by James | Jul 4, 2023 | JamesEd, MakeFashion Edu
MakeFashion Edu is not just a fun project, it has solid connections to progressive education philosophy and academic musings. For newcomers, this is our project where students choose advocacy issues and then combine fashion and electronics for a public runway, exemplifies Dale Schunk’s (noted education academic) notion that learning and cognition are shaped by a learner’s beliefs, which in turn, are influenced by personal, social, and cultural factors. This project-based approach promotes Social Learning Theory.
MakeFashion Edu places students in a real-world scenario where they present their fusion of fashion and technology at a public fashion show. Simultaneously, they engage with a global audience through our Instagram account (instagram.com/makefashionedu). This authentic learning framework allows students to receive real assessments and feedback from the public – outside the walls of the classroom (Shaw, 2018). Pride or shame comes, not from the teacher, but from the viewers. Consequently, students are not merely absorbing knowledge passively; they learn actively through societal appraisal. I think this aligns very well with the spirit of Schunk’s viewpoints, if not the exact phrasing.
Constructivist Learning Theory also intertwines well within the MakeFashion Edu project’s ‘fabric’. A big goal is the belief that learners actively construct their own understanding and knowledge (Schunk, 2012) – learner agency. Students are afforded ample autonomy to define their success, and I as a teacher discuss it openly in class. This choice varies per student and could manifest in a deep dive into electronics, crafting persuasive arguments, or honing craftsmanship to elicit public appeal. The crazy diversity of student paths towards success really shows the constructivist principle of learner-centered knowledge construction.
In line with Schunk’s emphasis on metacognition, the teaching approach taken encourages open discussions on learning strategies. By prompting students to reflect on their strategies and knowledge building process, the project further reinforces their metacognitive skills. It’s a great blend of Schunk’s viewpoints!
References
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Boston, MA: Pearson. https://www.researchgate.net/file.PostFileLoader.html?id=53ad2847cf57d75c068b45c5&assetKey=AS%3A273549456019456%401442230680395
Shaw, M.A., et al. (2018). The SteamHead Design Immersion Curriculum. SteamHead Productions. Retrieved from https://steamhead.space/design-immersion-curriculum/
by James | Apr 24, 2023 | JamesEd
ChatGPT just did an excellent job helping to teach me! Educational Theorist John Dewey wrote a fantastic essay in 1938 called “Experience & Education”, which shares nuanced viewpoints on progressive education. The points he makes are important for me to reflect in my curriculum plans for next school year. However, it is super dense, and written in high-eleven academian, and is super long winded to help in avoiding subtle philosophical contradictions. But here it is summarized into four main points!:
**Section 1: Traditional vs. Progressive Education is a False Dichotomy**
John Dewey’s “Experience & Education” examines the contrast between traditional and progressive
education. Traditional education, Dewey argues, is rigid, authoritarian, and focuses on the transfer of knowledge from teacher to student. In contrast, progressive education emphasizes the role of experience in the learning process, fostering active engagement, collaboration, and problem-solving.
Dewey criticizes traditional education for its lack of attention to the individual needs of students and its focus on memorization and rote learning. In progressive education, however, the learner’s experience is central, and curriculum is designed to be flexible, allowing for adaptation to individual interests and abilities. Dewey also critiques the false dichotomy that has arisen between the two approaches, suggesting that a balance can be struck between the essential elements of both.
**Section 2: Educational Experiences: Continuity and Interaction**
Dewey delves into the role of experience in education, asserting that all genuine education arises from experience. He emphasizes that not all experiences are equally educative; some can be detrimental to the learner. To ensure quality learning experiences, Dewey proposes two criteria: continuity and interaction.
Continuity refers to the idea that every experience influences future experiences. As such, educators must consider how each experience sets the stage for subsequent learning. Interaction, on the other hand, highlights the importance of the interplay between the individual and their environment. Dewey believes that effective learning occurs when the learner actively engages with their surroundings, allowing them to construct meaning and develop new understanding.
**Section 3: Teachers as Facilitators instead of content-machines**
In progressive education, the role of the teacher shifts from an authoritarian figure to a guide, collaborator, and facilitator. Dewey emphasizes that teachers must create a learning environment that encourages exploration, inquiry, and reflection, while also providing guidance and support when necessary.
Teachers must be aware of their students’ prior experiences and be able to build on them in a way that fosters growth and development. They should also cultivate a sense of community within the classroom, promoting collaboration and social learning. Dewey stresses the importance of teachers being lifelong learners themselves, constantly reflecting on their practices and seeking ways to improve.
**Section 4: The Democratic Ideal and Education**
Dewey connects the principles of progressive education to the democratic ideal, asserting that a well-functioning democracy requires educated and critical citizens. Progressive education nurtures these qualities by fostering an environment that promotes inquiry, communication, and collaboration.
