and am interested in.
While I appreciate the enthusiasm in the new “maker movement” I will admit to being a bit annoyed that this is somehow seen an new.
Students in my classes have been involved in “maker learning” of one sort or another for all the years I’ve been teaching.
I know a lot of emphasis of this current iteration of maker learning involves certain gadgets that enable forms of making not previously available to individuals. And we have these in the art studios at Haverford now.
But our studios have always had plenty of tools for making in a variety of materials for years now.
I would argue that our ability to learn by making and doing is our survival advantage as a species. We are able to learn faster than natural selection can know us off. At least so far.
What is different is the connectivity many if these technologies enable. My curriculum is no longer bounded by my own knowledge.
I was able as a result of being allowed to conduct this research process to read and research across a range of related subjects. I am particularly interested in the current work in neuroscience that seems to be describing from a scientific frame the behaviors I have observed in my art classrooms over the year.
In my years at a school like Haverford (a school that describes itself as a “traditional, rigorous academic college preparatory school) I’ve often been put in a position of having to justify the place of the visual arts in that curriculum. As annoying as that has been it has kept me focused on being intentional in the development of real skills and knowledge in my students.
What of value are boys in my classes gaining by working on a painting?
So, my research was in trying to take my experience as an art teacher and an artist and see if it might be possible to describe what is often seen as intuitive or even chaotic practice of creativity, of making new things,
How can we “teach” or reinforce this essential practice such that it leads to greater metacognition and deeper and more transferrable learning”?
There are lots of diagrams people use to describe this process.
This is what we use. Certainly this is a simplification we could add feedback loops….
Too many of my students, high school mind you, have been duped into believing this is the diagram.
First Step is to understand the question.
I’ve moved away from “assignments” in favor of questions and problems as starting points.
I have abandoned doing full presentations based on all the research I had done for a project. Instead, I’ll present the question or problem and offer a few
Remember, “the one who does the work does the learning.”
Second step is the the usually frustrating time where things don’t work.
Greg talks about his 2 ½ Dimensions Project
Greg talks about his 2 ½ Dimensions Project
We’d move on, but it is those initial steps were most boys tend to rush through because they are so product oriented.
Then to get to the metacognition and deeper learning and transferability we instituted the practice of creating at least one blog post at each step of the way.
At each stage boys were asked to make at least one blog post describing what they are doing, how and why.
I provided, earlier on in the year, prompts to help them think about what they might talk about.
Boys could use classroom iPads to make their posts.
Students were also able to use their smartphones there’s a free Google Blogger app that runs on most devices.
Instead of my previous past practice of assigning a grade at the end of a project, grades were only applied to the individual blog posts. In this way helping to emphasize both the work over the outcome and the thinking and reflective practice as much as the making.
The results of this new practice is that in the course of the year, boys began to use a common vocabulary to talk and write about their work, their work, as a result of the increased emphasis on the early stages of development became much more personal, unique and divergent from initial starting points.