Intro: Welcome to week 2 of the #lifelongKDG twitter. chat. Please introduce yourself with Name / Location / Role / @mres shared his story of the mini golf course he created when he was a kid. Share something cool you have created…
Hello! I work on #CSforAllNYC. When I was little my mom organized all the neighborhood kids to make the set an run a full production of "The Three Piggy Opera" #lifelongKDG
Intro: Welcome to week 2 of the #lifelongKDG twitter. chat. Please introduce yourself with Name / Location / Role / @mres shared his story of the mini golf course he created when he was a kid. Share something cool you have created…
Mike Kronberg, middle school literacy specialist in NY. I have created figurative language songs, recorded them in Garage Band, and made videos for them which we've shared on YouTube
#lifelongKDG
Mae, from Millburn, NJ. Teacher Leader. Created... 2 awesome kids. Haha. In college, I put together a World Youth Leadership & Activism Conference and allowed HS students the opportunity to attend college for a week. #lifelongKDG
Q1: Piaget coined the term constructivism and Papert the term constructionism. These are often confused. What are your definitions? How do you see the role of either / both in education? #lifelongKDG
Steve from NJ - I teach Game Design and Development. In High School for my final project in BASIC programming I created an adventure game - apparently that class (thanks Mr. Behson) had a pretty big influence on me :) #lifelongKDG
Hey #LifeLongKDG.. I’m urbie from chandler, arizona.. i design PD learning experiences for healthcare, law enforcement. Created a Trash Can game in '97.
A1: In both, learning is gained through experience. It seems constructionism has more emphasis on actual creation of something--the maker movement, if you will #lifelongkdg
Q2: Constructionism (I think) is building off of a solid foundation. Adding layers and layers of scaffolded learning. Growth happens as result of interdependent learners collaborating. #lifelongKDG
Constructivism is the notion of building our knowledge from what we experience around us while constructionism is more the building of knowledge through the process of creating. #lifelongKDG
Constructivism is the notion of building our knowledge from what we experience around us while constructionism is more the building of knowledge through the process of creating. #lifelongKDG
A1: I believe constructivism and constructionism can go hand in hand. I love how twitter and connecting with other educators supports constructivist learning so beautifully. We build on our knowledge by assimilating all the info we take in. #lifelongKDG
Q2: How does Piaget’s idea that “children don't get ideas, they make them” resonate with how you teach? How does it impact pedagogy? Student expectations? #lifelongKDG
I agree and constructivism is more about the compiling of information we take in to build our knowledge base. It gives hope to the fact that there doesn't have to be a right and wrong but our knowledge can build based on everything we take in. #lifelongKDG
Kit Haines, from New Zealand, Masters of Teaching student (History/Social Studies), created several awesome contemporary dance/spoken word theatre shows over the last few years #lifelongKDG
That's a great question. I believe you could say constructionism is but I love how we come to understand something through a constructivist approach so maybe they're pretty close. #lifelongKDG
#LifeLongKDG A1 Constructivism is learning based on pattern recognition. Determining where new fits w/old. Constructionism is learning manifest for feedback from others.
I was at #SXSWEDU until today and only missed one day of school because of all the weather and downed trees and such. Now we have a delayed opening tomorrow. Not too shabby. #lifelongKDG
Speaking as someone who's currently studying Theory for my Teaching course. The various branches of Constructivst theory is much more splintered than the other Theories. I "get" it but hard to fully define without going into an alternative branch #lifelongKDG
When students realise that their realities are socially constructed, they can critically read and write their own worlds. They should be challenging the social construction of texts around them, not only traditional but all texts, film, advertising, social networks. #lifelongKDG
When students realise that their realities are socially constructed, they can critically read and write their own worlds. They should be challenging the social construction of texts around them, not only traditional but all texts, film, advertising, social networks. #lifelongKDG
A thoughtful insight. And as you said, we should be expanding this to all texts--I would also add the growing number of rich-text games and video games, too #lifelongkdg
I know that sadly in our studies Papert doesn't really show up (Not even as a branch to Piaget), but aspects of his theories appear in "Evidence Based" teaching techniques in that we need to let learners create their meaning and facilitate rather than dictate
Q3: Creative Learning Spiral / Iterative Design - @mres speaks to the naturally occurring creative learning spiral when students are in the role of creating something. How do you bring these ideas into your classroom? How would you like to further do so? #lifelongKDG
Well, I'm only a Masters student, so am merely beginning my inquiry into critical literacies. Looking at ways to get students to look at texts critically, asking how they've been constructed, whose interests do they serve and how they work to produce our identities. #lifelongKDG
For some reason I didn't see Q2 come up.. here it is Q2: How does Piaget’s idea that “children don't get ideas, they make them” resonate with how you teach? How does it impact pedagogy? Student expectations? #lifelongKDG
#LifeLongKDG Trash can game.. produced in Macromedia (Adobe) for #Shockwave where a fab worker must toss a found object in the right trash can: Acid, Solvent, General within a set amount of time. Guess wrong: #boom.
