Upload
hunterdt
View
1.039
Download
0
Tags:
Embed Size (px)
Citation preview
Interest-Based LearningBuilding new curriculum resources
for engagement and education
David Hunter, MiT
Outline of today’s talk
• Introduce myself• Connections to Moodle• Why IBL?• Introduce Interest-Based Learning• Zombie-Based Learning (an example)• Response to ZBL• Who would IBL empower?• What would we need to do?• Recap
Who Am I?
• Teacher– Masters in Teaching– Social Studies / Language Arts– Seattle, USA
• Curriculum Designer• Project-Based Learning• Blended classrooms• Professional Dancer
Who Was I?
• Merchant Mariner • Dishwasher• High School Dropout– Couldn’t connect learning and school
So Now…• Very interested in engaging students• Promoting the power of education• Promoting the fun of learning
Interest-Based Learning and Moodle
•Open source•Built on community•Worldwide network
Why Interest-Based Learning
Address these issues:Student EngagementEffective lessonsTeaching to high academic standardsRelate learning to the real worldEncourage deeper thinking Promote 21st Century Skills
Interest-Based Learning
• Project-Based or Problem-Based Learning• Set through the lens of different interests
PBL (Project/Problem Based Learning)
• What is PBL?Extended process of inquiry in response to
complex questions, problems, or challengesRigorousLearn Academic content and 21st Century skills
CollaborationCommunicationCritical thinking
Interest-Based Learning
• Project-Based or Problem-Based Learning• Set through the lens of different interests• Allowing Student Choice – Curriculum– Application
• Creating connections to real world applications• Encourage deeper thought• Encourage multiple modes of application
What it would look like:
• Multiple curricula for students and teachers to choose from
• Standards-based• Real-life or narrative driven• Could be local• Open-source + Shared• Similar framework to encourage sharing
How it could work:
• Students and teachers go to a source of Interest-Based Curricula
• They choose the learning standard or concept they are going to learn
• (For example: G-MG.3. Apply geometric methods to solve design problems)
• Students could choose the interest they want to learn through.
Through this resource
There would be a menu of curriculaCould learn through:ZombiesSkateboardingFashion designGraphic designEngineeringEtc…
The Curricula Comes From…
• Teachers• Community Members• Professionals
Each would follow a similar framework and include Real-life or narrative-based applications
Example:
Intro to Zombie-Based Learning
• Includes all Middle School Geography Standards (5-8th grade)
• Standards based on the “Geography for Life” standards created by multiple geographic professionals and organizations
• Narrative set in a Zombie Apocalypse• Problems, projects, scenarios for learning are
set within the narrative
The Standards
• 18 Standards set within 6 sections1. The World in Spatial Terms2. Places and Regions3. Physical Systems4. Human Systems5. Environment and Society6. The Uses of Geography
The Standards
• Standards designed with the outcome to be a person:
• “who sees meaning in the arrangement of things in space;
• who sees relations between people, places, and environments;
• who uses geographic skills;• and who applies spatial and ecological
perspectives to life situations” Geography for Life, 1994
The Narrative
• Students encounter all concepts• In a “realistic” way• In a Zombie Apocalypse
The ZBL Narrative
Preparing for the OutbreakStandard: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective
Example Application: An outbreak might be heading your way. Using data, students map the movement of the zombie infections.
Post-Outbreak SurvivalStandard: How to use mental maps to organize information about people, places and environments in a spatial context
Example Application: Using Mental Maps to navigate.
Finding a New SettlementStandard: The changes that occur in the meaning, use, distribution, and importance of resources
Example Application: Based on resources, climate, hazards, and physical geography, students develop a plan for finding new places to settle.
Building a New CommunityStandard: The processes, patterns, and functions of human settlement
Example Application: Discuss requirements for new community and develop models to grow and construct a safe and sustainable community, based on actual facts of community growth.
Planning for the FutureStandard: How to apply Geography to interpret the present and plan for the future
Example Application: Develop innovative, specific, and long term recommendations for rebuilding a working society.
Response to Zombie-Based Learning
Response to Zombie-Based Learning
Response to Zombie-Based Learning
• Teachers• Education professionals• Geography Professors• Home-school parents• Former students• Zombie enthusiasts• Text book creators• Video game studios
Why so Positive?
• Is it just zombies?• Is it just geography?• Is it a new way to learn?• Is it an interesting way to learn?
What if we created a network of Teachers and Community Members to design Interest-Based Lessons like ZBL?
Who would it empower and what would it require?
Empowering Curriculum
Interest-Based Learning Empowers• Students• Teachers• Community Professionals
How IBL Empowers Students
• Choices based on individual interests• Explore realistic applications• Explore conceptual connections• Foster creativity• Encourages connections to local world and
personal life
How IBL Empowers Teachers
• View teachers as professionals who make important decisions regarding student learning
• Expects effective curriculum, puts emphasis on effective teaching
• Provides tools to practice modifying curricula
How IBL Empowers Community Professionals
• Teaches professionals to create lessons and curricula
• Challenges community members to show how they use academic skills in the real world
• Creates connections between school and professionals in the community
What would creating this community require?
• Educating teachers and community members on effective curriculum design
• Framework of effective IBL curriculum
What would effective IBL framework include?
• Consistent, but openLesson plansAuthentic Assessments (Pre, Post, Formative)RubricsStandards-based Learning ObjectivesReal-life connectionsProject and Creative outlets
Recap
• Combine Project or Problem-Based Learning• With an INTEREST or real-life APPLICATION• Design a curriculum based on high academic
standards• Make it open to everyone• Repeat ad infinitum to create more engaging
teaching resources
Q + AThank you!