Category Archives: 21st C Learning

A World of #PBL Possibilities

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I am training myself to see more #PBL possibilities. Through the years, and from reading such works as Dan Pink’s A Whole New Mind and Carol Dweck’s Mindset, I am convinced that being an artist largely involves practicing the acts of looking and seeing. Why would becoming a “PBL-ist” be much different?

Here are a few examples of how I am practicing being a PBL seeker, with resulting ideas for PBL. Oh…that’s project-based learning, problem-based learning, etc.

1. Using TED talks to spur thinking.

Each morning, thanks to an RSS feed, I watch at least one TED talk – it’s delivered to my computer, like a newspaper to a house. Before I even touch that beautiful red “play” arrow, I ask myself, “What is this going to show me that could be related to PBL?” This morning, I watched Geoffrey West’s “The surprising math of cities and corporations,” which I have embedded below. Throughout the talk, I imagined middle schoolers studying our city of Atlanta – understanding its historical growth, its environmental and business challenges, its political scene, etc. In my mind’s new PBL-eye, I could see students collecting the type of data that Geoffrey West describes, and I could see the students Skyping with other students in other cities as they exchanged city data and ideas. I could see them applying science thinking and sociology thinking and economic thinking to some of the issues our city faces.

2. I use my iPhone and iPad to capture pictures that spark inquiry and curiosity in me.

This week, I happened upon this growth in a nearby building. I wondered why this was growing here…what is it…how could we prevent it from growing here again? What a strong possibility for students to integrate science, math, history, and persuasive writing to enact a plan that addresses this unanticipated indoor fungi!

3. I combine #1 and #2 – I think in my mental Rolodex about what I have photographed and what I have seen on TED.

For example, with colleague Mary Cobb, I recently completed the 6th annual hanging of the Junior High School Permanent Art Collection (this is one of my greatest joys each summer!) This year, as we hung student art, we discussed Amit Sood’s TED talk, “Building a museum of museums on the web,” which I have embedded below. Can you imagine the “coolness” of students building such an online gallery of our JHPAC? Then, can you imagine this resource potentially being linked with Amit Sood’s project? The JHPAC could be another virtual gallery alongside the MoMA and the Louvre.

4. I listen to and talk with faculty.

Colleague Danelle Dietrich has become increasingly interested in various capabilities of the TI-Nspire (a graphing calculator and software). On Thursday of last week, she was sharing her excitement as she was thinking about the mathematics of leaf veins. She had some great ideas for importing leaf images and studying the vein-ation of the leaves. We started to brainstorm about the relationships of blood vein-ation to leaf vein-ation. Then, we hypothesized about the relationship of computer networks and communications veins to leaf veins and blood veins. Can you imagine students writing letters and websites to city politicians explaining their study of the communications systems of Atlanta and the need to rethink the vein-ation of our networks around town?

What ideas are you imagining? It all starts with imagination…just like a young child imagining a pretend world. We are only limited by our capacity to realize our imaginations through creative expression. And our capacities can expand – with teamwork, practice, and persistence.

Get your #PBL-lenses on!

A Tribal Revolution

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In Seth Godin’s Tribes, he explains that “it takes only two things to turn a group of people into a tribe:

  • A shared interest
  • A way to communicate (24).

Godin also posits, “So a leader can help increase the effectiveness of the tribe and its members by

  • transforming the shared interest into a passionate goal and desire for change;
  • providing tools to allow members to tighten their communications; and
  • leveraging the tribe to allow it to grow and gain new members” (25).

Well, on July 25, 2011, David Wees (whom I have never met, yet I feel he is a colleague) published a blog post entitled, “The quiet revolution in education.” Via a tool like this blog, I may be preaching only to the choir, but I would encourage you to watch the TED talk that Wees embedded into his post, and I would strongly recommend that you read his post. In essence, he provides an incredibly cogent explanation of why we educators should be embracing social media tools and sharing practices so that we can “tighten [our] communication” in order to further “[transform our] shared interest into a passionate goal and desire for change.” Together all of us can “[leverage] the tribe to allow it to grow and gain new members.”

As teachers, educators, lead learners – whatever you want to call us – don’t we want a similar thing for our children? Don’t we want them to pursue their interests with passion so as to increase their knowledge and understanding of a thing so as to contribute to positive growth and development in our citizenry?

