Sick of the same ole boring classes? Learn HANDS-ON instead! Get active. Get experience. Learn skills for now… skills for life.
Saturday, December 18, 2010
CEP 818: Module 8 - Twitter (Abstract)
Sick of the same ole boring classes? Learn HANDS-ON instead! Get active. Get experience. Learn skills for now… skills for life.
CEP 818: Module 8 - Argument for Creativity
Argument for Creativity in Life Skills (Family and Consumer Science) Courses
"A day without sunshine is like, you know, night." — Steve Martin
And much in the same regard, a day without play is like, you know, work.
One of the greatest challenges we have as educators is to teach our students using methods so that they are actively engaged and having fun so they forget they are at work. Aside from the overall enjoyment this brings, Jean Piaget suggested, "it strengthens various mental skills (249)." One of my favorite moments in teaching is when a student exclaims, "Oh my gosh! This class is almost over ALREADY?!" I jokingly reply, "Time flies when you're having fun eh?" And (usually) they agree.
Throughout each class I teach, I do my best to incorporate creative components that challenge my students and give them the opportunity to think outside the box. Why is this so important? Because of this:
Image Credit: The Computers in Education Group of Southern Australia
Students do not retain information they learn through most traditional means of passive instruction (reading, writing, listening, etc.) Instead, they need to be actively engaged in the learning process. This is not only important for retention of content but it’s also crucial to prepare students for their futures. Many newer careers that are currently in demand require problem solving and critical thinking skills. (Employability skills: Creative Thinkers) To provide students with the tools they need to be successful in these fields, it is imperative that we shift from passive learning to active learning and teach them to think creatively.
Wikipedia defines creativity as, “the phenomenon whereby a person creates something new (a product, a solution, a work of art etc.) that has some kind of value. What counts as "new" may be in reference to the individual creator, or to the society or domain within which the novelty occurs. What counts as "valuable" is similarly defined in a variety of ways,” (Wikipedia: “Creativity”) Essentially, we need to prepare our students to formulate new ideas, solve new problems, and to envision new ways of perceiving the world. So can creativity be taught? It certainly can. In much of the same ways that riding a bike or cooking or even driving a car can be taught. One word: practice.
In “Sparks of Genius,” Robert an Michele Root-Bermstein tell of 13 thinking tools that can help foster creativity.
Image Credit: Psychology Today
Each thinking skill can be applied to any educational discipline, from Math to Art… but what about Home Economics? Or as it’s referred to today, “Life Skills/Family and Consumer Science?”
Since Life Skills courses are predominantly hands-on to begin with, many of these thinking skills mesh into the existing curriculum nicely. On a daily basis, I watch my students grasp concepts through doing and exploring. "I hear and I forget. I see and I remember. I do and I understand." - Confucius
In November 2010, I attended a Family and Consumer Science conference in Lansing, Michigan where Jean Blaydes Madigan (Action Based Learning, "Teaching the Teen Brain") presented that, "...85% of school age children prefer kinesthetic processing/learning (over visual and auditory learning.) This type of learning involves gestures, movements, and motions to reinforce concepts and ideas.” From my personal experience, I learn best from doing as well. Many of my sewing students ask me, "Ms. M, when/how did you learn to sew?" I always joke with them, "I learned in high school but I didn't have a teacher. I learned by messing a lot of projects up." And that's true. Some would say it was a very painful way to learn. Looking back though, I think it was an amazingly effective way for me to learn because I'm such a hands-on person. When I made a mistake and discovered my error, I was so curious to solve the problem and find a solution that it made me so passionate about sewing. In addition, I was sure to never make the same mistake twice once I figured out the solution. As a result, I learned much more then how to sew. I also learned how to apply my creativity when problem solving. This transferable skill has helped me throughout my entire life.
Because of my own personal experiences and the ones I witness with my students, I try to always incorporate some form of hands-on experience (embodied thinking) in each lesson I do. While this isn't always easy, it makes such a difference. The importance of this was made clear to me at the Family and Consumer Science conference I attended. A recent study showed that when students partake in a physical education class before their most difficult subject, they tend to learn more. A Texas Youth Fitness Study at Cooper Institute showed that, "Significant associations were constantly found between physical fitness and various indicators of academic achievement." Although I cannot involve my students in a full fledged physical education course at the beginning of each class, I can do small things that can make a big difference according to my findings today. Something as simple as having students stand and stretch, model concepts with their arms and legs, walk around the room, etc. can make a major difference in the amount of information they retain. According to Jean Blaydes Madigan, "Students learn 10% better when they are standing as opposed to sitting simply because of the more efficient blood flow to the brain." Active learning assists students with focus and concentration and allows for a little fun too - what a concept, eh? Fun in the classroom?!
One example of how a Life Skills course utilizes a variety of the 13 thinking tools presented in Sparks of Genius is my beginner sewing course. Students customize their own handbags including the pattern design, layout and overall bag construction. Before beginning this project, students brainstorm and consider what they might want their bag to look like. They use the thinking skill imaging when they envision the bag they want to create. To image, one must be able to create or gather information solely from within their own mind. Next, I provide sample handbags to give the students inspiration and ideas to springboard from. Along with these samples, the students observe handbags of their fellow classmates and they pay close attention to the most important components of their existing handbags. These observations help them to decide what is most important in their own designs.
Next, the students create a rough draft sketch of the bag they wish to create. This creates a simplification or abstraction of the final product. Once the sketch is done and approved, they are very eager to purchase fabric and begin the construction process. They ask, "How do I know how much fabric to buy?" I explain to them that it’s impossible for me to answer this question because all of their designs are individually unique so the amount of fabric that each student needs will vary. In order to determine this amount, the students then create another abstract, or simplification of their bag by identifying the individual shapes and pieces that make up the bag. Next, students graph the individual pieces on paper that represents the size of fabric they will purchase (approximately 1 yard per sheet.)
As they graph the pieces they begin to discover that some shapes don’t fit on one sheet. This tells them that they need to attach additional sheets of graph paper and ultimately purchase more fabric (since 1 sheet represents approximately 1 yard.) As students complete their graphs, the light bulbs begin to go off. They make the connection that the amount of fabric they would need to purchase is dependent on the amount and size of the individual pieces of their bags. They began to convert the squares on the graph paper to inches on a yardstick... "So if all my pieces fit on this graph that measure 36 squares across, that means I need 1 yard right?" At this point, I know that they understand the process.
Through the use of these various thinking skills, students are able to put together a customized bag without the use of a preprinted pattern. The rewards to this are endless. They produce a custom creation from start to finish – from the idea to the completion of a tangible item. Their bag is unique and one of a kind. It’s something they create with their minds and their own hands. This is active learning through and through. They are involved in every part of the process and it allows them to experience what it’s like to be a designer. Many of the students make revisions and edit their project during the various stages of this process. As a result, they become very empathetic to the obstacles and considerations that designers experience. As Sparks of Genius describes empathizing, "You must enter into the person you are describing, into his very skin, and see the world through his eyes and feel it through his senses" (182.)
The technical skills that my sewing students learn along the way are valuable as well. Students learn how to sew various stitches, use notions and other small sewing equipment tools, as well as how to troubleshoot machine problems. These experiences prepare them for future sewing projects as they come to recognize the patterns that repeat throughout the process. As Sparks of Genius puts it, "To understand order, it is often necessary to learn how to create it" (117.)
In the end, what’s most important about my sewing course (and all Life Skills courses) is that students are given the opportunity to be challenged, to problem solve and think outside of the box, and to ultimately apply these skills in other areas of their lives. As an educator who values the 13 thinking skills and their beneficial uses across the curriculum, I think it’s important to remember that students don’t acquire technical skills alone from Life Skills courses. Instead, they obtain authentic experiences that prepare them for life while incorporating fun and learning.
"A day without sunshine is like, you know, night." — Steve Martin
And much in the same regard, a day without play is like, you know, work.
One of the greatest challenges we have as educators is to teach our students using methods so that they are actively engaged and having fun so they forget they are at work. Aside from the overall enjoyment this brings, Jean Piaget suggested, "it strengthens various mental skills (249)." One of my favorite moments in teaching is when a student exclaims, "Oh my gosh! This class is almost over ALREADY?!" I jokingly reply, "Time flies when you're having fun eh?" And (usually) they agree.
