Scott McLeod
Að endurhanna fyrir merkingarbært nám og eignarhald nemenda
Í fyrirlestri sínum kynnir Scott okkur fyrir verkfæri sem hann notar með kennurum um allan heim til að endurhanna kennslustundir og verkefni sín og gengur út á fjórar mismunandi leiðir sem þú getur skoðað væntanlega kennslustund eða verkefni. Aðferðin er einföld og hvetur til ígrundunar og gefur þér einfalda leið til að spyrja spurninga og snúa verkefninu þannig að það bjóði upp á meiri dýpt, meira eignarhald nemenda, sé merkingabærara eða auki tengsl. Í fyrirlestrinum tekur hann fyrir hefðbundið verkefni og skoðar það með tveimur af þessum fjórum linsum og er fyrirlesturinn tilvalinn fyrir kennara fyrst og fremst, en einnig stjórnendur sem myndu vilja endurhanna verkefni með sínum kennurum.
Hlekkir úr fyrirlestrinum
Spurningar og svör frá Sli.Do
Q1: Do you think by explaining the 4 shifts to students and showing them how assignments are redesigned towards more student driven and authentic learning, it will increase their desire to have their say on matters?
Only if we accompany our explanation by genuinely making changes in our instruction that decenter the teacher and give students more voice and choice. I see a number of educators struggle to give up control, or who are unwilling to deviate from prescribed curricula in ways that would foster more student-driven, authentic learning. Students can tell when they are given fake choices. We have to do this authentically and fully. This will take time because mindsets about what school should look like are deeply embedded. Many of us educators will have to engage in a gradual release of responsibility, as we build both our own capacity and that of our students. What we are finding in deeper learning schools around the world is that students are eager to drive and take charge of their own learning when given the opportunity and scaffolding structures.
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Q2: How do you ensure students are equal participants in group work? Or do you focus more on who is the leader and who "manages" the work in the group?
Most deeper learning schools are highly dependent on small group work, which means that they have evolved structures that work against one or more students doing the bulk of the work. I have seen this play out in a variety of different ways. These schools spend a lot of time fostering positive relationships, peer=to=peer understanding, and interdependency through personality assessments and leadership profiles. They create group work roles in which students can be positive contributors by tapping into personal strengths. They use rubrics and daily / project work contracts. They may appoint project managers who choose their team members (student peers) based on skills they have enunciated on anonymous resumes (who has the best skills for project completion versus who are my friends?, and how do I build an interdependent team?). They may give team members the ability to ‘fire’ fellow students who don’t do their share, which means that they then have to do the entire project by themselves (no one gets fired more than once!). And so on… I would encourage you to look into how deeper learning school networks like the New Tech Network, the High Tech High Network, and the Big Picture Learning network handle this issue.
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Q3: Have you tried getting the kids to make a fake map of a fantasy land ?
I am not sure what this question is about. It sounds fun? I note that the very first question in Section A of the 4 Shifts Protocol asks whether students are learning important disciplinary knowledge, skills, and dispositions for the relevant subject area and age group. I wonder what important knowledge, skills, and dispositions are being developed as students make a fake map of a fantasy land. I would need to know more about this project and what the desired learning outcomes are before I can weigh in further.
Thank you for the question. Please stay in touch!
“If we want deeper learning, we have to design for it!“
— Scott McLeod
Hver er Scott McLeod?
Scott McLeod, prófessor í skólastjórnun og leitogafræðum við háskólann í Colorado í Denver og vinnur með skólum og kennurum um allan heim. Hann hefur það markmið að reyna að gera daglegt nám nemenda minna leiðinlegt og í stað þess bæði innihaldsríkara og merkingabærara.
