I would bet money that YouTube is one of my students most used websites. Whether they are at lunch break or waiting for their parents to pick them up, they care constantly watching music videos, laughing at the newest YouTube sensation, or just browsing for news.As an educator, I think it is important to harness their interest and knowledge of the website within the classroom. YouTube provides some incredible opportunities for learning, in more inventive and creative ways than just watching a video. As I began to make a mental list of the possibilities, I realized that it was time to make a chart
Teaching With YouTube: 197 Digital Channels For Learning
If you don’t have a YouTube channel as an education provider, there’s a good chance you’re behind the times. Nearly every major educational institution in the world now hosts its own collection of videos featuring news, lectures, tutorials, and open courseware. Just as many individuals have their own channel, curating their expertise in a series of broadcasted lessons.
Just down the hall from Paulo Blikstein’s office at Stanford University is a student laboratory of the future. It has spring green-and-yellow tiled floors, matching walls and is stocked with every type of digital fabrication tool one can imagine: laser cutters, 3D printers, 3D scanners, 3D milling machines, robotics, and programming tools. “In short, we have machines that can shape objects and electronics to make those objects behave,” says Blikstein, director of the Transformative Learning Technologies Lab at Stanford University.
MIT’s Neil Gershenfeld originally envisioned Fab Labs as small-scale digital workshops accessible to all. Blikstein adapted the concept specifically for junior high and high schools. His FabLabs@School are spaces where students work on long-term, creative projects, using their imaginations to bridge the gap between their ideas and the tools and training necessary to bring them to fruition. Since 2009, Blikstein and his colleagues have opened five experimental FabLabs@School: one in Bangkok, Thailand; one in Moscow, Russia; and three in Palo Alto. A sixth is opening soon in Melbourne, Australia, a seventh in Mexico City. As they roll out the labs, they conduct careful research on how best to deploy and make use of them in an educational setting.
Learning happens everywhere–inside a classroom, at home, in the car or on the bus, and on weekends. As students have more access to mobile and handheld devices, they have more learning opportunities.Videos are some of the best teaching tools available to teachers and students, and YouTube offers a seemingly infinite number of educational channels on varying topics.
The classroom is merely a vessel for innovation to bloom. A teleport from fundamentals to deeper levels of thought. My inspiration came from glossy photos of the newest startups with their converted lofts and warehouses — giant spaces organically separated with couches and wooden tables for intimate groups of thinkers to spread out, collaborate, and develop. My first encounter with creative spaces was a magazine article showcasing the offices of Google. The design was fresh, brave, and inspiring. I began to notice other companies using similar frameworks — each different according to their purpose. These startups not only introduce products and concepts that harness novel thinking, but their work environment itself embraces invention.
Learning to create, manage and promote a professional learning network PLN will soon become, if it’s not already, one of the most necessary and sought after skills for a global citizen, and as such, must become a prominent feature of any school curriculum.Few progressive educationalists would argue that a personal learning network PLN is not incredibly valuable and important. Passionate advocates including Murray, Whitby, and Sheninger lead with clarity in such discussions. The wealth of professional development that stems from such a network is quickly defining it as an essential tool for teachers, and will, I believe, replace organised costly professional development undertaken by organisations.
Design Thinking in Schools: An Emerging Movement Building Creative Confidence in our Youth – Getting Smart by Guest Author – design thinking, IDEO, Innovation | Getting Smart
A few years ago I interviewed a group of high school students who had just taken a semester-long “Introduction to Design Thinking” course. In the class, they did a series of projects with increasing complexity in order to learn the process of design. I asked Andrew, a freshman, to name his favorite project from the class. Without pause, he answered, the first one — designing a name badge for someone else.I was surprised to hear Andrew’s response, as I tend to think big in terms of the potential for design thinking. I believe that design can help address the world’s greatest challenges, and frankly, I wasn’t quite sure why the teacher had opted to include something as seemingly mundane as designing a name badge. Intrigued, I asked Andrew to tell me some of the reasons he liked that project so much.
So far, the challenges of transforming education into a system capable of inspiring students to become skillful, creative, knowledgeable problem-solvers fall into familiar territory: What types of curriculum, standards, skills, strategies, and adaptations to classroom teaching methods will be necessary to do this?But it’s likely these will prove to be secondary questions. As education crosses the divide between a transmission model and an inquiry model, a more pressing issue will be apparent: How do we identify, attract, nurture, and train teachers who have an “inquiry-friendly” personality?The issue already is in view. When a teacher comes out from behind the lectern, leaves the front of the room, kneels beside a student to coach them through a problem, offers feedback designed to promote confidence and perseverance, and becomes a true partner in the learning process, the relationship between teacher and student automatically shifts. It’s no longer about telling; it’s about listening, observing, and creating the channel of trust that opens up a personal connection between two individuals.
Project Zero can inform a school’s curriculum, but it is not a curriculum per se. The IB curriculum, for example, provides topic ideas and resources for teachers but doesn’t dictate the pedagogical aspect of the coursework. Project Zero concepts can help teachers identify how to deliver curriculum content to their students in a way that is meaningful to them.In the traditional classroom, a teacher delivers information to students who are passive recipients. Students are then called on to give back that information in a formal assessment. A Project Zero teacher facilitates learning by allowing students to develop their own interpretations with his or her guidance.“By constructing their own understanding of a text, they are going to remember it better,” Reese explained. “They are going to see more meaning … and they are going to remember the way they approached it when they approach something new, even if it is in a different discipline.”The goal is to teach thinking skills that improve students’ reasoning, problem-solving skills and creativity, in part by having them question old ways of thinking and be actively engaged in the learning process. David Perkins of the Harvard Graduate School of Education told the Harvard Gazette that his researchers discovered that the biggest problem that stood in the way of thinking was not IQ but alertness. “Things just pass people by,” he said. “They didn’t notice the little anomalies. They didn’t notice that the other side of the case was missing.”
Nope, not the kind that gets put up outside buildings that are being renovated. The kind where your students can dig deeper into their understanding of a particular topic. The kind where they can begin to uncover previously unrealized connections in subject material. The kind that makes them better problem solvers and learners. But how can you get your students to think as problem solvers? You can break down the learning process for them – scaffolding. If the students can begin to understand even subconsciously where their information is coming from and how to attain that information, they’ll become more efficient learners and excellent problem solvers.