Throughout each class I teach, I do my best to incorporate creative components that challenge my students and give them the opportunity to think outside the box. Why is this so important? Because of this:
Image Credit: The Computers in Education Group of Southern Australia
Students do not retain information they learn through most traditional means of passive instruction (reading, writing, listening, etc.) Instead, they need to be actively engaged in the learning process. This is not only important for retention of content but it’s also crucial to prepare students for their futures. Many newer careers that are currently in demand require problem solving and critical thinking skills. (Employability skills: Creative Thinkers) To provide students with the tools they need to be successful in these fields, it is imperative that we shift from passive learning to active learning and teach them to think creatively.
Wikipedia defines creativity as, “the phenomenon whereby a person creates something new (a product, a solution, a work of art etc.) that has some kind of value. What counts as "new" may be in reference to the individual creator, or to the society or domain within which the novelty occurs. What counts as "valuable" is similarly defined in a variety of ways,” (Wikipedia: “Creativity”) Essentially, we need to prepare our students to formulate new ideas, solve new problems, and to envision new ways of perceiving the world. So can creativity be taught? It certainly can. In much of the same ways that riding a bike or cooking or even driving a car can be taught. One word: practice.
In “Sparks of Genius,” Robert an Michele Root-Bermstein tell of 13 thinking tools that can help foster creativity.
Image Credit: Psychology Today
Each thinking skill can be applied to any educational discipline, from Math to Art… but what about Home Economics? Or as it’s referred to today, “Life Skills/Family and Consumer Science?”
Since Life Skills courses are predominantly hands-on to begin with, many of these thinking skills mesh into the existing curriculum nicely. On a daily basis, I watch my students grasp concepts through doing and exploring. "I hear and I forget. I see and I remember. I do and I understand." - Confucius
In November 2010, I attended a Family and Consumer Science conference in Lansing, Michigan where Jean Blaydes Madigan (Action Based Learning, "Teaching the Teen Brain") presented that, "...85% of school age children prefer kinesthetic processing/learning (over visual and auditory learning.) This type of learning involves gestures, movements, and motions to reinforce concepts and ideas.” From my personal experience, I learn best from doing as well. Many of my sewing students ask me, "Ms. M, when/how did you learn to sew?" I always joke with them, "I learned in high school but I didn't have a teacher. I learned by messing a lot of projects up." And that's true. Some would say it was a very painful way to learn. Looking back though, I think it was an amazingly effective way for me to learn because I'm such a hands-on person. When I made a mistake and discovered my error, I was so curious to solve the problem and find a solution that it made me so passionate about sewing. In addition, I was sure to never make the same mistake twice once I figured out the solution. As a result, I learned much more then how to sew. I also learned how to apply my creativity when problem solving. This transferable skill has helped me throughout my entire life.
Because of my own personal experiences and the ones I witness with my students, I try to always incorporate some form of hands-on experience (embodied thinking) in each lesson I do. While this isn't always easy, it makes such a difference. The importance of this was made clear to me at the Family and Consumer Science conference I attended. A recent study showed that when students partake in a physical education class before their most difficult subject, they tend to learn more. A Texas Youth Fitness Study at Cooper Institute showed that, "Significant associations were constantly found between physical fitness and various indicators of academic achievement." Although I cannot involve my students in a full fledged physical education course at the beginning of each class, I can do small things that can make a big difference according to my findings today. Something as simple as having students stand and stretch, model concepts with their arms and legs, walk around the room, etc. can make a major difference in the amount of information they retain. According to Jean Blaydes Madigan, "Students learn 10% better when they are standing as opposed to sitting simply because of the more efficient blood flow to the brain." Active learning assists students with focus and concentration and allows for a little fun too - what a concept, eh? Fun in the classroom?!
One example of how a Life Skills course utilizes a variety of the 13 thinking tools presented in Sparks of Genius is my beginner sewing course. Students customize their own handbags including the pattern design, layout and overall bag construction. Before beginning this project, students brainstorm and consider what they might want their bag to look like. They use the thinking skill imaging when they envision the bag they want to create. To image, one must be able to create or gather information solely from within their own mind. Next, I provide sample handbags to give the students inspiration and ideas to springboard from. Along with these samples, the students observe handbags of their fellow classmates and they pay close attention to the most important components of their existing handbags. These observations help them to decide what is most important in their own designs.
Next, the students create a rough draft sketch of the bag they wish to create. This creates a simplification or abstraction of the final product. Once the sketch is done and approved, they are very eager to purchase fabric and begin the construction process. They ask, "How do I know how much fabric to buy?" I explain to them that it’s impossible for me to answer this question because all of their designs are individually unique so the amount of fabric that each student needs will vary. In order to determine this amount, the students then create another abstract, or simplification of their bag by identifying the individual shapes and pieces that make up the bag. Next, students graph the individual pieces on paper that represents the size of fabric they will purchase (approximately 1 yard per sheet.)
As they graph the pieces they begin to discover that some shapes don’t fit on one sheet. This tells them that they need to attach additional sheets of graph paper and ultimately purchase more fabric (since 1 sheet represents approximately 1 yard.) As students complete their graphs, the light bulbs begin to go off. They make the connection that the amount of fabric they would need to purchase is dependent on the amount and size of the individual pieces of their bags. They began to convert the squares on the graph paper to inches on a yardstick... "So if all my pieces fit on this graph that measure 36 squares across, that means I need 1 yard right?" At this point, I know that they understand the process.
Through the use of these various thinking skills, students are able to put together a customized bag without the use of a preprinted pattern. The rewards to this are endless. They produce a custom creation from start to finish – from the idea to the completion of a tangible item. Their bag is unique and one of a kind. It’s something they create with their minds and their own hands. This is active learning through and through. They are involved in every part of the process and it allows them to experience what it’s like to be a designer. Many of the students make revisions and edit their project during the various stages of this process. As a result, they become very empathetic to the obstacles and considerations that designers experience. As Sparks of Genius describes empathizing, "You must enter into the person you are describing, into his very skin, and see the world through his eyes and feel it through his senses" (182.)
The technical skills that my sewing students learn along the way are valuable as well. Students learn how to sew various stitches, use notions and other small sewing equipment tools, as well as how to troubleshoot machine problems. These experiences prepare them for future sewing projects as they come to recognize the patterns that repeat throughout the process. As Sparks of Genius puts it, "To understand order, it is often necessary to learn how to create it" (117.)
In the end, what’s most important about my sewing course (and all Life Skills courses) is that students are given the opportunity to be challenged, to problem solve and think outside of the box, and to ultimately apply these skills in other areas of their lives. As an educator who values the 13 thinking skills and their beneficial uses across the curriculum, I think it’s important to remember that students don’t acquire technical skills alone from Life Skills courses. Instead, they obtain authentic experiences that prepare them for life while incorporating fun and learning.
Tuesday, December 14, 2010
CEP 818: Elevator Pitch Module 8
(Please make sure volume is turned up...)
Too small to see? Click here for fullscreen: View Elevator Pitch
Too small to see? Click here for fullscreen: View Elevator Pitch
Friday, December 10, 2010
CEP 820: Online Course Developer Notebook - Entry #6
Developer's Notebook Entry #5:
Looking back over the past four notebook entries with the considerations outlined above, this notebook entry asks you to revise, revise, revise. For some places you might start:
* Would another teacher of my grade level and content find this useful?
Yes, we’ve actually been speaking throughout the semester and we plan to share the modules through Blackboard. One of the biggest challenges is going to be downloading all of the video clips and uploading them individually because our district blocks YouTube. We’ve discussed sharing these duties since there are so many great clips integrated into the modules and it’s definitely going to be time consuming.
* Have I outlined the process in a way that would make sense to another teacher who might want to replicate my online course?
The process is outlined in a user friendly way with the Table of Contents sheet in the introductory unit. Of course as we collaborate and share these modules we will likely tweak them and adjust them accordingly to meet our individual needs.
Developer Notebook 4:
Discussion Board Rubric:
https://spreadsheets.google.com/viewform?formkey=dGxfemZZa0xzbjlaRkpkbTAtT3B3RVE6MQ
What were your considerations as you created your rubric?
I wanted the elements to be general yet specific - I wanted space to be able to leave personal feedback (in paragraph form) but also to give general scores/grades in other areas.
What went into your choices as you focused on certain aspects of your course?
