Tuesday, December 12, 2017

#TIES!7 Using 3D Design Thinking to Impact Learning and Innovation



Susan Nelson, Coordinator of 3D Design Thinking, Innovation and Personalized Learning for  Spring Lake Park Schools presented on Design Thinking and their 3D model of design.

Design Mindsets
  • Tap Into Your Creative Confidence
  • Learn from failure
  • Embrace Ambiguity
  • Be urgently Optimistic
  • Iterate, Iterate, Iterate
Why Human Centered Design? 
Education full of challenges and opportunities
Focus has been on tweaking the system that is fundamentally the same
We can't solve our problems using the same kind of thinking we used to create them! -Einstein
Human Centered-We are designing for real people
Creativity-harness the potential

She shared this video to illustrate the importance of design thinking for Fortunate and her mother!
Nelsen then shared the background behind making the Embrace warmer and how students at the Stanford dSchool developed the product.
Incubators were expensive
Children were dying from low birth weight.
The Stanford team wrote a grant to visit Nepal to learn more about the problem. There were plenty of incubators, but instead the issue of needing a mobile warmer. 
They designed and built a prototype and went to India to test, but the mothers didn't warm it enough. They didn't trust western medicine to warm it to the full 37 degrees Celsius, so they updated it to only say OK when it reached the correct temperature. Success!

  • Discover
    1. Innovation
    2. Insight
Define: What is the real challenge?
  • Design
    1. Ideate
    2. Prototype
Choose-Define
  • Deliver
    1. Implement
    2. Refine

They have used the process to change  food service delivery as well as lesson design changes.
Nelsen then had the group try design thinking around the idea: "Attending a Conference."
First we worked to understand the user experience. Someone pointed out there is no defined lunch break!
Next what were our assets and liabilities?
Interview

Ask "How Might We..." questions such as "How might we make ice cream more portable?
Define Methods...Playing field
What would a "home run" look like?
What would be fair? What would be foul?

Norms for Design:
  • Defer Judgement
  • Encourage Wild ideas
  • Build on each other's ideas
  • Have one conversation at a time
  • Be visual
  • Stay Focused
  • Go for quantity
Rapid prototyping
Design space to deliver


#TIES17 Ken Shelton: Designing A Culturally Relevant & Responsive Pedagogy

Ken Shelton followed up his Monday Keynote with a session on Culturally Relevant and Responsive Pedagogy.

Shelton noted that there are many instances where students are funneled to different classes based on gender and skin color/ethnicity.

In his experience, he was the only person of color in the AP and upper level classes when he was in high school. This is his story. What are the stories of the students coming in to our schools?

Game of Phones- (Nice tech infused Community Building activity)

  1. Introduce self
  2. Last picture taken-That's appropriate! Context
  3. Group Chooses top photo
The talk had 3 main parts:

  1. Culture
  2. Learning
  3. Technology
Much of this talk is based on the work of Pedro Nogieri.
The addition that Shelton makes to this work is technology, as he believes that today it is not culturally relevant not to include it!

In school, he wanted to be in the front, but was always told to go in back.
If instruction is only happening in front, that is a problem.
If raising your hand is the only way you'll get called on, 85% of the people called on will be in front. 
He used a back channel to encourage EVERYONE to contribute to the conversation.

BE
If students don't have hope, they will not be successful.

5 Characteristics of a Culturally Relevant Teacher
  1. Socially Conscious-If you're not on social media or aware of how they communicate and make connections, you aren't relevant.
  2. Students backgrounds are ASSETS, not liabilities!
  3. Identify/Create a moral imperative that EVERY student can be successful.
  4. Know your students lives
  5. Technology-What do we have access to to make learning contemporary and relevant!

Are we designing lessons for the high acheivers, low achievers, or are we making it possible for every student to be a part of a shared learning experience in accordance with their needs?