A3: I am in love with the Creative Learning Spiral and the Iterative Design Process - when kids make games it is a crucial part of the process, in fact my primary teaching objective is that they understand that - so important #lifelongKDG
A2) I guess I would want clarification about what he means. So much of what is expected with literacy support seems to work against students feeling empowered to have their own ideas or to feel they are worthy enough to be shared. #lifelongKDG
totally agree and it also kind of took some pressure off for me thinking that there was always a right or wrong. We come up with our understanding through the learning process and taking it all in. #lifelongKDG
I saw it! I’ll answer with the first thing that popped into my head - Ts need to be guide on the side as opposed to sage on the stage - let Ss lead inquiry, #pbl, etc. Let them take the reigns of their own learning #lifelongKDG
Only a masters ..... no. You're a masters student. You're not merely beginning either. Forgive the abruptness, please, as these thinking processes can impede your learning and your students learning without one realizing it. #lifelongKDG
A2: If we provide a space for collaborative / social learning and exploration we provide an opportunity for students to develop their own ideas. It's somewhat of a paradigm shift for sure. #lifelongKDG
Q2: Students are builders of their own knowledge. Constructivism view of "students /children don't get ideas, they make them” is a great reminder that we need to empower students to find their "why" / their purpose so that their learning is meaningful. I teach 8th #lifelongkdg
A2: As a younger T, I was focused on coming up with cool ideas for Ss. Then I realized that wasn't the point. Ss are more engaged and learn more when it's their ideas. Sometimes I'm still relearning this #lifelongkdg
For some reason I didn't see Q2 come up.. here it is Q2: How does Piaget’s idea that “children don't get ideas, they make them” resonate with how you teach? How does it impact pedagogy? Student expectations? #lifelongKDG
I love the stories from #lifelongKDG about kids coming up with their own projects along with how Papert conducted Logo lessons. But as a volunteer students get linear step by step things. I'm currently looking at Googles CSFirst and really like how that's more loose
Can't it be both? This year, my small groups are working on physical computing / e-textiles (4-5th) or buildings (2nd/3rd). We're just getting in to biomimicry. Previously, I did a lot of coding/movie creation, (PK+ and picture analysis -1/2nd+ #lifelongkdg
Q4: Puzzles vs projects. “Puzzles might be fine for learning the basic grammar and punctuation of coding, but they won't help you learn to express yourself.” How does this play out in your classroom? Do you start with puzzles or go right to projects? #lifelongKDG
A2: Piaget’s statement resonates with Friere's opposition to the banking model. Production of knowledge is something I am passionate about. Students learning needs to be part of their world. Students are producers of content, as much as they are consumers. #lifelongKDG
Q3: I hope to foster activism in my students and make them contribute to the community. This allows them to choose their cause and then create a venue for others to share their passion. #lifelongkdg
A3: I try to recreate the cycle most w/ writing, using peer review groups that give feedbk on one section of writing. Tech is so helpful with quick feedback and revision/recreation #lifelongKDG
A4: Sometimes I start with puzzles or tutorials, but I try to always have kids create something to expand upon what they learn. This could start with modding and then move to building something from scratch (no pun intended) #lifelongKDG
One of my biggest concerns was how I was given content they just follow - but at first as a fresh volunteer didn't know better methods existed (but I guess its so volunteers don't have to be scratch experts.) #lifelongKDG
A3) It is something that I aspire to. The students in my classes are all struggling readers and I hope to change their view about reading and writing. If my students can see writing as iterative they will have more confidence in their abilities. #lifelongKDG
I found that much of CSFirst was pretty directed, but once I added little challenges or encouraged kids to mod the projects beyond the directions it got more individualized #lifelongKDG
But overall found that what happens is the kids build the step-by-step projects, but then don't feel inspired/empowered to do their own work outside of Scratch/ HTML/Python #lifelongKDG
