Zombie Geography & Future History/SXSWEDU presentation
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This is the presentation for the workshop at SXSWedu given by David Hunter, Founder of Zombie-Based Learning and Curriculum Designer.
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Zombie Geography & Future History/SXSWEDU presentation
- 1. Zombie Geography and Future History Teaching with Narrative “Increase Engagement with Storytelling” David Hunter, MiT Former Teacher Curriculum Designer Zombie-Based Learning david@zombiebased.com Roy Zimmermann Director of Education and Scholarly Communications, Microsoft Research royz@microsoft.com
- 2. 1. Come up with an interest – A topic/genre/or hobby you are interested in and have some knowledge about. – Examples: Zombie apocalypse, time travel, fashion design, skateboarding, teleportation, Steampunk, Harry Potter™, etc 2. Come up with a learning objective – The subject you’d teach – Examples: Geography, History, Math, Science, Visual Art, Programming, Entrepreneurship, etc As you get settled:
- 3. 1. Pair with someone next to you and share your topic and learning objective. 2. Discuss why you chose these.
- 4. 1.Your idea 2.An idea you heard
- 5. Zombie Geography and Future History Teaching with Narrative “Increase Engagement with Storytelling”
- 6. Agenda • Better Learning Experience • Teaching with Narrative • Examples – Zombie-Based Learning – ChronoZoomers Guild • Designing Narrative for Learning Experiences
- 7. What you’ll do today: • Outline a project • Integrate narrative for engagement
- 9. Stages of Narrative Integration • Prompt • Integrated Materials • Interactive Elements • Parallel Story • Extended Creativity
- 11. Narrative
- 14. Suzanne Collins and Scholastic
- 15. Lego and Warner Bros. Pictures
- 17. Better = As engaging as outside of school
- 19. Zull, James E. The Art of Changing the Brain: Enriching Teaching by Exploring the Biology of Learning.
- 21. Learning = Setting up the Learning Process
- 22. Soria moria slott, Theodor Kittelsen, 1900.
- 25. Better Learning Experience = Cohesive experience that promotes learning and engages students.
- 26. Building a Learning Experience • Hook • Inform • Play/Practice • Apply • Extend
- 30. How can narrative build a better learning experience?
- 31. Memorable
- 32. Cohesive
- 33. Empathy
- 34. Creative
- 38. Middle school geography curriculum set in the zombie apocalypse.
- 39. The Geographer Johannes Vermeer, 1669
- 40. George A. Romero’s Flyboy, Neca, Reel Toys, 2005
- 48. Dead Reckon
- 50. Middle school and high school projects teaching history through time travel.
- 51. Ivan Egorovich by Ilya Repin, 1877
- 56. USC Games, 2014
- 60. Design
- 61. Stages of Narrative Integration • Prompt • Integrated Materials • Interactive Elements • Parallel Story • Extended Creativity
- 63. Spectrum of Integration Shared Activities Shared Concepts
- 64. Learning Objective: Interest: Engagement Opportunities Curriculum Elements Prompt/Driving Question: Integrated Materials: Interactive Elements: Parallel Story: Extended Creativity: Need to Know: Formative Assessment: Project: Transfer:
- 65. Prompt/Driving Question 1 sentence Examples: Zombie-Based Learning: “How would you map data to predict where zombies will spread?” ChronoZoomers Guild: “How would you change history to prevent WWI?”
