How could I organize the learning for the day for a group without actually meeting the group?
The first thing that I do is give some kind of content that I am going to share. It is important to start with some content, even if it is something that some people “know in the room”.
After content is given, what I do is try to give a “reflection break”, where I actually give time to share their ideas on a simple google form, and also connect with people in the room.
I usually give people 25-30 minutes to take time to reflect but to also connect with others in the room informally.
Connecting with people in the room ensures that even if the presentation isn’t meeting the needs of some, the people in the room can fill those voids.
“What is one big question you have moving forward regarding today?” The opportunity for participants to share a question, helps me to shape the rest of the day based on the people of the room and their thoughts.
the first 1-2 hours have a plan, and after that, we are going with the needs of the people in the room.
First of all, to be able to “go with the room”, you have to know your content area in a very deep manner and be able to push learning on the fly, but on the opposite end of the spectrum, you also have to be comfortable with not knowing everything and learning from the room.
it is great to be able to co-create the day with participants,
Many of these photographs are free from copyright restrictions or licensed under creative commons public domain dedication. This means you can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission.
However, some photos may require attribution. We’ve done our best to identify which license they fall under but we still advise you to do your own research and determine how these images can be used.
In all, self-directed maker activities may have students expending a lot of time and effort—and scarce cognitive resources—on activities that don’t help them learn.
cognitive load researchers caution that learning and creating are distinct undertakings, each of which competes with the other for limited mental reserves.
The best way to ensure learning, these researchers maintain, is to provide direct instruction: clear, straightforward explanation, offered before any making has begun.
Kapur has found that presenting problems in this seemingly backwards order helps those students learn more deeply and flexibly than subjects who receive direct instruction. Indeed, the teams that generated the greatest number of suboptimal solutions—or failed—learned the most from the exercise.
Learners pay especially close attention when the instructor reveals the correct solution, because they have now thought deeply about the problem but have failed themselves to come up with the correct solution.
Some tasks, like those concerning basic knowledge or skills, are better suited to direct instruction.
We should tell student makers exactly how to perform straightforward tasks, so that they can devote cognitive resources to more complex operations.
By applying cognitive load theory to making, we can “unbundle” learning and creating—at least at first—so as to reduce cognitive overload.
Instead of asking learners to learn and make at the same time, these two activities can be separated and then pursued sequentially.
Once students begin making, we can carefully scaffold their mental activity, allowing them to explore and make choices but always within a framework that supports accurate and effective learning. The scaffolding lightens learners’ cognitive load until they can take over more mental tasks themselves.
Fixed stations have “low barriers to entry,” says Fleming; students can walk into the library and immediately engage in the activities set up there, without any instruction or guidance. Fleming’s fixed stations include LEGOs and a take-apart technology area, where students can disassemble old computers and other machines to investigate how they work.
Flexible stations, by contrast, are periodically changed, and they involve much more structured guidance from Fleming, who might lead students step by step through an activity, modeling what to do as she goes.
“Before I ordered a single piece of equipment [for the maker space], I did a thorough survey of students’ existing interests,” says Fleming. “I also looked for ways that the maker space could supplement areas in which the academic curriculum was thin, or make available to all students activities that had previously been open to only a select group.”
Posted from Diigo. The rest of my favorite links are here.
"CURIOSITY HACKED EDUCATOR WORKSHOP
JUNE 15TH - 17TH OR JUNE 29TH - JULY 1ST ($30)
Educators can spend three days with us, learning about our approach to creating/supporting a more learner-centered classroom through mentorship, hands-on making, and hacking to integrate skill building into existing curriculum. Participants will be gaining new skills and get training on equipment to enhance their own visions as well as those of their students. This workshop is free (thanks to a generous grant) and CH will offer a Professional Development certificate, space is limited. Fee confirms your seat and lunch included. Register!"
A sensitivity to the designed dimension of objects and systems,
The second part of the sentence mentions both the inclination and the capacity to make (or remake) things.
students often fail to develop the habits of mind we as educators aim to inculcate, not because they cannot do something, and not because they don’t want to, but mainly because they do not notice opportunities to do so. In other words,they lack a sensitivityto notice opportunities to do things.
the most salientbenefits of maker-centered learning for young people have to do with developing a sense of self and a sense of community that empower them to engage with and shape the designed dimension of their world.
Our work is guided by three questions: How do maker educators and leaders in the field think about the benefits and outcomes of maker-centered learning experiences? What are some of the key characteristics of environments in which maker-centered learning thrives? What kinds of educational interventions can we develop that support thoughtful reflection around maker-centered learning and the made dimensions of our world?