Designers for Learning Webcast 54

Designers for Learning Webcast 54


Hi, everyone! Tonight is Thursday October 6th, 2016 and this is our second meeting for our Adult Basic Education open ABE MOOC my name is Jennifer Maddrell in Chicago Illinois and we’ve assembled a panel of subject matter experts in adult basic education as well as instructional design who are facilitators in our course, and our purpose tonight is to field questions from our participants in the MOOC. With that let’s just go ahead and jump right into our agenda and start tackling some questions. As i mentioned our primary purpose tonight is to have an open question and answer session with people who have joined us tonight from the course (our course participants). We may not have time to get through all of these items, and if not we have a link to our slides that I will include on our website and on the course site in case you want to check back and look at the important dates that we have coming up as well as how to access things in our course such as the peer-to-peer connection and then ways to join groups. We may not get to all that tonight, but in case we don’t we’ll have links to all of that information and then (like i said) the the focus of tonight is for our open question & answer. We’re going to start with that and then we’ll conclude with that for the remainder of our session tonight, but before we get into the questions I do want to spend a couple moments talking about some important dates that we have for the remainder of our course we have a pretty firm date of december forth that will be the conclusion of this course so even though our course materials will remain available online the facilitation for the course officially ends on December forth and that’s the last day to turn in your deliverables for the course and we have two more live webinar date set one is October 27th and the next is November 17th and that will be the last live sessions we have in our course … and then I wanted to bring to your attention to two conferences that are coming up that will affect a lot of the facilitators and some participants in the course. One is the AECT convention that will be held in Las Vegas from October 17 through the 23rd and then we also have the open education conference in richmond virginia which runs from November 2nd to the 4th and again that affects a lot of the facilitators as well as some of the course participants, so there will be a little bit more of a skeleton crew hanging out in the course over those dates … but we’ll certainly have a lot of backup, and then people will be checking from the road when they’re able. I also wanted to talk a little bit about Education Impact 16. It’s our fall fundraising campaign for designers for learning and it’s on Saturday November 12, 2016 and everyone is invited. It’s a free webcast-athon. It’s going to be a 12-hour webcast that will begin at nine in the morning (nine o’clock eastern) and run until nine o’clock pm. We’ve assembled a panel of invited featured speakers & a new speaker will join us at the top of each hour. We have 12 speakers and it will be a low key relaxed day where we were able to talk about different topics relating to “impact” and what impact you will make. We’ll talk to the panelists and the featured speakers about what they perceive to be their greatest past successes and what they’re currently working on and then needed future innovation. That should be a pretty fun day for you to mark on your calendar and join us … again on Saturday November 12th. Let’s now just go ahead and jump right into one of the biggest questions we have received in the past as well as what we’re already starting to see in the questions that were receiving in the course in our discussion forums. It’s this whole idea of real-world problems and tasks and to start out this conversation I’d like you to think a little bit about the difference between problem centered instruction vs topics centered instruction. If you’ve had a chance to read in Module 2, we start out by talking about Merrill’s First Principles of Instruction (and that is a problem centered focus) what we’re talking about here is that the instruction is embedded in a real-world problem or task and that’s in contrast to topic centered instruction where the topic is presented without regard to the context … it’s devoid of context. Really where this all comes together (again this is all covered in Module 2) is this concept of contextualized instruction and it’s covered quite well in Module 2 and there’s some links to additional resources that you can go out and read more about this. But, just to give you a high-level overview of what it is we’re talking about and you’re basically embedding your skills and knowledge that you’re trying to to teach within a real-life scenario. We give some examples here on this slide. Given this is an adult audience the contextualized lesson may revolve around something such as registering to vote or applying for a driver’s license or finding a job and some of the skills that you may using a job interview. You could then create a lesson for example around a simulated a job interview or maybe seeking out different types of jobs that may be available in a particular career within a typical field. Again, the idea is you’re not necessarily just covering a topic that’s related to a skill or knowledge, but rather you’re embedding the the teaching of these skills and knowledge into a scenario or a context that will be directly related to what the person is interested in currently or what they will one day potentially about encounter in their jobs or in their future careers. What I’d like to do now is turn it over to our other panelists to help me try to explain and some examples of real-world problems and tasks and how they may relate to the projects that we’re working on in this class. I think one of the key takeaways from what I just heard was really if our participants have some experience in k-12 (like my background started in k-12 and I’ve slowly moved into higher ed) their aim is that learners and in the context of the lesson plans are making for this course have a lot of