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?

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.

CEP 818: Zoom In - Module 6

Birds of a Feather
By: Karen Milczynski

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...

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...