If we want it for our children, we should practice and model it ourselves! We are rearing and guiding students in a Web 2.0 and 3.0 world…we need to be Web 2.0 and 3.0 people! School should prepare students for the world in which we live – teachers should guide the way.

I believe David Wees has provided a superb “why” regarding our need as educators to connect with one another and share. What if each of us who already feel a member of this tribe reached out to an educator who is not connected in this Web 2.0 way? What if an entire faculty – 100% of us working together in a school – agreed to an experiment of being connected in this way with a “world faculty” of passionate, questioning, driven and motivated teachers…educators…lead learners? How much more resourceful could we be for our student learners?

Then, just this morning, David Wees retweeted MmeNero and her great Slideshare about Twitter for educators. Now, in addition to the “why,” we have a good link to a “what” and a “how.” With the why, what, and how at our finger tips, we can get some exciting things accomplished.

With whom will you share? Who will you bring into the tribe? The new tribe member might just tweet that one thing which could help us all reach a child that much better. Imagine the wisdom and experience that is NOT in the social media landscape. Let’s work to get those amazing voices here!

 

Bonus: Simon Sinek’s TED talk about the Golden Circle of Why, What, and How.

 

Works Cited:

Godin, Seth. Tribes: We Need You to Lead Us. Penguin Group, New York: 2008.

Sometimes, we just need to be asked!

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Moments ago, I sent the following e-mail to the faculty with whom I have the privilege to work and learn everyday – the Junior High faculty at Westminster. I am genuinely excited to learn what they might suggest for faculty meetings and other professional-learning opportunities. Certainly, with their help, our opportunities will be better and more well-suited for us all!

Dear JH:

I need your input and contributions! Our entire JH needs your input and contributions! You are amazing professionals who are devoted to the career of teaching and learning. More than anyone, you have superb ideas about what you want to be learning professionally. You know what you need regarding “corporate professional learning” time – our faculty meetings and in-services. You are surely thinking about your goals…and you think, “If Bo would just do x at a faculty meeting, it would really help me accomplish my goal and better serve student learning!”

WE ARE SMARTER THAN ME! Rather than me individually thinking and planning for our learning time together in faculty meetings and in-services, I would like for many people to contribute to that thinking and planning. I have set up a Google Doc for us to use together to suggest meeting topics, particular content, specific pedagogies, what’s-worked-in-the-past, interesting professional questions you have, etc. [I am asking now in case I need to secure a speaker/facilitator, begin a set of action steps, etc.]

[I inserted Google Doc link here!]

If for some reason, you have any trouble on Google Docs, just email me your suggestions (I will paste them into the Google Doc). But PLEASE try the Google Doc first!

Together, our JH professional learning community can brainstorm, idea-exchange, and contribute to the form and function of JH faculty meetings and other corporate learning opportunities. You have a voice about how our meetings should be, and I hope you will exercise that voice.

THANKS!

Bo

Angry Birds – Good Learning

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Colleague John Burk is one of those educators who tends to see the “teachable moment” and learning opportunities in just about everything on which he casts his glance. Last night, our local NBC affiliate in Atlanta ran this story about how John uses Angry Birds as a means to teach physics.

http://www.11alive.com/news/article/198944/40/Angry-Birds–in-the-classroom

And, of course, I failed to beat John to the punch blogging about this story. John’s post about the experience can be found here. Many thanks, John, for the ways that you inspire my own teaching and learning – to look for connections and means by which to make learning even more compelling. May we all look for such fun and interesting connections.

Different Ways of Knowing

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Almost everyday, I watch a TED talk as part of my daily learning routine. Today, I watched Daniel Tammet’s talk, “Different Ways of Knowing.”

His 10 minute and 54 second talk has me thinking about a number of things, and I share below just a few:

  • Isn’t the work of an educator to explore different ways of knowing? Isn’t our life’s work to examine how all of the learners in our care might perceive and understand a thing?
  • Isn’t the intersection of words, numbers, and pictures interesting?
  • How do we show what we see in our minds? Do we too often ignore the synthesis of things because of the complexity of demonstrating?
  • Literacy today (throughout time) is really about understanding the synthesis of words, numbers, and images, isn’t it? About how to communicate effectively?
  • What was Daniel Temmet’s life like in school? Was he a “problem student?” How can we discard that term, problem student, and strive as educators to honor and connect the ways of knowing in our school community?
  • How can I better use my observation journal to understand the rich and complex world around me?