Chapter 4: One of my biggest take-aways from this chapter included making "Genius Hour" a consistent and structured time every day/week. Even though Genius House is a time in which students will be able to choose what they want to learn, I need to still be prepped and prepared for this hour. As the heading states "structure unstructured time." I need to be prepared for all the different kinds of behaviors and reactions students will have with this time.
Another important note in this chapter included not grading the final project. I do see this is as important because Genius Hour should be a time when students are intrinsically motivated. I also think peer accountability will be a big factor in student achievement.
Chapter 5: This was definitely one of my favorite chapters! There was so much valuable "how to" information! I really like the advice on how to introduce Genius Hour to your class by having them make a list of what they'd rather be doing, a list of what they are interested in the world, and what they like doing. I also like the idea of the "list of 10." 10 things they are good at, 10 things they would love to learn, and 10 things they wonder about. I can see the biggest struggle with this activity would be helping the students who have no idea what they want to learn about. Especially at the beginning of the year when you don't know enough about them to know what they want to learn! ;) In this situation, I could see having them relate their interests to what they like to read about or what their favorite school subject is. I could see peers helping each other with finding interests too.
I have been searching Pinterest for Genius Hour ideas and found some great videos that introduce the concept of Genius Hour.
Chapter 6: This chapter really made me think about the difference between passion and purpose. I really want to bring the idea of passion vs. purpose to my students in connection to what they choose to research during Genius Hour.
Saturday, July 30, 2016
Thursday, July 14, 2016
Chapter 4 - 6 Reflection -- Schlenker
Chapter 4:
** This chapter gives some great ideas on how to “structure” this “unstructured” time. If being unstructured is looked at as an obstacle, a teacher must be proactive in his/her approach to the activities. In regards to the scheduling of Genius Hour, Juliani suggests, “If you give them their 20% at random times without being able to prepare, it may hurt the effectiveness in the short- and long-term” (p. 36). By also giving the students a voice on when to schedule this time, it will only lead to more ownership on their part.
** Chapter 4 also does a great job of debunking any hang-ups that educators might have with 20% time. Core standards can easily connect to the variety of learnings that a student will experience with this style of classroom, and it is not as if the whole school day is centered the idea that students will be directing all that they learn. It is a time for exploration that will enhance everything else that occurs throughout their day.
Chapter 5:
** I liked the strategies that were given about how to get elementary students to grasp the idea of Genius Hour. Just as Adria had gotten our group to start thinking about what we are passionate about, have the students create lists of what they would rather be doing than being in school. Get them to think about what drives them. “Many Genius Hour teachers start with the why” (Juliani, p. 51). I also love the idea of having students present their projects to parents at some point during the school year. This will not only give the students an opportunity to speak in front of a group, but it is great PR for our school.
** Although this chapter focused mainly on elementary students and their involvement in the process, I was really struck with one of the concepts delivered in the first few paragraphs of how Daniel Pink blogged about how Genius Hour can “electrify” your job. Would teachers want to take an hour a week, month, quarter? to work on their passion projects. Maybe during team time? As individuals, as groups?
Chapter 6:
** “Passion may lead us to new experiences, but ultimately it should point us to purpose” (Juliani, p. 60). The author paints a perfect picture at the beginning of the chapter about the difference between passion and purpose. He claims that ultimately the Genius Hour should lead to purpose, but that shouldn’t impede a student from working on something he/she loves doing. If it leads to purpose, great, but students might not know that until the finished product. Failure just leads to a better way to do it.
** To me “sharing” the project could be the most beneficial part of any of the six building blocks. Some students will be uncomfortable with this, but they will need to face their insecurities and deliver. They will see that the “Obstacle is the Way.”
** Awesome idea using the March Madness bracket as a way to find their topic (p. 68).
Wednesday, July 13, 2016
Chapters 4-6 Reflection Kaffar
Hello everyone,
First off I want to say that this blog along with our sessions has been an outstanding professional development for me this summer. Having four kids and trying to balance all this and reading the book, it gets me excited to go back to school in August. I love my job and I love meeting with all you to learn from your classrooms.
Chapter 4:
Ownership - - - > It is the ongoing issue that I think we face in this area, how do we reach our students, parents, the community, our stakeholders, the importance of education? Is it something that is truly valued here in the DL community? I know we can all say that some families definitely treasure and hold onto their education, but far too many do not. It is not just a problem in our area, I think it is an epidemic that goes beyond our district boundaries. Maybe we don't see the shift in the primary grades, but when they get to the middle level it starts to become exposed and further develops. As we discussed in our session today, the teacher still has an impact on whether a student succeeds in the classroom or not, but they need to be there first. Maybe what I am getting at is how important the role is of our teachers and how they can make an impact on their students.
The Genius Hour Rubric: I think I am going to vlog on this... be looking for a video and if you want to watch it great :)... If not, well thats ok too.