Dewey also emphasizes the importance of education in social reform, arguing that progressive education can contribute to breaking down social barriers and fostering a more just society. By promoting the growth of each individual and equipping them with the skills necessary for active citizenship, progressive education can help create a more democratic and equitable society.
In conclusion, John Dewey’s “Experience & Education” outlines the benefits of progressive education in comparison to traditional methods. By focusing on the role of experience, the teacher’s role as a facilitator, and the connection between education and democracy, Dewey’s work continues to shape educational theory and practice to this day.
(ChatGPT-4, James’ Dewey Prompt, April 24, 2023)
by James | Feb 28, 2023 | JamesEd
Dyscalculia is a congenital condition that affects an individual’s ability to acquire and perform mathematical tasks. It is a lifelong condition, and here is a Numberphile YouTube video on it.They say 3-6% of people have it!
Having dyscalculia does not mean a person won’t be successful and happy, but it can often mean that academic or other life tasks are not well-designed for them.
I read a pretty long academic paper, or five, on the condition, it’s identification and possible “treatments” (awful word choice by the academics, imo). Funnily enough, when seen through the eyes of technology-integration, a large amount of the “treatments” fell into things I do anyways for all of my students.
Here is a list of things, you can imagine how without tech these things might require a lot of work especially just for a few students. Imagine applying this stuff to paper worksheets:
- Offer students the use of Microsoft Teams Immersive Reader
- Use sans serif fonts as a default.
- Use “dark mode“
- Format your content nicely, or copy/paste other content into a new doc
- Use bullet points
- Don’t justify paragraphs
- Add whitespace with page breaks or extra space between paragraphs
- Add hyperlinks
- Add images (PowerPoint auto designer is awesome for this btw)
- Allow students individual access to documents, so they can review at their own pace. The Teams “Assignments” function does this really well.
- Encourage note-taking directly on the study materials; once again “Assignments” is useful to get each student their own copy of the lesson doc that you can later review.
Finally, just raise awareness in class over learning difficulties, so that students can self-advocate for themselves.
Credits:
- Words by James Simpson
- Images by Thufir running DiffusionBee
by James | Feb 7, 2023 | JamesEd
In my 2018 classroom, I had the privilege of working with 18 students, two of whom presented with disabilities. Specifically, Theo was diagnosed with moderate autism, which impacted his social abilities, and Maria had a sensory processing disorder that resulted in high sensitivity to certain sensory experiences, such as physical stimuli and sound. My personal experience with misophonia helped me to connect with Maria and understand her challenges.
Theo, sitting in the corner
The seating arrangements in my classroom were designed to cater to the diverse needs and preferences of my students. Theo was granted the privilege of sitting almost exclusively on the floor in the front corner of the classroom. This arrangement allowed him to avoid unexpected social situations and be in a familiar and predictable environment. Furthermore, he was permitted to start working before my instructions had concluded, which facilitated his active learning and information retention, as well as reduced his dependence on support from his peers.
Maria, experiencing distress from a sound
Maria, on the other hand, did not receive specific seating arrangements but was provided with the privilege of changing her physical location as required to avoid highly sensitive stimuli. This was particularly important in light of her high sensitivity to stimuli, such as the crunching sound made by scissors when cutting certain types of paper and proximity to electronic devices. As a result, Maria often had to move her seat in the middle of a lesson, which could have been a hindrance to her learning process, but instead helped her to develop resilience to painful stimuli and allowed her to resume her work without disruption.
In my opinion, Maria’s experience was greatly benefited by the understanding and support she received from her classmates and the school. This understanding not only improved the empathy that other students had for Maria’s condition but also resulted in more positive social experiences for her.
In conclusion, I believe that I was fortunate to have had a classroom with clear challenges, as it provided a valuable learning experience for my students and myself. I am aware that other classrooms took different approaches, some that did not work as well or support diversity, and I wonder what internal lessons my students took away from comparing my class with others.
Related Reading
Credit
- Author: James Simpson
- Artist: Thufir running DiffusionBee
by James | Jan 4, 2023 | James, JamesEd
I.B. teachers, trying to come up with an IDU concept? I have three suggestions here, and one is from an AI! I worked as a Tech Integrator at an I.B. school in Shenzhen, China. Our hallways were filled with students of different backgrounds and cultures, and the program turned out to be an excellent fit for the school and the teachers. One aspect of I.B. that was often challenging for new teachers was the Inter-Disciplinary Units (explanation added at the bottom if you’d like it – TL;DR it’s a project that spans two subjects. Think math isn’t useful? Try combining it with any other subject to see it’s immense use!).
It was a challenge to come up with interesting ideas that both teachers could equally support and would achieve the IDU objectives.