- 66. What interest/topic do you want to use to engage students? Learning Objective: I want students to think like a real world… Conceptual Integration What concepts apply to this learning? Learning Objective Concepts What concepts apply to this topic? Interest/Topic Concepts • Zombies • Time Travel • Existing Storyworld • Fashion Design • Sports • Baking • Geographer • Historian • Scientist • Writer • Computer Programmer • Magician
- 67. Conceptual Integration What concepts apply to this learning? Learning Objective Concepts What concepts apply to this topic? Interest/Topic Concepts Learning concept you chose: Interest concept you chose: Prompt/Driving Question: • Historical Thinking: • Chronological Thinking • Historical Comprehension • Analysis • Research • Issues (Identifying issues in the past, forming a position on a course of action, evaluating a decision). • Time Travel: • Messing up the past • Change the future • Paradoxes • Prevent bad things • Multiple dimensions • Time-shock
- 68. Learning concept you chose: Interest concept you chose: How can we use to (Learning concept) (Interest concept) Prompt/Driving Question: Historical Issues Prevent wars/atrocities historical issues prevent historical atrocities?
- 69. Learning Objective: Interest: Engagement Opportunities Curriculum Elements Prompt/Driving Question: Integrated Materials: Interactive Elements: Need to Know: Formative Assessment: Historical thinking (historical issues) Time Travel How can we understand issues in order to prevent historical atrocities? If you could time travel, how would you prevent WWI? Share!
- 71. What is the task that when completed, would be an answer to the driving question? Integrated Materials Need to know: What information or skills are needed to complete the task above? Create a plan for how to change history to prevent an event. • Researching possible causes • Understanding causality • Forming an opinion • Supporting an argument • Considering new outcomes • Events are not inevitable
- 72. Integrated Materials: How could people in this situation receive or access this information? • Policy memos on time travel • Time travel brochures • Time travel tutorials • Informational websites • Video tutorials • Time travel training • Etc.
- 73. Interest: Engagement Opportunities Curriculum Elements Prompt/Driving Question: Integrated Materials: Interactive Elements: Need to Know: Formative Assessment: • Researching different causes • Understanding causality • Making decisions • Supporting an argument • Policy memos • Video tutorials Share!
- 74. Interactive Elements A safe way to practice the new information. Example:
- 75. What new skills were learned? Interactive Elements Opportunity to Fail: What is a low-stakes way that a student can practice these skills? How would a student know they were successful? How would a student know they were unsuccessful? Research, understanding causality, decision making, supporting arguments
- 76. What new skills were learned? Opportunity to Fail: What is a low-stakes way that a student can practice these skills? How would a student know they were successful? How would a student know they were unsuccessful? What is the goal? What is achieved if they are successful? What choices does a player have? How do players interact? Supporting Arguments: Practice making up arguments on different topics and practice supporting them properly. • States a clear point • Supports the point with relevant evidence Argument doesn’t include a clear point or relevant evidence. Maybe I could have a game where students play in a group and use random phrases to construct an argument.
- 77. Formative Assessment: What shows that students are ready to move on? successful? unsuccessful? What is the goal? What is achieved if they are successful? What choices does a player have? How do players interact? Constructed the strongest possible argument What topic to choose. Share their arguments Choose the best evidence Maybe it could be like Cards Against Humanity, students pull an argument for each round and use the evidence in their hand to support it as best they can. Maybe they have 1 piece of evidence per group per turn, and they each write an argument for that evidence. Best one wins.
- 78. Formative Assessment: What shows that students are ready to move on? What choices does a player have? How do players interact? A student can create various quality arguments. A student can evaluate the quality of arguments.
- 79. Integrated Materials: Interactive Elements: Parallel Story: Need to Know: Formative Assessment: Project: Group card game where students connect arguments and evidence around time travel. Student assesses and creates arguments. Share!
- 80. Parallel Story Sets up project scenario Example:
- 81. Project: What is an application of the real world skills using real world tools? Parallel Story Story Elements How would characters in your story encounter the same task the students face? How do the characters overcome the task? Create a presentation making an argument and supporting it with evidence.
- 82. Story Elements How would characters in your story encounter the same task the students face? Characters: How do the characters overcome the task? What did characters have to learn to overcome the task? Based on your Need To Know Setting: Time travellers are planning to manipulate history to prevent a certain event. They must choose/argue what to change in order to accomplish objective. Research for evidence and use ChronoZoom to present the argument and evidence. Researching possible causes. Deciding on the best decision. Figuring out what might happen with the best decision.
