User Generated Education

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Posts Tagged ‘Experiential Education

Pi Day: An Example of an Interdisciplinary, Engaging Lesson

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I have the privilege of teaching my gifted elementary students for multiple years. At my one school, I have them in class for a full day each week, and each year I have special thematic days for which the students get very excited, e.g., Halloween and Day of the Dead “Wars,” Valentines Day, Book Celebrations, and Pi Day. I love planning a variety of interdisciplinary activities for these days and I love watching how 100% are fully engaged for the entire time.

I’ve blogged about the value of interdisciplinary units before – All Lessons Should Be Interdisciplinary https://usergeneratededucation.wordpress.com/2019/01/13/all-lessons-should-be-interdisciplinary/

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Pi Day Activities

The day consisted of the following activities:

  • Digital Breakout
  • Making and Decorating Pies
  • Book: Sir Cumference
  • Measuring for Pi
  • Kahoot Pi Games

Standards Addressed

Common Core Math Standards:

  • CCSS.MATH.CONTENT.7.G.B.4
    Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
  • CCSS.MATH.CONTENT.5.MD.A.1
    Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step, real world problems.

Common Core English Language Arts Standards:

  • CCSS.ELA-LITERACY.RI.6.7
    Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
  • CCSS.ELA-LITERACY.RI.5.10
    By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

ISTE Standards for Students:

  • Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
  • Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

21st Partnership for 21st Century Skills:

  • Collaborate with others
  • Demonstrate ability to work effectively and respectfully with diverse teams
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member

Digital Breakout EDU – Pi Day

So what is this about Digital Breakout EDU games?  Simply put, it’s taking the same concept, but turning it all digital.  Participants are given a one-page site that includes text, images and links to clues, some of which may be misleading.  There is a Google Form embedded on the page where you submit your answers to a series of “lock” questions and each lock will immediately tell you if you’re successful (http://wordpress.barrow.k12.ga.us/21stcenturytips/?p=6989).

To start off our Pi day activities, students did a Pi Day Digital Breakout EDU game.

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Can be accessed at https://platform.breakoutedu.com/game/play/pi-day-digital-breakout-4th-6th-grades-90608 .

Making and Decorating Pies

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One of the activities students enjoy the most during Pi day is making pies. They were given ingredients and recipes for:

They needed to follow the recipe which included figuring out the directions and using measurements. After the pies were made, they decorated them with Pi symbols.

Sir Cumference

The students then were shown a reading of Sir Cumference and the First Round Table (A Math Adventure) by Cindy Neuschwander:

Join Sir Cumference, Lady Di of Ameter, and their son Radius for wordplay, puns, and problem solving in this geometry-packed math adventure. King Arthur was a good ruler, but now he needs a good ruler. What would you do if the neighboring kingdom were threatening war? Naturally, you’d call your strongest and bravest knights together to come up with a solution. But when your conference table causes more problems than the threat of your enemy, you need expert help. Enter Sir Cumference, his wife Lady Di of Ameter, and their son Radius. With the help of the carpenter, Geo of Metry, this sharp-minded team designs the perfect table conducive to discussing the perfect plan for peace (https://www.amazon.com/Cumference-First-Round-Table-Adventure/dp/1570911525).

Measuring for Pi

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With tape measures in hand, groups of students carefully measure the circumferences and diameters of various round objects.  The class makes a table of measured values and calculates the quotients.  When they see time and time again the same answer result from division, whether it be from big circular objects or small ones—eureka!—they will have unwittingly discovered π for themselves (http://ccssimath.blogspot.com/2013/03/the-life-of-pi.html).

Pi Kahoots

Using Kahoot wasn’t planned for the day but the students asked for it. I love that they ask for learning tasks. The Kahoot quizzes made and submitted by other teachers make it so easy to use them spontaneously. Here are the two Pi Kahoots I did with the students:

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Accessed at: https://create.kahoot.it/details/pi-day/877d64ee-3003-4a30-9d82-f1cd81721749

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Accessed at: https://create.kahoot.it/details/pi-day-trivia/a7605cd3-4c93-4c13-bc23-eec96da2a627

Written by Jackie Gerstein, Ed.D.

