Feeling clever? Here are is a collection of project ideas, documentation and reflection on teaching and learning. When we are Fussing with Stuff, we take greater control of the devices and systems in our lives.
Saturday, July 19, 2008
Learning Styles and Teaching Styles
Today I saw the need for different learning styles and teaching styles in action. I thought it was interesting how they voiced a need for a different style out of me, and I was able to do what I could to accomodate it.
In the world of MCAS, No Child Left Behind and centralized testing of curriculum outcomes, the learning objectives come from the top and get delivered to the people below, whether the people below are teachers or students.
What I am seeing with Learn 2 Teach, Teach 2 Learn, there is little of the top/bottom hierarchy in the structure. "We want to learn it by doing it, not by hearing it". That works for me, but it does make for a tricky situation of making sure that "everybody gets It" Who defines the 'It' that they are getting?
If people demand not to have hardly any lecture based delivery of information and then start side conversations and other off topic activities, then it is probably not about learning styles and teaching styles, its probably more about control of the situation and other behavior issues. If a goal is framed, but not worked towards effectively, then what is the problem? Is the search for information not being treated seriously, or is there a problem with learning tools and techniques? Is it not okay for participants to ask the questions they need to get the results they have framed as goals?
In a lot of public school learning situations, the emphasis has really become 'results based learning'. Some call it teaching to the test. Students should know this that and the other thing, and here is how they will get there. In the l2t/t2l environment, the learners are framing a lot of the goals. This can be a messy, exciting business. With everybody heading to the goal in their own direction, they all can learn creatively and come up with novel solutions to the problems they face.
In this technique and process, some people can fall or slip through the cracks. They may not understand the goals (fall), or they may not agree with them (slip). In either case, it is possible for them to quietly (or sometimes not so quietly) dodge the goal and not get it done, or get it done poorly, or let their groupmates do it for them.
I would be very interested in getting your feedback on this. I am also looking for the right place to park this type of written work online. I would rather have a community of writers than a solo effort. Care to join me?
On PBS, WGBH Channel 2, there is a great show based on engineering challenges where teenagers compete with and against each other. This week’s show has two teams working together to build a hockey practice target for use by the Bruins. When I watched the show this morning (it airs again at 5:30pm Sunday) I was struck by some similarities between our program and theirs.
They have teenagers working together to solve problems.
The participants are doing complex things with interesting systems.
The individuals are explaining what they are doing as they do it.
Builders and makers are learning about the things they are working on and providing a functioning project.
Fab Lab and Scratch Field Trip - Saturday Programming
On Saturday February 17, Tim Hovey and I took our Saturday Programming group on the road. The South End Technology Center (SETC) hosted us for the day, where we worked in the Fab Lab in the morning, then experimented with Scratch in the afternoon. We were met by Ed Baafi, who runs the Fab Lab portion of SETC. Ed introduced us to the lab and some of its possibilities. Mel King, who runs the South End Technology Center stopped by for a bit during the morning. Michael Nagle assisted the group in the Fab Lab. Amon Millner of the Lifelong Kindergarten Group at MIT worked with us on Scratch.
We ended up taking the T, but there was some kind of track repair and trains were not running on the usual tracks. Taking the train added at least 45 minutes to our travel time in. I guess that kids ride free on the train, so we actually saved a lot by not having to pay $50 for parking two cars. As it was, it ran $110 to bring the group in and feed them.
Mr. King was there for a few minutes, but I didn't get much of a chance to talk. Things were busy, kids were figuring out how to work the equipment and get what they needed. Nagle helped out with the late morning part of the day. There was a definite Creative Buzz in the room. The kids figured out their pecking order for who would cut on the laser. When Amon finished up his conference, he stopped by. When I left, Geoff and Amon were handling the lab and lockup.
The kids had a great time in the lab. They were all able to make things of their own design, starting with a cardboard product and working up to plexiglass when they had their design right. OpenOffice was new to most of them, making designs that are based on only lines was also a new concept. Kids tend to design stuff with color. The laser doesn't care about color, only line.
The scratch session was not as productive as I had hoped. They did figure out how to do a bunch of things, but we could have used about another hour to really get some product. The scratch boards don't work with the older version of the software on most of the machines. Most of the kids made accounts on the Scratch site, and saw how to find it by searching for scratch, top entry on the google search. They sounded like they would like to do some more experimentation with it. In about an hour and a half, they were getting the software to work and programming their animations to do what they needed. Alec did a demonstration on how to get the background to change. With headphones, they could hear the audio of what they were programming.
Angela tells me that the group dynamic was a bit off by her observation. She would have liked to work with more of a variety of kids. Two of them were spending too much time working together. I had to tell a some of the boys to moderate their behavior. These suburban kids really don't have their 'city faces' yet. They were excited.
On the whole, everybody agreed that it was a fun time, and they would all like to go back again. We will do some work with scratch at home and in our saturday sessions. I will also see about bringing them over to the high school to show them some of the possibilities there.
At this point, there are some parts of it that can and should be repeated with other groups: We introduced new users to the lab. We showed some of the things that other people had done in the lab, such as some furniture made on the Shopbot and prototypes made on the lasercutter. We demonstrated the software tools of open office and CAM. All the participants had enough time to design at least one thing on open office draw, make a series of cardboard tests, with the lower settings, then a finished piece with the more powerful settings to cut in plexiglass. They had to measure their piece, and place the cut on a piece of plexi that had already been cut by other users. Some of them had the opportunity to make relatively complex designs by merging shapes to remove interior lines. The older kids made more representational pieces, alien, spaceship, star in a circle, while the younger participants were active in making shapes which had their names or other words etched onto the interior. Everybody was able to make something of their own imagining that they could carry a physical representation of out the door. They were universally interested in returning to the lab to make more.
Links photos Nagle's reference to Buzzing Creativity - Link
Scratch Website - Link South End Technology Center Website - SETC Site
Facilitators: Ed Baafi runs the fab lab portion of SETC link Mel King runs the South End Technology Center - link Amon Millner works on the Fab Lab and Scratch projects at the Media Lab link Alec Resnick is a senior at MIT, helped facilitate in the lab - link Mike Nagle is an MIT grad, runs a summer camp in cambridge, will help facilitate - blog link and Camp link Chris Connors is a technology and engineering teacher at Duxbury High School and cofacilitator of the Saturday Morning Programming Group - Connecting link and blog link Tim Hovey is a programmer by profession and helped initiate the Saturday Programming group to fill an unmet need for teaching kids how to use the computer as a tool through programming.