Adaptable Learning Environments
Is there a prescribed formula for success? If a "rubric" is a prescribed formula...Shelton says that won't cut it. The high flyers will only do the minimum. It MUST be adaptable! The intended learning outcome must have multiple pathways for the student to demonstrate mastery.

Equity-Giving people what they need based on their individual needs
Equality-Giving everyone the same thing

6 Themes of Culturally Relevant Education
Engagement- where the student is
Relationships- what kind are we encouraging and modeling? With peers, too! 
Cultural Identity- What do I identify as my culture and how does it fit into the learning environment?
Vulnerability- Am I willing to make a mistake and own them?
Asset Focused Factors- Students backgrounds are assets not liabilities
Rigor- Higher order thinking  and deeper learning

He then asked us to fill out this form with a partner. All but the last one seemed fairly clear.


For question 1, Shelton notes, you can't have Rigor without Engagement!! In some cases there are multiple options.

Techquity!
Merging the use of educational technologies with culturally responsive learning experiences to help students develop essential skills!



Shelton noted that learning about stories (Fables and Myths) requires tying in to cultural relevant themes. 

  • Game of Phones was an example of Cultural Identity, Engagement and Collaboration.
  • The backchannel combines engagement and cultural relevance for many in the audience.


Tequity Assets- is a link to resources Shelton shared.

He encouraged us to take a look at a current lesson and use the Techquity lens to see how it might be improved and share out with the world!
Here is the transcript of the backchannel.




#TIES17 Keynote: Jennie Magiera- Our Untold Stories

Jennie Magiera, Chief Program Officer for EdtechTeam was the Tuesday Keynote at the 2017 TIES Conference. 
She began by crowd-sourcing the best recipes for Tater-Tot-HotDish. 

Telling a story touches your emotions and touches your identity, giving a part of yourself to the audience. Teachers do this every day.

She told the story of a little girl from Seoul, South Korea . Her father immigrated to New York, but she was unable to go right away. When she looked at the streets, being told they were paved in gold, she was disappointed. The next day, she learned she would be going to City Hall to get a new "American" name. The name, suggested by a neighbor was "Carol!"  The clerk asked for the spelling, and her mom didn't know. The mom, with Korean pronunciation said, "Kello." 
Her first teacher asked her name and how she got it, and she said, Well it was kind of a mistake.
Her peers bullied her because of this. 
In 4th grade, her teacher asked her, "What do you want to be called this year?"
She responded, "Katie!"
She grew up to be strong, brave and Jennie's mom.....

Growing up, Jennie's mother said, listen to your teachers because...
Teachers can help you be your whole self!

The Danger of a Single Story- Chimamanda Ngozi Adichie

Stereotypes aren't untrue, they are just incomplete, and become the only story that is told

Chapter 1
The Story of Student Self-Image
Last year, Jennie's school district won a grant for Dash-N-Dot robots to encourage coding in the elementary schools. She imagined all the kids running in like "Black Friday" excited!
Instead, she saw a group of girls with the robots pushed aside, saying, "Ms. Magiera, we can't code, we're girls..."
This caused her to get upset, but as a district administrator she knew she needed to step back...She said, "I believe you can code, and I tripple-dog-dare you the challenge that if you can't code by the end of the week, they could do whatever they want. Here's what happened!
They had created the code by Thursday!
They said they they hadn't learned it all, but decided that that was what they wanted to do. "Did you know coding is a language and that you can use it to solve problems?" They decided to code "Dash" to be the 4th girl in the dance they were doing. In the end, they were embarrased that they felt like they couldn't do it, and created a viral video encouraging girls to code!