Because this course is teaching “independent living skills” like money management, file organization, etc. many of the topics require the student to apply the concepts to his/her own life to truly check for understanding. I was glad the screencast showed how to create a rubric for a discussion board because other than mini-quizzes and projects, this is one of the main ways my course will be assessed. The first rubric I created was similar to the one from the screencast but I changed the fields (rows and columns) slightly. I plan to use a rubric for the final culminating project of this unit (the personal file box) but because it’s a tangible item that would be checked in person, the rubric would also be completed in person.
How will your assessment of your students be a tool to grow your students' learning?
I think it’s important for students to receive feedback as frequent as possible, so by creating quick rubrics with basic guidelines and a place for comments, I would be able to give specific critiques and suggestions to those students that score rather low on the rubric scale. This sort of feedback done in a timely manner would allow the student an opportunity to make adjustments and improve over the period of the course.
How will students be involved in the assessment and evaluation process?
I think it’s important to allow student to evaluate themselves - especially on big projects. In my regular classroom, I always provide my students with a self-assessment that allows them to rate their own personal progress and final outcomes. In an online course I think this could be implemented in a final rubric/assessment and it could provide a basis for personal reflection and growth throughout the course. It would also be a great opportunity as an instructor to receive feedback about course difficulties or other issues.
In what ways will your standards be communicated to the students? In the introduction/course syllabus as well as throughout the semester.
SEE BELOW: Choose 2-3 areas of particular focus for you as you move through the process of creating your module. In your DN entry, tell us why you chose those areas as your particular focus and explain the ways you anticipate your course module will demonstrate those areas of focus. In doing so, you will essentially be providing us with rubric categories from which to assess you work in developing your online unit. We will consider other means of assessment, but which 2-3 areas would you most like us to focus on, and what are your expectations in these areas? Use this Developer Notebook entry as an invitation to explore the ways in which assessment and evaluation, of both your course design and of your students' future work, impacts the learning that takes place in your module.
I sort of designed my module backwards... I’ve been adding content and then my plan is to go back and insert assessments along the way. There are certain subsections within my module that will require more elaborate evaluations and assessments because the content is more complex. Part 2: Education and Employment along with Part 5: Financial Records (which is broken into 4 subcategories) are the most important areas for assessment. These areas will be assessed with rubrics, mini-quizzes, and discussion board posts.
Learning goals for unit :
- Organization: Students will learn effective ways in which to organize important documents for academic, personal and professional activities so that they will be easily accessible for future retrieval.
- Career: Students will successfully complete mock job applications as well as a professional and skills-based resume.
- Financial: Students will learn effective money management skills. Students will learn about programs and services of traditional banking institutions for financial planning, budgeting, taxes, and daily money matters.
- Housing: Students will explore housing options for various budgets and needs.
- Car Care: Students will learn basic car maintenance routines.
Learning outcomes for unit: Students will explore each of the aforementioned goals through individual modules or mini-lessons and then complete the activities that go along with each section. By the end of the unit, the student will compile the documents and organize a personal file box as a capstone project.
Potential methods of assessment: (how will you know the unit is successful and students are learning?) Students will complete worksheets, participate in discussions, and take mini-quizzes to ensure that students are learning. The final assessment will take place with the submission of the unit contents in a personal file box.
Course Communication Policy: (What is your policy for student/teacher, student/student, and student/parent (if applicable) communication?)
My communication policy is for the student and/or parent to attempt contact via email first, since this is the easiest way to reach me because I check it most frequently. I will usually respond in 24-48 hours. If the issue cannot be resolved through email contact, the student and/or parent may call my classroom phone so that we can have a live discussion. In the even that I am not in the classroom or teaching another class at that time, I will return the phone call as soon as possible. If additional contact is needed beyond email and/or phone communication, I will be happy to set up a face to face meeting time.
Random “notebook doodling”: Over the past week I’ve been learning about Moodle and poking around on my new Moodle site, I’ve become a bit overwhelmed and the harsh reality that I’ve never created an online course and don’t quite know what I’m doing yet set in. :( A couple years ago, I began creating a Blackboard account at my school but never really did much with it because the school was upgrading the version and I knew I was going to have to learn all the new bells and whistles again once that was complete. (My school informed me this week that Blackboard is the only CMS used by the district. Moodle is not supported or really “encouraged” and downloading the executable file onto my school laptop is disabled. This is understandable because the district pays for Blackboard, however, it was slightly disappointing since I want to be able to utilize what I’m creating here.)
This past week I spoke to some colleagues after school and their support and encouragement was very appreciated. A few of my colleagues have been using Blackboard for years and have offered to “mentor” me through the process. They also suggested ways I could incorporate the capstone project I’ve developed for my Independent Living course through Blackboard. This capstone project is completed throughout the entire semester and requires a lot of independent work that the students already do outside the classroom on their own time at home. It is very specific and focused and culminates with the creation of a file box organizational system with personal documents and projects completed throughout the course. I’m very excited to work on this opposed to the financial management unit because I think it will be much more beneficial for my students to experience the unit online throughout the entire semester.
Because of these recent insights, I am going to be changing my path for this course development assignment. I realize that this is encouraged... (As stated in our lesson, “You may start to feel pressure to "get things done" and "do the right thing." Please, avoid these worldviews. This course is about playing with the possibilities for creating an online experience. It is not about one right way to build a course online. There is no one right course.”) ... but I thought I’d just post my changes here in my notebook to document my thoughts and course of action.
* what surprised you?
Throughout my research I was surprised at all of the improvements made to both Moodle and Blackboard over the past few years. I was also surprised how basic Wordpress is at it’s core. Everything I read talked about Wordpress’ amazing add-ons and plugins for almost everything under the sun. I think this is awesome, however, for my first attempt at creating an online course I wouldn’t even know where to begin with these features. One of my courses that I’m currently taking at MSU (CEP 818) is being conducted through Wordpress and while there are features I really like, I now have a better appreciation for all of the customizing that my professor has done. In time I think I’d like to learn to use this application more, but I don’t think I’m quite there yet.
* what didn't surprise you?
I wasn’t surprised that Moodle and Blackboard scored very closely for me. I knew from previous use and from articles I’ve read that they have become strikingly similar over the years. I also wasn’t surprised that these two options both scored higher then Wordpress in my overall comparison assessment.
* which CMS are you going to use for this course? why?
For this course, I’m going to go with Moodle 1.9. I thought this one out long and hard and my biggest deciding factor is that I’ve never used it before but have heard great things. I’ve used Blackboard and although I liked it overall, there were many things that annoyed me and I guess I’m curious to try something new to see how it compares to what I’ve already experienced. I’m happy that both these products fulfill the main requirements I have so I think this will be a good overall learning experience for my first course. When comparing the overall scores (see screenshot above) they both scored so closely that I think both programs would work just fine. I might be crazy for trying something entirely new to me, but we’ll see how it goes. I like the idea of being able to speak from experience with colleagues and co-workers regarding both of these products when this project is complete.
* why is this CMS a good match for your course and curriculum?
Moodle will allow me to present lessons in various formats (powerpoint, videos, etc.) and to asses with customized and pre-formatted questions. It allows for a gradebook and student feedback. Students can receive posts by email and subscribe to forum RSS feeds. In discussion boards, posts can be peer reviewed by other students and instructors can view statistical summaries of discussions which show participation. The dropbox for student-work submissions will be very helpful as many of the assessments won’t just be tests but written documents as well.
* what additional tools/functionality might you need beyond the features available in the CMS you have chosen?
I’m not sure if I’m going to incorporate it yet, but I may have the students set up a google doc account for notetaking/sharing notes. I noticed that with Moodle there isn’t a journal/notetaking area. Other then that, I think Moodle has everything else I will need.
* what support do you need to be successful with this endeavor?
I’ll need a Moodle account and a host. On the Moodle website, they direct you to http://moodle.com/hosting/ where they suggest ClassroomRevolution.com, Moodlerooms, Inc., and Remote-Learner USA. One question I have that I need to investigate more is whether or not I HAVE to use these hosts. I have a few websites hosted at DomainNameSanity.com and I’ve had great luck with their services. Or, did I miss something along the way - is there a space at MSU where we will be able to host these projects? For some reason, I think there may have been previous mention of this somewhere but I can’t remember where?
