tag:blogger.com,1999:blog-6040524831337878007.post7230531558143552117..comments2024-02-19T13:57:50.195+05:30Comments on Tech Transformation: Design Thinking for PDMaggie Hos-McGranehttp://www.blogger.com/profile/06906722339671067160noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-6040524831337878007.post-29471538719161298982013-03-21T18:23:22.470+05:302013-03-21T18:23:22.470+05:30Hi Dave, I do agree with you that there are except...Hi Dave, I do agree with you that there are exceptions to the 5% rule - the best one of these was when I did the Harvard Project Zero summer school, followed by the Visible Thinking workshops while I was at ISA. PZ made me completely rethink what I was doing - and ditch about 70% of it. The VT thinking routines I use a lot too, and I recently taught these to Indian Teachers at the InspirED Teach for India Conference.<br /><br />I'm interested in what you say about UoIs lending themselves more to just in time learning than maths, reading and writing. Do you think this is because there is more inquiry in the UoIs? Maybe if we did more inquiry in maths, reading and writing we would see more just in time learning there too. What do you think?<br /><br />I guess the just in time learning is something that is hard to plan for, and is often completely spontaneous. What I've noticed in the Independent Studies lessons is that students are very likely to be engaged in just in time learning. Often students will decide to use a new tool (new to them and new to me too) and will explore it themselves to find out how best to use it. Sometimes they will know what they want to do, but don't know which tool to use and we can talk about it together and I can suggest a few that might work for them. More and more I'm seeing that with personalized learning, with every student working in "the zone", that just in time learning happens spontaneously. If we expect every student to be on the same page at the same time and to be using the same tools to investigate and to create and to share their understanding then I'm thinking that the learning is more" just in case".Maggie Hos-McGranehttps://www.blogger.com/profile/06906722339671067160noreply@blogger.comtag:blogger.com,1999:blog-6040524831337878007.post-2159984007398058352013-03-18T23:38:48.705+05:302013-03-18T23:38:48.705+05:30Hi Maggie, two points I want to raise with you for...Hi Maggie, two points I want to raise with you for further discussion - <br /><br />(1) Only 5% of what teachers learn in large PD settings (conferences, workshops) is used practically on their return to school. - Without looking at any data, this stat feels pretty close to the mark for me. I've sat through countless workshops and not taken away much to embed into my classroom practice (or taken away things and then not used them for whatever reason). There have been a few exceptions though, and when I talked about this with Taryn the common denominator for us was exceptional workshop leaders. Something to think about there.<br /><br />(2) One of the things I've noticed with students is that "just in time" learning works really well - could this model also be used for teachers? - I'd love to hear more about the times where you've noticed this (with students). More specifically, how often you notice this type of learning consciously being planned for (and managed) compared to what we typically see in schools (i.e. linear progression of skills, knowledge & understanding). I think 'just in time' probably happens more in learning situations such as UOIs but not so much in more 'traditional' subjects, such as maths, reading and writing (maybe it can't?).Davehttps://www.blogger.com/profile/00306743154036314098noreply@blogger.com