How do we unlock this:
The Untold Story of Limitless Potential

Chapter 2
The Single Story of Teachers
In talking about identity, Magiera's husband is a Cub fan, loves craft beer, but doesn't consider his job to define who he is.
Magiera on the otherhand wears the fact she is a teacher on her sleave. All because of Ms. Buckman in 4th grade...Ms. Buckman asked the students to help her find her pet dinosaur...Then she said, 
" Sorry, I forgot I left it at home next to the fountain of youth..Sit down, I'm Ms. Buckman, get ready for an adventure!" Everything she did was intentional to introduce students to the topics they would be learning about that year.
Buckman shared "The Hobbit" with Magiera. Gandalf says to Bilbo, "I am looking for someone to share in an adventure that I am arranging..." 
Magiera's take, "OMG- Teachers are Wizzards!!"

How do we unlock this story:
The Untold Story of Wizzards

Chapter 3
The Single Story of What We Tell the World
Magiera shared the New York Times article, "Don't Let Facebook Make You Miserable!" People spend 6 times the amount of time washing dishes then they do playing golf, but no one tweets or instagrams about washing dishes...
Circus Circus has the same number of rooms as the Belagio, but the Belagio has 6 times the number of check-ins.

The National Enquirer has many more subscribers than the Atlantic, but the Atlantic has 45 times the number of article shares!
"Don't compare your insides to other people's outsides!" We never see people's insides...
How can we as people break this cycle? Compare Facebook posts to Google searches. Google is much closer to reality...

Magiera did a look at her wall and found she had many #bestlifeever posts.
She decided that the next time she had a struggle she would post it on Facebook. She and her husband had spent 6 years to start a family, and they were struggling. When you struggle, other people's posts make things much harder. 
She decided to post that they were starting IVF after 6 years of struggle. Soon she had over 288 comments and e-mails from people with similar struggles and doubts, and that she wasn't alone. Magiera talked about how freeing it was to know that she had a community behind her to walk with her on the journey. It has given her strength to try and do things that never would have happened had she not shared her struggle.
How many untold stories are out there about struggles that educators face?
While teaching in Chicago, she had created several videos to support student learning in the classroom. The kids were silent listening, and she felt like a wizzard. Then one day, she thought she had synced a video on pyramid volume, when in fact she linked to Hot Tub Time Machine, and she didn't discover it for 3 minutes! It's important to share the failures on our innovation journey just like the successes!

How do we unlock 
The Untold Story of Our Inner Selves

Chapter 4
How Does Technology 

Technology should enhance our connection to each other!
We need to share our untold stories with one another! Now, you can tell your story and then get an audience.
You can use tools to amplify your story and share it with the world!

Students said having the opportunity to amplify their voice and tell their story was the best part of learning in her classroom! Students became more open about sharing and reminded them of who they are!

We can allow students to remember that they matter everywhere, even when we aren't sitting with them in the classroom. 
She closed with the story of Lyndsay, a story "This isn't Chirac" Students share with reporters that outsiders really don't know them and they're neighborhood. 

How can we use technology to shatter the single story.
She is starting a non-profit, "StudentVoice.org" to give students a voice. In addition, OurVoiceAcademy is allowing teachers of color to connect and share their story. She challenged us to use our phones to share our story with the world sometime today at TIES. 

Chapter 5
The Blue Bird
Magiera finished by sharing that she knew she wanted to be a teacher, and went back to see Ms. Buckman. She tracked her down and they met for lunch. She was so excited to see her and tell her that she was going to be a teacher. Before she could get that out, Ms. Buckman said, "You are going to be a teacher in Chicago Public Schools. Buckman then pulled out an envelope with letters between her and Jennie's mom that had been going on since she was in the 4th grade!

Magiera said, "I'm going to be just like you!" Buckman said, "No. I don't want you to be just like me. I want you to be you. Don't try to be your role model, be better!" Buckman then pulled out a ceramic blue bird that had been on her desk and invited her to use it as an inspiration, but everything else in the classroom needs to be 100% YOU!"

Magiera challenged us to find and tell our Untold Stories and set them free!





