User:Vtaylor/MOOCs/MOOCs 2016

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2016

Girls Education course - Girls' Education Girls' Day School Trust = report

  • confidence, courage, composure and commitment. * Confidence: Girls are secure in their knowledge, and unwilling to take things for granted. Motivated by a spirit of enquiry, they seek to explore and evaluate ideas and arguments in a generous, critical and constructive way.
  • 3.7 legislators. Journey of thought. Must listen and contribute, build with what they add. Each kid startwith 3 blocks. Pass in block as their contribution gets added to the stack.
  • WWW (what went well) and potential changes which would make their work EBI (even better if). MRI my response to. Student says what they will do for EBI. SHould actually do something too. INT. I need to. Same as MRI.
  • 1.11 give and receive feedback * collaboration
  • 1.7 pedagogy, teachers frequently made reference to what girls needed and to the attitudes and characteristics of girls: the need for security, patience, consistency and fairness, “a clearly set out routine”, “a clear summary of the lesson and a coherent set of notes”, “to develop a trusting relationship with the teacher”, “encouragement to have a go and risk it”.
  • Interesting problem to try and frame up. Girls who have done very well in school and demonstrated academic excellence don't necessarily go on to excel at being "grown ups". How well does schooling prepare kids for real adult life? It certainly seems that academic excellence isn't necessarily adequate preparation. Most boys do enough to get by. As girls are more often better academically, this shows up more for them. It is really difficult to get straight A's in real life.
  • "Motivated by a spirit of enquiry, they seek to explore and evaluate ideas and arguments in a generous, critical and constructive way." This sums up an important learning objective. Getting kids to accept responsibility for their self-directed learning is significant challenge. They will do a great job on anything that is asked of them, especially if there are grades for that. We are working to foster a spirit of enquiry.


  • 2016 - Assessment for Learning in STEM Teaching National STEM Learning Centre #FLstemAfL - course map pdf * reflection grid - successes, eureka moments, questions, problems. * questioning. feedback. self & peer assessment. formative use of tests & quizzes. * self-assessment by pupils, far from being a luxury, is in fact an essential component of formative assessment. Where anyone is trying to learn, feedback about their efforts has three elements—the desired goal , the evidence about their present position , and some understanding of a way to close the gap between the two (Sadler, 1989). All three must to a degree be understood by anyone before they can take action to improve their learning
  • 2016 - Designing the Future RMIT University. #FLdesignfutures Learn contemporary design approaches that you can use to work through problems in the world around you. - "dark matter" context of the "problem" - for timber houses with fire-resistent material, had to get the 1900s building code changed * I live in Florida and "work" in California teaching college courses online. To me, designing the future is about using technology to support learning for millions of kids who don't have access to formal education facilitated by "teachers".


MANAGING BEHAVIOUR FOR LEARNING

Managing Behaviour for Learning https://www.futurelearn.com/courses/managing-behaviour-for-learning * Maintain discipline and transform your classroom with one of three courses for teachers from the National STEM Learning Centre. * https://www.stem.org.uk/system/files/community-resources/2016/09/BfLStep1.2_ReflectingBlank.docx

  • 11 October 2016 - Week 3: Intelligent use of recognition to motivate students
  • successes * eureka moments * problems * questions
  • most +v - interesting activities, support, guidance/ not teaching * least effective - lecturing, tell only * most -ve - yelling, long lecturing, threats, berating
  • even the most challenging behaviour can be managed with flair if the teacher’s response is ritualised, safe and emotionless, with a flash of positive reinforcement at the right moment. * what it really is - a young person testing the boundaries, trying to provoke an adult or trying to relieve the boredom of the day * The aim is to leave students feeling responsible for their behaviour * although others may respond to his behaviour with hostility, you are playing a longer game * students need to realise that their behaviour is their choice and that the consequences of that behaviour is their choice also

IMMOOC 2016

“If students leave school less curious than when they started, we have failed them.” -- Innovator’s Mindset. George Couros

  • week 2 * examples of innovation - new and better SAMR technology, supporting and facilitating learning, learner-directed * Critical Questions for Educators - curiosity, questions * personal innovative mindset - problem-finder. networked - who to call, where to look, how to find. creator, doer, action. resilient - find another way forward
  • week 1 * What is the purpose of education? learning literacy * Is innovation necessary in education? of course! * How are you embracing change to spur innovation in your own context? online learning for me and students - read, research, explore, connect, experiment, incorporate, evaluate, discard, replace, revise, improve
  • Zappar Powered STEM Learning Using Augmented Reality
  • A Preview Course on Collaborative Knowledge Services https://learn.canvas.net/courses/1121 CN-2067-COLLABORATIVE-KNOWLEDGE-SERVICES * storytelling - BBQ sauce * title, short context. environment * what's the problem, tension, possible solutions considered, consequences, outcome *

differentiation for learning stem

Differentiating for Learning in STEM Teaching

  • four different categories for how we can plan to differentiate for learning. These are by Task -- how we allow appropriate access to the learning for the students. Outcome -- how students communicate their learning. Intervention -- the roles undertaken by the teacher and others during the learning. * Blooms, SOLO. Hinge point question HPQ. KWLH - know,want, learn how. * Task - How we allow appropriate access to the learning for the students. Outcome - How students communicate their learning. * Intervention - The roles undertaken by the teacher and others’ during the learning. * Route - Allowing students different journeys through the learning.

Works well in groups Can talk about their own learning Checks in with peers to see how well they are doing Makes connections between different ideas Knows when to ask for help Asks the teacher which task they should start on Completes all the tasks Selects activities they feel will be a slight challenge Recognises which activities they can easily complete Knows when the process needs more practice Willing to attempt an activity even when a little unsure

PACE - practice apply correct extend

  • html * practice - try this ... examples in text and references. * apply. demo use in code. * apply - Show in something more than just code - options, attributes. * correct - Talk about what doesn't work, didn't make any difference. * extend - Beyond basic code to do something interesting, special need for personal application, challenge, puzzle.
  • Reflection. Successes. Problems. Eureka moments. Questions
  • Task. Pot come. Intervention. Route.


  • 2016 - Mobile Application Experiences Part 1: From a Domain to an App Idea - Learn how to create your own mobile app using HCI principles. Human Computer Interaction (HCI) methods to understand current behavior in a domain and identify opportunities for novel apps to meet gaps in current offerings. At the end of this series of courses, you will have designed, developed, and deployed your own app. * 21W.789.1x: Mobile Application Experiences Part 1: From a Domain to an App Idea * 21W.789.2x: Mobile Application Experiences Part 2: Mobile App Design * 21W.789.3x: Mobile Application Experiences Part 3: Building Mobile Apps * 21W.789.4x: Mobile Application Experiences Part 4: Understanding Usem* 21w.789.5x: Mobile Application Experiences Part 5: Reporting Research Findings
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