life experience that being all day if I was in k-12 that they they wouldn’t have necessarily it so it does become about those real tasks of this is an event that happened in my life and they have that experience that you can have really rich discussions on the end and tasks for them to to do yeah Jason do you want to hop on I don’t know if you have you have audio handy if you want to share your ideas it looks like you were starting to generate an idea for our time text it might be kinda fun de if your game to to do that I can remember promote you appear you put the text chat if you’ve got your audio handy now it’s jason how can I don’t know if you heard me right or anybody else for that matter you’re interested in I’d like to add just one more thing you always come in some there I is I’ve seen a couple of our more lessons that do apply math or reading and writing to real life situations that don’t relate to the students goal so let’s say oh I’m gonna do I’m gonna DJ shah fractions in through recipes that’s a rocky you know if I want to be a chef ah that’s a good way to teach me fractions but if I’m a carpenter and hate cooking even though recipes are real life it would be better to teach it through of the eyes of the student so it beyond being real life is important to identify the interest of that persona and address that person’s gold that’s how we hook people i don’t need to know have but I hammer if I’m gonna be a health professional who’s never going to use one so it’s there’s an additional aspect of that what came up on today actually in the module two and one of my recommendations for that is the person said well how do you design instruction for every conceivable student interest and my recommendation was to when you’re designing something I says Kim said anything again decimals or whatever it may be you can pretty quickly come up with a couple different scenarios and this is something i did my graduate classes that I would teach is just to give people the opportunity to pick you know it are you interested in creating a recipe or with you more interested you know given like a couple different things so the kinda flow the lesson is over is roughly equivalent is just a matter of what the context is that your building around and it doesn’t take all that much more time to be able to do that when you want when you’re when you’re laying out the shell of your lesson hey Jason ready I just catapult in here and just just before we continued that the catapulting of Jason or a couple of quick comments that King and one is actually going to start with just hang on to what you were just saying I Jen was the one of the I guess hurdles when designing we are and I’ve seen many groups struggle with the well how do we make this thing that’s for everyone and that’s exactly not at the point the point is to really build it into this this context is jen just described where it can be really specific down to like the carpenter or the baker or the nurse and then the beauty of the oer is that if you made this fractions module for somebody that wants to be a nurse i can come along as industrial arts teacher used to teach people about carpentry and say all i really like the structure of that and the supporting materials so because it’s openly licensed I can grab those changes and so I’m not designing for everyone really designing for this narrow situation i’m there was a question that came in around the how what’s the duration of these lessons so I’m hoping that our Adult Basic Education subject matter experts can maybe talk a little bit about like how long you might have your students or how long it unless it might be context this is michelle and i would i would say that most class . are going to be longer than 15 minutes and when you think about a lesson it it’s usually is covered with shorter duration and you have a unit of instruction that cover several class . comprised of multiple lesson but i would say somewhere around the 50-minute rage on the most students and you know from the beginning from the introduction to wear their it’s capable than their they’re often they’re practicing and applying that the horn rather to jeff buckley I would agree with that i would agree with that i would say you know yeah everyone is a 50 in a structured program federally-funded that’s usually the the . but well also if as you as people designed these gotta put a goal out there and I like not bitching this and I think in a discussions backward design what do you want to see the end of this and if it’s too big as you’re designing it just Whittle it down in my take an hour might think three might take four sessions my take one and see what naturally falls into the goal for that lesson and it could be just a piece of what I mean you might just be one lesson for an objective out of a whole goal and isn’t something that I is is fun to play with as an instructor and I find that teachers often uh-huh remodel their lessons a lot before they come out with a final product to see that it fits a certain time period and then i’ll just put my little designer freelance designer hat on and a part of our goal in this class is to get people to think like a designer and so if you are charging somebody for your time you would be pretty aware of the scope of the particular developing because if there’s definitely a correlation the longer you’re less than the longer you take you to design it and so we really recommend as a starting point everyone into this point with this is the fifth iteration of this course and we pretty much cap things to try to think of things like one sitting or one classroom which as we’ve just defined as about an hour or last and so for most people who have taken this course in the past they’ve reported self-reported it takes about 40 hours to complete our course including finishing their project so if you decide you really think that’s too limiting and you want to write design something longer you know that’s kind of on you hear you just realize that a longer the lesson you design and more sessions you decide your lesson that that’s going to then be more design time for you to spend and again keep you keep