Arquivo da categoria: LDT – GSE – Stanford

Learning Environments – Week 8 – Class Notes

We drew mind maps of all the learning theories we read in class – amazing peek into how other people think and organize their cognition.

Here’s mine followed by Matej’s.

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Reading Czars ruled again today – great group activity – Group pictionary

PhD information session

Attended an informational session about what the process of applying to a PhD looks like.

You have to find a professor who will be your research mentor. Usually you will not work at the institution you got your PhD from since you’re an expert in a field already ‘covered’ by your mentor.

Tech 4 Learners – Week 8 – Class Notes

As usual, a dynamic class. Did a group exercise to talk within our groups and share what we thought of each other… celebrate something they did looking back. Looking forward, what constructive advice could you give?

Intro to Teaching – Week 8 – Class Notes

We talked about classroom management and about our next assignment in class.

No notes or pictures but great class.

Correction- took notes on the iPhone:

Intro to Teaching
Nov 10
Class Notes

Homework next week – position paper – can cite from any reading

Questions for instructors

How does all this apply to higher level teaching?
Professional Development / Teacher Credential Programs

East House – Teacher Credential Programs – 5:30 – 7:00pm

How did Lampert establish norms to teach the math content?

Proactive classroom management – set norms to be able to get good behavior

“These kids must be gifted”

Classroom management

Video Review: what are the types of management techniques are being used?

gives them a method to write down
- Write the 4 down
  - Write 3 sub-items for each
walks around verifying if they are having problems
share with neighbor to discuss ideas
“anyone want to add to that?”
promotes individual decision-making – why – made them think
- discuss with group
mediated discussion – now you reply
as a result of this discussion – reflect
what we learned – is that you yourselves com up with discussions and good questions

Behavior management

-> I didn’t say that parents were at fault but that teaching is parenting to the nth power

Video analysis

Kids do well if they want to.

Your role will be to figure out what he wants.
Could be potentially dangerous if you work on the wrong ‘want’.

Kids do well if they can.

Your role is to make sure that you help there is nothing on the way.
Collaborative problem solving.
Try to find together with the kid what the underlying issue is to find out what is getting in the way of getting them there.

Restorative justice

as opposed to zero tolerance
talk to the kid – empathize with their victim

Audio media about Restorative Justice

kids are a long term project

Brazilian Education – Week 8 – Class Notes

We listened to Luana Marotta, a fellow Lemann Fellow, present her dissertation’s rough draft. She is a PhD candidate in International Comparative Education admitted in 2012.

Her research looks at the causes of dropout rates in high schools and is finding that it has a lot to do with retention – in other words, the chances of a student dropping out after he repeats a grade are significant.

Tech 4 Learners – Week 8 – Assignment Revised Point of View

Assignment

Round 2! What is your new and improved Point of View?

Response

Our point of view has stayed the same – after these weeks of work, we really want to continue working with Achu and work on the same learning goals.

HMW support ACHU generate more words and even sentences?

We have three new prototypes that we are excited to see working with him this week:

First, we want to build on our previous video narration idea. However, we also want to incorporate the protégé effect, and the idea that while Achu might not find it always natural to speak for himself, but might find it compelling to speak if it is to speak to someone else/to help someone else.

For this idea, we are creating a character who will introduce themselves to Achu, and explain that they absolutely need Achu’s help to describe what is on the screen below because they cannot see. First, they will ask Achu to describe a picture, then we will ask Achu to describe a video.

This is meant to be a scaffolded exercise, and we maintain the idea of recording Achu as in previous prototypes and play that back to him.

Based on Marina’s feedback, we want to build on Achu’s strengths, one of which is the ability to solve/put-together puzzle pieces really well. We are designing a game that requires Achu to put together sentences, where each word is on a puzzle piece that only fits with the others in certain ways.