March 31, 2019 at 4:39 pm

The Importance of Civics Education (Updated)

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Truth be told, I always disliked history and government classes as a Kindergarten through undergraduate student. I found it dry, boring, irrelevant, and unimportant. I believe this was due to it all being about memorization . . . memorizing events and dates in history; memorizing the branches of government; memorizing states and their capitols. This type of learning reflects only remembering, the lowest level of Bloom’s Taxonomy.

Now that I am a teacher of gifted education, I believe it is important for my students, for all students to participate in civics education. There is a problem with knowledge of civics by today’s children and youth (adults, too). The Center on American Progress stated in The State of Civics Education:

Civic knowledge and public engagement is at an all-time low. A 2016 survey by the Annenberg Public Policy Center found that only 26 percent of Americans can name all three branches of government, which was a significant decline from previous years. Not surprisingly, public trust in government is at only 18 percent and voter participation has reached its lowest point since 1996. Without an understanding of the structure of government; rights and responsibilities; and methods of public engagement, civic literacy and voter apathy will continue to plague American democracy. Educators and schools have a unique opportunity and responsibility to ensure that young people become engaged and knowledgeable citizens.

For civics education to be effective, though, it needs to be engaging, exciting, authentic, and relevant for learners. Here are two civics education practices that can be implemented within the classroom” 

Schools should provide direct instruction in government, history, economics, law, and democracy in ways that provoke analysis and critical thinking skills. These subjects are vital to laying the foundation for civic learning and may also contribute to young people’s tendency to engage in civic and political activities over the long term. However, schools should avoid teaching only rote facts about dry procedures, which is unlikely to benefit students and may actually alienate them from politics.

Schools should incorporate discussion of current local, national, and international issues and events into the classroom, particularly those that young people view as important to their lives. Engaging students in civil dialogue about controversial issues provides opportunities to foster character and civic virtue–important civic dispositions that are the habits of the heart and mind conducive to the healthy functioning of the democratic system. Examples include civility, open-mindedness, compromise, and toleration of diversity, all of which are prerequisites of a civic life in which the American people can work out the meanings of their democratic principles and values (Revitalizing Civic Learning in Our Schools).

As discussed in the NEA article Forgotten Purpose: Civics Education in Public Schools , the value of civics education goes far beyond politics:

civics

Now I am including civics education as part of my gifted education instruction for my 2nd through 6th grade students. There are two reasons I am doing so:

  1. The political climate, not just in the United States, but worldwide has become contentious and toxic. I believe that this is due, in part, to a lack of education in civics.
  2. There are online tools like Brainpop, Newsela, and iCivics that make civics education more interesting and engaging.

Update

This is an update of the original post in which I discussed the midterm elections – see below. I have a group of 5th and 6th grade gifted students who selected the global citizenship class I offer one day a week for 1.5 hours per meeting time. This means that they are interested in this topic. They have been working on their presidential candidacy speeches as if they were going to run for being the president of the United Speech. Today, April 11, 2019, we watched some Brainpop videos

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I stopped them at several points to ask questions, “Who is the vice president of the United States?” Them, “I don’t know.” “How many terms – how long can someone be president of the United States?” Their response, “I don’t know.” How many branches of the US government are there?” Their response, “I don’t know.” Yikes – more evidence that civics education is needed in our schools. 

I teach at two Title 1 schools with a predominately Hispanic student body. An article from the NEA had this to say about civics education in lower income schools: 

Only 25 percent of U.S. students reach the “proficient” standard on the NAEP Civics Assessment.  White, wealthy students are four to six times as likely as Black and Hispanic students from low-income households to exceed that level. Here’s why: Students in wealthier public school districts are far more likely to receive high-quality civics education than students in low-income and majority-minority schools (Forgotten Purpose: Civics Education in Public Schools ).