your eye on the prize as far as when you’re you know in the real world and designing that’s money out of your pocket you if you missed the market you commit to doing a three hour less than anything you can do in 40 hours or whatever the number of the correlation of the being your between them you know whatever that number ends up being but so do keep that in mind and Jason we brought you on how are you and say you’re now you are with us the first iteration right I was with you in the spring and the spraying that’s right not yet that’s my first MOOC let’s say and now you’re back and giving it given your world again so can you tell us a little bit about what you guys have been doing as far as your life streaming because that’s kind of cool i think people would be interested to hear what you doing you know maybe they want to join you on that watch a little watch your follow-along well we definitely love to have more people participated so with a life dream what it is is brittany who’s done a couple of strings for this course already and myself we just talked about how we want to create kind of like this online place for instructionals like instructional designers throw ideas at each other and get feet back and get support um i know i’m pretty new to the field I think she’s pretty new to the field also so it’s kind of like a let’s learn from each other let’s help each other and that kind of thing well so we’ve been live streaming a couple of things that we’ve been working on in terms of projects to work and then this course came up as a its fall offering and I suggested that we both participate in this because be a great place to find more community and it’s for a good cause it will keep me honest and force me to finish the rumors but I can you explain that what you’re doing with your think alouds gonna get it just from me as a facilitator it so i should make it look like I can pry open your brain and like get outlook to have a look inside happy for what you’re thinking about from your designs yeah so what I do is I try to like I tried like at the course a little bit but not get too much done and then I open up a gigantic photoshop file and use that as a whiteboard and try and think a little bit outside of myself so trying to talk about the persona that I’m working with i just write down the ideas for any thoughts that I had that I have interested me a little bit uh and i just put it out there and hopefully their people the track they’re like this is stupid what are you doing you should be thinking about this or like hey this will be a lot better if you did this or I liked the spot I I think we’re on the right track because just like that little feedback i was always super helpful so can you put in the texture how we can find you it’s about is the best man i’m doing my job and feel like I’m getting a little bit better with it it has the best way to find you is it doesn’t like your twitter as far as like when you’re going to do the next one or how people can review your youtube video and maybe give you some feedback what’s the best way for people to find you home twitter is good so I don’t bring and i usually treat a couple of times before we turn our stream live I think Britney she I think she was wanting to stream today on but i think that got put off till tomorrow so Brittany should be streaming on a friday and I should be streaming Michaels tuesday afternoon so that Abby boat of 334 but 334 p.m. eastern standard time will be doing interest after my work I said you can put your twitter and handle and the check that would be so i’ll put up with both brittany so this is brittany and this is me and those are possible somewhere and then will be tweeting to open that kind of stinks for forgetting that there was great i think would be creative and is there’s more things outside of just something generated by the facilitators it be great if you’re like this spinoff live things happen that that’s a sin I way pretty good good no it’s good i thought i thought this would be a goodwill way of connecting with others and hopefully if anybody else is interested and putting their thoughts are in the public which is kind of scary whatever you say it like that I and want to join us like definitely reach out because we like that kind of i know there are a couple other in the course that want to live streams like a Christian Anthony does our podcast I think she might be doing I don’t know if you want to do streams but I know she’s participating egg wow thank you that’s right thank you for summarizing that and that is Jason was a pioneer does anyone else wasn’t but when is your fine and ask some questions you got the panels here you’ve got you’ve got my theory just is anybody else want to jump in just type in the text shadow you’re interested highly recommended even though it scared the credibility pulled the it was your doctor’s like what happened well i got my laundry hanging behind me so it’s a pretty low bar that we’re setting so Alec sir i’m going to list here anybody want to buy room since I’m ending it was a really good time to get some one-on-one yeah great i think it’s got all the facilitators here otherwise we’re gonna go to some cans questions that were already kind of answer in my class yeah so what idea then everybody’s doing english but i just couldn’t chat that I got pulled into this work well I think that a cool project would be writing letter on behalf of charity or something faction funding and and pulling the ownership for the students selected charity e that they really enjoy or they really like to support what kind of making them an advocate on behalf . so there’s a little bit of almost responsibility there yes I need any thoughts on that from our facilitators how would that go over with your classrooms like how would you know how would validate that would be how would that be received by your students became more they are Lisi Michelle you have them write a letter for it repeat that kind of sorry i missed something there like on behalf of like a local charity or something that like to write a letter on behalf of like the Humane Society or something like that to a local government