Intro: Welcome to week 5 of the #lifelongkindergarten twitter book study chat. Please introduce yourself with your name, location, role, and share what you did today in the spirit of play? #lifelongKDG
N from šØš¦, #edtech creator, cofounder, enthusiast. Today I've been thinking through an app I'm designing trying to use the tinker mindset from the chapter :) #lifelongkdg
#lifelongKDG Jason McKenna from Pittsburgh. Director of Educational Strategy @Robomatter We had students in our office today doing play testing some of our new products.
Hi all! I'm here! Melissa from Nebraska, 11-12 ELA. Today we did a little beanbag toss with test prep (gross, I know, but mandatory) and then a Google vocab game in most classes.
#lifelongkdg
A1 - I often think of play as an activity that doesn't have a predefined outcome. When you go to the park to "play", it's not about only going on a slide/swing. It can encompass anything you choose to do while there. #lifelongKDG
A1: Fun. Maybe hard fun, but a time when you're in flow, where they're aren't expectations looming, where I'm thoroughly engrossed in my work.
#lifelongkdg
A little drama on my flight. Joining in and out for this first portion till the wifi comes on at 10k ft. I'm Kara & I'm moving to Dili, East Timor this Sunday to help build a mobile app for teachers #lifelongKDG
Intro: Welcome to week 5 of the #lifelongkindergarten twitter book study chat. Please introduce yourself with your name, location, role, and share what you did today in the spirit of play? #lifelongKDG
#lifelongkdg A1 Great first question. Play to me means allowing students to explore problems/scenarios/situations through many different means while also allowing them to create their own purpose for that exploration.
Intro: Welcome to week 5 of the #lifelongkindergarten twitter book study chat. Please introduce yourself with your name, location, role, and share what you did today in the spirit of play? #lifelongKDG
A1: to me play means digging into our imagination and suspending disbelief while we get lost in fun and of course playing games and all that good stuff. #lifelongKDG
A1: I liked the distinction in the book between play and playfulness. To me playfulness is more about a mindset that frees you to learn and create #lifelongKDG
That's great! Just went to a jungle gym yesterday that had an app but I didn't bother to download it because we had enough games to invent ourselves #lifelongKDG
Q2: Which of the following are hardest to get students to do and why? Taking advantage of the unexpected? Drawing on personal experience? Using familiar materials in unfamiliar ways? How can we encourage learners to get out of their comfort zone? #lifelongKDG
A2: I think using familiar objects in unfamiliar ways is challenging and quite intriguing. I like the idea of encouraging students to do so as it really gets us thinking outside the box! #lifelongkdg
I'd say taking advantage of the unexpected. Because some classes are very structured with a right and wrong answer, it can be hard to break students from that pattern of thinking #lifelongKDG
Q2: Which of the following are hardest to get students to do and why? Taking advantage of the unexpected? Drawing on personal experience? Using familiar materials in unfamiliar ways? How can we encourage learners to get out of their comfort zone? #lifelongKDG
#lifelongkdg Q2 IMHO, I would say taking advantage of the unexpected because in many school settings, unexpected = bad. When I first started teaching over 20 years ago, you were taught to eliminate as many unexpected outcomes as possible.
A2 - I find it's the change in expectations that's hardest. They're so use to being told (right from being really little) exactly what to do and when. And the freedom of play can be paralyzing when not use to it. #lifelongKDG
Q2: Which of the following are hardest to get students to do and why? Taking advantage of the unexpected? Drawing on personal experience? Using familiar materials in unfamiliar ways? How can we encourage learners to get out of their comfort zone? #lifelongKDG
A2) I tend to see students resist capitalizing on the unexpected, especially when they consider it a "failure." I try to talk them through it and use the "bottom up" approach. I ask, "What's working well?"