-----------------------
Karen –
These sound like a great ideas! Do most of your students go on to jobs right after school, or do many go to college? If the latter, I’m not sure if this will be as helpful as the financial management idea. You might want to think about this: as described, the post-secondary career option seems very “open ended” where as the financial management option would be very structured. As the teacher, which do you think might be easier to manage for your first online teaching experience? Since you wrote mostly about the career option, here are a few questions to explore in more detail. What do you mean by “lesson plans?” What interactive games would suit this curriculum? What do you mean by a “pre-existing format,” is that what you mean by Wordpress? You are exploring the CMS options in Chpt2, so looking at wordpress to see if it can handle all of your content and assessment ideas will be key. For example, how will you incorporate quizzes or interactive gaming in WordPress?
Otherwise, good start. But, I would encourage you to weight the benefits/drawback of using the financial management vs. career option on last time before committing to either.
Mike (for Mike and Alan)
----------
Mike,
Thanks for the feedback. The more I’ve thought about it, I think you are right on... the financial management idea is much better. There’s definitely more structure to it and I think that it will certainly be a lot easier to manage being that this is my first online teaching experience. Thanks again for your thoughts.
-Karen
----------
* Grade Level:12th
* Subject: Independent Living (Life Skills course)
* Particular Curricular Unit you are thinking of developing:
Post secondary Options/Career Research (or maybe Financial Management: Checking, Savings, and Credit)
* What do you want your course to look like?
I think I’d like to make a space for students to access lesson plans (modules), carry out discussions, watch videos, and conduct research on various post secondary/career options. I might create a website for this or possibly use a pre-exisitng format for this. I’m not really sure yet. I’ve been learning about WordPress and I think this may work well for the type of course I would teach.
* What your ideas/thoughts/dreams for class interaction for both teacher and students?
I’d like for my students to interact with one another via discussions and to share research documents so that they can learn from one another in addition to their own research. As the teacher I’d like to be able to give prompt feedback. I’d like an area to post important information and announcements. I would also like to possibly create an area where the entire class works on a project collaboratively together (maybe broken into smaller groups initially - I’m not entirely sure yet)
* How do you think you will assess students?
Students would likely be assessed through journal-like reflection writings, mini-quizzes, a research paper, and possibly even through interactive games/websites, etc.
* What are some of the social, ethical, legal, and human issues surrounding the participation in your online course?
legal - making sure to cite sources and receive proper permissions where necessary (need some assistance here I think)
Monday, December 6, 2010
CEP 818: What's the Big Idea? Module 7
"A day without sunshine is like, you know, night." — Steve Martin
And much in the same regard, a day without play is like, you know, work.
One of the greatest challenges we have as educators is to teach our students using methods so that they are actively engaged and having fun so they forget they are at work. Aside from the overall enjoyment this brings, Jean Piaget suggested, "it strengthens various mental skills (249)."
One of my favorite moments in teaching is when a student exclaims, "Oh my gosh! This class is almost over ALREADY?!" I jokingly reply, "Time flies when you're having fun eh?" And (usually) they agreee. :)
Throughout each class I teach, I do my best to incorporate some form of play. Sometimes my high school students find this "silly" but they mostly love it. In Sewing and Interior Desing, we do a lot of practice play. It's crucial for students to apply the new skill or concept they've learned and to experience it. Over the past few years, I've discovered that the best way to accomplish our course objectives yet foster creativity is to give them guidelines with a rubric, but to keep the guidelines somewhat broad. This requires them to apply their skills but also to think outside of the box while doing so. By giving requirements but going easy on the limitations, the students have explored different realms that I would never have thought of and the results are sometimes astounding.
As for symbolic play, the students create analogies and models in Independent Living to represent various financial concepts such as credit, budgeting, etc. The most comprehensive way they practice sybolic play occurs when they create a "make believe" world in which they obtain a job, purchase a home, and manage an adult life in the game On Your Own: Coast to Coast. Additionally, these students also experience game play because the program "teaches the making of rules within externally bounded situations (249.)"
In my own personal life, I experience play whether I'm creating a new lesson plan (arranging it to suit the needs of all students, coming up with activities and the manner in which to prsent it) or simply sewing, taking photographs, cooking, etc. One thing I've learn from this chapter (and really from the entire Sparks book) is to be more vigilant during my own personal "play" endeavors. I sometimes forget that when I'm doing the things I love, a fantastic potential for a creative project is right under my nose.
And much in the same regard, a day without play is like, you know, work.
One of the greatest challenges we have as educators is to teach our students using methods so that they are actively engaged and having fun so they forget they are at work. Aside from the overall enjoyment this brings, Jean Piaget suggested, "it strengthens various mental skills (249)."
One of my favorite moments in teaching is when a student exclaims, "Oh my gosh! This class is almost over ALREADY?!" I jokingly reply, "Time flies when you're having fun eh?" And (usually) they agreee. :)
Throughout each class I teach, I do my best to incorporate some form of play. Sometimes my high school students find this "silly" but they mostly love it. In Sewing and Interior Desing, we do a lot of practice play. It's crucial for students to apply the new skill or concept they've learned and to experience it. Over the past few years, I've discovered that the best way to accomplish our course objectives yet foster creativity is to give them guidelines with a rubric, but to keep the guidelines somewhat broad. This requires them to apply their skills but also to think outside of the box while doing so. By giving requirements but going easy on the limitations, the students have explored different realms that I would never have thought of and the results are sometimes astounding.
As for symbolic play, the students create analogies and models in Independent Living to represent various financial concepts such as credit, budgeting, etc. The most comprehensive way they practice sybolic play occurs when they create a "make believe" world in which they obtain a job, purchase a home, and manage an adult life in the game On Your Own: Coast to Coast. Additionally, these students also experience game play because the program "teaches the making of rules within externally bounded situations (249.)"
In my own personal life, I experience play whether I'm creating a new lesson plan (arranging it to suit the needs of all students, coming up with activities and the manner in which to prsent it) or simply sewing, taking photographs, cooking, etc. One thing I've learn from this chapter (and really from the entire Sparks book) is to be more vigilant during my own personal "play" endeavors. I sometimes forget that when I'm doing the things I love, a fantastic potential for a creative project is right under my nose.
CEP 818: How Do I Love Thee? Module 7
Regardless of age, we all enjoy a little "play" in our day. I play a game with my 12th graders called, "Swat It, Match It, Steal It" to review important points and vocabulary before tests. A very common method for test reviews is to have students write out pretend test questions or complete study guides. From my experience, many students copy questions and answers from their book without giving them much thought. By playing this game instead, the students work together to come up with answers and they become very competitive. (Sometimes I award an extra credit coupon to the winning team. I don't always do this, so they never know - it keeps them on their toes!)
How does the game work? The class is divided into 2 teams.
1. Both teams will sit in a row of chairs. (2 rows total)
2. A review question will be asked and ANYONE may answer it by walking to the front table and swatting their team's colored circle on the main table.
3. If the answer is correct, they will reach into the box and choose a Match Card. If the answer is incorrect, the other team may answer the question CORRECTLY and steal one of their UNMATCHED cards OR if they have not accumulated any cards yet, the other team may pick a fresh one from the box.
4. Once a team finds a match for their card, it is theirs to keep for the duration of the game. It cannot be stolen.
5. The team with the most matched cards at the end of the game wins.
Rules:
1. No one may attempt at the answer for 2 consecutive questions. (Someone new must go for that team. Teams can discuss answers amongst themselves but a new person must "buzz in.")
2. Every 3-4 questions, we rotate seating. Members sitting at the front rotate tothe back and every moves up 3 seats each rotation.
3. Once you buzz in, you must answer immediately. You cannot consult your group AFTER you've buzzed in.
Wednesday, December 1, 2010
CEP 818: Zoom In Module 7
This is one of my most favorite things to do on Earth - play with photos!!!
Here is an original picture taken when I was visiting my friends out in Oregon this past spring. At first glance, it may appear that the photo was taken by someone sitting above our table... but look more closely.
In this image, you can see the camera placed in the center of the table. There was actually a mirror positioned directly over our table. We were the only people hanging out so I set the timer and positioned it in the center of the table facing upward. We weren't really trying to have our beers border the photo, but it sort of worked out that way! :) Pretty cool, huh?
To jazz things up, I added some special effects and tagged some colors from the photo to fill in the borders...