for more funding for a project or some really good so there are no it’s this sketchy start to an idea in terms we actually oh I’m sorry I had no please we actually get the idea of writing and and had a class where I’m because we are a non-profit and where they would they came up with a grand idea and I they did some researches far is like trying to put together a budget for what it would cost for a program and they really taught them a lot it’s far as how to technically right how to even use their percentages that they learned in class so that was the that was kind of a one-off thing that we did that they were very interested in i’m a big believer in project-based learning that uh as long as it matches the interest and and well the interest of the student and and those ideas are good projects really good projects because they have an outcome and people get involved in each one has a heart I know this Susan Jones is on on the call a night unless he has some great ideas and come in sir Susan you’re in a classroom can you contribute to this discussion that is until you have a mic you want me to pull away can you just take the tax shut up here interested in coming in oh you’re not the classroom ok I thought you for some reason you were well you you certainly I act as though you are very low your end to recenter ok so you’re a tutoring center that is not federally funded and you teach all day so any comments on he was being discussed because she didn’t mention that her students don’t think at the charity organization level was okay that I could see that it probably depends on the school students are working with I would sound right you and the idea is hooks a student and they have if that’s their interest they got there is a whole movement that’s been on around for many many years called service-learning and in fact this mu cos service learning project and and that involves students and really contributing something to their community while they’re learning all these academic skills hmm i think Denise just put in a really interesting question how about the soft skills such as a personal skills like communication self-esteem collaboration teamwork how are these skills kind of integrated into the adult basic education context and into these lessons I can I’ve done some work with teachers on doing this very thing I’m because it’s a big thing a big push right now there’s a huge focus on that high school credential just isn’t enough so preparing students to your work in post-secondary education or a big component of most programs now so one of the things that I’ve done is help them to go back through existing lesson plans and in bed and identify sometimes they’re already there some of the employability skills and just highlight those and raise them you know and just stated explicitly and so they I feel like oh it’s just another thing to add to this but I think in looking at the types of activities that you might be using if you’re doing group discussions or having folks determine roles and responsibilities in a project on you know communication skills and those those are all things that you can embed within and contextualized within the lessons that you’re teaching academic or I’m technical skills and another component of this though is that you build in some way just like you do with academics to assess the students mastery of those skills so if it’s not it’s one thing to say oh hey we’re going to teach you how to communicate you know active listening skills if you don’t have an assessment and it doesn’t have to be a form you know this huge deal but yeah you need to have some built-in for assessment within the lesson to identify that it could be a simple river that the student can do a self-check and then you can kind of say oh here’s where i saw a new song and you can have a conversation as an instructor of I just really think I’m up that’s a great idea and a great . minutes very much needed an adult that right now I’m yes and the question is about standalone and they are standalone but I’m an adult education and leasing the federal government programs they can’t just keep a job skills program so for them it it has to be contextualized in somewhere embedded in the academic teaching i’m glad that Denise brought out some of these collaboration and teamwork as well as men and i don’t agree with you Michelle their ways of teaching to the student and still incorporating all these methodologies that help students work together as a matter of fact that the scans back in the nineties and now there’s a new whole set of definitions for what workers want and one thing that they say across-the-board the biggest organization from the biggest biggest businesses and even small organizations say that with one skills that we don’t teach do this is happening work on teams and is a very very difficult thing to do because ordinarily some of us like to make it . but we don’t care if we stay up all night and finish it and nobody else does it will do it because we want a good grade and how do we grade the people that don’t do anything and it’s the same thing that blogger space so collaboration and teamwork are they’re very essential skills that we can incorporate into how we teach within the classroom I think it’s funny that everyone’s inseminated but you did everybody see my laundry literally hanging behind me oh I didn’t do that I should have put that out more different I’m sorry we’re intimidating but we’re very a low key groups don’t please don’t looking stupid if I didn’t see that to me said she was too intimidated to come on attack with us I’m Michelle that link that you posted to the employability skills cannot be sorry did you post that just in this chapter is it also available in the campus course shell and your bikes off i’m not gonna have made my house and I just closed it in here though I can posted in the course 20 and Katie’s got a perfect this is perfect located you at okay I’m gonna keep book for calling on people Katie do you want to come into the texture or to be at the panelists ani I hate to just I can do it automatically but that would be okay excellent okay hang on let me get you