DCL Week 5
Collaborative, Constructionist and Constructivist Learning
Coding and Makey Makey
Let’s teach kids to code.
Scratch is an easy coding software that anyone can use. It uses block technology.
Connect anything to your computer using usb (bananas, steps, backets…) $63 from makey makey from MIT
$23 fakey fakey online from China
Works with anything that will conduct a charge - fruit, people, water, tinfoil…
TASK: Use makey makey AND scratch to make a musical machine
Cooperation - split the tasks to get them covered
Collaboration - everyone doing everything together
Quotes - photos on phone
Task 2: Use Week 4 Top 10 learning theories and online resources to identify aspects of collaborative, constructionist and constructivist learning in the scratch/makey makey activity.
Constructionism
- based on learning by doing.
- utilises physical materials to creatively develop abstract learning
- trial and error/exploring (e.g. changing instruments, changing cables, different circuits,...)
Constructivism (V = Vygotsky)
- task just beyond reach
- team support to sort it out (could do it independently but better together)
- there is a more knowledgeable ‘other’ to go to (teacher, computer…)
- used knowledge (prior) of electrical circuits to problem solve
- everyone brings something different and we can build on each other
Collaborative
- one task → sink or swim together
- everyone working towards the same goal together
TASK 3: Using ITL Rubrics for ‘collaboration’ and ‘use of ict skills for learning’ to assess the level at which these 21st century skills have been addressed by this activity. Discuss ways in which the activity might be adapted using principles of collaboration …
Developing Growth Mindset (LDC)
Intelligence is innate and cannot be developed beyond what you are born with.
“Intelligence (has) become defined as the kind of mind that responds most readily to the peculiar demands of school” (Claxton 2008)
- reinforced by National Standards
- enrichment classes = high stanine entry
Refection:
Favourite subject at school?
Least favourite?
How well did you do in these subjects?
Growth Mindset - fixed and growth mindsets - Carol Dweck
- whether you think you can or think you can’t you’re probably right = Ford
Growth = I’m not sure but I’ll give it a shot (practice moving your brain muscle and it will stretch and get bigger)
Fixed = I can’t do that there’s no point in trying I suck at (maths)
Knowledge does not mean understanding
You get smarter everyday
Kids have more neuroelasticity
The power of ‘not yet’
Change the talk about learning - ‘learning’ Not ‘work’. Learning is continuous and you need to persevere. Work is finished.
Do we display stuff that’s not perfect - value the learning or the product.
Praise reward the effort, the process, perseverance rather than intelligence or talent)
Task: List kid sayings and a growth mindset alternative
Task: Design a classroom activity (digital or collaborative) that will help your students explore/develop a growth mindset.
Aurasma tip - take the video of self before you open the app. It’s easier.
How might we develop a growth mindset in ourselves, or in the staff around us?
- TEAM → trust, Tour rules for learning meetings
- Start with a positive (meetings, PD, …)
- support, trust, back-up
Next Assignment
LDC Assessment 1 Due date: Monday 18th January 2016, 5.00pm
Critically analyse the leadership of a change initiative that you were involved with. Identify the leadership theories, styles and attributes used and evaluate their effectiveness.
Description
Either individually, or in groups of two or three, write a cohesive essay where you evaluate a change initiative and your own role in it with reference to your chosen leadership theories. When reflecting on the leadership attributes and styles used, provide evidence where possible (e.g. interview class or team members who were involved.)
- a leadership initiative that you have been involved with
- have already done - it’s a reflection
DCL Course Notes Week 5
How to Implement Collaboration in our classrooms.
Break class groups of students together and engage in a high-level task, discussing an issue and finding solutions.
Establish a Student Group Agreement that determines...
- A group agreement on the rights of each student voice eg. "one person talks at a time," "respect each other and all ideas," and "no put downs."
- Teachers’ should develop ways to monitor multiple groups through assigning roles eg. an investigator, a recorder, a discussion leader, and a reporter.
- Each member of the group must complete the jobs that accompany his/her role.
- Have students speak in order to keep their attention on listening. Add the "three then me" to the class agreements, meaning that before a student can speak again, they need to wait for three others to share their views first.
- Have the class generate questions and write them on the board. As a class group decide which are the most pressing and interesting questions and discuss with students what makes these particular ones stand out.
- Talk about the types of questions that create the best responses e.g those that are open-ended, thoughtful and often controversial.
- Explain that once someone in the group poses a question, there needs to be time for everyone time to think.
- Let student’s know that the group member who speaks the loudest doesn't mean they'll convince a group of anything. A good negotiator listens well, shows patience and flexibility, points out shared ideas and areas of group agreement, and thinks under pressure.
- When it comes to creating a highly collaborative classroom, teachers need to model listening, paraphrasing, artful questioning and negotiation any and every chance they get.
- In a student-centred classroom, teachers do very little actual teaching as the focus in on facilitating learning experiences for whole and smaller groups.
Questions for reflection
What strategies and activities help you develop student groups? In what ways has collaboration driven deeper learning in your classroom?
LDC Course Notes Week 5
Growth mindset in a leadership context “comes from a belief that those we lead can be motivated to improve and grow their practices. This choice usually involves including many stakeholders in decision-making, over-communicating the vision, mission, and goals, building shared values, and providing specific, targeted, timely feedback.
A Growth-Minded [Leadership] Choice might result in this:
- Validates and addresses staffs fears and barriers
- Communicates the vision explicitly
- Provides support to those who lack knowledge or skills
- Creates an opportunity to share research and information
- Allows everyone access to growth opportunities
- Shares the work load among all staff”
(Diehl, 2013)
See also:
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