I underlined the phrase "This should be inquiry driven, intrinsically motivated learning." - Pg. 38. This is in reference to a final project/presentation. This is something I need to work on, especially with my own kids. My kids are 6, 4, 18 months, and 3 weeks and I need to work on the shift from extrinsic motivation (I get a hershey kiss if I do my duties and play nice with my siblings and friends) to intrinsic (I do this because it is the right thing to do and it will make me a better person). It goes along with the adult in their life (me ;)). . . I have said a lot this summer that I am "adulting" when I help with the rearing of our kids, it is more of an inside joke between my spouse and I, but there is truth in it. "Adulting" means discipline, adversity, strength, growth, love, and respect, plus many more... There is not a break in "adulting."
Then I love this one line in reference to the Genius Hour Project Based Learning (PBL): "When facilitated correctly, it allows students to first find, and then develop, their passions." - Pg. 44 -- There is still a role of the teacher to facilitate their learning and help them make the leap to the next step.
Chapter 5:
The first page of this chapter caught my eye (Pg. 49). I am sure we have all heard the stereotype that is out there that those teachers that are more experienced tend to not change their ways and keep doing what they are doing and have a philosophy of "It worked for the past 20 years so why wouldn't it work again?" Well, the professional on the first page, Denise Krebs has 29 years of experience and during her 25th year of teaching she implemented a some innovative practices! And she used Twitter, which means that she had to have been somewhat familiar with the trends in education and was willing to reform her thoughts to better her students. Inspiring... The only word I can think of is inspiring.
We have had a lot of discussions about the process and growing in our understanding of the #geniushour and I love the growth mindset that comes from PBL. It is not about the final project and I think sometimes we get caught up in the grade and assessment of their final product rather than the progression and the change in their perspective as they move from something that is raw to something that is nearing a finished product. I think we need to remember that they may never finish the product... It very well could be a lifelong project that builds on their understanding and life's adventures and this is just one of the many pieces.
Chapter 6:
I thought that chapter 6 was all about having your passions and purposes to blend into one idea. I think that at the secondary level this is a possibility as many students at this level have a base understanding of life's expectations and how to move forward with their life based on the outcomes they have been given.
A couple of quotes that have me really thinking from this chapter:
"Passion may lead us to new experiences, but ultimately it should point us to purpose." - Pg. 60
"Inquiry-based learning is about providing time for students to grow as learners, individuals, and creators." - Pg. 63
"Purpose drives the beginning research and the final creation." Pg. 64
Final thoughts: I get the feeling that the innovative process, genius hour, is pointing us back to more self-containment, or having one primary teacher teaching all subject areas and creating inter-disciplinary/cross-curricular units and integrating the necessary tools for our students to be successful.
Is there a such thing as too much or our students being too involved with the 20% Time/Genius hour aspect of education? Just a thought, I don't know the answer, but I would love to hear from others...
Don Wettrick mentioned to us when we went to visit him that many times his students have a drop in their grades of other classes due to their investment in their Innovative Classroom. Grades are not everything but that message has not been clear to our parents and stakeholders that put the pressure on As and Bs.
First off I want to say that this blog along with our sessions has been an outstanding professional development for me this summer. Having four kids and trying to balance all this and reading the book, it gets me excited to go back to school in August. I love my job and I love meeting with all you to learn from your classrooms.
Chapter 4:
Ownership - - - > It is the ongoing issue that I think we face in this area, how do we reach our students, parents, the community, our stakeholders, the importance of education? Is it something that is truly valued here in the DL community? I know we can all say that some families definitely treasure and hold onto their education, but far too many do not. It is not just a problem in our area, I think it is an epidemic that goes beyond our district boundaries. Maybe we don't see the shift in the primary grades, but when they get to the middle level it starts to become exposed and further develops. As we discussed in our session today, the teacher still has an impact on whether a student succeeds in the classroom or not, but they need to be there first. Maybe what I am getting at is how important the role is of our teachers and how they can make an impact on their students.
The Genius Hour Rubric: I think I am going to vlog on this... be looking for a video and if you want to watch it great :)... If not, well thats ok too.
I underlined the phrase "This should be inquiry driven, intrinsically motivated learning." - Pg. 38. This is in reference to a final project/presentation. This is something I need to work on, especially with my own kids. My kids are 6, 4, 18 months, and 3 weeks and I need to work on the shift from extrinsic motivation (I get a hershey kiss if I do my duties and play nice with my siblings and friends) to intrinsic (I do this because it is the right thing to do and it will make me a better person). It goes along with the adult in their life (me ;)). . . I have said a lot this summer that I am "adulting" when I help with the rearing of our kids, it is more of an inside joke between my spouse and I, but there is truth in it. "Adulting" means discipline, adversity, strength, growth, love, and respect, plus many more... There is not a break in "adulting."