So, Halloween is my favorite holiday and this year I dressed as a Prom Queen Zombie. Here is an original picture...
Here is the same picture with a "peeling" effect added to it...
And here is another picture (slightly different... I can't seem to track down the original) with an "aged" and "zombified" look to it...
And finally, (because I couldn't resist myself with the Halloween pictures again) here is the original...
And here are some "solar/alien" effects added to it...
If anyone needs extras for a zombie movie drop me a message! :)
Tuesday, November 23, 2010
CEP 818: What's the Big Idea? Module 6
"Models can be smaller than life, life-sized, or bigger; physical or mathematical; realistic or not, depending on their intended uses... In all cases the point of a model is to make accessible something that is difficult to experience easily" (229.)
Considering the subjects I teach, it's impossible NOT to use models. When sewing, I model by sewing pre-made samples and playing mini-video clips of me sewing those pieces together. Currently, my students are working on a handbag that they designed from start to finish. Not only did I model for them by providing sample handbags, but I also taught them the art of modeling. I instructed them to create a rough draft sketch of their bag. Once done they were very eager to begin the construction process, so they asked me, "How do I know how much fabric to buy?" Many of them thought they were ready to begin creating. I had to explain to them that it was impossible for me to answer this question, but I assured them that they would answer the question in time. After their preliminary sketch, the students then broke the bag down into individual pieces. With all pieces accounted for, they began graphing graphing the individual pieces on a piece of graph paper which modeled a bolt of fabric. Finally, the light bulbs went on. They began to make the connection that the amount of fabric they would need to purchase was dependent on the amount and size of the individual pieces of their bags. They began to convert the squares on the graph paper to inches on a yardstick... "So if all my pieces fit on this graph that measure 36 squares across, that means I need 1 yard right?" Eureka! :)
Aside from sewing, we use modeling in Interior Design class every day when we design, revamp, and rearrange room layouts. In my Independent Living course, we have just begun using a very useful modeling tool that my students just love. http://www.designyourdorm.com/
This site allows my students to choose a dorm layout (yes, they have actual layouts from various campuses) and to arrange their belongings in accordance to the allotted space (to which many of them are slightly disappointed with the lack of.)
Fortunately, this rude awakening is one that is best experienced in advance. By playing with the dorm room models, students quickly realize the importance of maximizing their limited space. This reinforces to them that it is necessary to communicate and collaborate with their roommate to ensure that unnecessary duplicate items aren't purchased. Fortunately, this website allows students to work with their roommate to create their layout. It even allows them to purchase the items they choose directly from the site if they so choose to.
What a time saver! What an energy saver! Think of all those trips back and forth that could have been prevented due to the excess "stuff" that just wouldn't fit in the room!I originally thought that incorporating this thinking skill into my life (and classroom) was something I couldn't really do anymore because I already utilize it so much; however, after letting the thought simmer for a bit, I guess there are always new ways I could use it. For example, I never really considered videos to be "models". Having my students create tutorial videos would be a great way for them to think critically about the steps involved in any given process. Then, they would need to consider what aspects were particularly difficult to grasp or conceptualize and gear their video towards the learner. This would require them to empathize with the learner and to perhaps even create analogies to symbolically represent ideas. What better way to show mastery of a topic than to teach it to others?
Sunday, November 21, 2010
CEP 818: How Do I Love Thee? Module 6
The model I chose is a resume. 
This represents my topic because one step toward living an "independent life" is obtaining a job to support oneself financially. To teach my students about career preparation, we learn about the parts of an effective resume. I use this as a model to teach so that the students have a basic framework to work off of. In addition, we examine and critique existing resumes to learn from their good and bad points. This model assists the students with each component that they must compile for their resume. It allows them to zoom in on each individual area to ultimately create a completed resume in the end.
To change this model, there are many variations of resumes that one can model theirs off of. (Types of resumes) The most commonly known types are chronological, functional, combination, and targeted.
Aside from regular 2D resume models (on paper), many resumes are created and hosted on the web in an online portfolio.
Aside from a webpage portfolio, some job seeking individuals use a more 3D resume by creating a resume/portfolio video:
This new model is beneficial because it provides a visual and makes the applicant seem more personable. This sample shows students the importance of first impressions. Typically, a first physical/visual impression is made during the introduction of an interview; however, a video resume/portfolio provides this opportunity before the interview.
This represents my topic because one step toward living an "independent life" is obtaining a job to support oneself financially. To teach my students about career preparation, we learn about the parts of an effective resume. I use this as a model to teach so that the students have a basic framework to work off of. In addition, we examine and critique existing resumes to learn from their good and bad points. This model assists the students with each component that they must compile for their resume. It allows them to zoom in on each individual area to ultimately create a completed resume in the end.
To change this model, there are many variations of resumes that one can model theirs off of. (Types of resumes) The most commonly known types are chronological, functional, combination, and targeted.
Aside from regular 2D resume models (on paper), many resumes are created and hosted on the web in an online portfolio.
Aside from a webpage portfolio, some job seeking individuals use a more 3D resume by creating a resume/portfolio video:
This new model is beneficial because it provides a visual and makes the applicant seem more personable. This sample shows students the importance of first impressions. Typically, a first physical/visual impression is made during the introduction of an interview; however, a video resume/portfolio provides this opportunity before the interview.
Sunday, November 14, 2010
Thursday, November 11, 2010
CEP 818: What's the Big Idea? Module 5
What’s the Big Idea? Module 5
"I hear and I forget. I see and I remember. I do and I understand." - Confucius
Teaching "hands-on" classes makes me a huge advocate of embodied thinking. On a daily basis, I watch my students grasp concepts through "doing" and exploring. I am currently at a conference in Lansing, Michigan where Jean Blaydes Madigan (Action Based Learning, "Teaching the Teen Brain") presented, "...85% of school age children prefer kinesthetic processing/learning (over visual and auditory learning.) This type of learning involves gestures, movements, and motions to reinforce concepts and ideas. For example, today we learned about the teen brain and to model brain cells, Jean had us hold up our hands and pretend our palms were nuclei, our fingers were dendrites and our arms represented axons. By involving our bodies in this simple task, it made it easier to understand these complex microscopic cells. Something as simple as using our bodies to model things can be very effective for learning.
In my Independent Living course, we rarely take many tests. Instead, we complete projects where the students apply the knowledge they've learned to real life activities. Recently, my students learned about organization and time management. Instead of testing them on the steps to organize your life, they enacted them. Their assignment was to go home and choose a small space of their own that is disorganized. Next, they were to follow the steps of organizing (from Julie Morganstern: http://www.youtube.com/watch?v=ulb8IM_3K_Q) and document their progress. They took a "before" and "after" picture of their space along with written documentation of the steps and their actions. When the students brought the projects into class, they shared that they really like the project. Many said that they were sort of annoyed with it at first because it seemed like such a pain, but in the end they learned a lot. Hands on experience like this is crucial for learning. I could talk about organizing until I'm blue in the face, but in the end the most authentic learning comes from doing.
From my personal experience, I learn best from doing as well. Many of my sewing students ask me, "Ms. M, when/how did you learn to sew?" I always joke with them, "I learned in high school but I didn't have a teacher. I learned by messing a lot of projects up." And that's true. Some would say it was a very painful way to learn. Looking back though, I think it was an amazingly effective way for me to learn because I'm such a hands-on person. When I made a mistake and discovered my error, I was so curious to solve the problem and find a solution that it made me so passionate about sewing. In addition, I was sure to never make the same mistake twice once I figured out the solution.
Because of my own personal experiences and the ones I witness with my students, I try to always incorporate some form of embodied thinking in each lesson I do. While this isn't always easy, it makes such a difference. One thing I learned about today at my conference was "Learning Readiness Physical Education." A recent study showed that when students partake in a physical education class before their most difficult subject, they tend to learn more. A Texas Youth Fitness Study at Cooper Institute showed that, "Significant associations were constantly found between physical fitness and various indicators of academic achievement." Although I cannot involve my students in a full fledged physical education course at the beginning of each class, I can do small things that can make a big difference according to my findings today. Something as simple as having students stand and stretch, model concepts with their arms and legs, walk around the room, etc. can make a major difference in the amount of information they retain. According to Jean, "Students learn 10% better when they are standing as opposed to sitting simply because of the more efficient blood flow to the brain." One goal I plan to try to enact is to make sure that every class gets out of their seats and moves around every day - even if it's a total time out from the content we are learning. To set aside time for this (2-3 minutes even) makes so much sense because of the benefits. It assists students with focus and concentration and allows for a little fun too - what a concept eh? Fun in the classroom?!