whatever me it’s like three little okay hang on a second i’m having trouble walking enjoying them here ok so hopefully this works there we go so Katie you are unneeded and ready to go can you want to try your audio we can meet you okay yeah i think i heard me anymore me now we can okay yeah what’s your question the end he could see my husband playing a video game in the background ahead it’s not as much a question just a struggle right now because I chose crystal as my learner because she went through school she completed high school but she doesn’t have the skills that she needs and I have a teacher friend who’s teaching I think seventh grade history and that’s what he talks about all the times people the kids that just get pushed through on to the next grade and they’re not getting the skills that they need to get but I’m struggling with how to choose that contextual application because her persona isn’t as specific as some of the other she’s not the carpenter she’s not the mechanical person she just wants to you know pass the GED so she doesn’t have to take the remedial classes so that she can get a better job and provide for her daughter so I’m kind of struggling with knowing what context to use for that Katie i’ll i’ll start off oh look what you’re describing is the adult it’s the adult student who comes to our programs and they’ve never thought about goals they don’t even know that they have any how world their lives in most cases so well in a man in a typical Delta program they’ll go through with it we call goal setting and it’s a long process of saying you can you know reach what you want let’s define at war i encourage you and I know others will have it and put here to encourage you to define this persona so that she does have an interest and then address your lesson to that interest on the soul yeah she was improving reading and math skills a lot of our students come in and they improve their reading writing and math skills and go back to flipping hamburgers because it will have they haven’t defined their interests and I think part of our job and you can’t do that in your lesson but you can define your persona that way think about what she might be interested in and then define design your listen to attract her in that way i’m going to take a quick sand and maybe Michelle you can help me and michelle shared with us if we used it in you made the links are available in module 1 we get there the employability skills and they’re also the career clusters and so to help you out as the designer and hang in what Lisa said if you kind of envision a path for her and maybe if you go into one of those career clusters of what may be a job that she might one day aspired to to get aside from his place instead of flipping burgers and so if you go into those links that are magical one employability skills as well as the career clusters you can see what skills are necessary to be able to take on a cute what they need to master in terms of the skills and knowledge is knowledge for a particular career path and that may help you is the designer pick something to focus on because the personas you said it kind of ends with like where she is now not necessarily very forward thinking beyond potentially getting a GED or whatever maybe but Michelle would you mind kind of elaborating what I was just time i discard the the link you shared with us with the employability skills and my career clusters and how those work in terms of designing a lesson sure the purple clusters are more the occupational skills that cut across several and specific technical occupations so i posted a link here to PDF that live like a broad category so like you might have construction might have a transportation and logistics but then there are specific careers within that cluster so he if if you do some type of for this person you could have a lesson around for doing a crew search and I you know a student inventory or you know part of intake process with sometimes I have them identify that i would say also that you could also contextualise it within what’s needed for the academic study which would include like how do you know do a search for emissions right out the pros and cons know compare and contrast different schools in the cost and and things like that ashy to ashy identifies what the skills are an education that’s needed in order to achieve whatever career goals you might have our educational path it so it’s it is like looking at the clusters are looking at the bigger broader picture so that you can teach my number of students like we’re talking about within a certain occupation um and then when you get into specifics that’s more about where Susan was talking about the curriculum she shared a around transportation logistics work around the specific career and have specific technical skills that are needed in order to work in that field I think for her um you know it sounds like like Lisi said it’s like the students who do come to our program you are they think it’s just the GED or high school credential that they need but it it’s helping them to identify there’s something beyond that and and helping them access that I think you can contextualize a lot of you know I always say the fastest should be a life skill going to complete the application for federal financial aid I you know putting that within a context you need snow budgeting for college how can i pay for what some of the sources resources to develop some research skills so you can do research around all these different you know looking for a career look at school budgeting education yeah i think that suggests what color is your parachute doing that there was a student in 40 that’s free online to determine your career interest does that help you yeah I think it does i think I was too focused on trying to find something specific and not looking yeah that yeah i think you have this person isn’t ready maybe for that specific career but looking at some of the broader things that you can catch life a academic skills again and also be said for a thought just the GED but thinking about all that range of skills that you need to critical thinking skills and the bar