Then I love this one line in reference to the Genius Hour Project Based Learning (PBL): "When facilitated correctly, it allows students to first find, and then develop, their passions." - Pg. 44 -- There is still a role of the teacher to facilitate their learning and help them make the leap to the next step.
Chapter 5:
The first page of this chapter caught my eye (Pg. 49). I am sure we have all heard the stereotype that is out there that those teachers that are more experienced tend to not change their ways and keep doing what they are doing and have a philosophy of "It worked for the past 20 years so why wouldn't it work again?" Well, the professional on the first page, Denise Krebs has 29 years of experience and during her 25th year of teaching she implemented a some innovative practices! And she used Twitter, which means that she had to have been somewhat familiar with the trends in education and was willing to reform her thoughts to better her students. Inspiring... The only word I can think of is inspiring.
We have had a lot of discussions about the process and growing in our understanding of the #geniushour and I love the growth mindset that comes from PBL. It is not about the final project and I think sometimes we get caught up in the grade and assessment of their final product rather than the progression and the change in their perspective as they move from something that is raw to something that is nearing a finished product. I think we need to remember that they may never finish the product... It very well could be a lifelong project that builds on their understanding and life's adventures and this is just one of the many pieces.
Chapter 6:
I thought that chapter 6 was all about having your passions and purposes to blend into one idea. I think that at the secondary level this is a possibility as many students at this level have a base understanding of life's expectations and how to move forward with their life based on the outcomes they have been given.
A couple of quotes that have me really thinking from this chapter:
"Passion may lead us to new experiences, but ultimately it should point us to purpose." - Pg. 60
"Inquiry-based learning is about providing time for students to grow as learners, individuals, and creators." - Pg. 63
"Purpose drives the beginning research and the final creation." Pg. 64
Final thoughts: I get the feeling that the innovative process, genius hour, is pointing us back to more self-containment, or having one primary teacher teaching all subject areas and creating inter-disciplinary/cross-curricular units and integrating the necessary tools for our students to be successful.
Is there a such thing as too much or our students being too involved with the 20% Time/Genius hour aspect of education? Just a thought, I don't know the answer, but I would love to hear from others...
Don Wettrick mentioned to us when we went to visit him that many times his students have a drop in their grades of other classes due to their investment in their Innovative Classroom. Grades are not everything but that message has not been clear to our parents and stakeholders that put the pressure on As and Bs.
Chapters 1-3 Reflection Wahl
From Jolene Wahl
Chapter 1: As with most the idea that 65% of our students jobs have not even been created yet really stood out to me. It shows us that it is so important that we teach our students how to be creative and problem solvers… with out those skills it will be hard for them to adapt and succeed it a business world that we are yet to know.
The biggest take away from this though was the idea that we have to build our students motivation intrinsically instead of extrinsically.
-We need to change the way we praise students from -good job -you did so well on that assignment/test and instead say -you worked so hard -I liked how you problem solved that –Way to not give up.
Chapter 2: 20% time –How to bring it into the classroom
-Individualized learning based on interests
It will be really important to have something is place to help students develop ideas, interests, and project/questions ideas. Having a place for them to record this that interests them throughout the year will help some students and for others giving them a list of ideas to use or to spark a thought from.
Chapter 3: “Innovation most often comes from personal inquiry.” We need to figure out a way to help students learn how to use their interests to spark a desire to learn. This is going to be a building process. We aren’t going to be able to give our students this time and let them loose… We are going to have to build the skills they need as a bases and gradually release them. As the grow and develop with this new idea of learn they will be able to become more independent with their learning.
Chapter 1: As with most the idea that 65% of our students jobs have not even been created yet really stood out to me. It shows us that it is so important that we teach our students how to be creative and problem solvers… with out those skills it will be hard for them to adapt and succeed it a business world that we are yet to know.
The biggest take away from this though was the idea that we have to build our students motivation intrinsically instead of extrinsically.
-We need to change the way we praise students from -good job -you did so well on that assignment/test and instead say -you worked so hard -I liked how you problem solved that –Way to not give up.
Chapter 2: 20% time –How to bring it into the classroom
-Individualized learning based on interests
It will be really important to have something is place to help students develop ideas, interests, and project/questions ideas. Having a place for them to record this that interests them throughout the year will help some students and for others giving them a list of ideas to use or to spark a thought from.
Chapter 3: “Innovation most often comes from personal inquiry.” We need to figure out a way to help students learn how to use their interests to spark a desire to learn. This is going to be a building process. We aren’t going to be able to give our students this time and let them loose… We are going to have to build the skills they need as a bases and gradually release them. As the grow and develop with this new idea of learn they will be able to become more independent with their learning.
Chapters 1-3 Reflection Schlenker
From Jared Schlenker
Chapter 1:
** Is the reason schools haven't changed in over a century because the ones who are in charge of it were "good at school" themselves? Superintendents, principals, teachers...we were all good at school, and it worked or us, so why would we want to do anything differently? Discussions such as the ones we had at the Bean are what can eventually transform education: site-based decisions to make valuable adjustments to our current practices.