I always point right to writing as the quintessential iterative activity. We've essentially gotten it right years ago - brainstorm, write, peer edit, revise, peer edit, revise, publish - great example of the iterative design process! #lifelongkdg
My style when teaching PK coding via @scratchjr is to show them how to make things move and let them go. They'll figure it out when they're ready. #lifelongKDG
A4: I like a combination of both. Puzzles (or models or what have you) can serve as scaffolding to Ss, providing new thinking activities. Some Ss need more foundation work than others #lifelongkdg
Q5: “Becoming fluent, whether with writing or coding, helps you to develop your thinking, develop your voice, and develop your identity.” What kind of evidence do we have of this, either anecdotally or from research? #lifelongKDG
The hardest part of the process, I think, is the revision. So often, Ss want to get it exactly right the first time and then they're done. That's the part that I'm still getting better at...#lifelongkdg
My style when teaching PK via @scratchjr is to teach them how to make things move and then let them go. They'll discover things as they're ready. #lifelongkdg
A5: This question makes me thinking of the kids from Parkland - @Emma4Change is a prime example. While we are not talking about coding, she's got the fluency thing down. So proud of that group of kids and how they've found their voice and are impacting change! #lifelongKDG
A2 It reflects the obvious notion that a student's discovery of learning is a teacher's greatest asset to educate. Let them explore and mentor when necessary! #edreform#lifelongKDG
A5: Blogging! This has absolutely grounded my feet to the ground and put clarity to my vision and mission. I love the idea of putting thoughts down and sharing it with the world. I'm still waiting for the day that someone will disagree. It's that powerful. #lifelongkdg
It's interesting - I like @codeorg because it's so accessible, I like @Codecademy although it is mostly too tutorial driven, but the kids like the incremental part and it keeps them going - need to create more of the extension activities #lifelongKDG
In reply to
@KCintheNYC, @codeorg, @codeorg, @Codecademy
For myself I've been going through the @freeCodeCamp#100daysofcode activities - but again mostly tutorial based - it's like a good news bad news kind of thing - enjoy the incremental accomplishments, but wish there was more opportunity to express creativity within #lifelongKDG
on a final note (you'll be sorry you asked) I love the tutorials that come with @MSMakeCode and #minecraftedu / #codebuilder - they have great tutorials and since the kids (and adult kids like me) are doing things in #minecraft it lends so well to modding, etc. #lifelongKDG
A5: I've seen students become activists when they find something they can directly impact in their neighborhood like @weareci students making a stop n' frisk app. I think that helped develop their voice and identity but @mrtomocon should chime in #lifelongKDG
Q5: “Becoming fluent, whether with writing or coding, helps you to develop your thinking, develop your voice, and develop your identity.” What kind of evidence do we have of this, either anecdotally or from research? #lifelongKDG
Q6: Speaking of identity @mres talks about his concept of self as someone who can “make and create things” changed as he began to work on projects. How do we change the culture to encourage students to be makers or producers and not consumers? #lifelongKDG
I tried the initial sample projects but appreciated it starts with encouraging students to build a story. As seems like a great way to stretch + challenge would then be getting them to make their own short story based off the project. #lifelongKDG
and the power of having students blog to provide them with that authentic audience is quite powerful. Love having students publish their work - build their portfolio You can find a lot of my student work at https://t.co/hRbHR7O9bu#lifelongKDG
A5: Blogging! This has absolutely grounded my feet to the ground and put clarity to my vision and mission. I love the idea of putting thoughts down and sharing it with the world. I'm still waiting for the day that someone will disagree. It's that powerful. #lifelongkdg
A5: I've seen students become activists when they find something they can directly impact in their neighborhood like @weareci students making a stop n' frisk app. I think that helped develop their voice and identity but @mrtomocon should chime in #lifelongKDG
Q5: “Becoming fluent, whether with writing or coding, helps you to develop your thinking, develop your voice, and develop your identity.” What kind of evidence do we have of this, either anecdotally or from research? #lifelongKDG