Midterm Elections

The midterm elections provided a great teachable moment for my students to get some civics education. We began with a KWHLAQ Chart developed by (what do I Know, what do I Want to know, How will I find out, what have I Learned, what Action will I take, and what further Questions do I have) developed by Silvia Tolisano. We then watched some Brainpop videos on voting using the follow-up review quizzes. Students were then asked to choose an article from the Newsela Civics category to read, and play iCivics games. Here are the slides of activities I shared with students in our Google Classroom so students could have access and work through the Newsela and iCivics activities at their own pace, making choices of news articles and games based on their own interests.

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Because of student choice and the interactive nature of Newsela and iCivics (I can’t overstate how much all of my students love iCivics), students found the activities engaging. These activities also tapped into higher levels of Bloom’s Taxonomy. This is a start. I plan on integrating civics lessons throughout the school year. 

There are no so many fun and interactive ways to teach civics as well as suggestions and tips for best practices such as  the ones recommended by The National Center for Learning and Civc Engagement in a guidebook entitled Six Proven Practices for Effective Civic Learning.

The necessary elements of effective civic education include classroom instruction in civics & government, history, economics, law and geography; service learning linked to classroom learning; experiential learning; learning through participation in models and simulations of democratic processes; guided classroom discussion of current issues and events, and meaningful participation in school governance.

Access to this document can be found below; and the NEA has a list of civics education resources found at http://www.nea.org/civicseducation.

Written by Jackie Gerstein, Ed.D.

November 18, 2018 at 4:38 pm

A STEM Camp for Young Learners

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I just finished a week long – half day STEM camp for learners, ages 7 through 12, half girls and half boys. The energy in the room throughout the week was pretty incredible. There was close to 100% engagement the entire time which is always my goal in teaching. I love turning kids onto STEM, and there is evidence that exposure at a younger age increases the chances of later interest.

Some Evidence of the Importance of STEM in the Early Years

Research tells us that children’s early experience builds brain architecture and lays the foundation for one’s lifelong thinking skills and approach to learning, both critical roots of STEM success. After all, the STEM disciplines require not only content knowledge but also robust thinking dispositions—such as curiosity and inquiry, questioning and skepticism, assessment and analysis—as well as a strong learning mindset and confidence when encountering new information or challenges. These need to be developed in a child’s early education, beginning in infancy and continuing through third grade to lay the roots for STEM success. (McClure et al., 2017) (The Roots of STEM Success: Changing Early Learning Experiences to Build Lifelong Thinking Skills)

According to a new research project, children who engage in scientific activities at an early age (between birth and age 8) develop positive attitudes toward science, build up their STEM “vocabularies” and do better at problem solving, meeting challenges and acquiring new skills. “STEM starts early: Grounding science, technology, engineering and math education in early childhood,” published by the Joan Ganz Cooney Center at Sesame Workshop and New America and supported by a National Science Foundation grant, has asserted that “the seeds of STEM must be planted early,” right alongside the “seeds of literacy.” Together, the report said, “these mutually enhancing, interwoven strands of learning will grow well informed, critical citizens prepared for a digital tomorrow.”  (Research: Let’s Move STEM Learning Earlier)

The Camp

Due to the experiential nature of most of my instruction, I use an experiential cycle of learning:

CycleofLearning2.jpg

What follows is how I applied it during the STEM camp.

Framing the Activities

The STEM activities were introduced through (1) the use of Brainpop videos and their accompanying quizzes, and (2) tutorial videos and/or webpages with directions. Brainpop videos, due to their animation and humor, have a high interest value for kids, and their follow-up quizzes help to create more active learning. After the Brainpop video introduction, the campers were given an overview of the specific activities through the tutorials. I then would show them the tutorial step-by-step. For some campers, seeing the tutorial in its entirety was enough for them to do the project. Others needed me to go over the project step-by-step using the tutorials as guides. I prefer using online tutorials rather than doing them myself as demonstrations because the tutorials can be projected for a larger image and better viewing by all of the learners.

These specific resources can be found in the slide deck below:

The Doing

The camp consisted mostly of campers DOING the STEM activities. See below for a photographic journey of their engagement in the activities.