** Simon and I were talking yesterday about what he wanted to be when he grows up. Of course, like many students in the Minecraft age, he wants to be an architect. It was fun to be able to bring up how the future job market will be based on independent workers, which would fit well with that type of profession.
Chapter 2:
** This chapter reminded me of when I supervised a field trip of seniors from Dakota Prairie to the Microsoft facility in Fargo. This was about 8 years ago, but the company was incorporating innovative practices into their workday as well. Employees were able to come to the job site if they had work to do and could leave when they were finished. They had a game room, a napping room, and other entertainment options within the building. The DP students who were there were obviously impressed with this setup, but what they needed to understand was that in order to be a part of this type of work environment, they would have needed to be a highly sought after programmer. Juliani brought up "Grit" and the "Growth Mindset," and students would need to understand that hard work and initiative is what will allow them to attain this type of position.
Chapter 3:
** "No one forces true innovation"...this to me will be a challenge of implementing Genius Hour. Inquiry and innovation are the supreme ideas of education, and experiential learning has been encouraged since the time of Dewey. I love that we are starting slow with the idea of 20% time at the middle school with a pilot elective that will provide an opportunity to see it in action before we expand. Just like any new "initiative" we need to be careful for it to not come across as a mandate or flavor of the month, as we have all seen in education.
Chapter 1:
** Is the reason schools haven't changed in over a century because the ones who are in charge of it were "good at school" themselves? Superintendents, principals, teachers...we were all good at school, and it worked or us, so why would we want to do anything differently? Discussions such as the ones we had at the Bean are what can eventually transform education: site-based decisions to make valuable adjustments to our current practices.
** Simon and I were talking yesterday about what he wanted to be when he grows up. Of course, like many students in the Minecraft age, he wants to be an architect. It was fun to be able to bring up how the future job market will be based on independent workers, which would fit well with that type of profession.
Chapter 2:
** This chapter reminded me of when I supervised a field trip of seniors from Dakota Prairie to the Microsoft facility in Fargo. This was about 8 years ago, but the company was incorporating innovative practices into their workday as well. Employees were able to come to the job site if they had work to do and could leave when they were finished. They had a game room, a napping room, and other entertainment options within the building. The DP students who were there were obviously impressed with this setup, but what they needed to understand was that in order to be a part of this type of work environment, they would have needed to be a highly sought after programmer. Juliani brought up "Grit" and the "Growth Mindset," and students would need to understand that hard work and initiative is what will allow them to attain this type of position.
Chapter 3:
** "No one forces true innovation"...this to me will be a challenge of implementing Genius Hour. Inquiry and innovation are the supreme ideas of education, and experiential learning has been encouraged since the time of Dewey. I love that we are starting slow with the idea of 20% time at the middle school with a pilot elective that will provide an opportunity to see it in action before we expand. Just like any new "initiative" we need to be careful for it to not come across as a mandate or flavor of the month, as we have all seen in education.
Chapters 1-3 Reflection Wahl
From Barb Wahl
My take aways from Chapter 1....
I too was amazed that among current students, 65% will be employed with jobs that have not yet been created.
When I was teaching language, I always had my students write an autobiography. The last chapter what what they saw themselves looking like, and what they would be doing in 10, 20, and 30 years from today; similar to the reality check worksheet on page 10-11.
Chapter 2: It is so true that people are more interested in learning when it is something that interests them. I understand I have a strong possibility of housing an iPad cart in my room this year. This will make it so much easier to do the research, and access technology when I won't have to hunt down devices to use! :)
Chapter 3: I plan to figure out how to blog and tweet, and get comfortable with the web sites before I present this to my students. :) I liked the March Madness form for kids to make their lists of what they were interested in.
I apologize, thought I could come back and add to my original post.
To add to Chapter 1 comment- I wanted to say kids often had trouble visualizing, or understand that concept when I asked them to think 10,20,30 years into the future. I feel like when I start the 20% in my classroom, we are going to need more than one class period to present what we are striving for our students to do. I anticipate that visiting the sites shared in the book, and our last discussion, I will be able to get a timeline of how much time to take introducing this program to my students. I know they will be excited. I like the idea of using an assembly schedule or somewhat shortened schedule within the week as a way of working the time into an already busy schedule.
I wish I would have been doing this program this past year. I had a student who was amazing with hands-on assignments. He was an outstanding presenter. He fits the 20% idea to a T! He barely was able to get passing grades in several subject areas, but just visiting with this student, I know, he will be successful. He could get turned off from school because he has a difficult time with traditional classrooms. This type of learning would be right up his alley.He has the ability to speak, and has a great personality. He will be one of those students who does something innovative.
My take aways from Chapter 1....
I too was amazed that among current students, 65% will be employed with jobs that have not yet been created.