We want to test out an existing cat app with Achu, popular among children, whereby one speaks to the app, your voice is recorded and the cat replays it as if you spoke it. Beyond the entertainment value, we want to test this out to see if this might work as a warm-up exercise for Achu to generate more words. We also want to test our hypothesis that hearing his own words will give Achu a better sense of the value of his own words.

Electric Wheel

So I am transforming my wife’s tricycle into an electric one. Bought a front wheel with an brushless electric motor, the controller, accelerator and breaks BUT it came with no batteries! So now I am talking to some battery manufacturers to get the correct battery (Voltage, Amps per Hour, Capacity and so on…) and the right connectors and casing for it. Getting there 🙂

Qualitative Research – Week 8 – Reading Assignment

Assignment

“Reporting Ethnography to informants”, Page, Samson, Crockett (1998)
“On Seeking –and Rejecting– Validity in Qualitative Research”, Wolcott, Eisner, Peshkin (1990)
“Standards for Reporting on Empirical Social Science Research”, AERA (2006).
“Qualitative Analysis on Stage: Making the Research Process More Public.”, Anfara, Brown, Mangione (2002)

Notes

Be my Manatee

A play on words from the popular TV show 30 Rock – NBC.com “I will be your mentor, and you my manatee”.

Idea that has been brewing after I found the app Be My Eyes…

Why not a Be my Nerd? Be my Mechanic? Be my Stylist?

When you want help, you want it from a person, right then and there – you don’t want to search on Google and sift through thousands of pages, videos and tutorials that do not apply to you.

You want to get an expert on the phone and show them what is going on…

Open the app, choose a problem category and the system will start ringing the experts – once one picks up, your session starts.

Thought the expert was helpful? Donate some money for his time – he will be very thankful – and you’ll be able to call him back if necessary.

Learning Environments – Week 8 – Reading Assignment

Assignment

“Imagining the Cognitive Life of Things”, Edwin Hutchins, 2006

“A sociohistorical approach to remediation”, Michael Cole and Peg Griffin, 1986

Response

“… the insight that language gives us the world twice. As Alex- ander Luria (1981, p. 35) put it:

The enormous advantage is that their world doubles. ln the absence of words, humans would have to deal only with those things which they could perceive and manipulate directly. With the help of language, they can deal with things which they have not perceived even indirectly and with things which were part of the experience of earlier generations…

” Cole M. & Griffin, P., 1986 pg. 1

New technologies and forms of communication will hopefully give us the world thrice. These two readings coincidentally linked to a few other readings and experiences I had this week.

“We seem to forget sometimes that speaking is an embodied activity.” (Hutchins E., 2006 pg 1). I made the obvious association with a lecture by Janet Vertesi (Links to an external site.) speaking about her research “Seeing Like Rover: Visualization, embodiment, and interaction on the Mars Exploration Rover Mission (Links to an external site.)”. The scientists would twist their bodies to be able to figure out what would be the Rover’s next moves. Their thinking, learning and communication was enhanced by their bodies.

It also reminded me of Kuhl’s research showing that babies exposed to Mandarin through speakers did not learn how to recognize certain speech syllables. The ones exposed to the same content but delivered by humans were able to recognize the speech syllables.

So intrinsically, we learn from human beings. We need classrooms. But we need scale. Technology scales. But so far it seems like effective learning has not scaled along with technology or its promises.

How might we deliver this invisible exchange and engagement that only happens between humans with technology? The written word has brought us thus far and we are now exploring with new interfaces. These new interfaces one day could be able to tap into the necessary wavelengths to facilitate or scaffold learning in a more scalable fashion.

I also saw a lecture by Sean Follmer about his work with space displays (inFORM – Interacting With a Dynamic Shape Display) and other “Tangible User Interfaces (TUI)” Ishii, H., 2008. If we think ahead we will see interfaces that will be able to transmit with much greater resolution, educational concepts, enhance remote interactions between humans and hopefully enable more effective learning to happen.

“I do believe that TUI is one of the promising paths to his vision of invisible interface.” Ishii, H., 2008

Notes