Monday, December 11, 2017

#TIES17 Monday Keynote: Ken Shelton-The Power of Voice in the Digital Age

The TIES 2017 Conference kicked off with Ken Shelton, an educator, educational consultant, new media designer. The theme of this year's conference is "What Is Your Story?"

Shelton spoke about the importance of "story," which is the representation of our voice. Technology gives us the opportunity to amplify our voice, both positively and negatively.
He had us share our prediction of what our story would be 3 days from now.

While many see tech as making us less social, Shelton sees it amplifying our connections and stories, in ways that are exponential. The 2017 Internet minute looks like this:

The world online is becoming more connected, with more platforms that can amplify our voice, just like this ad...



However...


With Great Power, Comes Great Responsibility!

-Voltaire (Stan Lee)

We can use tech and this power to establish a digital footprint. 

If you think about the power of our voice, then it gets retweeted, shared, reposted...but with that power comes responsibility.

Justine Sacco's story...

When she posted, she had 200 followers. After that tweet, by the time she landed, #hasjustinelandedyet was trending for over 6 hours. She was publicly shamed, which is the same as bullying. 
(Shelton pointed out later in his talk that due to this incident, groups raising funds for AIDS research and support in Africa increased dramatically.)

Now there are sites like reputation.com and Xpire to help you control your social media. 
"Don't you already have control of your social media?"
It's really a Digital Tatoo...

StoryCorp
Shelton shared the story of Celeste Davis-Carr and Aaron, a teacher who learned that one of her students was experiencing homelessness, and the aftermath.
What if there were a Story Corps booth at every school?

Justice Page School
Shelton pointed to the story of students at Alexander Ramsay Middle School (In my neighborhood) that worked to change the name to Justice Page School, after they learned what Ramsay did to promote mass genocide of native peoples. Shelton visited with Justice Alan Page, who told him that football was secondary to him growing up. He realized by 9th grade that he loved words and their power.

#mcglonefamily
If students are active members of their community they will have ownership of that community.
#Leydenpride
Leyden School district in Illinois uses this to turn negative social media to tell a positive story.
Nina & Airbnb
Nina really wanted to work for Airbnb but struggled to get their attention. She decided to make a Website that mirrored Airbnb's site. She was of Jordanian heritage and after tweeting out the link, Queen Noor retweeted it, and it ultimately led to her being hired.

Gramming for Good is a site that matches people with local non-profits to post images that they can use. 100 Cameras allows students to take pictures to tell a story, so that the "danger of the single story" doesn't happen. This gives students agency.

Shelton shared a video of a student in Utah who wanted to read, and the man who learned of it, shared the story and then was able to get several donated books the child. What was really cool is now the student is hoping for more, so that he can share with other classmates who like to read.


Shelton shared the story of a trip he took recently to Lebanon, where he met a young woman who had started the an organizaton to empower women. Along with three other students, they started Nour International and used online funding to raise over $30,000 to support education in refugee camps for students to learn english. "Don't lose a generation to a lack of education!"
Think of the power of kids who do not have as much hope as they should, but understand the importance of education and are working to break the cycle of poverty and lack of hope.

What are all of the platforms that we have available to amplify our voice and tell our story?
We ALL have the power to do that and to amplify one another. 
Why do todays students have to wait to solve the world's problems?
They should not have to wait to become "adults" to make that happen. We should be encouraging them to use the tools they have available to make it happen now!

It was an inspirational kick-off to the conference. Now to throw cold water on some of it with the importance of knowing Terms of Service and Privacy Policies on the tools we use with kids! 

Tuesday, August 1, 2017

Minnesota Personalized Learning Summit: David and Jonah Stillman GenZ Keynote

David and Jonah Stillman were the "Father-Son" keynote on Day 2 of the Minnesota Personalized Learning Summit. David is a generational expert, and co-author of "When Generations Colide." They have teamed on a new book called, "Gen Z @ Work."
They have developed a company GenZ Guru, designed to interact with those born between 1995 and 2012.