Empathizing - "You must enter into the person you are describing, into his very skin, and see the world through his eyes and feel it through his senses" (182.)
When I think of empathizing, the very first idea that comes to mind is a video I show my students when we are learning about goal setting and persistence...
At first, the students don't know what to think. Many of them are skeptical and make comments that they "feel bad for the animal." As they watch the men mimicking the animal and ultimately following it for hours on end, they begin to realize the significance. I always stop the video at various points and ask them to put themselves in the hunter's shoes. I ask them, "What did you do this morning at 6 AM?" Many of them respond that they woke up, got dressed, showered, etc. I ask them to fast forward 6 hours later and to think of all the events that transpire in that time. When they think of all the things they do in that time and then compare it with the amount of time that the men chase the animal (approximately 6 hours) they truly begin to understand the meaning of empathy. When the animal is killed in the end, many of them don't show as much empathy for the animal as they do for the man. A shift of perception through empathy occurs when they put themselves in the man's shoes and therefore their reactions towards the hunter and the victim are very different by the end of the video.
These two thinking skills, embodied thinking and empathy, are my personal favorite to teach because the light bulb moments that occur within my students don't occur overnight, but when they do they are usually very profound. I have had students tell me that certain activities involving these skills have changed their lives in many ways. The most recent was from a video I showed called "The Truth." I received this from a friend on Facebook and felt the need to share it because of the way it causes a person to empathize with various successful individuals and then "get real" with themselves...
"I hear and I forget. I see and I remember. I do and I understand." - Confucius
Teaching "hands-on" classes makes me a huge advocate of embodied thinking. On a daily basis, I watch my students grasp concepts through "doing" and exploring. I am currently at a conference in Lansing, Michigan where Jean Blaydes Madigan (Action Based Learning, "Teaching the Teen Brain") presented, "...85% of school age children prefer kinesthetic processing/learning (over visual and auditory learning.) This type of learning involves gestures, movements, and motions to reinforce concepts and ideas. For example, today we learned about the teen brain and to model brain cells, Jean had us hold up our hands and pretend our palms were nuclei, our fingers were dendrites and our arms represented axons. By involving our bodies in this simple task, it made it easier to understand these complex microscopic cells. Something as simple as using our bodies to model things can be very effective for learning.
In my Independent Living course, we rarely take many tests. Instead, we complete projects where the students apply the knowledge they've learned to real life activities. Recently, my students learned about organization and time management. Instead of testing them on the steps to organize your life, they enacted them. Their assignment was to go home and choose a small space of their own that is disorganized. Next, they were to follow the steps of organizing (from Julie Morganstern: http://www.youtube.com/watch?v=ulb8IM_3K_Q) and document their progress. They took a "before" and "after" picture of their space along with written documentation of the steps and their actions. When the students brought the projects into class, they shared that they really like the project. Many said that they were sort of annoyed with it at first because it seemed like such a pain, but in the end they learned a lot. Hands on experience like this is crucial for learning. I could talk about organizing until I'm blue in the face, but in the end the most authentic learning comes from doing.
From my personal experience, I learn best from doing as well. Many of my sewing students ask me, "Ms. M, when/how did you learn to sew?" I always joke with them, "I learned in high school but I didn't have a teacher. I learned by messing a lot of projects up." And that's true. Some would say it was a very painful way to learn. Looking back though, I think it was an amazingly effective way for me to learn because I'm such a hands-on person. When I made a mistake and discovered my error, I was so curious to solve the problem and find a solution that it made me so passionate about sewing. In addition, I was sure to never make the same mistake twice once I figured out the solution.
Because of my own personal experiences and the ones I witness with my students, I try to always incorporate some form of embodied thinking in each lesson I do. While this isn't always easy, it makes such a difference. One thing I learned about today at my conference was "Learning Readiness Physical Education." A recent study showed that when students partake in a physical education class before their most difficult subject, they tend to learn more. A Texas Youth Fitness Study at Cooper Institute showed that, "Significant associations were constantly found between physical fitness and various indicators of academic achievement." Although I cannot involve my students in a full fledged physical education course at the beginning of each class, I can do small things that can make a big difference according to my findings today. Something as simple as having students stand and stretch, model concepts with their arms and legs, walk around the room, etc. can make a major difference in the amount of information they retain. According to Jean, "Students learn 10% better when they are standing as opposed to sitting simply because of the more efficient blood flow to the brain." One goal I plan to try to enact is to make sure that every class gets out of their seats and moves around every day - even if it's a total time out from the content we are learning. To set aside time for this (2-3 minutes even) makes so much sense because of the benefits. It assists students with focus and concentration and allows for a little fun too - what a concept eh? Fun in the classroom?!
Empathizing - "You must enter into the person you are describing, into his very skin, and see the world through his eyes and feel it through his senses" (182.)
When I think of empathizing, the very first idea that comes to mind is a video I show my students when we are learning about goal setting and persistence...
At first, the students don't know what to think. Many of them are skeptical and make comments that they "feel bad for the animal." As they watch the men mimicking the animal and ultimately following it for hours on end, they begin to realize the significance. I always stop the video at various points and ask them to put themselves in the hunter's shoes. I ask them, "What did you do this morning at 6 AM?" Many of them respond that they woke up, got dressed, showered, etc. I ask them to fast forward 6 hours later and to think of all the events that transpire in that time. When they think of all the things they do in that time and then compare it with the amount of time that the men chase the animal (approximately 6 hours) they truly begin to understand the meaning of empathy. When the animal is killed in the end, many of them don't show as much empathy for the animal as they do for the man. A shift of perception through empathy occurs when they put themselves in the man's shoes and therefore their reactions towards the hunter and the victim are very different by the end of the video.
These two thinking skills, embodied thinking and empathy, are my personal favorite to teach because the light bulb moments that occur within my students don't occur overnight, but when they do they are usually very profound. I have had students tell me that certain activities involving these skills have changed their lives in many ways. The most recent was from a video I showed called "The Truth." I received this from a friend on Facebook and felt the need to share it because of the way it causes a person to empathize with various successful individuals and then "get real" with themselves...
Sunday, November 7, 2010
CEP 818: How Do I Love Thee? Module 5
Empathizing, which is another way that our body thinks, is the process by which someone takes the perspective of another person / object in order to gain a greater understanding of that person / object (186). It involves getting into the minds of the subjects by examining their thoughts, emotions, and body feelings (188). In short, empathizing involves seeing the world through someone else’s eyes (182).
Topic: Goal Setting and The Law of Attraction
Tasks: Create a vision board to put the Law of Attraction at work for you.
What is the Law of Attraction?
(The short explanation...)
(The long explanation...)
What's a vision board and how do I make one?
Once I've made a vision board, then what? How do I involve my mind and body?
To experience the full effects of the vision board, one must sit with eyes closed and envision these hopes and desires coming true. It involves examination of thoughts, emotions, and body feelings of your future self. Empathizing involves seeing the world through someone else’s eyes (182). In this instance, the "someone else" is actually "yourself" in the a future tense.
Here is my virtual vision board...
Topic: Goal Setting and The Law of Attraction
Tasks: Create a vision board to put the Law of Attraction at work for you.
What is the Law of Attraction?
(The short explanation...)
(The long explanation...)
What's a vision board and how do I make one?
Once I've made a vision board, then what? How do I involve my mind and body?
To experience the full effects of the vision board, one must sit with eyes closed and envision these hopes and desires coming true. It involves examination of thoughts, emotions, and body feelings of your future self. Empathizing involves seeing the world through someone else’s eyes (182). In this instance, the "someone else" is actually "yourself" in the a future tense.
Here is my virtual vision board...
Sunday, October 31, 2010
CEP 818: Zoom In Module 5
Crusin around living room floor...
Back into the tank... don't drop me!
Woaaaaah! Take cover!
Better burrow under here...
Out of the tank again... Mmmm worms!
A day in the life of my pet, turtle, Turtley.
Smile!
Back into the tank... don't drop me!
Woaaaaah! Take cover!
Better burrow under here...
Out of the tank again... Mmmm worms!
A day in the life of my pet, turtle, Turtley.
