How to Design Learning activities
I don't have a clue how I acquired this image.
But it's powerful, isn't it? It's reminiscent of Bloom's Taxonomy--but unlike Bloom's--this visual allows us to focus on learning from a student perspective as opposed to focusing on instruction from a teacher's perspective.
And what also astounds me is how clearly this image delineates how traditional forms of instruction don't do a whole lot in terms of being effective for our students. I wonder, are they even effective for us any longer?
In any case, John Hattie's research on feedback is more convincing than anything I could write here. But if you're looking to up your feedback game, I fully recommend you start here.
What are your thoughts on this graphic?
Every Picture Tells a Story, Don't It?
I'm a visual learner. I need to see information to learn it.
It makes sense, then, given that we live in a digital age, that our students are primarily visual learners as well. With that in mind, you and your students should check out this site--What's Going On In This Graph? --from the Learning Network of the New York Times.
It would be fun as a class to postulate on the story of the displayed data. There's always a good story behind the data. (Critical thinking--yay!) To help students begin their exploration, the NYT provides guided questions to get students interacting with the numbers. They even take it a step further with a "live moderated conversation" complete with experts in the field and making the convo global. (Communication--yay!)
For example, today's data set explores student loan balances over time. It's not a static data set, either. Students are encouraged to interact with the data and to explore what their potential student loans might look like.
Oh, and by the way, interpreting data and defining visual information is also a skill-set expected of students courtesy of the Common Core:
Stories aren't just found in books. Give data a try.
(Thanks to Rod Stewart for the inspiring title to this post. )
resolutions vs. intentions
About two years ago, I stopped making resolutions in the new year. Instead, I now make intentions.
The word "resolution" is problematic to me; it literally means "the action of solving a problem, dispute, or contentious matter." I've decided that if I think in these terms--that my current behaviors are a problem that need to be solved--then I've already established a negative vision/version of myself.
I prefer the word "intention." It's a kinder word, a word that indicates a plan, a goal, an aim to do better.
This year, I have many intentions: personal, spiritual, physical. I hope to turn my weaknesses into strengths.
Professionally, I intend to focus more on the needs of my audiences and less on how I appear in front of them.
I have a tendency to make it about me. That's a weakness. My intention is to build relationships grounded in compassion, empathy, and a genuine desire to help people embrace the desire to learn new things.
Wish me luck. I wish you that and more as you transform your weaknesses over the next twelve months.
And happy new year!
Learning Designer. Instructional Coach. Trainer. Working my hardest to create Teacher-Bordered Classrooms.