They are concerned that educators are not focused on "GenZ" and assume that they are Millennials. 
This is similar to when society treated GenX'ers like Baby Boomers.

David shared a story of when he and his son were supposed to go to a meeting, and Jonah showed up via Skype, when David thought he would be there in person. Using the Genz.guru tool, they polled the audience. 51% thought David was right.

In order to get to know GenZ we need to look at key influences:

Parenting- GenZ kids have a tight relationship with their parents, but they were raised differently than Millennials. Millennials were given participation rewards and stickers for doing well.
GenX parents don't believe in this.


David played "Eye of the Tiger" before Jonah's T-ball game. 

GenZ is similar to Boomers in that they are pretty competitive.

Technology-91% of GenZ says that tech sophisticaton impacts their desire to work at a company. However, GenZ is much more private. Millennials were very public, launching Facebook. GenZ is much more private, using Snapchat instead. In order to connect with this generation, they need to use the platform that they are using. They are knowledge horders, similar to Boomers when they neared retirement, that they felt information kept them relevant. 
We need to teach kids what is private and what needs to be shared.
New office space that is Collaborative is geared toward Millennials, but 35% of GenZ would prefer sharing socks with someone to sharing an office with someone. They also would rather avoid group work.

Recession-The median net worth of GenX fell by 45% during the recession. The number one concern of GenZ is the economy. Look at the entertainment industry. Millennials were given Harry Potter. GenZ was given "The Hunger Games." GenZ is in "survival mode." What do they need to survive?
75% believe that there are multiple paths to success besides college. 
67% say their top concern is what career they want prior to going to college. Boomers thought college was where you figured it out. 

Impacts on Education
Capstone programs, Post Secondary Options allow for more personalized, and connected to the real world. 
This helps engage GenZ students. 
61% of GenZ is willing to stay with a company for 10 years. Loyalty is back on the table.

Traits of GenZ (There are 4 more in their book.)

Phigital
The line between the physical and digital world is blurred and in many cases the same. Pokemon Go is an example. The real and physical world overlaps. 50% of GenZ believes an online degree is the same as traditional. True digital natives. They aren't as excited about new products as GenX or Boomers, it is just expected that something like this would happen. Difference between expecting technology and accepting it. For the first time in history, the youngest generation is the authority and most skilled on tech.

Literacy-"This generation can't write well! Thinking visually in symbols is how they communicate. Emoji's 

The crying emoji was the word of the year.  
The preferred mode of communication in the work place, 84% said face-to-face communication! Even if you are on Skype, they consider it to be face to face.

Hyper-Custom
GenZ wants personalized custom options. 

Iowa State Admissions office personalized acceptance.

Between 2000 and 2010 there was a 15% increase in students developing their own majors. This will make it harder for workplaces to compare two candidates. 
57% want to customize their job description and 62% would like to customize their own career path. 
Look at how Gen Z customizes their news. This means that the filter bubble world causes people to only hear their view point. Stillman argues that it is important to expose students to multiple view points in the classroom.

FOMO: Fear of Missing Out
65% of Gen Z sleep with their smartphones near their bed. 
They want to know what is happening as soon as possible. When they can't, they get FOMO, which is now a diagnosed anxiety. Working WIFI is more important than a working bathroom!
Jonah told the story of a meeting where he took notes on his phone and was told to put it away. 
They argued that in the classroom, we need to negotiate access. 
Gen Z is also pushing the pace of career, as 75% would like to have multiple roles within one place of employment. 
Gen Z's attention span has been defined as 8 seconds. Companies are struggling with this. Teaching this generation the difference between a fad and a true trend.

Teachers need to push the value of "ruminating on something." Valuing thinking, brainstorming, and process is important.
Because of FOMO, keeping kids in the loop is important. Increasing access to content and feedback is important. Having faster formative feedback is crucial. 

