Author: Mari Venturino

@msventurino

#slowchated week of March 30th – April 4th, 2015

“Building capacity on experiential learning”
#slowchated week of March 30th
Moderated by Allison Fuisz (@allison_fuisz) and Mari Venturino (@msventurino)

Last week, March 23-28, the #slowchated conversation delved into the world of deep learning.  The goal was to bring some light to what deep learning is and how it is an essential part of student success and learning.  In summary, those who participated in the chat saw deep learning as a means for students to fully immerse in their learning and apply it to their life.  In the words of students, “deep learning is something that sticks with you, like root”.

So how do we get things to stick and become roots in students’ understanding of the world around them?  Experiential learning may be the answer.

Today I attended a PD session with Jennifer Stanchfield.  Her common sense and imaginative approach to teaching revolves around experiential learning and the simple day-to-day activities that teachers can present to students in helping to form their understanding of content and collaborative opportunities.  Comments in the room from teachers were varied when it came to this line of thought.  They ranged from “this is hard” to “wow, I never thought of approaching a class like that!”  These varied responses shows the different levels of understanding as to what experiential learning means and how it can be a positive in the lives of students.

According to the UC Denver Experiential Learning Center,
“Learning that is considered “experiential” contain all the following elements:
1. Reflection, critical analysis and synthesis
2. Opportunities for students to take initiative, make decisions, and be accountable for the results
3. Opportunities for students to engage intellectually, creatively, emotionally, socially, or physically
4. A designed learning experience that includes the possibility to learn from natural consequences, mistakes, and successes”

To some, experiential learning is second nature; to others, it is a chore that involves more work than what they deem necessary despite the benefits it carries for students.

So how do we build capacity around experiential learning?  It seems like a no-brainer yet not everyone is on board. Perhaps this twitter chat will be a starting point for some or spark some interest in others to spread the ideas of experiential learning forward.

Resources
TED talk on experiential learning: https://youtu.be/5rQBH1TH9pAExperiential Tools

Questions:
Q1: What is experiential learning? #slowchated
Q2: What personal experience do you have with experiential learning? #slowchated
Q3: Name a resource that is a must for Ts RE: experiential learning? #slowchated
Q4: How does experiential learning promote critical thinking and deep learning? #slowchated
Q5: Based on this week’s chat, how are you going to implement experiential learning into your classroom? #slowchated

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#SlowchatED Week of March 16, 2015

#SlowchatED
Week of March 16th
Topic: Homework

When I woke up this morning, I saw that #slowchated was mod-less. I volunteered, but didn’t have a topic in mind. A few rolled through while getting ready and heading to work, but nothing struck me as authentic or something I needed to discuss. However, this all changed once 1st period started today. Only about 25% of my students had their big unit project completed…I was furious. <rant> My students have had this project assigned in early February, and have had multiple opportunities in class to work on their project. I have been available before school most days, at lunch, and occasionally after school. Additionally, I check my work email frequently. How is this possible?! I expected maybe 25% to have an incomplete project. This project is in place of a unit assessment, and students were excited to not have a test. I feel disappointed, frustrated, and angry. *deep breath* </rant>

Out of this, I decided I need to spend some time thinking about homework. I know my students don’t have the support for doing homework at home, yet I don’t know where, why, and how their disregard for homework started. I’ve started assigning less homework, and when I do, I’m finding fewer students completing it. I need to revolutionize my classroom, and go in with a new game plan next school year.

I don’t have any extra resources/research because this topic comes purely from my need to grow as a teacher, and my curiosities about how other teachers are handling similar issues. If you have resources, please share in the comments below, or on Twitter with the hashtag #slowchated.

Here are the questions:
Q1: What does homework mean to you and your students? #slowchated
Q2: What is the purpose of homework? Are there alternatives? #slowchated
Q3: How do you handle students who do not do their homework? #slowchated
Q4: How can we make homework more manageable for students?
Q5: What’s the best excuse you’ve gotten for why a student didn’t do their homework? #slowchated

*Questions are subject to change, based on where discussion goes*

#slowchated – Week of March 2-7, STEM/STEAM

STEM/STEAM chat!
March 2-7, 2015

S – Science
T – Technology
E – Engineering
[A – Arts]
M – Mathematics

So we’ve all heard of STEM, and many of us have heard of STEAM, but do we actually do this in the classroom? I’m a 7th grade science teacher, but I mostly focus on science, with a little bit of technology thrown in. We look at data tables and make graphs, but admittedly, many of my students still have no clue the difference between the x-axis and the y-axis. Occasionally, I’ll spice it up a lesson with an engineering task. Arts? Well, sometimes we draw stick figures, does that count?!

I’ll be the first to admit that I’m not giving STEAM it’s proper place in my classroom. One of my biggest worries for the future of our students is that we will have a country filled with science-illiterate citizens making big decisions. As a teacher in California, I see a heavy emphasis on English and math, while all the other subjects are becoming secondary. I assume it is similar in other parts of the country. While literacy and math skills are important, we can’t discredit science, history, and the arts because they are what make many students want to show up to school. We all need to work together to encourage students to seek out STEM-related opportunities and careers. How will you help?

While considering STEAM, it is important to consider two underrepresented groups in STEM-related careers: minorities and women.

Minorities in STEM:

 

Infographic-10-Startling-Stats-About-Minorities-in-STEM1-e1340812262390

Image source: http://www.transportationyou.org/infographic-10-startling-stem-stats/

Women in STEM:

stem-facts-on-women-girls

Image source: http://www.forbes.com/sites/bonniemarcus/2014/03/28/mentors-help-create-a-sustainable-pipeline-for-women-in-stem/

More Resources:
TED Talk “Growing up in STEM as a girl”:
http://tedxtalks.ted.com/video/Growing-up-in-STEM-as-a-girl-Ca

Article on STEAM from US News:
http://www.usnews.com/news/stem-solutions/articles/2014/02/13/gaining-steam-teaching-science-though-art

I look forward to chatting with you all this week. Remember, one question per day Monday through Saturday!

-Mari Venturino
@msventurino

 

PS. If you’re like me, you get anxious when you don’t get a preview of the questions. Here they are!

Q1: How do you incorporate STEAM into your lessons? #slowchated

Q2: How can we break down barriers to incorporating STEAM into our classrooms? #slowchated

Q3: Share your favorite STEM/STEAM resources! #slowchated

Q4: Why do you think minority students feel discouraged from pursuing STEAM-related careers? #slowchated

Q5: How do you encourage girls to get involved in STEM-related fields, especially in MS and beyond? #slowchated

Q6: What action step are you going to take next week to add more STEAM-related fun into your classroom? #slowchated