- 83. Characters: Describe important aspects of your main characters. What did characters have to learn to overcome the task? Based on your Need To Know Setting: Describe the time and place of your story. • Researchers for CZG • Tossed into their first big challenge • Unsure whether they can overcome challenge • 200 years in the future • North America • Very large organization
- 84. Interactive Elements: Parallel Story: Extended Creativity: Formative Assessment: Project: Transfer: Use ChronoZoom to present how you would change history to prevent WWI. New recruits at the ChronoZoomers Guild have to figure out how to change history and prevent WWI. Share!
- 85. Extended Creativity Give students a chance to go even deeper. Example: Deeper application of skills Real world application of skills Publishing forum for student to express their creativity
- 86. Extension: How could someone take this project even further? Extended Creativity How could someone build onto your story more? What applications or uses would these skills have in the real world? Transfer • Research other events to prevent • Consider the impact of changes • Consider what would happen with the “wrong” changes • Write about characters using other challenges • Create more antagonists for the character • Create their own time travel stories.
- 87. What would support someone in sharing their work with an audience? What applications or uses would these skills have in the real world? How could someone share their creativity with an audience? Transfer • Research historical events • Support arguments • Consider causes • Consider impact of events or decisions • Share presentations online • Present to an audience • Publish a story (fan-fiction) • Online forum around these creations • Competitions/contests for deeper work
- 88. Parallel Story: Extended Creativity: Project: Transfer: Write their own stories or apply the same objectives to other events. Continue these skills in other projects. Build ways to share work with others. Share!
- 90. Narrative
- 91. Learning Objective: Interest: Engagement Opportunities Curriculum Elements Prompt/Driving Question: Integrated Materials: Interactive Elements: Parallel Story: Extended Creativity: Need to Know: Formative Assessment: Project: Transfer:
Editor's Notes
- Agenda:-Better Learning Experiences-Teaching with Narrative-Examples: ZBL and CZG-Game-Applying Design of Narrative to learning experiences
- From easy to hardDon’t need to know right now, but I’m giving you a heads up and we’ll design this later. Everyone can integrate narrative into curriculum. It can be as simple as starting with a prompt, and having the curriculum tie to that prompt.
- Broad Goal:Better.Learning.Experience.
- Today’s Goal: Learn to use narrative to build a better learning experience
- So, What is a better learning experience?Not additive. Designed from ground up, or brain up.
- Better: if not the best!Better than what? Better than traditional?Better than taking a test?
- NO! Our learning experiences are actually competing with the real world.If we want life-long learners, then our experiences need to go beyond the classroomWe’re competing with beautiful rich worlds, games, really deep and engaging experiences.
- NO! Our learning experiences are actually competing with the real world.If we want life-long learners, then our experiences need to go beyond the classroomWe’re competing with beautiful rich worlds, games, really deep and engaging experiences.
- We’re competing with beautiful rich worlds, games, really deep and engaging experiences.Sometimes we can partner with these worlds to make them educational, but we can’t sit around and wait for partnerships.
- Learning: It isn’t just teaching. Teaching ≠ LearningA good teacher doesn’t just teach and leave the learning to the studentsA good teacher constructs experiences to support student learningRecent studies in neuro-biology really help us to understand how the brain learns
- The learning process:What is learning?A process the brain goes through.Happens in secondsHappens in years
- The learning process:What is learning?A process the brain goes through.Happens in secondsHappens in years
- Experience: Contact with, an encounterBest experiences transform us.Not isolated, meaningful to us, challenging, relevant to intellectual goals
- Better Learning Experience?Engaging experience that sets up the learning process. Can compete with experiences outside of school.Dave Burgess:1) Would they show up if they didn’t have to2) Would they buy a ticket to that experience?