Reflection

Activity reflections occurred after the completion of the day’s activities using science journals:

hh258

https://www.lakeshorelearning.com/products/el/s/HH258

Journals such as these not only benefit the learners but the educator, too. They provide such good activity evaluation information. For example, the last day of camp, students selected two photos from the week from all of the week’s photos that represented their favorite activities. These were printed for them and they then glued the images into their journals and wrote about them. They then did a verbal check-in to tell the rest of us which ones they selected and why.

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When they were sharing these with the rest of the group, one of the girls mentioned that the DIY crystals was her favorite. I was totally surprised. I thought this activity was a dude as the kids didn’t seem that excited about them. I was thinking about dropping it as a STEM activity in the future but now I will, due to her comment, consider using it again.

Our Week in Images

Chemistry – Elephant Toothpaste

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Chemistry – Slime

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Chemistry – Orbeez Stress Balls

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Solar – Solar Cars

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Solar – Solar Ovens

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Art and Science – Geometric Structures

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Art and Science – DIY Crystals

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Kinetic Projects – Cranky Contraptions

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Kinetic Projects – Helium Balloon Blimp

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Kinetic Projects – Motor Boats

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Written by Jackie Gerstein, Ed.D.

July 14, 2018 at 5:27 pm

The Magic of Making: The Human Need to Create

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Recently I had the privilege of facilitating two half day workshops entitled, A Framework for Maker Education. The workshop including several mini-sessions of participants creating their own maker projects (Paper Circuits, Squishy Circuits, Gami-Bots, Brush bots, and micro:bit projects). What struck me most during these creating sessions was the high degree of energy, excitement, and joy in the room – it was palatable – with 100% participant engagement. As evidence, see the photos below:

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The conclusion I came up with for this energy and engagement was that the human need to create is innate; and that too many people, starting during their childhood public education, stop creating. When they were given the opportunity, permission/invitation, materials, and methods, they fully embraced making and creating.

I believe that educators can be intentional in setting up environments where learners’ propensity to create flourishes. Some elements that can assist with this kind of unbridled making and creating include:

  • Open ended projects that promote self-directed differentiation and personalization.
  • Choice of projects, methods, materials.
  • Some structure but lots of room for a personal touch; lots of room for creativity.
  • Educators letting go of expectations what the final project should look like.
  • Focus on the processes of learning.
  • Focus on the social emotional aspects of learning – collaboration, persistence, acceptance of failure.
  • Acceptance of a learner’s projects based on their own criteria of excellence rather than of the educator’s.
  • Reflection is built into the process so learners can revisit their projects with a critical eye.

Conditions for Creating

Open ended projects that promote self-directed differentiation and personalization

Open ended projects equal lots of options for what the learners can make. So given similar materials and methods, each learner is able to create a project based on his or her own interests and skills. For example, during the workshop, learners were instructed how to make a simple paper circuit but then transformed that paper circuit into a personalized art piece as can be seem in the images above.

Open ended projects permit each student to naturally and instinctively to work at or slightly above his or her ability level.  One of results or consequences of providing such activities is an increase in learner engagement, excitement, and motivation. Open ended learning activities permit and encourage learners to bring their “selves” into the work. They become agents of their own learning. Because of this freedom, they often shine as true selves come through. Learners often surprise both the educator and themselves with what they produce and create. It becomes passion-based learning.  Not only do the activities become self-differentiated, they become personalized. (Natural Differentiation and Personalization Through Open Ended Learning Activities)

Choice matters

Choice in the maker education environment can include a choice of projects; a choice of materials; and a choice of methods. During the maker education workshop, learning stations were set up from which the learners could choose: more advanced paper circuits, Gami-bots, bristlebots, Squishy Circuits, and micro:bit projects. Not only were the learners able to choose which projects they wanted to create, but these projects offered them the option to add their own personal touches.

