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New Culture of Learning Post 1

7/1/2015

7 Comments

 
Chapter 1:
Quote: "The new culture of learning actually comprises two elements.  The first is a massive information network that provides almost unlimited access and resources to learn about anything.  The second is a bounded and structured environment that allows for unlimited agency to build and experiment with things within those boundaries"

Question: This chapter has examples of students from all ages and walks of life.  One thing in common is that they are motivated.  I am wondering what we do with the student who is not motivated?  How to we shift ownership of learning to a student who, quite honestly, does not care? 

Connection: I can easily connect this chapter to my 20Time project.  As I posted in my week 1 and 2 blog posts.  There was a stark contrast between the two weeks.  I was motivated to start googling different painting techniques and to begin to teach myself through youtube and blog forums.

Epiphany/Aha: I didn't quite have an epiphany in this chapter.  What I did have was an increased motivation to gamify my classroom next year.  I think I am moving inthe right direction, and this chapter validated my thought process.



Chapter 2:
Quote: "Learning is treated as a series of steps to be mastered, as if students were being taught how to operate a machine of even, in some cases, as if the students themselves were machines being programmed to accomplish tasks.  The ultimate endpoint of a mechanistic perspective is efficiency: The goal is to learn as much as you can, as fast as you can."

Question: If you teach in an extremely rigid environment, how would you create an emerging culture, if you almost have a scripted daily practice from the district? 

Connection: Earlier in the course a few of us discussed Sir Ken Robinsons Changling Educational Paradigms.  This chapter seems to coincide with his thought process about the change needed in education, both where we need to go, as well as a firm grasp on where education has come from.

Epiphany/Aha: Again no real epiphany, but I do want to focus on culture next year.  I think in my new school that will be of extreme importance.



Chapter 3:
Quote: "Instead, information technology has become a participatory medium, giving rise to an environment that is constantly being changed and reshaped by the participation itself."

Question: My question focuses on the quote above.  If we are fully participating in the information environment, such as the evening news.  Walter Cronkite is no longer the utmost authority and truthful purveyor of information, what can we judge as being "true"?  If Mitt Romney can talk about how he and President Obama have different facts and it is ok that they aren't the same, how does this make sense?  Isn't a "fact" something that is undisputed true?

Connection: Sticking with the news theme and "true" information, this has a distinct echo to Dr. Michael Wesch's video about the power of mass media conversations.  He discussed the evolution of audiences and the mass media, specifically citing the evening news, as a way people can now engage with each other.

Epiphany/Aha: I had my epiphany when I came to see the convergence of various readings and videos we have viewed previously in class, such as the aforementioned Dr. Wesch, and Sir Ken Robinson.  I hope as we continue in this program we will see a reaffirmation of the echos of previous classes.












7 Comments
Jessica Love
7/2/2015 03:13:10 am

Great question for chapter 1- motivation is always a struggle because despite how great the class is there will always be that student who doesn't care. My strategy for that has always been to build a strong relationship with those students. Try to find the root of their apathy and adjust to how they learn and what they are interested in. Once I have a strong relationship and they know I will go out of my way for them, sometime they reciprocate and actually participate in class or do the activity because they know it will make me happy.
My hope it to incorporate some gamification strategies in my class next year too.We'll have to compare notes. :-)

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Jacob Dominguez
7/2/2015 08:10:13 am

I had the same questions you had while reading the chapters, how does one motivate students who are just not into it? I mean I usually have an ok results but that's because I give my students options and they usually take the easiest path (I do have some that like a challenge). I guess I'm just confused because if we, for example provide differentiated instruction (are we even suppose to instruct?) does that go against what the chapters are asking us to do? Don't get me wrong some ideas are great but how does that actually look like.

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Andrea Jacobs
7/2/2015 10:30:12 am

I agree with you, Jessica and Jacob on the questions you asked. Great questions! How do we motivate students? Especially if we're moving from the "do exactly what I want you to do" type of learning to "figure out what you want to learn and try that" type of learning. Most kids will freeze and not know what to do and then there are those students who don't care either way. Getting kids motivated to learn is one of the toughest parts of the job. The book so far is great in terms of ideas for what learning should look like, but I hope we get some ideas for how to actually transition our classrooms to this new culture of learning.

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Jake link
7/7/2015 10:28:23 am

Michael,

I agree about the scripted, rigid teaching styles that are almost mandated by most districts. Do you think that's because complacent, ineffective teachers have ruined the accountability process for teachers who want to join this emergent culture? I don't know why there's such a lack of trust or buy-in, even in colleges like Ryerson University. I know that our students will do good work if we provide the structured environment for doing so, but not if everything is scripted with so many limitations for creativity. Good post, thanks!

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Natalie Priester link
7/25/2015 05:00:09 pm

Michael,
Unmotivated students are challenging even without a considering a collective! I think all youth genuinely want to learn but are unable to unless their basic needs are met. It all comes back to Maslow: http://goo.gl/5SwuoT. Collectives will help but attentive and caring teachers will help more.
-Natalie

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Amanda Wallace
8/2/2015 11:01:14 am

Michael,
I agree, motivation is one the most difficult thing to capture in the readings and resources we have covered. I am lucky to work in a specific subject that students find particularly motivating, and have found the use of arts integration serves as a "way in" for students that may have felt disconnected from learning in general. This website is pretty awesome, and details great ways to motivate students that may be perceived as not caring. http://www.artseveryday.org/WhatWeDo/detail.aspx?id=166

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Lili Greenlaw
8/13/2015 06:23:29 am

Regarding your question: "If you teach in an extremely rigid environment, how would you create an emerging culture, if you almost have a scripted daily practice from the district". Ouch! Talk about constriction and confinement to curriculum. There must be a way that you can get out of sticking to the script? I can see how scripts help in some situation, but I find them to be "robot-like" and almost militant. I'm sure if you sold your ideas for delivering curriculum, you would not be shot down. I think in this day and age we are looking for an exciting change. I think the selling point would be proof that the students are learning and having fun while doing it. Good luck with your program!

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