Not ALL FOMO is bad. GenZ doesn't fear failure, but they do fear not getting the opportunity to try!

In the Q and A, they noted that Gen Z students like being mentored, but also like to mentor.
Digital detox for an hour or two is great, but not for months.
Millennial parenting, getting screens out of the car is helping with this.

Millennials want meaning in their job, $ was 6. For Gen Z, money is number one on the list.

Embrace the differences in generations, AND know what makes them tick!




Monday, July 31, 2017

Minnesota Personalized Learning Summit Keynote: John Spencer

John Spencer, co-author of Empower and Launch, was the Monday keynote at the Minnesota Personalized Learning Summit. John also created "Pencil Chat" many years ago, and I've been in auw of his ideas and thinking.

Spencer began with a "Disclaimer" that while many keynotes will only share the highlights, he is a teacher on a journey trying to figure things out, and behind the success there has been failure.



No one has dysentery in Oregon!


He began by a story of being nerdy and shy in 8th grade, and hiding out in the bathroom. During a History Day project, he didn't like the sound of his voice. His teacher, Mrs. Smoot said, 
"when you hide your voice, you rob the world of your creativity, and I'm not going to let you do that!"
He presented to his class, then school, then regionally, then at the national conference, which changed his life!

Every day he asks his kids, "What did you make today?"
Making is magic, and makes us human.
He shared a "Sketchy video" that took his son 9 hours to make.

Things are changing right now. It used to be that to create with technology required lots of physical equipment to make it happen. Now much of that can happen on a phone with apps.

Our devices have connected power and great creative potential!
Unfortunately, students today still spend more time consuming rather than creating. 
There are outliers...
Kids making a functional graphing calculator in Minecraft
"Sugar Kills" blogs where kids skip recess to create a campaign

The outliers have a "Maker Mindset."
Sudents need to be wildly different

The purpose drives the maker mindset. The framework to do this is design thinking.

The most powerful force to bring out the maker in every student is the teacher!

Launch Framework

  • Look, Listen, Learn-Goal is awareness
    • Could be a product
    • Observe a phenomenon-NASA studying Geckos to learn about adhesives
    • Awareness of an issue
    • Geeky Interests
    • Problem to be solved
    • Empathy-Caring about an issue. 

  • Ask Tons of Questions
    • Gift baskets for the custodial staff
    • Michelle Baldwin-"Sometimes the bravest thing you can do is ask a question."
    • How do we make this happen with no time and a tight curriculum map?
  • Understand the Process or Problem
    • Research that fuels ideation
    • Innovation doesn't happen in a vacuum
    • Take research "off-road" (Scaffolding can sometimes be a cage that stifles student's ability)
    • We need a bigger definition of research (Write letters/e-mail, make phone calls, video conference) Adults are often happy answering kids questions.
  • Navigate Ideas
    • Brainstorming
      • Alone first
      • Then meet as a group w/ no judgement untimed
      • Outside members to add ideas
      • Combine similar ideas
      • Develop final idea
      • Find the PARTS
        • Product idea
        • Audience- If they start with Empathy, they should know the audience
        • Roles-Who will do what? (Let older groups decide on their own.)
        • Tasks (Draw out and visualize, then put on visual calendar rather than a list.
        • Solution-What problem was solved?
  • Create a Prototype
    • Sometimes it's physical
    • Sometimes it's virtual
    • Sometimes it's Art (The Arts have been maker spaces for a long time!)
    • Sometimes you make a difference! (Service Learning
    • What if you don't have the best materials?
      • Every road block is a chance to solve a problem!
      • Often the best choice in technology is a roll of duct tape!
  • Highlight what works, fix what fails Itteration
    • Every failure is one step closer to success! Iteration!
    • The worst pixar movie you've never seen was a Zombie movie. Pixar iterated it into Bolt.
    • Monster's Inc iterated from another film, which 10 years later iterated into Inside Out!
    • Nobody hates revision at the skate park, but try it in math or english!
    • Celebrate creative risk-taking!
Ready to LAUNCH

They send it to an authentic audience
Because the moon landing was broadcast to a world wide audience, it inspired a generation!
Sharing your journey is so important. 
This year, the Global Day of Design was a great way to share with others!