Learning that incorporates student choice provides a pathway for students to fully, genuinely invest themselves in quality work that matters. Participating in learning design allows students to make meaning of content on their own terms. Education works when people have opportunities to find and develop unaccessed or unknown voices and skills. Audre Lorde poignantly describes this “transformation of silence into language and action [as] an act of self-revelation.” Opportunities for flexibility and choice assist learners in finding passion, voice, and revelation through their work. (Student Choice Leads to Student Voice)

Some structure but lots of room for a personal touch; lots of room for creativity.

Learners, during these workshops, were provided with foundational skills for making the projects through direct instruction, videos, handouts that could then be used as springboards for their own creativity. Maker activities such as these were new to these learners; scaffolding was needed in order for them to develop the foundational skills which in turn increased their creativity.

Direct instruction is provided through structured and prescribed activities with the goal of learners then being able to eventually go into self-determined directions. There has been some criticism leveraged against out-of-the-box maker education kits, programmable robots, and step-by-step maker activities. My contention is that learners often don’t know what they don’t know; and that giving them the basic skills frees them to then use their creativity and innovation to take these tools into self-determined directions. (Scaffolding Maker Education Learning Experiences)

Educators letting go of expectations what the final project should look like.

In Focusing on the Process: Letting Go of Product Expectations , I discussed the following:

To truly focus on the process rather than products of learning, the educator needs to let go of expectations about the specific products that should be produced by the students. There are expectations regarding some of the processes in which learners should engage (e.g., divergent thinking, questioning, researching, creating, innovating) but the educator lets go of the pictures in her or his mind about what the products should look like.

The benefits for learners when the educator lets go of final product expections include:

  • They are not limited by my expectations nor the expectations of a lesson or assessment developed by an outside entity (e.g., textbook or testing company).
  • Their engagement, motivation, curiosity, and excitement increase.
  • They learn to tolerate and then embrace ambiguity.
  • They learn skills such as self-directed learning, taking initiative, locating resources, asking for help that can be transferred to all learning endeavors.
  • It reflects and models how learning occurs outside of school.
  • There is an increased investment and pride in their work.
  • They develop both a sense of confidence and a sense of competence.

Focus on the processes of learning.

When educators let go of expectations of what the products should be, which I believe is especially important in a maker education environment, the focus becomes on the processes of learning.

Focusing on the learning process emphasizes the students’ responsibility in the learning-teaching interaction. It both enables and encourages students to engage in their own learning. This engagement helps both students and teachers to build learning up from standards and to achieve competencies needed in our modern world. (Is Learning a Product or Process – part 2 )

Accept a learners’ projects based on their own criteria of excellence rather than of the educator’s criteria.

When the educator lets go of expectations of the final product, the learner develops his or his criteria of success.2018-03-05_0657 During one of my maker education workshops, one of the participants finished the basics of the introductory LED paper circuit activity. While the other participants were adding their artistic slants, J. sat there with her simple paper project seemingly satisfied with her project. I went over to talk to her. She said that she was finished, and I said back to her, “That’s fine. You don’t have to do any embellishments if you choose not to.” She later told me of a second grade teacher who criticized her art (yikes – that teacher should have been fired). J. told me later that this acceptance of where she was at actually became encouragement for her to take some risks for later projects in the workshop. Her reflective piece included the following:

I learned a lot about myself about how I actually had been discouraged till now to try any kind of artsy or crafty projects, however, with encouragements from partners and Jackie, I was encouraged to go further and do/attempt additional Maker projects/products.

Focus on the social emotional aspects of learning – collaboration, persistence, acceptance of failure.

When the maker activities are open ended and process-oriented, social-emotional skills such as collaboration, acceptance of failure, and persistence naturally emerge.

Self-Awareness: Making in all its forms requires a full range of skills including cognitive, physical, and affective skills. Given this need for multiple and diverse skill set, effective and successful making comes from an accurate assessment of one’s strengths and limitations as well as having optimism and confidence that challenges can be overcome within the making process.

Self-Management: Making, especially making something new, often includes developing goals on the fly, revising those goals, and managing frustrations as the maker works through and learns new skills, processes, and knowledge related to that make.