- Better Learning Experience?Engaging experience that sets up the learning process. Can compete with experiences outside of school.Dave Burgess:1) Would they show up if they didn’t have to2) Would they buy a ticket to that experience?
- Core Process:HookInformPractice/PlayApplyExtend
- Tie the core process to the brain/learning process
- Tie the core process to the brain/learning process
- Today’s goal: Learn to use narrative to build a better experience.
- How can Narrative build a better experience?-memorable-cohesive-empathy-creativity
- Memorable
- Cohesive experience
- Empathy
- Creativity and expression
- But wait, there’s more!How can narrative help teachers?Handle a lot of the key elementsMake a framework for easier for using.
- Benefits of Teaching with Narrative in ZBL-Tie in PBL elements, need to know, performance assessment, inquiry, choice,etc-Engage students-Standards-Creativity
- Now I want to give you some examples of how Teaching with Narrative works.I’ll show ZBL – Geography and Zombie ApocalypseCZG – ChronoZoom, Historical Thinking, and Time Travel
- ZBL – Middle School Geography curriculum set in the zombie apocalypse.Uses Project-Based Learning, integrated with a zombie narrative to build a better learning experience.
- ZBL Learning ObjectiveThink like a real geographerNot just memorize, but use the thinking skills of a geographer.
- Integrated TopicZombies – Interests kids, middle schoolI like it and I like doing thought games around it.
- Hook- At the very basic level, this prompt:How would you use geography to survive a zombie apocalypse.Show scene from comic with kids asking about zombies.Icon for hook
- Lessons – Curriculum includes lessons that support the skills needed to accomplish the survival tasks.Show lesson shot from curriculum (handout?)Information icon
- Projects – Serve as a performance assessmentUse real world skills and real world toolsNarrative scenarioShow character working on project, inset rubric, apply icon
- Parallel Story – Dead Reckon Sets up the projects in the story, the need to knowShow Dead Reckon cover and the Z outline, and apply icon
- Example of Dead Reckon + Project IntegrationShow challenge in Dead Reckon (Mapping zombie outbreak)
- Show zombie data in lessons
- Show student map of zombie data
- Benefits of Teaching with Narrative in ZBL-Tie in PBL elements, need to know, performance assessment, inquiry, choice,etc-Engage students-Standards-Creativity
- ChronoZoom DemoHow a learning tool that brings great value to Historical Thinking can be integrated using Teaching with Narrative
- Overview of ChronoZoomers GuildMiddle school and high school projects teaching history through time travel.Logo
- Learning ObjectiveThink like a historianThe historian artwork
- Integrated topicThe ChronoZoom tool
- HookHow would you change history to prevent a later event from happening?Historical photograph or portraitHook icon
- LessonsSample lesson – Chronological thinkingIntegrated Material – timeline of the history of the chronozoomers guild“Chronological thinking”timelineInform icon
- LessonsSample lesson – Multiple perspectives in historyIntegrated Material – CZG policy on multiple perspectives“Multiple Perspectives”Policy memoInform iconSmaller all icons
- Interactive ElementsUSC Game Design on connections and causalityUSC Game Prototype image cardPlay icon
- ProjectsCreate timeline arguing what you would change in history to prevent…CZG uses ChronoZoom to do their research and presentations, so do students who have been recruitedChronoZoom imageApply Icon
- Parallel StoryStory of Fabe and Milt working for the CZG.Rick VeitchComic imagesApply icon
- BenefitsEngageCreativityStandardsTechnology and tool
- Conceptual integrationDriving Question Game to design PromptPlay icon
- What we’ll be designing:-Narrative elements that integrate into curriculumWe’ll end up with an outline for a plan to integrate a narrative into curriculum and have those elements linked to some of our curriculum needs.