When I was teaching language, I always had my students write an autobiography. The last chapter what what they saw themselves looking like, and what they would be doing in 10, 20, and 30 years from today; similar to the reality check worksheet on page 10-11.
Chapter 2: It is so true that people are more interested in learning when it is something that interests them. I understand I have a strong possibility of housing an iPad cart in my room this year. This will make it so much easier to do the research, and access technology when I won't have to hunt down devices to use! :)
Chapter 3: I plan to figure out how to blog and tweet, and get comfortable with the web sites before I present this to my students. :) I liked the March Madness form for kids to make their lists of what they were interested in.
I apologize, thought I could come back and add to my original post.
I wish I would have been doing this program this past year. I had a student who was amazing with hands-on assignments. He was an outstanding presenter. He fits the 20% idea to a T! He barely was able to get passing grades in several subject areas, but just visiting with this student, I know, he will be successful. He could get turned off from school because he has a difficult time with traditional classrooms. This type of learning would be right up his alley.He has the ability to speak, and has a great personality. He will be one of those students who does something innovative.
Chapter 2&3: I think it is going to be a difficult think for some students to think of what their project will be. The list idea as I mentioned starting as a class to get everyone on board will be vital.As we share examples and ideas, those slow starters will see how to begin to compile a list. Another concept that is going to be tough for some kids and parents is that failing is important, that is is okay to fail. A problem I will have is allowing students to work as partners. I have seen it fail more times than not. Maybe after researching the sites I will see evidence that working with a partner will be possible.
I can see how important it will be to have the Tech Team on board, and available to assist our students as we dive into this project. I am crossing my fingers that the possibility of more devices being available across the grade level. This will allow for students to have the technology at their fingertips to assist them to be successful.
I can see how important it will be to have the Tech Team on board, and available to assist our students as we dive into this project. I am crossing my fingers that the possibility of more devices being available across the grade level. This will allow for students to have the technology at their fingertips to assist them to be successful.
Reflection also is going to be an important part of this program. To be able to look back, see what happened, and be able to make changes and learn from the mistakes made, and try again.
I really enjoyed the discussion from our first meeting. I am disappointed that I won't be able to be there this week. I will be checking out sites see how others have gone about presenting the program. I will be seeking our the Tech Staff :) to help this old dog learn some new tricks!!
I really enjoyed the discussion from our first meeting. I am disappointed that I won't be able to be there this week. I will be checking out sites see how others have gone about presenting the program. I will be seeking our the Tech Staff :) to help this old dog learn some new tricks!!
Chapters 1-3 Reflection Peterson
From Carly Peterson
Chapter 1 Reflection: As a second grade teacher who facilitates a student-centered classroom, I now believe our use of social media is an opportunity for students to partake in the type of learning in which they can thrive and shout their story to the world. When we allow students to write and share their work with the world, suddenly their work becomes more valuable. Some ideas I took away from this chapter that I would like to implement in my classroom this year are some well known apps that can help teach students to be creating a positive image for themselves which does result in doing your best in school. Two apps that I would like to incorporate starting in the beginning of the school year are instagram and seesaw. The app seesaw is a place where students can create a digital profile about their own unique self and promoting their educational side by sharing their best work. The second app I would like to incorporate right on the first day of school is Instagram to help students learn to leave a positive digital footprint. I want to help students prepare for the "real world" by teaching them to only share positive messages, to broadcast their own work, and share the culture of our classroom/school.
Chapter 2: The main concern of course is trying to find time in our already busy schedules. It will take me at least a full year to really get in the swing of 20% time and a lot of trial/errors. The 20% time will look different in my 2nd grade classroom compared to a classroom in the middle school. I envision my students learning the basics of 20% time. I have found some great sources for my students to use to help their research process. I also foresee myself assigning my students a specific topic for quarter 1 and 2 (especially my first year implementing this and their first year!). In 2nd grade, we create habitats. We learn about many different habitats and then the students pick their favorite. I thought this would be a way to "ease" into 20% time. It could be more broad and the students would be in charge of picking their own habitat, researching their habitat, creating their habitat, and having a report at the end. This moves away from projects and turns this task into a PBL. Hopefully by quarter 3 and 4 students could venture off and pick a topic of their own interest/desire.
Some of the research sites I have used in the past and my students could use on their own were: brainpop, kidrex, wonderpools, animal planet, national geographic, and certainly using books in our classroom or library.
Chapter 3: Once again, time can be such a factor in the classroom. There are many times that it is just easier to "hurry up" and "help" so you can move onto the next lesson in the school day. Instead, we need to allow for our students to have time to collaborate, express their ideas/concerns, and take the time to listen. It is truly amazing seeing a spark in their eye when they are interested in a topic you are teaching about. It is time to be making schools a place where innovation happens all the time throughout the school day but, does not stop there!