#LifelongKDG
Q2: Which of the following are hardest to get students to do and why? Taking advantage of the unexpected? Drawing on personal experience? Using familiar materials in unfamiliar ways? How can we encourage learners to get out of their comfort zone? #lifelongKDG
Yeah, I'm always amazed at (outside) playgrounds that incorporate tech. It usually only interests kids first visit or too, then they're back to creating their own games and the tech doesn't evolve with them. #lifelongKDG
I'd say taking advantage of the unexpected. Because some classes are very structured with a right and wrong answer, it can be hard to break students from that pattern of thinking #lifelongKDG
Q2: Which of the following are hardest to get students to do and why? Taking advantage of the unexpected? Drawing on personal experience? Using familiar materials in unfamiliar ways? How can we encourage learners to get out of their comfort zone? #lifelongKDG
A2: I'd vote for the unexpected. Any wrench thrown at some students (figuratively ;) and many just freeze. Makes me think of the cooking shows that make chefs use an ingredient at the last minute--maybe we need more of that #lifelongkdg
Q2: Which of the following are hardest to get students to do and why? Taking advantage of the unexpected? Drawing on personal experience? Using familiar materials in unfamiliar ways? How can we encourage learners to get out of their comfort zone? #lifelongKDG
Sometimes it's about a slow change - praising innovative solutions (even if they don't quite meet/match expectations), highlighting things that are different but "cool". Improv is definitely a good idea. #lifelongKDG
Agreed. And I find even being aware of it in myself, I often find myself struggling to make decisions for fear of making "the wrong one". It's a hard mindset to break. #lifelongKDG
I was fortunate enough to attend one of @WickedDecent sessions on improv at #sxswedu one year. Or was it #iste. Either way it was pretty rad #lifelongKDG
#lifelongKDG I think this is where pedagogy and curriculum go hand in hand. Once the T has the mindset to create a fail-safe environment, their curriculum has to support them by providing robust activities that students can explore and share multiple solutions and outcomes.
I'd add to this, making less restrictive assignments and grading/rubrics. If you allow for flexibility in Ss from the start, and they see they don't get penalized for it, you can start to break them free. #lifelongKDG
Weād celebrate Chinese New Year by learning some calligraphy. There were a lot of mistakes, as you can imagine, but it was important to me that they were outside their comfort zone and could use the experience to push forward in other areas. #lifelongKDG
A2: giving kids choice allows them to experiment more. Not sure it takes them fully out of their comfort zone by the virtue of choice but it supports risk taking and passion driven learning #lifelongkdg
A1: I think part of my conception of play includes aspects of #Papertās #HardFun (focus + deep interest) with soft fun (lightly cognitively taxing + enjoyable). #LifelongKDG
A3 - Not quite an answer, but I think it'd be fun to give Ss half finished solutions (half built lego, half working program...) and ask them to finish it. And maybe tell them to build something that the original isn't (so half built car, being told to build a T-Rex) #lifelongKDG
#lifelongkdg A3 Great question. Make the process the product. This will help shift the students' attention and focus away from just the outcome and instead on "making sense of the mess"
A3: Giving strategies and tools for organizing the mess. I buy lots of post it notes for Ss b/c they're so easy to use to "tinker" with ideas, then move them around and organize.
#lifelongKDG
A3: Iād show this scene from Apollo 13. The NASA engineers had a hugely messy problem (where the solution was uncertain), but they had to make it work https://t.co/wLwxKlWw4Q#lifelongKDG
Nice - one of my favourite methods of writing essays (back when I had to write by hand :P), was to write each paragraph on a different piece of paper, so I could re-order it (or replace sections) easily. #lifelongKDG
#lifelongKDG A3) Tinkering in ELA classes is a great shift. Most Ss and Ts wouldn't see a place for tinkering. As Jason said, make the process more important.
#lifelongKDG I think its in the design of the activity. E.g. you have 4 robots, each robot is supposed to move in a specific pattern, but the labels for the robots was lost. You need one of the 4 to retrieve something. Explain to the class, how you identify the correct robot.
#lifelongKDG Just by what the students are being asked to do, the primary focus is on the process. Their method, their means, and how they communicate is still totally up to them.