- Building from 1 sentence can allow students to use narrative throughout all of it. What it is Example
- For the sake of this workshop, these should be topics and objectives that you at least have some understanding of. You at least know what people do in these topics.They can be fictional or non-fictional. –Fictional gives you more opportunity to make up the story.Learning objectives can be the subject you are teaching. Standards. What you’re really required for students to learn. Depends on what you teach.
- Brain storm some of the concepts that are important to the subject you’re teaching.Brain storm concepts that apply to the topic you’re interested in. What are some of the challenges or questions people face in this topic faces.Zombies: Survival, staying away from zombies, finding safe places to settle, rebuilding society
- Fill in the blanks.How can we use Historical Thinking to change history?Zombie example: “How can we use Geography to survive the zombie apocalypse”How can we use mapping to predict where zombies will move?How can we use geometric measurements to design apparel?
- While you go to your final design page, let’s discuss what the prompt/driving question could be used for?A KEY part of this question/prompt, is that it exists in the narrative. This sets the tone Primes the imagination to think within the story and be creativeConceptual integrationWhat we have here: Sets up the project. Hooks the interest. The question drives the want to learn to answer this question and express how they would answer it.
- A way to provide information from within the narrative. Match is Need to Know
- TASK: What will students have completed in order to answer this question?Just like UbD, it is important to start with what will be accomplished and then work backwards. List all of the big ideas for what you think someone would have to learn in order complete this task.
- In this narrative or storyworld, how do people access this information?Finding information becomes engaging in itself. Don’t always have to give the answers, can share examples, set up the search for answers, and/or illustrate the concept. Zombies: Data transmissionsRadio warningsInformation left behindAbandoned libraries
- The need to know becomes what students need to learn. You can construct your lessons around these ideas.You can also ask students what they need to know. They will offer so much more. We used policy memos and history around CZG to build the narrative and share the concepts.If I were to continue, I would probably opt to make short videos that shared the need to know, but as if it was coming from CZG. WHAT WE HAVE: Need-to-know: an outline for our needed lessons to support the projectA delivery method to enhance the narrative and support the learning
- A way to practice the new knowledgeMatch: Formative Assessment
- Skills from the need to know
- TIME:You may be able to only choose 1 at a time for it to make sense/be manageable.Experienced game designers can handle more of the concepts at once, but as a beginner, start with 1 skill. Maybe I would use a card game for this. Maybe I would use a dice game. Maybe there would be a video game?
- TIME:These ideas are what started coming up as I thought through this. Play to your comfort level. At the least, sandbox it. Set some limitations but allow extreme freedom on topic or creativity. Have students practice the skill. Example: Let the students choose any topic to make an argument about. Have a list of interesting topics to choose from.
- This will help us with our formative assessment, But also creates a connection between the play/practice and our formative assessments. We can eventually hopefully use the playing as a formative assessment.
- WHAT WE HAVE: Objective for a formative assessmentIdeas for an engaging way to practice these skills
- Sets up the project. Puts it in context.Match: Project/application
- Refer back to your Task.This is setting up what we’d expect students to perform. Other ideas:Gather multiple perspectives on an argumentGather examples of strong arguments.
- Draft your ideas for where this could happen and what the key aspects of your characters might be.
- WHAT WE HAVE: Objective for a project and summative assessmentIdea for a story to align with the project and learning objectives. The story can go many places from here: Written storyGraphic novelTV show, movie, etc
- Extend their learning beyond the classroom.Match: TransferEasiest when it makes itself. Hardest to maintain.
- How can we create more opportunities for students to express their ideas and their creativity?
- How does learning keep going?
- WHAT WE HAVE: Ideas for how students could continue with these concepts and make up more ideas if they love this concept.Connections to the real world.
- You’ve followed through how to build a better learning experience.
- You’ve learned how to align narrative to your curriculum.
- You have outlined a curriculum with key elements to support a quality curriculum.You have connected ideas for engagement
- If you try just one thing. Try using a 1 sentence hook, to set off engagement.