Chapter 1 Reflection: As a second grade teacher who facilitates a student-centered classroom, I now believe our use of social media is an opportunity for students to partake in the type of learning in which they can thrive and shout their story to the world. When we allow students to write and share their work with the world, suddenly their work becomes more valuable. Some ideas I took away from this chapter that I would like to implement in my classroom this year are some well known apps that can help teach students to be creating a positive image for themselves which does result in doing your best in school. Two apps that I would like to incorporate starting in the beginning of the school year are instagram and seesaw. The app seesaw is a place where students can create a digital profile about their own unique self and promoting their educational side by sharing their best work. The second app I would like to incorporate right on the first day of school is Instagram to help students learn to leave a positive digital footprint. I want to help students prepare for the "real world" by teaching them to only share positive messages, to broadcast their own work, and share the culture of our classroom/school.
Chapter 2: The main concern of course is trying to find time in our already busy schedules. It will take me at least a full year to really get in the swing of 20% time and a lot of trial/errors. The 20% time will look different in my 2nd grade classroom compared to a classroom in the middle school. I envision my students learning the basics of 20% time. I have found some great sources for my students to use to help their research process. I also foresee myself assigning my students a specific topic for quarter 1 and 2 (especially my first year implementing this and their first year!). In 2nd grade, we create habitats. We learn about many different habitats and then the students pick their favorite. I thought this would be a way to "ease" into 20% time. It could be more broad and the students would be in charge of picking their own habitat, researching their habitat, creating their habitat, and having a report at the end. This moves away from projects and turns this task into a PBL. Hopefully by quarter 3 and 4 students could venture off and pick a topic of their own interest/desire.
Some of the research sites I have used in the past and my students could use on their own were: brainpop, kidrex, wonderpools, animal planet, national geographic, and certainly using books in our classroom or library.
Chapter 3: Once again, time can be such a factor in the classroom. There are many times that it is just easier to "hurry up" and "help" so you can move onto the next lesson in the school day. Instead, we need to allow for our students to have time to collaborate, express their ideas/concerns, and take the time to listen. It is truly amazing seeing a spark in their eye when they are interested in a topic you are teaching about. It is time to be making schools a place where innovation happens all the time throughout the school day but, does not stop there!
Chapters 1-3 Reflection Knutson
From Alisha Knutson
Chapter 1 Reflection: One of the biggest things that stood out to me (which we discussed) was the fact that 65% of the students we are teaching will end up in jobs that haven't even been invented yet! This chapter taught us that we need to prepare our students for a different kind of generation.
Chapter 2 Reflection: This chapter was about Marie Montessori's impact on education. It is amazing how much her views on education have impacted the world still today. I also enjoyed the section that gave us some project ideas to use during 20% time.
Chapter 3 Reflection: I really enjoyed this little history lesson. It is amazing to me that people like Albert Einstein and Thomas Edison came from tough backgrounds and/or struggled in school. Their stories are a great example in showing educators how much success can be made from students that don't particularly do "well" in a classroom setting. Their stories are also a great example for educators to share with their students in order to show students they can achieve success in a different way.
Chapter 1 Reflection: One of the biggest things that stood out to me (which we discussed) was the fact that 65% of the students we are teaching will end up in jobs that haven't even been invented yet! This chapter taught us that we need to prepare our students for a different kind of generation.
Chapter 2 Reflection: This chapter was about Marie Montessori's impact on education. It is amazing how much her views on education have impacted the world still today. I also enjoyed the section that gave us some project ideas to use during 20% time.
Chapter 3 Reflection: I really enjoyed this little history lesson. It is amazing to me that people like Albert Einstein and Thomas Edison came from tough backgrounds and/or struggled in school. Their stories are a great example in showing educators how much success can be made from students that don't particularly do "well" in a classroom setting. Their stories are also a great example for educators to share with their students in order to show students they can achieve success in a different way.
Chapters 1-3 Reflection Follman
From Deb Follman
I just spent about 20 minutes posting to this discussion only to have it disappear - UGH!
Won't be able to re-produce it - see you all on July 13th at 8:30 AM - 10:30 AM at the Liquid Bean.
Deb
Chapters 1-3 Reflection Olson
From Sheri Olson
Hello all,
I was not at the first class so I'm not sure if we are all supposed to post but here are my thoughts on Chapters 1-3.
Chapter One: Having just attended the ISTE conference, I can agree that digital portfolios are a trend right now. Through an app such as Seesaw, teachers and students can create a digital portfolio of a child's work. These portfolios can be shared with parents and future teachers. I believe watching a video of an incoming student and seeing what they have accomplished would be extremely valuable to teachers. It would also enable them to connect a face with a name. Classroom newsletters become paperless through this process as well:)
Chapter Two: I have had many teachers ask "How do I fit 20% time into my curriculum?" I believe 20% time projects meet many reading, writing and technology standards. The section on page 19 sums it up well (see attached photo).