Here are three inter-disciplinary units that could be run between the Individuals and Societies course and the Mathematics course in a high school with an International Baccalaureate curriculum. These feel like classes that don’t intersect, until you see some obvious examples:
- Climate change and carbon footprint: This unit could explore the environmental and societal impacts of climate change, and how calculus can be used to measure complex measurements used to understand these issues. Simple Hawaiian Climate Example and Lots of Complex Examples
- Social inequality and economic mobility: This unit could examine the ways in which social and economic factors can impact individuals and societies, and how mathematical concepts such as probability and statistical analysis can be used to understand and address issues of inequality and mobility. New York Times Tool and Lesson Example
- Political polling and Decision Making: This unit could examine how polls and surveys are used to gauge public opinion and inform decision making in the political realm, and how mathematical concepts such as sampling and statistical analysis are used to interpret and present the results of these polls. Example: Just to be genuine, I couldn’t find an example easily! So I asked ChatGPT how it could be done; teaching algebra with a “voting systems” project. Pretty good answer!:
ChatGPT: One way to teach basic algebra using a lesson on voting systems and methods is to start by introducing students to the concept of algebraic variables, which are symbols used to represent unknown quantities. You could then have students use algebraic variables to represent different voting methods, such as first-past-the-post or proportional representation.
Next, you could have students use algebraic equations to represent different voting scenarios, such as determining the number of votes needed to win an election. You could also have students use algebraic equations to compare and contrast different voting methods and understand how they work.
To make the lesson more interactive and engaging, you could have students work in small groups to create and solve their own algebraic equations related to voting systems and methods. You could also have students present their findings to the class, encouraging them to use mathematical language and concepts to explain their thinking.
What are IDUs?
Please forgive the academic-lingo here. Inter-disciplinary units are educational units that involve multiple academic disciplines, such as math, science, and social studies. The purpose of inter-disciplinary units is to help students understand and apply knowledge and skills in a way that is more closely connected to the real world. By bringing together ideas and concepts from different disciplines, inter-disciplinary units can provide a more holistic and comprehensive understanding of a topic and help students see the connections between different areas of study.
In a high school with an International Baccalaureate (IB) curriculum, inter-disciplinary units may be used to help students develop the skills and knowledge required to meet the IB Learner Profile, which includes characteristics such as being a risk-taker, a reflective thinker, and a communicator. Inter-disciplinary units can also help students develop critical thinking and problem-solving skills, which are important for success in both college and the workforce.
Credits: Diffusion Bee on Thufir (image), ChatGPT online (Algebra example), James Simpson (author)
My stab at a citation: Simpson, James, ChatGPT online, Diffusion Bee on Thufir. “International Baccalaureate IDUs: I&S+Math”. SteamHead Blog. 2023.
by James | Jan 1, 2023 | James, JamesEd, Maker Education
Two SteamHead educators discussed collaborative project options between classes, and worked around some typical issues with student group work. Let’s tune in:
Professor Sassoubre: …I’m doing well, thank you. I understand you wanted to discuss a potential collaboration between your high school design class and my university engineering students. Is that correct?Mr. James: Yes, that’s correct. I think it would be a great opportunity for both groups of students to learn from each other and work on a project together. However,
I’m a little concerned that the high school students won’t have much to contribute to the project and will just be receiving advice from the university students. I want to make sure that all of the students are motivated to work on the project and feel like they are contributing.
Professor Sassoubre: I understand your concern. One way we could address this issue is by using the “Design Thinking” process developed at Stanford University’s dSchool. This process involves conducting interviews and empathizing with the needs and perspectives of the other group. By doing this, both groups of students can learn from each other and contribute to the project in meaningful ways.
Mr. James: That sounds like a great idea. I think the “Design Thinking” process will definitely help the students collaborate more effectively. But I’m still interested in finding a way for the students to work on a physical project together. Do you have any suggestions for that?
Professor Sassoubre: One option could be to have the high school students focus on the design and aesthetics of the project, while the university students focus on the engineering and technical aspects. This way, both groups can contribute to the project in their areas of expertise and learn from each other in the process.
Mr. James: That’s a fantastic suggestion, Professor Sassoubre. Thank you for your insights. I think this will be a great opportunity for both groups of students to learn and grow together.
Professor Sassoubre: I agree, Mr. James. I’m looking forward to seeing what the students come up with. Let’s set up a meeting to discuss the details of the project and how we can best support the students in their collaboration.
Mr. James: Sounds good to me. Thank you again for your help, Professor Sassoubre.
- Credits:
- Dialogue by ChatGPT
- Dialogue Prompt by James, a summary of a Brain Jam discussion by Sassoubre and James
- Image by Thufir, running Diffusion Bee
- Image Prompt by James