Relationship skills: The power of being a maker is amplified when one works collaboratively on projects, gets help from others, and shares findings with others. (Maker Education and Social-Emotional Development)

The educator in this context plants the seeds of social emotional learning (SEL) through the use of language of SEL and strategic questioning such as:

  • What processes are you using to develop, assess, and revise your goals while making?
  • What strategies are you using to manage any frustrations or failures that are occurring during making your project?
  • How your using others to help you with your project?
  • How are you collaborating with your peers?
  • Are you asking for help if and when you get stuck making your project?
  • How are you sharing my ideas with others?

Here are some of the reflective comments by my workshop participants related to their social emotional learning:

This was the first time I had experimented with making electrical circuits and we tried some fun activities that I hope to apply in my classroom. In the first activity I learned that having a creative context or backstory to the work was motivating and helped me to extend myself beyond the basic task. In the final activity I found I was able to respond to a problem, persevere and create an original solution while maintaining the integrity of my design.

We were able to learn that in order to succeed we must try and try again. At times it was frustrating but we were able to collaborate between the team and find solutions and were able to solve the problems we faced.

Today I was reminded of the power of learning environments which invite creative, collaborative thinking  – curated with a variety of flexible materials which offer endless possibilities and room for all people to enter into play.

Reflection is built into the process so learners can revisit their projects with a critical eye.

Insuring that a reflective piece is included in the maker education process assists learners in developing their own criteria of excellence and evaluating their performance based on this criteria. The reflection process is as or even more important as the making itself. John Dewey famously stated, “We don’t learn from experience . . . we learn from reflecting on experience.” Reflection can be a form of making in itself. Participants, during my workshops, were given the option to reflect on their learning using online tools such as word clouds, video creators, audio pieces, photo essays, online storybooks. What follows is a sampling of reflections from my maker education workshops. I used Google Slides so all reflections are aggregated in one location for access by all participants to later review and examine them:

 

Focusing on the Process: Letting Go of Product Expectations

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I am a process-oriented educator. I focus on how to learn rather than what to learn. I’ve addressed this in Freedom to Learn:

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In order to facilitate these desired elements of learning, I believe it is important to focus on the process of learning rather than the products of learning.

When learning is viewed as a product, and the same performance measure applies to all students, learning facilitation can be reduced to cookie-cutter teaching: same pieces of information and instruction are seen sufficient for all students. In a product-centered learning environment emphasis is often in doing activities – worksheets, charts, pre-designed projects – that are either teacher-made or provided by the publisher of the curriculum. The important part of completing these products is getting them right because these products are usually graded! Skilled and obedient students comply with these requests and try hard to get their tasks done right, yet there are many students who just leave them undone.

What about viewing learning as a process? Because students begin their daily/weekly/yearly learning from different levels of knowledge and understanding, they also will end up in different competency levels. And that is okay, honestly. We are not clones. Students shouldn’t be treated like ones. When learning is understood primarily as a process of acquisition and elaboration of information, the natural consequences in the classroom are ongoing differentiation and individualization. Approaching learning as an individual process helps us refocus learning and teaching: the student is in the nexus of her/his own learning, (Is Learning a Product or a Process?)

The following principles from Rogers’ Freedom to Learn are directly addressed when the process of learning becomes the intent of instructional practices:

Much significant learning is acquired through doing. “Placing the student in direct experiential confrontation with practical problems, social problems, ethical and philosophical problems, personal issues, and research problems, is one of the most effective modes of promoting learning” (p. 162).

Learning is facilitated when the student participates responsibly in the learning process. “When he chooses his own directions, helps to discover his own learning resources, formulates his own problems, decides his own course of action, lives with the consequences of these choices, then significant learning is maximized” (p. 162).