Chapter Three: The phrase that struck me most was: "Allow for failure and your students will see it as part of the learning process, not the end of the learning process." I think this is key for future learners. If students don't experience failure, they become unwilling to take risks or try something new at which they might fail. However, if they see failure as part of the process of learning, they will keep trying which I think will be valuable for life in the real world.
Hello all,
I was not at the first class so I'm not sure if we are all supposed to post but here are my thoughts on Chapters 1-3.
Chapter One: Having just attended the ISTE conference, I can agree that digital portfolios are a trend right now. Through an app such as Seesaw, teachers and students can create a digital portfolio of a child's work. These portfolios can be shared with parents and future teachers. I believe watching a video of an incoming student and seeing what they have accomplished would be extremely valuable to teachers. It would also enable them to connect a face with a name. Classroom newsletters become paperless through this process as well:)
Chapter Two: I have had many teachers ask "How do I fit 20% time into my curriculum?" I believe 20% time projects meet many reading, writing and technology standards. The section on page 19 sums it up well (see attached photo).
Chapter Three: The phrase that struck me most was: "Allow for failure and your students will see it as part of the learning process, not the end of the learning process." I think this is key for future learners. If students don't experience failure, they become unwilling to take risks or try something new at which they might fail. However, if they see failure as part of the process of learning, they will keep trying which I think will be valuable for life in the real world.
Chapters 1-3 Smith
From Adria Smith
Chapter One: The idea of good grades=good schools=good job=good life will be hard to break. I am guilty of it raising my own child! It is important that we use intrinsic motivation rather than extrinsic motivation (grading systems) to improve student's performance. As teachers, it is valuable to know that 65% of our jobs our current students we are teaching have not even been created, while the other jobs that will be available will go to low percentage of contracted or monotonous work. From the classroom application ideas, the digital classroom will become increasing popular. Students will need to make themselves "googleable". Carly had an awesome idea of Instagramming classroom events.
Chapter Two: Maria Montessori is credited for the success of Google's founders who started 20% time and had many other companies follow suit. Montessori's Methods include individualized learning based on interest, hands-on learning opportunities, freedom to explore, don't interrupt a work cycle or "flow", and work at your own pace. For the Classroom Applications, I like the idea of Barb's "Mini-City", I could see my students loving this project.
Chapter Three: The main idea of this chapter is that innovating just happens, but time and collaboration is needed for that to happen. Some innovating ideas use technology, but some do not. Multiple stories were told how some of the greatest innovators were not good students, but used an inquiring mind to spark success.
Chapter One: The idea of good grades=good schools=good job=good life will be hard to break. I am guilty of it raising my own child! It is important that we use intrinsic motivation rather than extrinsic motivation (grading systems) to improve student's performance. As teachers, it is valuable to know that 65% of our jobs our current students we are teaching have not even been created, while the other jobs that will be available will go to low percentage of contracted or monotonous work. From the classroom application ideas, the digital classroom will become increasing popular. Students will need to make themselves "googleable". Carly had an awesome idea of Instagramming classroom events.
Chapter Two: Maria Montessori is credited for the success of Google's founders who started 20% time and had many other companies follow suit. Montessori's Methods include individualized learning based on interest, hands-on learning opportunities, freedom to explore, don't interrupt a work cycle or "flow", and work at your own pace. For the Classroom Applications, I like the idea of Barb's "Mini-City", I could see my students loving this project.
Chapter Three: The main idea of this chapter is that innovating just happens, but time and collaboration is needed for that to happen. Some innovating ideas use technology, but some do not. Multiple stories were told how some of the greatest innovators were not good students, but used an inquiring mind to spark success.
Chapters 1-3 Kaffar Reflection
From Dan Kaffar
Good day everyone,
Wow, what an impact that innovation and technology can have on your classroom. Even a greater impact on our communities and the extended learning community. Just some tidbits that I took from the chapters.
First off, I was intrigued by a one-liner of Mr. Couros in the forward: "School should be a place not where answers go to die, but questions come to life." What an awesome quote and transition to our discussion on Innovation in the classroom. Many times we have students that have questions of inquiry. They might be on topic, but they might be totally random, either way it is important to the child. If we leave the question alone and never answer it or help the student find solutions, or just simply give them the time to research their question, they may be stuck on it, lose engagement, show signs of disrespect, etc. etc. etc.
Chapter 1: Good grades = good school = good job = good life --> interesting concept and I totally understand where this is coming from and the direction and drive that promotes this. I must have been fortunate as a child, imagine that ;), as my parents did not push the whole, "You need to get an A" attitude with me. Instead they laid the guilt on pretty thick if I ever wanted to do something fun, especially in college. They would bring up how my father had to work 2 or 3 jobs (maybe it was 10 jobs as they exaggerate at times...) in order to avoid student loans and pay for their tiny apartment that they lived in while they were still going to school... But it did help, as I worked hard and did the best that I could with the time that I had.