A4 - For the shy ones, I recommend the rubber ducky method of debugging. Idea is to simply explain the problem/code to an inanimate object. Often talking through it helps you identify the solution. Can work up to doing so with another person. #lifelongKDG
#lifelongKDG A4) We have to frame our discussions of mistakes differently. Too often teacher comments focus on what's wrong. Make constructive comments, talk about suggestions for the next iteration
A4) You put yourself out there as a participant in the learning community. Roll up your sleeves, get messy, and share your mistakes. Promote shared ownership and collaborative iteration. It's most definitely a culture shift. #LifelongKDG
A4: when we teach a content area that embraces the iterative design cycle we by default embrace the making of mistakes especially when we are actively observing the process and progress. Traditional education still penalizes making mistakes. #lifelongKDG
Agreed. It shouldn't be about identifying mistakes. Instead, looking for opportunities to do something different. "If you could build/write/program this again, what would you do differently? Why?" #lifelongKDG
A4: I love the notion of social debugging. This happens when we have students test each otherās projects and give feedback. I insist that beta testers become invested in the peer game they are helping to make better #lifelongKDG
I've been thinking about games & failure a lot the last few days. And the 'allow for redo' concept. In a game, when you fail, you get to try again. And you are expected to learn from the experience. In school, it's so often one and done, and a redo is "cheating." š” #lifelongKDG
#lifelongKDG Also acknowledging that sometimes we need to turn it in knowing it's flawed and could still be improved. That is another part of the process.
One uni game course I know of, has previous years students come back as "product managers" to help guide the new teams and they're considered equal members of the team. #lifelongKDG
A4) You put yourself out there as a participant in the learning community. Roll up your sleeves, get messy, and share your mistakes. Promote shared ownership and collaborative iteration. It's most definitely a culture shift. #LifelongKDG
A4: I've tried to start using more peer or group related activities for my HTML group. I'm generally expected to provide some guidance but it's nice to see them discovering things #lifelongKDG
Q5: āIf the goal is creative thinking, then step-by-step instructions should be a stepping stone, not a final destination.ā How can we move from spille to lege, and playpens to playgrounds? #lifelongKDG
A4 - For the shy ones, I recommend the rubber ducky method of debugging. Idea is to simply explain the problem/code to an inanimate object. Often talking through it helps you identify the solution. Can work up to doing so with another person. #lifelongKDG
No. Our elementary has gone to standards-based grading--I'm hoping that we can eventually follow suit, but we're pretty rural and conservative. I use a lot of standards based grading and then conference with Ss, but it's just me right now :( #lifelongKDG
One uni game course I know of, has previous years students come back as "product managers" to help guide the new teams and they're considered equal members of the team. #lifelongKDG
The beauty of games, eh? Speaking of which, Iāve been playing and LOVING @Playdead Inside. Lot of dying and trying again. Just part of the game. Iām not getting graded based on my mistakes but rewarded as i overcome them. #lifelongKDG
In reply to
@MusingsOnEdTech, @mpilakow, @Playdead
#lifelongKDG Also acknowledging that sometimes we need to turn it in knowing it's flawed and could still be improved. That is another part of the process.
I did a compare and contrast activity last week to illustrate good code syntax after noticing students had quite messy code. Got them to find mistakes and then clarify what "best practice" would be so their code is more readable. #lifelongKDG
A5: I like to have students follow a āwatch it. Build it. Mod it.ā Approach. They learn from the step by step and then modify it to give it their personal touch and demonstrate understanding. #lifelongKDG
A4 - For the shy ones, I recommend the rubber ducky method of debugging. Idea is to simply explain the problem/code to an inanimate object. Often talking through it helps you identify the solution. Can work up to doing so with another person. #lifelongKDG
A5: Sometimes NOT answering questions. Just was reading @MatthewFarber's chapter about Peggy Sheehy (again, b/c the book is awesome) and she intentionally ignores some questions. A wise teacher.
#lifelongKDG
A5) Some kids will run right to the playground. Others will lurk near the playpen. Meet them where they are and give them the tools and support they need to create freely and confidently. #LifelongKDG
Q5: āIf the goal is creative thinking, then step-by-step instructions should be a stepping stone, not a final destination.ā How can we move from spille to lege, and playpens to playgrounds? #lifelongKDG
Also note, if you try to access Twitter on your laptop with two-factor authentication tied to your cell phone number at 10,000ft, you won't have much luck #lifelongKDG
#lifelongkdg A5 You can give students constraints that they have to work through within the problem design. The constraints replace traditional step by step directions.