The most socially useful learning in the modern world is the learning of the process of learning, a continuing openness to experience and incorporation into oneself of the process of change. If our present culture survives, it will be because we have been able to develop individuals for whom change is the central fact of life and who have been able to live comfortably with this central fact. They will instead have the comfortable expectation that it will be continuously necessary to incorporate new and challenging learnings about ever-changing situations. (pp. 163-164)

Weibell, C. J. (2011). Principles of learning: 7 principles to guide personalized, student-centered learning in the technology-enhanced, blended learning environment. Retrieved from https://principlesoflearning.wordpress.com.

To truly focus on the process rather than products of learning, the educator needs to let go of expectations about the specific products that should be produced by the students. There are expectations regarding some of the processes in which learners should engage (e.g., divergent thinking, questioning, researching, creating, innovating) but the educator lets go of the pictures in her or his mind about what the products should look like.

The benefits for my learners include:

  • They are not limited by my expectations nor the expectations of a lesson or assessment developed by an outside entity (e.g., textbook or testing company).
  • Their engagement, motivation, curiosity, and excitement increase.
  • They learn to tolerate and then embrace ambiguity.
  • Natural differentiation and individualization result.
  • They learn skills such as self-directed learning, taking initiative, locating resources, asking for help that can be transferred to all learning endeavors.
  • It reflects and models how learning occurs outside of school.
  • There is an increased investment and pride in their work.
  • They develop both a sense of confidence and a sense of competence.

The benefits for me, as the educator, include:

  • I work hard to pre-plan process-oriented classroom activities but the learners work harder than me during class time. Students should work harder than the educator during class time.
  • I am continually surprised at and elated about what learners produce. Because of this, I get to learn from them, too. We become a learning community.
  • I get to directly observe how each individual student approaches learning tasks. This furthers my ability to plan learning tasks tailored to the learners’ unique abilities and interests.
  • I get to experience the joy with them as they accomplish a learning task on their own using their own personal abilities, intelligence, learning strategies, and struggles. This joy rarely occurs with standardized curriculum and assessments.

Here are some examples of process-oriented learning activities I have done with my students:

Written by Jackie Gerstein, Ed.D.

December 17, 2017 at 9:43 pm

Exploring Wealth Inequities: An Experiential Learning Activity

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One of the legacies I want to leave with my students (of all ages) is a desire to engage in global stewardship. For more about this see my post, Empathy and Global Stewardship: The Other 21st Century Skills.

As part of my gifted education classes, I am asking my 5th and 6th graders to choose, explore, research, and report via their own Google Sites on one or two of the 17 Global Goals found at The World’s Largest Lesson. Here is the list of global goals selected by my students:

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To supplement their online work, I am doing a series of experiential activities with them (FYI – this also supports my desire to balance technology and no technology activities, where student need to communicate and collaborate with one another without the use of devices). We began these activities with Exploring Wealth Inequalities, which I explain below.

Goals

  • Explore inequalities of wealth and better understand experiences of economic inequality.
  • To graphically demonstrate the vast differences in wealth between different areas of the world.
  • Generate ideas for action towards economic equality.

The Task

To use the supplies given to your group to create a model city.

Materials

  • Masking Tape – both for creating the boundaries and for building
  • Paper or Plastic Cups
  • Straws
  • Index Cards
  • Candy such as M&Ms, Skittles, Hersey’s Kisses.
  • Paper Bags

The Set-Up

The setting below is set up prior to the learners’ arrival.

setup

Randomly separate learners into three different groups. Bring them to their area one group at a time and explain the task.

The Wealthy Group:

The wealthy group has more area in which to work, more supplies, and bags of candy with much more than enough for each learner. The facilitator explains the task offering lots of help if they ask for it. They can leave the boundaries of their area. If they ask for more supplies or goods, the facilitator will get it for them – taking it from another group if needed. An unspoken, hidden rule is that they can offer and give any of their supplies to the lower income groups

 

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The Middle Income Group:

The middle group has everything in moderation – a moderate amount of area to work in – a moderate amount of supplies to build their city.  They each get a bag of candy with a few pieces of candy per bag. The facilitator explains the task but doesn’t offer support.

 

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The Poorest Income Group:

This group is given a taped off area in which there is very little room to move; very limited supplies; and a few pieces of candy to share among the group members. The facilitator briefly and impatiently explains the directions to build a model city with the supplies provided.