"What are we doing in school to get students ready for this future of work?" - Pg. 4
I don't know... That is a great question that I need to revisit over and over and over again. I think of the amount of work and the time and effort that we put into our days. The skills like creativity, thinking for themselves, brainstorming, things like that, have a much higher priority than I think we realize. I think I finally got that when I went to grad school. I realized that some of the theory was good and educational law was good, but more importantly, it was a group of professionals teaching you to think differently and to be able to apply yourself in ways that maybe you have not done so before.
Chapter 2: 20% Time or Genius Hour: It sounds amazing in theory and I believe it would be in the best interest of our students to have this kind of inquiry. I am curious how it would look at the various levels. I am curious how it would look in 2nd grade. I am guessing that they would need a lot of direction, but it would be a start. Ohhhh, how would it work if you use Sue Olson since she is coming to your buildings for a while every day and she helps with the 20% Time.. She would be another expert with technology and would be able to help the kids grow in their understanding of the content and how to do presentations.
The Sign-Language Project would be a great tool. The video of the news anchor from Fargo that signed to the person on Dancing with the Stars was touching to me... Especially having a deaf child of my own. Here is the link if you have not seen it: http://staging.inforum.com/news/4043142-watch-local-tv-anchors-message-dancing-stars-winner-goes-viral (copy and paste for it to work).
Interview questions: Nerve racking, but comical as well. "What's your favorite song? Perform it for us now." --- scary
Chapter 3: History does repeat itself. I think they nailed it, innovation is not forced on people, it just happens sometimes. As educators, maybe we just need to give our students the opportunity to guide their thinking. They can do amazing things. We all know that not everyone is going to become a doctor or astronaut, but everyone has a dream and if we give them time to explore their dream, maybe it can come true for them. . .
Great read overall. Have a fantastic day and see you on July 13th!
Good day everyone,
Wow, what an impact that innovation and technology can have on your classroom. Even a greater impact on our communities and the extended learning community. Just some tidbits that I took from the chapters.
First off, I was intrigued by a one-liner of Mr. Couros in the forward: "School should be a place not where answers go to die, but questions come to life." What an awesome quote and transition to our discussion on Innovation in the classroom. Many times we have students that have questions of inquiry. They might be on topic, but they might be totally random, either way it is important to the child. If we leave the question alone and never answer it or help the student find solutions, or just simply give them the time to research their question, they may be stuck on it, lose engagement, show signs of disrespect, etc. etc. etc.
Chapter 1: Good grades = good school = good job = good life --> interesting concept and I totally understand where this is coming from and the direction and drive that promotes this. I must have been fortunate as a child, imagine that ;), as my parents did not push the whole, "You need to get an A" attitude with me. Instead they laid the guilt on pretty thick if I ever wanted to do something fun, especially in college. They would bring up how my father had to work 2 or 3 jobs (maybe it was 10 jobs as they exaggerate at times...) in order to avoid student loans and pay for their tiny apartment that they lived in while they were still going to school... But it did help, as I worked hard and did the best that I could with the time that I had.
"What are we doing in school to get students ready for this future of work?" - Pg. 4
I don't know... That is a great question that I need to revisit over and over and over again. I think of the amount of work and the time and effort that we put into our days. The skills like creativity, thinking for themselves, brainstorming, things like that, have a much higher priority than I think we realize. I think I finally got that when I went to grad school. I realized that some of the theory was good and educational law was good, but more importantly, it was a group of professionals teaching you to think differently and to be able to apply yourself in ways that maybe you have not done so before.
Chapter 2: 20% Time or Genius Hour: It sounds amazing in theory and I believe it would be in the best interest of our students to have this kind of inquiry. I am curious how it would look at the various levels. I am curious how it would look in 2nd grade. I am guessing that they would need a lot of direction, but it would be a start. Ohhhh, how would it work if you use Sue Olson since she is coming to your buildings for a while every day and she helps with the 20% Time.. She would be another expert with technology and would be able to help the kids grow in their understanding of the content and how to do presentations.
The Sign-Language Project would be a great tool. The video of the news anchor from Fargo that signed to the person on Dancing with the Stars was touching to me... Especially having a deaf child of my own. Here is the link if you have not seen it: http://staging.inforum.com/news/4043142-watch-local-tv-anchors-message-dancing-stars-winner-goes-viral (copy and paste for it to work).
Interview questions: Nerve racking, but comical as well. "What's your favorite song? Perform it for us now." --- scary
Chapter 3: History does repeat itself. I think they nailed it, innovation is not forced on people, it just happens sometimes. As educators, maybe we just need to give our students the opportunity to guide their thinking. They can do amazing things. We all know that not everyone is going to become a doctor or astronaut, but everyone has a dream and if we give them time to explore their dream, maybe it can come true for them. . .
Great read overall. Have a fantastic day and see you on July 13th!
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