EDET 668 Week 6

EQ: WHAT ARE THE CHALLENGES IN SHIFTING CONTENT FROM “WHAT” TO “WHERE” AND “HOW”?

I love the shift in student focus learning that we are seeing more of in the classroom to hands on. Math fractions being taught with Legos makes the abstract math concepts less intimidating. Children are often like I know I have to take two small pieces to make one big whole one like this. They are not only learning fractions, but if you gave them a quiz with different fractions they can probably build it with pieces. So no more rote memorization, they can show you that they can explain how to make whole numbers while having fun.

We will have challenges with the Where and How of classroom learning. We have to be more creative in our learning plans. We have to think of tools (like Legos) that will be appealing to the students and at the right levels.

Another way we see the shift from teaching can be though digital classrooms. Ark provides a rubric to the benefits that I feel are important in the shift:

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Below is a graphic that shows how we can divide up the roles in Learner driven classroom:

 

a-continuum-of-choice-fi

 

“The two main things students want from school (i.e., jobs to be done) are to feel successful and have fun with friends. All students are motivated, but only to do the jobs that matter to them” (Ark, 2016).

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We can help facilitate change by doing the following three things (Sundt and Martinez, date):

  • Minimize the Use of Lecture
  • Familiarize Yourself With the Idea of Simultaneous Engagement
  • Prepare for the “Ubiquitous” Class

When we minimize the lecture and encourage more student interaction through simultaneous engagement universal classrooms will surface. We have seen the benefits with Making Spaces and Genius Hour.

 

Reading:

Thomas, Douglas & Brown, John Seely. (2013 Apr 18). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change

Sundt, Melora and Martinez, Brandon. (2014,  Nov 05). Three ways to shift instructional practices to meet the needs of 21st-century Learners. Retrieved on Feb 23, 2017 from: https://evolllution.com/opinions/ways-shift-instructional-practices-meet-21st-century-learners/

Heick, Terry. (2015, Nov 17). The shift from content to purpose: A continuum of choice. Retrieved on Feb 23, 2017 from: http://www.teachthought.com/learning/the-shift-from-content-to-purpose-a-continuum-of-choice/

Ark, Tom Vander. (2016, Mar 23). Shift to Digital. Classroom ‘Look Fors’. Retrieved on Feb 23, 2017 from: http://www.gettingsmart.com/2016/03/shift-to-digital-classroom-look-fors/

 

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5 thoughts on “EDET 668 Week 6

  1. I love the use of manipulatives in the classroom. It gets harder for me to incorporate them when we are doing algebraic functions and such. However, we used Hands-on Equations, the first time I have had access to them, this year and it was amazing to see how quickly students picked up on the process. I was even more surprised to see how the use of manipulatives easily transitioned to doing equations with just pencil and paper. I’ve never seen kids pick up equations so easily in 7th grade. I’m sure this is probably the same as using legos to teach students with fractions in elementary.

    I love the idea of minimizing lecture in the classroom and letting students explore and discover the answers to the questions they may have related to the topic. I think it’s the best way for students to learn because it allows them to take ownership of their own learning and they feel as though they have a part in it besides just memorizing what the teacher tells them. I think part of the shift to “how” that is so difficult for me is that I was always taught by the “drill and kill” method and it’s hard to get away from what we know. Technology is such a powerful educational tool and I think it’s our job to teach students how to use it in such a way to learn and not always just so they can use some type of social media.

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  2. Thanks for mentioning the term Genius Hour! I didn’t know what it was so I looked it up… “Genius hour is a movement that allows students to explore their own passions and encourages creativity in the classroom. It provides students a choice in what they learn during a set period of time during school”.
    I found Chris Kesler’s blog about Genius Hour Ideas. @ http://www.geniushour.com/2013/03/31/genius-hour-ideas/
    I enjoyed reading all of the ideas that his students came up with for projects. This type of approach can shift the teacher centered to the learner driven classroom. Students can assume the roles of entrepreneur while using their passions in learning. How fun for students and the teacher!

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  3. It’s really difficult to minimize lecture in high school mathematics. There is so much content that needs to be shared that is basically new to them. I teach Statistics and AP Statistics. My students have never learned about statistical content like sampling distributions, confidence intervals, hypothesis testing, and advanced probability. The text I use is great. It introduces these topics with the idea of building the knowledge through activity, simulations, questioning, and concept development. Although I don’t consider it “lecture” it is really giving students information. One pedagogy that would alleviate lecture time in class is to use a flipped class model, which would put more pressure to students outside of class time to “learn” the material and teachers can focus on assisting students with difficulties. The students here at my school are already “tapped out” with so many activities, chores, commitments, that it would be very difficult to implement flipped classroom, even though I think it is an awesome pedagogy.

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  4. Great graphics and I agree that the movement to hands on math is phenomenal! I didn’t really understand match concepts until I went to college and took an elementary math class that involved hands on learning instead of rote memorization– life changing for me!

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