Tony Vincent vs. David Warlick Rap Battle

The hashtag is #4productivity
Learninginhand.com/productivity contains a Infographic┬ámoving though what looks to be the entire presentation. I’ve referenced Tony’s site in multiple instances, and really appreciate his resource, but I think his intended audience is a bit less advanced as what I was hoping for. I hope I didn’t abandon ship too soon, but I didn’t come down to San Diego to learn how to use ifttt.com. It’s got to be one of the most elegant interfaces to just plug and play into. I heard great things about his session, so it must have met the needs of some, but I escaped 10 minutes in, and walked across the hall to see David Warlick. I’d seen David speak a number of years ago at RCAC.

http://personalizedlearning.com/the-count

Talking about hyper connectedness. The power of connecting with lots of other people, and what the ability to do that does for learning. He spoke about the online components, but that is not to say that the face-to-face isn’t important, isn’t part of the process, and isn’t less important.

In the past (before Google) where were we going to ask the 150 000 000 questions asked daily on Google. Google has made us a question asking culture.

Where will students go for answers 10 years from now?

Red Dead Redemption. A current video game. There are no instructions. The entire model is based on ensuring that the user questions and attempts to answer their own questions.

Detailed rubrics can have a tendancy to question-proof the project. Set out every specific need and students will built the product in the teacher’s head, rather than working through the process of creating their own.

Start with the problem and have the students Question themselves into the rubric, into the details they think are important, and allow those details to be customized for each individual. The creation of the project is a discussion that helps each student decide how they will work through the process.

Student Created Classroom notes:

http://adifference.blogspot.com/2006/11/distributed-teaching-and-learning_21.html

Ian Fogerty, a teacher our of New Brunswick, has his Science students create their own lab manuals, that then become something of a textbook for the class.

Student quote: “What’s the purpose of school? To not get caught being wrong.” And yet we become successful by getting it wrong until we get it right. Sometimes the best answers are result of the wrong answers.

He then posed a theory that we are becoming a more playful culture.

Are we playful enough to give ourselves permission to get it wrong?

Doodlebuzz.com. Another example of our emerging playful culture. There is no practical application for this tool. But because it was fun, and because it was interesting, and because they learned things through the process, it’s a worthwhile venture.

Can we not only give people permission to make mistakes, but build mistakes into the learning.

Activities should be

Responsive
Provokes conversation
Inspires personal investment
Guided by safely made mistakes

http://idave.us
http://colearners.idave.us

Published by jarbenne

Jared Bennett is the Student Information System Consultant at Hamilton Wentworth District School Board.

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