Smile!
CEP 818: What's the Big Idea? Module 4
Abstractions are everywhere. From paintings to language... dance to mathematics... science to poetry, "abstractions are so common in our society that we rarely pay attention to them." (70) When I first read this opening statement, I immediately stopped reading and thought to myself, "Do I notice all the abstractions I see?" So before I even read on, I tried to think of as many noticeable abstractions that I frequently see as I could. Of course I thought of artwork, and logos, and poems, but I quickly realized that I didn't even really know what an abstraction was. My list was pretty short. As I read through the chapter, I started to realize all the abstractions I was leaving out when I was doing my initial brainstorm. The opening statement to this chapter was true. As Sparks somewhat defines it, "Abstracting is a process beginning with reality and using some tool to pare away the excess to reveal the critical, often surprising essence." (90) From the moment I wake up, there are abstractions all around me. The stop light on my drive to work. The subject lines as I read my email. Even my teaching... as I gave the "morning debriefing" to my sewing students before they took way to the sewing machines for the whole hour, it dawned on me - I'm giving an abstract introduction of the class schedule today!
Analogizing, while similar to abstracting is when we find similarities of seemingly disparate things. One obvious example is through poetry. In reality, anytime we ask students to distill the meaning or fundamentals of an idea or thing, and to explain by way of comparison, we are asking them to use abstraction or analogy.
When learning to operate the sewing machine there are 4 processes that the students must learn before they can sew independently. Step 1 is to thread a bobbin (the small plastic spool that goes inside of the machine), step 2 is to thread the machine, and steps 3 and 4 are to "bury the bobbin" and "raise the bobbin." The students came up with the names to these steps because they were difficult to remember and during the Halloween season, they created a mental imagery of placing the bobbin in this lower casing (aka a "grave") and raising the bobbin thread (aka the "zombie within the grave") to the surface. This analogy of unlike objects/ideas helps us all to remember the steps. In addition, when a student is having trouble at their machine, I can simply say to them, "Did you bury and raise the bobbin correctly? This looks like you may have missed a step there," and they know exactly what I'm talking about.
Reading about abstracting and analogizing has really opened my eyes to all of the examples around me. It's also reminded me of what great learning tools these are. I am always asking my students to step back and ask themselves, "What does this remind you of? Can you think of anything that is even sort of like this?" For many students, this is a struggle but I've found that when we brainstorm these ideas as a group my students tend to feed off of one another. I need to remember that when presenting seemingly complicated ideas to my students, such as compound interest, taxes, etc. using abstractions or analogies might help my students with breaking down the information as well as connecting it with other ideas/concepts.
Monday, October 18, 2010
CEP 818: How Do I Love Thee? Module 4
Topic: Living Independently
Element from the topic: Financial independence (income)
Analogy: Your net income is your actual take home pay after taxes and other deductions. This is much like a fisherman who throws his net over the ship looking to catch fish. The fish (money) swim into the net and the fisherman raises the net back up to the ship. But the net has some larger holes in it so some of the fish fall through and return to the water (taxes/deductions/etc.) What the fisherman actually brings into the boat is what he has caught for the day… or in other words, what he “netted” for his actual income.
Limerick Poetry:
Cap'n Trey couldn’t wait to get paid,
A phat check he was certain he'd made.
With a net full of fish,
He had only one wish.
But his taxes he couldn’t evade.
Element from the topic: Financial independence (income)
Analogy: Your net income is your actual take home pay after taxes and other deductions. This is much like a fisherman who throws his net over the ship looking to catch fish. The fish (money) swim into the net and the fisherman raises the net back up to the ship. But the net has some larger holes in it so some of the fish fall through and return to the water (taxes/deductions/etc.) What the fisherman actually brings into the boat is what he has caught for the day… or in other words, what he “netted” for his actual income.
Limerick Poetry:
Cap'n Trey couldn’t wait to get paid,
A phat check he was certain he'd made.
With a net full of fish,
He had only one wish.
But his taxes he couldn’t evade.
Saturday, October 16, 2010
CEP 818: Zoom In Module 4
Mirror, mirror on the wall...
Feet in the clouds and head on the ground...
Sunny skies beat the blues...
Original photo...
Feet in the clouds and head on the ground...
Sunny skies beat the blues...
Original photo...
Thursday, October 14, 2010
CEP 818: How Do I Love Thee? Module 3
Module 3: How Do I Love Thee?
Patterns: Pattern Recognition and Formation
There are many patterns that we recognize and utilize throughout my Independent Living class. For example, we study organization, time management and stress. During this unit, the students choose a small space that could use a little organizing. The goal is to organize the space so that items they need are accessible when they need them. This allows for better productivity and time management as well as reduced stress. The students take “before” and “after” pictures of the space they choose to organize. They also write a reflection paper that discusses the steps they follow from our lecture/video on effective organizing. Completing these tasks really help the students to analyze their existing situation, strategize to make it better and then attack the area by grouping similar items, tossing away garbage, etc. The existing patterns are pretty obvious in their pictures, but their reflection papers also show distinctive patterns. Many students discuss sorting their items, grouping like items together by size, color, shape, importance, etc., and then assigning them to specific areas or zones for future retrieval. In doing this, they are creating patterns in the layouts that they choose.
Another example of pattern usage when my students create “mock” college course schedules. They use a time log grid and fill in the time slots with courses, work hours, study time, etc. This gives them an idea of what their daily/weekly schedules might look like after graduating high school. I have the students highlight and color-code the various activities they have scheduled throughout the week and one pattern they quickly notice is how little free time they have in between everything.
Since reading the pattern chapters in Spark, I think there are a few different assignments that would benefit my students with pattern recognition and forming patterns. One of them could be a dorm room layout design project…
We discuss how dorm rooms are typically very tiny and crammed spaces and how important it is to maximize space. Not only would the students have to create patterns by moving furniture items but they would also need to consider traffic patterns and door/drawer clearance spaces.
Another useful lesson that references patterns would be reading a bus schedule/map. This would involve recognizing patterns in streets, bus stops, buildings, etc. in addition to time schedules. This would be useful because the students would have to consider many factors when choosing times/bus stops and ensure they allow for enough time to walk from place to place in between. This would also teach them to recognize the layout of the surrounding areas and neighborhood. They would have a clear view of the streets and notice patterns created with the grid-like features that are displayed.
Monday, October 11, 2010
CEP 818: How Do I Love Thee? Module 2
Experiencing Your Topic - Independence
"For this activity, you are asked choose a well-known or familiar image, artifact, sound, song, movement, taste, scent, or other part of your core sensory understanding of your topic, to observe that familiar thing and to re-image it in a new form."
Initial observation - Songs: Neil Diamond "Coming to America" and D.L. Jones "America"
Re-image - Visuals: Photostory imagery
"For this activity, you are asked choose a well-known or familiar image, artifact, sound, song, movement, taste, scent, or other part of your core sensory understanding of your topic, to observe that familiar thing and to re-image it in a new form."
Initial observation - Songs: Neil Diamond "Coming to America" and D.L. Jones "America"
Re-image - Visuals: Photostory imagery
Sunday, October 10, 2010
CEP 818: What's the Big Idea ? Module 3
Recognizing Patterns/Forming Patterns
1. "To perceive a pattern means that we've already formed an idea of what's next" (92.) While sometimes this can be blatantly obvious, some patterns require us to really focus on letting our minds wander enough so they can be identified. This can be tricky because sometimes we look too deeply into something and the pattern goes unrecognized. When reading this chapter, I immediately thought of various images that require the viewer to view the object from different perspectives...
These illusions are enjoyable and humorous because they "...satisfy the task, but avoid predictability" (93.) Another example of this which utilizes a different format plays on what we are used to seeing (predictable) and adds twist to it so that the viewer must stop and think...
Because we are used to seeing a 3 dimensional cube presented with X, Y and Z planes, this "impossible cube" goes against the pattern that our minds have been trained to seek. (This concept is used frequently throughout the works of M.C. Escher, as stated on page 94.) Recognizing these patterns is something we learn to do and over time we come to expect certain aspects because we grow accustomed to them.