What if...
I don't have time, technology, etc.....

Spencer shared a project students in Michigan did where they created a documentary on World War II. All but one student showed up on a Friday night to share the video. The soldiers and families showed up. 
It's not a silver bullet...

Students at his school used design thinking to paint murals so that the walls at school wouldn't be tagged. They did 8 murals in 3 years. Then a new principal came in and the walls were painted white and others taken down. 

A student asked Spencer why did we do this?
Spencer said, You share your work even if it is destroyed, or isn't appreciated. "When you hide your voice, you hide the world of your creativity!"

Ultimately it is up to teachers to make their classrooms bastions of creativity!



This fall, our Hopdina Teaching and Technology cohort will be using Launch as a basis for our Design thinking and Maker Education course. It was great to get a cliff-notes version of the book and hear John's voice as he shared his success and failure and how he has learned from both.


Tuesday, December 13, 2016

TIES 2016 Keynote: Carl Hooker- Mobile Learning Mindset

Carl Hooker, Digital specialist in Eames, Texas was the day 2 keynote.
Carl started as a 1st grade teacher in 2001. Those students are now seniors in college, and WERE 21st Century learners.




1890's view of education in 2000
How much has changed in the last 15 years, and what will education look like, 15 years from now? He shared the image on the right, a view of education in 2000, from the 1890's. 

Looking at technology in 2001, and how it has changed since then.  The iPhone, came out in 2007, and look at how far we've come...


When we change the way we communicate, we change society.-Clay Shirky
Hooker noted, I don't think this was what Shirky meant!

Hooker noted that students today think that they are good at multitasking...

While communication has evolved, instruction on new modes of communication like texting, posting, tweeting, commenting, livestreaming, snapchatting, etc. has not kept up!

Mobile Learning Quadrants:
via @eaparkins
How:
  • We are tweeting our own stories today, rather than waiting till the next day to learn news.
  • We need to teach how to tell real from fake news
  • Textbooks-static vs. OER (Instead of giving 100's of 1000's of $ to textbook companies, why not give 100's of 1000's of $ to teachers?!)
  • What's more important, following directions or demonstrating learning of the content? 
  • Providing choice also improves quality
  • Where does most of the content in your classroom come from? Hooker argues it should be a balance of teacher/student currated.
  • How do we keep the look of curiosity and wonder in our students?
We need to be asking our kids to solve interesting problems...and we need to be ok if they get the answers wrong.
-Seth Godin


Who
  • Is the interaction in your classroom teacher to student, student to student?
  • Who owns the learning?

Where
  • Where does the learning happen?
  • Look at how the console radio was usurped by the transister radio, even though it didn't sound as good. They liked the personalized technology. 
  • A few years ago, Carl spent a day following a student around. Students made school board members sit in one of the desks they have to sit in for a meeting. Now they are getting new desks!
  • Brain breaks every 20 minutes is important. 
  • "We ask our kids to stretch their thinking, we need to also stretch our own!"

When

  • When do you learn and create best? Some were morning, some evening. 
  • In 1975, if you wanted to watch a specific show, you had to watch it in real time. Today, people watch shows anytime, anywhere. 
  • Today's student schedules are still in 1975 mode, but we have lots of tools that allow students to access learning anytime, anywhere. 
  • He shared the story of is aunt and how he was able to share 
  • When does learning take place in and out of your school?

Hooker ended with a story about the roll out of his 1:1 program, and a student who nearly died. A few weeks later, Ben posted videos about his experience.

Unfortunately, Ben died a few weeks later.

Buildings exist for the kids, not the adults!