A5: Oh I've been struggling with this one. I started teaching as a volunteer, and while step-by-step scratch projects are a good way to create some understanding - I've seen the limits of that method. #lifelongKDG
Q6: How do we make sure we focus for what's most important for children to learn, not what's easiest for us to measure? Where does assessment fit into this equation? #lifelongKDG
A1: Play means being genuinely intrigued by something that you are willing to laugh, problem solve and create in the midst of it. Rewards are many and can be seen from a distance. Perseverance is rewarded. #lifelongKDG
Yes. Itās ok to enjoy the playpen. We can honor peopleās preferences and just give them enough opportunities to see whatās available in both spaces #lifelongKDG
Yes about compliance. Grades have become meaningless. Standards-based have far more meaning. I think the answer is starting in the elementary and gradually bringing it upward #lifelongKDG
I loved this question in the book but as a trained quant person I really struggle with it. I think where the book landed on portfolios was the right direction but how do you do that at scale? Peer review? Mentor review? #lifelongKDG
Q6: How do we make sure we focus for what's most important for children to learn, not what's easiest for us to measure? Where does assessment fit into this equation? #lifelongKDG
#lifelongKDG I totally agree with all this but how does one evaluate/grade attempts? I think we solve this issue and make it common in our classrooms to grade this way (whatever it is) then students will attempt more.
An easy extension is to go with the step by step and then have kids go beyond that to āmodā it and make it their own; or in scratch speak, āremixā #LifelongKDG
A5: the resources we are given now obscure the instructions as hints. But I think maybe would be better to have a step-by-step activity. Then a freeform one, but I don't quite know how to go about it #lifelongKDG
#lifelongKDG I think many teachers will start in many different places. Be empathic to what their constraints and needs are, provide them with coaching and training, and encourage them to build a PLN with other peers that will encourage their growth.
A6: when our first thought is to do whatās right for kids and move toward a truly student centered / student driven approach we can maintain the right mindset #lifelongKDG
#lifelongKDG The struggle is especially real for secondary education. Focus on data driven instruction pushes teaching in directions not always best for students. Percent averages and grading doesn't strike me as pedagogically sound, yet we're told we must.
A (small) part of it, is probably moving away from grading/assessing *everything*. If you're having meaningful discussions along the way, that can be good enough feedback to know if on track or not. #lifelongKDG
A5: I think we move them from step by step to on their own the same way we do all things in life. We start with training wheels and have to learn to fall well and get back up. That is we givethem credit for the attempts and allow for feedback.#lifelongKDG
Iām glad Iām not a quant person but I do understand the obsession with data and measurable outcomes. Iāll take anecdotes over numbers. #LifelongKDG
Yeah, when I hear questions about if I use the data to adjust what I teach, I just scratch my head. I would fail in this area on my observation. I see what my Ss are doing by observing and through informal formative assessments. I don't need standardized test data. #lifelongKDG
as a current PGCE trainee we're being taught to try and use Evidence Based Learning. Where there's a Present, Apply, Review model. I think an activity or discussion can help foster understanding. #lifelongKDG
Maybe our current emphasis on assessment / grades is not the right approach. Letās help kids find and pursue their passion. Wouldnāt that be a noble goal of Education? Passion can drive success #LifelongKDG
I always felt like percentages were just a way to make it easier for schools to rank Ss, which is so besides the point. It doesn't matter if someone's grade is 0.5% higher than another. That doesn't/shouldn't translate into anything meaningful. #lifelongKDG
Yeah, when I hear questions about if I use the data to adjust what I teach, I just scratch my head. I would fail in this area on my observation. I see what my Ss are doing by observing and through informal formative assessments. I don't need standardized test data. #lifelongKDG
#lifelongKDG Another pitfall is the data we gather seems all cognitive based. Their is data to examine about student affect, attitude, and emotional "intelligence"
Iām glad Iām not a quant person but I do understand the obsession with data and measurable outcomes. Iāll take anecdotes over numbers. #LifelongKDG
Also, Ss have always been the toughest graders I've ever met. So, let them judge if they think they made the progress they needed to make. They'll push themselves more than a T ever could. #lifelongKDG
Iām glad Iām not a quant person but I do understand the obsession with data and measurable outcomes. Iāll take anecdotes over numbers. #LifelongKDG
