Cheryl's handouts are here
Innovation ripples through
Adolescent learning 2.0
We have to think differently – begin to listen to and know them more.
- A lot of learning going on outside the school
- facile with technology but don't necessarily know how to learn with it
- the are hanging out, messing around, and geeking out
- adolescents internet use is:– friendship driven (for peer group) and interest-driven (interest driven is often interactive gaming (94%) m and f)
- adults have to add value to animation thing they want ot know
- should we begin to understand what websites they are going to (e.g. cars, baseball, interactive gaming)
The reality is – in interest driven area there are other adults out there leading the learning in the informal space (getting into space as a learner and participant)
There is a lot going around gaming – writing technical manuals, writing modules to change and simplify game – whole environment and life around it. - one entry point to grab them into writing process
- missing the boat when we don't do that
- they are looking for genuine interest and guidance from teacher
Global Kids – get kids connected globally
Multitasking and background tasking – nobody multitasks – we have an executive function that we can only do things serially – distracted vs focused – kids are faster at serial tasking because they are younger
if you have 2 complex tasks that you are working on at the same time you are not being efficient.
Kids are mainly background tasking *other tasks not complex (even music with lyrics takes attention away) – we have to help kids understand that they need to have environment without distractions when doing something serious.
Working memory only holds 5 -9 things that are text or sound – only 4 that are visual
overload – working memory fills up – e.g. child just learning to read may be spending working memory on decoding and cannot then comprehend.
Visuals important – sites for combination of text and visuals
Continuous partial attention – Linda Stone
Student Engagement Matters ranges from Defiant/withdrawn/compliant/tactical/intrinsic
Intrinsically motivated kid has interest in topic
Looking for Deep Learning -To engage – you have to know the students use a learning environment that engage: web 2.0 and technology
Content - /substance organization novelty / variety choice
cooperation and collaboration – so powerful when topic is complex
Your students have access to:
MIT courseware, iTunes U - etc. should be dealing with complex tasks/ issues in school
Democracy2: try to keep a country alive as a ruler
Collaboration trumps competition trumps individual learning (Johnson & Johnson)
- Balance of formal and informal
- positive interdependence which promotes personal responsibility
- considerable promotive interaction
- shared workspace
- iterative group reflection and processing to improve effectiveness
If you give students choice – grades go up – more committed.
There is very little sustained discussion in most classes - more teacher to student1, teacher to student2 ...
Sustained discussion – students talking to students
Teachers assign blogs (interest not generated )is there sustained discussion?
Blogging to learn (The Plague of Circumstance) Teacher used the blog to make sure students were doing the research
The movie physics rating system
commenting on the physics e.g. in the roadrunner (Voicethread: Video Doodling)
Voice thread – clip in movie – is this possible? Please comment on the physics you see in this video clip
Can use Voicethread to
- check for prior knowledge
- make visible some of preconceptions and misconceptions
Interesting tools to provoke discussion
use of visualization in learning (Flowing Data)
-takes a data set and graphs it
Democratization of knowledge
Students need to know how to search to get the information they need to solve problems
Check out the wizard tools try giving an Internet search challengModeling: Scratch – programming and gaming in very powerful ways
www.metiri.com - presentations