Kodiak Virtual Learning & STEM Conference
Virtual MakerspacesKodiak Virtual Learning ConferenceJune 6,
2016
QuestionCan you teach more than you know?
What does a virtual makerspace look like?
Asynchronous
Sharinghttps://plus.google.com/u/0/communities/107418608710807912336https://twitter.com/hashtag/uasroboticsSynchronous
Working Blackboard CollaborateGoogle HangoutsOthers
Makerspace in actionhttps://youtu.be/bvZrXlmwj-I
STRUCTURE (FREE INQUIRY)Micro or Mini-Lesson (5 -10 Minutes)Goal
what will you do today?Modeling Think-AloudsDoing Check-insAll
Share at the EndAssessment: Reflection/Rubric
Student-led doesnt mean a free-for all. The teacher still sets
the structure.7
THERE ARE NO Mistakes
Constructivism vs. constructionism
FacilitatorsTell us the WHY when something worksHelp us to take
short cuts to making something work (theres a formula for
that!)Explain the theory or principle behind something working (the
light works because the electrical current is unbroken what happens
when we break the current?)Celebrate both our successes and
failures during the processUltimately have to give us a grade
FACTSFACTSStudentStudentStudentStudentStudentConfirmation
InquiryStructured InquiryGuided InquiryToo much scaffolding????
AutomaticityWhen we understand concepts and their relationships
to each other
Sometimes, what looks like a mistake is actually
genius....applied too early in the day.
During completion of the Brooklyn bridge, a professor of mine
once told the class, the crews were ahead of schedule and would
finish the framing early in the day two days ahead of the planned
finish date. The foreman was dismayed when the final piece was
raised into place at 6:00 a.m. and the bolt holes did not line up
to the framing that was in place around them; the 500 foot beam was
short by 7 inches. The engineer, when contacted with the news had a
simple reply: "no, the piece is correct. Wait four hours." At noon,
the holes were perfectly matched and the framing was completed. As
it turns out, the coefficient of thermal expansion for steel is
0.000006 per degree F. The engineer had calculated that the open
span and last piece would be mated at noon under a summer sun. What
seemed like a mistake was actually a perfect plan that had no
contingency for finishing ahead of schedule
ENGINEERINGMATHSCIENCETECHNOLOGY
FACTFACTINQUIRY BASED LEARNINGResourcesResources
Progressing Understanding
The wind tunnel tests conducted by the Wrights proved that
Smeatons coefficient of air pressure was in error. The Wrights
discovered that the correct average value for this coefficient was
0.0033 rather than Smeatons 0.005 they had used in designing the
1900 and 1901 gliders. This error was the primary cause of their
poor performance. Using the Smeaton value of 0.005 had caused them
to overestimate the force of lift in their design by 40%.They also
found an error in Lillenthals lift coefficients, but it was a minor
error within the angles of attack they would be flying. There was
close coincidental correlation between the Wrights and Lilienthals
coefficients between five and eight degrees of attack.The Wrights
had for the first time in history established a scientific basis
for designing an airplane that would perform in accordance with
prior calculations. Previous experimenters had relied on guesswork
using trial and error. The Wrights relied on facts and figures.
They now knew how to design a wing in which they could have
confidence that it would fly.
Evidence
The ?s in the makingKit? FreeSpace?Genius Hour Structure?Flip
it? Student lead lessons?
ASSESSMENT
STUDENT FOLDERS/STANDARDS CHECKLISTMASTERY
TASKSREFLECTIONS/RUBRICSTESTS
ACCOUNTABILITYRESPONSIBILITIES TO THE GROUPSTATUS CHECKSSET
DAYS/TIMES FOR PROJECT SHOWCASESTATE OF THE PROJECT MEETINGS
CAN YOU TEACH MORE THAN YOU KNOW?