context that students need to have in order to be successful in passing and education i totally agree Michonne yeah and then Jason brought up a good point to you know that the person is it talks about things such as just her where she is in terms of her formal education and that she gets frustrated when things don’t come easily and then the question is how do you I knowing that how would that influenced your design and any any thoughts on that from from came back from her gas costco run or ok we have any chance to hear from you i’m not going back I’m not you baby thank you you’re the most GQ will fight through a hurricane to join us so awards night I don’t know what you want to take a take on this one because it’s kind of morbid design type questions like how do you kind of play things such as that like where they’re at from a kind of more of an active standpoint how they are your readiness to learn if their feelings and emotions around around formal education any thoughts on that Oh home let’s see promoted question there is a big line it’s a big one yeah you want to answer inches you know I I think I’m i think i think because when I look at these scenarios and that first week I gave a couple of feedback i think one of the things were playing with right now from a design perspective is looking and no alternative frameworks to on that motivation aspect of for bringing them to the learning yeah and hitting on the emotion and that would be one is e.e design framework that uses a storytelling or are you using for example today we were working on a looking at some design things that we had a little video are of a minute and 33 of clip on a very dismal situation in Syria and then we took the emotional part that the kid was going through in the displacement and the trauma of war and then we build the we were looking at building the design of a couple of courses interdisciplinary basically what you no one was looking at it from the psychology as you paid one was looking at it from the in the scenario we build there’s a little cartoon thing that we build where she interacts with her friends and her other people and the and dad is going to now come back and from the war so we kind of went around the emotional part of engaging with the lesson are on my building that from a design perspective is what I’m talking about is getting the getting the learner to a point where um where the seed that they want to be in you know and and trying to put capitalists we call them quick look what is the capitalist that’s gonna get the learner to want to state you want to learn to want to do some of those things that in our purse are some of our personas are more many of them have motivation issues and the way those are built up which is typical that group so from my perspective we were were trying to work on keeping the learners in the lesson because if we lose them in the less than the content is so it’s not so much content pushing as much as you will be there and all the rest one and you’ll be there at ease he’ll show you a couple of those kinds of things so you can get an idea about those frameworks that we’re talking about but I think he invested thing is to bring in arm you know to keep them both cognitively and emotionally connected with the lesson I think that’s what I would push for a framework that uses an alternative to just text base because remember that is exactly what these personas I’m lot of them don’t like you know you don’t like to read a lot they don’t want their they lose focus they don’t understand this is definitely a group which we would want an alternative framework to look at and it isn’t mentioned and so I think this is related to the question like solid small successes this is a lot of checkpoints for checking for understanding checking for is like he set up a check ya hear she checked out you know those types of things right building a culture of learning because the they missed out those personas that we have they missed out on that culture of learning for multiple reasons whatever that reason maybe so to bring them into that culture of learning um we and it’s not just some of dangling a carrot with the little thing like a badge or a little extreme situation but it’s the it’s to keep their what do they want why would they want to be in this class besides you know the the big picture all your GD is going to help you now they know that they but this to how do we keep them in the lesson so that they’re motivated to learn them harder so and I think that the this is one place where those alternative frameworks that were working with seguir is really really cool and I think of that yeah nice job by a good can i add it . upland maybe the direction i totally is soon as he said alternative frameworks and motivations in the same sentence I almost like oh she’s gonna talk about arks glad that I think really like what you’re speaking to you it’s like parks is why the attention relevance confidence and satisfaction and really it’s like the relevance i think is what I least he’s always talking about when you’re making something that’s happening in their life and those check your understandings like what I build into modules all the time i got a like you kind of did this thing and it’s a tool to build that confidence which I i think though using that word you were speaking to kale that likely leads to their their ultimate satisfaction and controls so not too framework everyone to death but that’s exactly where my mind went 2-0 speaking yeah that’s precisely and I kind of today was looking at those are glazed less those courses are getting ready to fight and I was thinking wow you know I see now there’s a place for that I mean I would not possibly be denied and my graduate instructional design course because nothing yet need to play games with things they could but get all that I think for audiences such as this where motivation is a huge factor having something scented with the framework that addresses the Ark’s component you know and yet has the a cognitivist of me our philosophy built-in good and I think that connectedness of the things were moving out in terms of keeping learner in the zone