 

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Debriefing

Students are shown the following video:

. . . and then discuss the following questions:

  • Were you treated fairly?
  • What aspects of this game represented how the world’s wealth and power are distributed?
  • How did the members of the different groups feel about their situation?
  • After playing this game do you have a better understanding of the situation or attitude of poor people/nations? Of the situation or attitude of wealthy people/nations?
  • Who are the “haves” and the “have nots” in the world today? Who are the “haves” and “have nots” in our country today? In our state or community? Why?
  • Should the “haves” be concerned about the situation of the “have nots?” For what reasons? economic? moral/religious? political? Why might the “haves” give money or resources to the “have nots”? Is this a way to solve the problems of poverty?
  • What might the “have-nots” do to improve their situation? What are some actions that “have-nots” have taken around the globe and at home to address the inequalities of wealth and power?
  • Do you think there should be a redistribution of wealth and power in this country? Why or why not? If yes, how would you propose to accomplish this? What principles would guide your proposals for change?
  • Do you think there should be a redistribution of wealth and power throughout the world? Why or why not? If yes, how would you propose to accomplish this? What principles would guide your proposals for change?

(http://hrlibrary.umn.edu/edumat/hreduseries/tb1b/Section2/activity2.html)

Here are some of the comments from my students during the debrief.

 

Written by Jackie Gerstein, Ed.D.

December 2, 2017 at 5:44 pm

Scaffolding Maker Education Learning Experiences

with 4 comments

I often read via social media about the importance of student centered, student-driven instruction. I wholeheartedly agree. My blog post is called User-Generated Education for a reason. I also believe one of the roles of an educator, in the context of maker education, is to scaffold learning experiences so the end result is students becoming self-determined learning.

Thinking about the importance of learner autonomy and independence reminded me of my early career when I did counseling work with at-risk youth in wilderness settings, taking them on 2 to 3 week wilderness trips. We did what was called Huddle-Up Circles. Huddle-ups were called by the instructors and/or the youth participants any time a concern or problem arose. Everyone stopped what they were doing to gather in a circle to discuss the problem and generate solutions. Needless to say, the instructors were the ones who most often called and facilitated the huddle-ups at beginning of our trips.  Our goal, as instructors and counselors, was to have the young people run the huddle-ups themselves. We knew we were successful when we asked to step out of the huddle-ups by the young people because they wanted to run their own huddle-ups. During these times, we would stand outside of the huddle-up circles and silently observe their processes, only stepping in upon their request. The results not only included the development of skills and strategies for their own social-emotional development, but their success with their earned independence boosted their self-esteems.

This is how I approach facilitating maker education activities. Direct instruction is provided through structured and prescribed activities with the goal of learners then being able to eventually go into self-determined directions. There has been some criticism leveraged against out-of-the-box maker education kits, programmable robots, and step-by-step maker activities. My contention is that learners often don’t know what they don’t know; and that giving them the basic skills frees them to then use their creativity and innovation to take these tools into self-determined directions.

In response, I created and proposed Stages of Maker Education:

makeredmodel1

In my robotics and coding classes, I use Ozobot, Spheros, Dash and Dot, microbits, Scratch, to name of few. I use a full spectrum of activities starting with direct instruction associated with the Copying stage, then assisting learners to move through the Advance, Modify, and Embellish stages by providing them with examples and resources, and finally, encouraging them to move into the Create stage. Sometimes I show them examples of possibilities for the Create stage. I show such examples to spark and ignite their creative juices. Because almost all of my learners have not had the freedom to create, these examples help to get them motivated and going. Here some are examples of two ends of the spectrum – Prescribed/Copy and Create – of some of these robotic and coding activities to show how learning basic skills can lead to creative activities:

My ultimate goal is to have students drive their own learning and I want to help them learn skills to be successful in their self-determined learning.

Written by Jackie Gerstein, Ed.D.

November 19, 2017 at 8:26 pm

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