A5: I've seen students become activists when they find something they can directly impact in their neighborhood like @weareci students making a stop n' frisk app. I think that helped develop their voice and identity but @mrtomocon should chime in #lifelongKDG
Q5: “Becoming fluent, whether with writing or coding, helps you to develop your thinking, develop your voice, and develop your identity.” What kind of evidence do we have of this, either anecdotally or from research? #lifelongKDG
A6: Providing opportunities for them to create, giving them some beginner options or starter ideas. And as mentioned, there has to be an audience to publish to! #lifelongKDG
A5: I've seen students become activists when they find something they can directly impact in their neighborhood like @weareci students making a stop n' frisk app. I think that helped develop their voice and identity but @mrtomocon should chime in #lifelongKDG
Q5: “Becoming fluent, whether with writing or coding, helps you to develop your thinking, develop your voice, and develop your identity.” What kind of evidence do we have of this, either anecdotally or from research? #lifelongKDG
KIBO came out of @TuftsDevTech Built on Papert's LOGO and #lifelongKDG's work. Robot for early childhood and younger. Cubetto is for that age too. Both are screenless, block based coding.
In reply to
@mr_isaacs, @KCintheNYC, @codeorg, @tickleapp, @TuftsDevTech
Q7: As we help students develop ideas for projects, how do we help them “begin to see the possibility for contributing actively to society.” How do we make meaningful real-world connections in the classroom? #lifelongKDG
Q6: Ts need to ask better questions. @katiemartinedu says "Authentic learning is often at odds with the expectations placed on many teachers to cover, assess, & document achievement based on the standards and accountability systems." We need to give students agency. #lifelongKDG
Q6: Speaking of identity @mres talks about his concept of self as someone who can “make and create things” changed as he began to work on projects. How do we change the culture to encourage students to be makers or producers and not consumers? #lifelongKDG
very cool! I will surely be checking out KIBO - I'm a huge fan of LOGO and Papert! #lifelongKDG In fact, there's part of me that is wondering if we need to have a book chat on Mindstorms... Thoughts?
In reply to
@mrterborg, @KCintheNYC, @codeorg, @tickleapp, @TuftsDevTech
A7: I am very taken by the informal learning movement- @youtube , wikis, etc. I have kids learn from them and have kids contribute tutorial videos, @snapguide etc. back to the learning community - our class youtube channel has many https://t.co/NgYTHJECqV#lifelongkdg
A7: Teach to global competency where culture comes first instead of an afterthought. They can create connections and Ts can also prepare students to anticipate differences. The more connections they can make the easier it is for them to identify gaps and contribute #lifelongKDG
Q7: As we help students develop ideas for projects, how do we help them “begin to see the possibility for contributing actively to society.” How do we make meaningful real-world connections in the classroom? #lifelongKDG
A6: When given space to play in areas that they design/choose, students are naturally inclined to become creators. Combine this freedom with direction from T's, students are able to fully realise their potential as producers. #lifelongKDG
I'm still learning and kind of moving from structure to maybe less of it. I did go off beaten track last year with some nice results. If I started over I would def go with something a bit more exploration based than linear #lifelongKDG.
Q6: Ts need to ask better questions. @katiemartinedu says "Authentic learning is often at odds with the expectations placed on many teachers to cover, assess, & document achievement based on the standards and accountability systems." We need to give students agency. #lifelongKDG
Q6: Speaking of identity @mres talks about his concept of self as someone who can “make and create things” changed as he began to work on projects. How do we change the culture to encourage students to be makers or producers and not consumers? #lifelongKDG
Have a great night all! Feel free to join us at #games4ed next!
Melissa from Nebraska, 11-12 ELA. Action: Focus on making all units based on student creation #lifelongKdg
Hi! I teach Computer Science in Grades K-5 working with @sepjrnyc . My college professor for Science Ed was ironically also my Kindergarten teacher many years later. I took it as a sign I was in the right place. 💡Making closed circuits with aluminum foil.