basically if we lose them in dissolved were not you no matter how good we tell them the goes is that I’m gonna okay well from a practical standpoint here we came up across the the one-hour mark so I’m going to consider from here on out post-show so i’ll stick around until the last person is standing to answer some questions that certain our panelists thank you for your time and if you would need to cut out please you know feel free it depends on what your your timing is same for anybody else here and in the meantime thank you for your participation and in the meantime I’ll try to take a crack at some of the questions that page and just see any questions maybe that we think the only unresolved 1i just closed it let’s see here ah what is being done right there I guess what does critical thinking or helping students develop critical thinking look like in this context ok I anybody here want to give me a little helping hand with that whoever’s left and we have a lessee and recording one of ya please go ahead i’m one of the things that I put in there with and in one of the things I talk to my students are talking about to get very frustrated with masks and I tell them that math teachers you critical thinking skills because you have to stop and you have to discern what information is relevant to solve a problem what isn’t where do you put it in the equation and then following steps and I find with most of my students and GD on a lot of them have not been successful in traditional schools because they struggle with a DVD or ADHD and getting them to slow down and to really work through specifically in the beginning to work through story problem where they need to pull out critical information and then discard some information we find that their critical thinking skills increase tremendously and they go from that basic comprehension to actually analyzing information and then when we get them finally into science you can see them being able to take information and actually make a hypothesis which is something that we would have never been able to do in the beach getting if we did not work through those critical thinking skills with mass if that makes them yeah it does we meet ya then Michelle Knight at least maybe you can pick up on what Michelle was reiterating your your point about projects to me but the best way to get something like critical thinking is to have a pretty robust scenario through a project that you’re working on where you’re in the ties into what he was saying you know what you you engage them in something outside of just saying okay now we’re going to day-to-day living about critical thinking but it’s tied in with the other subjects that please you want to try and have your back to be kind of mentioned earlier on this yeah I people often go to Bloom’s taxonomy for that and there are so many layers of addressing one single thing and as Michelle just mentioned believe from like if you read something you read at the of what happened whoo-hoo what did she do and then there’s of what might have happened what might she have done and then if you were that person what would you have done and what would end it just going beyond the the basic level of interpreting problems math problems are reading your charts or anything so that the student begins to connect mindful e with content so it’s not just right or wrong black and white and there’s website i don’t forget the name of the web’s hierarchy of needs or something like that that is a the update on Bloom’s taxonomy that really is a very good away on Webb’s hierarchy yeah it’s kind of evened up the new bloom it’s called web w.e be the ass have been using those verbs in objectives and we’ll be getting into objectives pretty soon and I think that using just taking those verbs the objectives can take people beyond just the UH the lower levels but and analyzing evaluating synthesizing and those are great terms for objectives that lead lessons into higher levels of critical thinking um I i wanted to address a question that Phil Morris asked if you think of a mother is being profession of profession would that help and you know if programs are funded by the federal government they’re very workplace and prepend oriented job oriented but otherwise are we I don’t think anyone has to address student interests as a profession it I if somebody wants to be a good mother that can be a very oh good book and there are so many ways to work with math reading writing in terms of helping somebody interesting and how to be a good mother things to read and nutrition and psychology and all sorts of things so it doesn’t have to necessarily be a defined job i wanted to make that point before we got off and you know you guys can help me with the terminology i’m sure i’m going to miss that mess up but what is the term that there is the focus on what is that family literacy so that if the student is that the child is learning learning say in third grade is enrolled in school and third grade and maybe the mother is is reading at a third-grade level or whatever it maybe they did it you know reading at home and have finding activities that you can do as a family is it called family whether serious yes and we literacy it reduces the healthy a parent or family work with kids so it’s is a it is a family kind of orientation and it can be very powerful that makes kind of a any of the special interest groups in the course looking into different types of things that might be kind of a cool be great to see if you could devise a lesson not great with in your scenario that the that’s a mother or father that has children at home and looking at looking at it from that one that’s important yeah okay what’s getting pretty quiet the text ships I think we’re about there well thank you everyone so much for your time tonight and for those of you this cab to the paint shop first weigh-in wins or whatever it is getting really be there and where I i hate to think what’s going on in the other code it’s really can’t cook it’s gonna be a dad went to last time I think you’d like to remain see whoever is going to be in the patters

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