One aspect of pattern recognition that stood out to me in Sparks was that, "One could reasonably characterize medical diagnosis as pattern recognition..." (104.) For the past week, I've been waking up with itchy eyes and a minor sore throat. It's impossible for me NOT to analyze a variety of patterns because of this. At first I ask myself, "Am I getting sick? Is this a precursor to a nasty cold on the horizon?" But then I'm forced to seek out patterns from previous colds I've had. I ask myself, Did I get a cold last year at this time? How many of my students have been absent lately and returned to school with the sniffles? Have I been getting adequate sleep? etc... All of these questions are reflections of patterns that I'm seeking to better assess my condition. I thought this was particularly interesting because this is something we do but don't necessarily recognize it as "pattern recognition" in our every day lives.
1. Forming patterns can be spontaneous or planned and purposeful (116.) One of my favorite rock bands, Phish, performs what is categorized as "jamband/improvisational" rock. Phish music is both planned and spontaneous in that they play songs that have been previously written/recorded, but when performed live they are never played the exact same way twice. Here is an example of an improvisational segment of one of their "jams" titled "Ghost"... As an avid Phish phan and phollower, one of my favorite aspects of this band lies within the patterns that are created within the music and particularly the live performances.
"To understand order, it is often necessary to learn how to create it" (117.) There are so many ways in which we create patterns every day - sometimes even unknowingly. Getting dressed in the morning, setting the table for dinner, driving to work, cutting the lawn, grocery shopping, etc...
2. Reading about recognizing and forming patterns makes me think about my own creative endeavors as well as the activities I conduct with my students. On a personal level, I've been examining my own patterns beginning with routines I do every day - such as beginning and dismissing each class I teach. This year I am trying to make a point to be more consistent with the routines I begin each class with and to stick to them so that the students know what to expect each day. One simple thing I've been doing is playing music as my students enter my room and sometimes while they work as well. My goal is to change up the music each month and to provide a variety of genres for them to listen to. It's been interesting to listen to their feedback when they have noticed a new playlist this month. They became so accustomed to the former playlist that they were somewhat excited to hear something new (a deviation in the pattern.)
I currently teach a variety of lessons which require recognizing and creating patterns. For example, in my Interior Design class we are learning about the design elements and principles. To reinforce the concepts of unity and repetition, the students design and create friendship bracelet. They choose colors that go well together (unity) and design patterns. As they tie the knots to create the bracelets, they quickly learn how much repetition is involved in the actual process of creating the bracelet.
In another course I teach called "Independent Living," we study Time Management, Organization and Stress. We learn how these topics are interrelated and then the students complete various projects to reinforce what they've learned. One of the projects I created this year requires the students to organize a small space of their own by following the strategies we study. Many students choose to organize a desk drawer, closet, etc. Before lifting a finger, they must first analyze what is working (if anything) and then strategize how they will approach the space. Finally, they "attack" by following the acronym "SPACE"... Sort, Purge, Assign, Containerize, and Equalize. This assignment requires them to find patterns that currently exist in the space and to create new ones to make the space work better. An organized space is defined as an area that allows a person to find what he/she needs when he/she needs it. The students complete a worksheet and take before/after photos of their space to share with the class. We then discuss how the students plan to keep up with the functionality of the space (Equalize.) Many of the patterns they create by grouping similar items together can be seen in their photos.
3. Thinking about recognizing and creating patterns gives me a lot of new ideas for all of my classes because I've come to realize that patterns are everywhere. Not that I didn't recognize their prevalence before, but reading these two chapters has really made me think about how patterns can exist in such a variety of ways - not just things we can see, but also in things we do, say, hear, etc. I hope to incorporate more assignments where my students not only recognize patterns but also create them. One example of this could be by having them create a board game... They would have to follow the general framework for a board game (objective, rules, gameplay directions, etc.) but I would encourage them to achieve this through their own unique perspectives.
1. "To perceive a pattern means that we've already formed an idea of what's next" (92.) While sometimes this can be blatantly obvious, some patterns require us to really focus on letting our minds wander enough so they can be identified. This can be tricky because sometimes we look too deeply into something and the pattern goes unrecognized. When reading this chapter, I immediately thought of various images that require the viewer to view the object from different perspectives...
These illusions are enjoyable and humorous because they "...satisfy the task, but avoid predictability" (93.) Another example of this which utilizes a different format plays on what we are used to seeing (predictable) and adds twist to it so that the viewer must stop and think...
Because we are used to seeing a 3 dimensional cube presented with X, Y and Z planes, this "impossible cube" goes against the pattern that our minds have been trained to seek. (This concept is used frequently throughout the works of M.C. Escher, as stated on page 94.) Recognizing these patterns is something we learn to do and over time we come to expect certain aspects because we grow accustomed to them.
One aspect of pattern recognition that stood out to me in Sparks was that, "One could reasonably characterize medical diagnosis as pattern recognition..." (104.) For the past week, I've been waking up with itchy eyes and a minor sore throat. It's impossible for me NOT to analyze a variety of patterns because of this. At first I ask myself, "Am I getting sick? Is this a precursor to a nasty cold on the horizon?" But then I'm forced to seek out patterns from previous colds I've had. I ask myself, Did I get a cold last year at this time? How many of my students have been absent lately and returned to school with the sniffles? Have I been getting adequate sleep? etc... All of these questions are reflections of patterns that I'm seeking to better assess my condition. I thought this was particularly interesting because this is something we do but don't necessarily recognize it as "pattern recognition" in our every day lives.
1. Forming patterns can be spontaneous or planned and purposeful (116.) One of my favorite rock bands, Phish, performs what is categorized as "jamband/improvisational" rock. Phish music is both planned and spontaneous in that they play songs that have been previously written/recorded, but when performed live they are never played the exact same way twice. Here is an example of an improvisational segment of one of their "jams" titled "Ghost"... As an avid Phish phan and phollower, one of my favorite aspects of this band lies within the patterns that are created within the music and particularly the live performances.
"To understand order, it is often necessary to learn how to create it" (117.) There are so many ways in which we create patterns every day - sometimes even unknowingly. Getting dressed in the morning, setting the table for dinner, driving to work, cutting the lawn, grocery shopping, etc...
2. Reading about recognizing and forming patterns makes me think about my own creative endeavors as well as the activities I conduct with my students. On a personal level, I've been examining my own patterns beginning with routines I do every day - such as beginning and dismissing each class I teach. This year I am trying to make a point to be more consistent with the routines I begin each class with and to stick to them so that the students know what to expect each day. One simple thing I've been doing is playing music as my students enter my room and sometimes while they work as well. My goal is to change up the music each month and to provide a variety of genres for them to listen to. It's been interesting to listen to their feedback when they have noticed a new playlist this month. They became so accustomed to the former playlist that they were somewhat excited to hear something new (a deviation in the pattern.)
I currently teach a variety of lessons which require recognizing and creating patterns. For example, in my Interior Design class we are learning about the design elements and principles. To reinforce the concepts of unity and repetition, the students design and create friendship bracelet. They choose colors that go well together (unity) and design patterns. As they tie the knots to create the bracelets, they quickly learn how much repetition is involved in the actual process of creating the bracelet.
In another course I teach called "Independent Living," we study Time Management, Organization and Stress. We learn how these topics are interrelated and then the students complete various projects to reinforce what they've learned. One of the projects I created this year requires the students to organize a small space of their own by following the strategies we study. Many students choose to organize a desk drawer, closet, etc. Before lifting a finger, they must first analyze what is working (if anything) and then strategize how they will approach the space. Finally, they "attack" by following the acronym "SPACE"... Sort, Purge, Assign, Containerize, and Equalize. This assignment requires them to find patterns that currently exist in the space and to create new ones to make the space work better. An organized space is defined as an area that allows a person to find what he/she needs when he/she needs it. The students complete a worksheet and take before/after photos of their space to share with the class. We then discuss how the students plan to keep up with the functionality of the space (Equalize.) Many of the patterns they create by grouping similar items together can be seen in their photos.
3. Thinking about recognizing and creating patterns gives me a lot of new ideas for all of my classes because I've come to realize that patterns are everywhere. Not that I didn't recognize their prevalence before, but reading these two chapters has really made me think about how patterns can exist in such a variety of ways - not just things we can see, but also in things we do, say, hear, etc. I hope to incorporate more assignments where my students not only recognize patterns but also create them. One example of this could be by having them create a board game... They would have to follow the general framework for a board game (objective, rules, gameplay directions, etc.) but I would encourage them to achieve this through their own unique perspectives.
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