Philosophy of Adaptation

“Creatively adapting to change on our path to life-long learning”

           

            Identifying reoccurring themes that occurred throughout my research as well as important terms I felt embodied the concept of “21st Century Learning” helped build the foundation for my motto. This compilation of terms was combined to create an image using the online program Tagxedo. From there I pinpointed the terms I felt were the most important and developed my motto from there.

            I chose this motto because I believe one of the key skills a person needs in order to successfully adjust to the 21^st Century Learning is the ability to adapt to change. The concept of change is an idea that I encountered several times throughout my research.  Adapting to change is also one of the key components identified in the Partnership for 21^st Century Skills Framework (2009). Simply adapting to change isn’t enough, however, we must do it in a way that is creative, innovative and in a way that prepares students to be learners for life.   

            Several resources influenced the direction I took with my motto.  One I found that I would like to share is a PowerPoint by Kim Cofino that I believe exemplifies precisely what a 21^st Century Learner looks like.

The 21st Century Learner from Kim Cofino

Addition resources that contributed include:

What is 21^st Century Education? 

Technology Integration For The New 21st Century Learner by Nancye Blair

Teach Like A Pirate by Dave Burgess

How Do You Define 21^st-century learning? By Education Week

P21 Framework Definitions by Partnership for 21^st Century Skills

21st-CenturyLearner by Mark Stevens

A New Culture of Learning by Thomas, D., & Seely Brown, J.

How do I adapt to change in my environment?

“Enjoying success requires the ability to adapt. Only by being open to change will you have a true opportunity to get the most from your talent” –Nolan Ryan

Being able to adapt to change within your environment is an essential skill to master according to the P21 Framework (2009).   Over the past few years as a result of the shift in our education school systems, I’ve had several different situations in which I’ve needed to respond/adapt to change.  One big change deals with the increased need to include digital tools/program within the classroom.  Due to this sudden change I’ve had learn several tools/programs all at once. While overwhelming at first, I’ve learned several strategies that I can use to cope with this demand.  One strategy is to allow myself time to just play with the technology.  Experience it for myself.  In addition to my own experiences, I know that I can also find useful information about certain programs on the web. One website that I found, in which I frequent a lot this year is called Atomic Learning. Atomic Learning is an online training resource that offers thousands of tutorials on current technology tools and programs that could be used within the classroom.  I’ve used this site over a dozen times already this year to help figure out how to use programs such as Prezi and notebook, as well as how to perform specific tasks using my Smart Board. Although I am not found of the time it takes to learn all these programs, I do it because I know it will benefit my students in the long run.  I know that by learning these tools I will be better able to “engage students with real world data, tools and experts they will encounter in college, on the job, and in life . . .” (P21, 2009). Simply learning about different technology tools/programs is not enough however, I must also figure out how I can use those tools to help facilitate my students learning.  Due to my limited experience, I rely heavily on research I conduct online.  In addition to research, which is primarily one sided (me looking for the data), I am not beginning to engage with my PLN more.  I am using technology tools such as blogging and twitter and expanding my Professional Network to include people whom of which I’ve never met before.  While this in itself doesn’t sound too impressive to most, it’s a big step for me.

In addition to the strategies I noted about, some other useful strategies I use to adapt to change include:

-Taking a step back and re-evaluating the situation

Being able to pause and reflect upon the success or failure of something is an act of critical thinking. 

-Be open to new ideas

Change is inevitable.  By being open to new ideas you are showing flexibility.

-Embrace your mistakes

We all make mistakes!  Once we accept that, it become possible to learn and make educated decisions on what we would do differently next time.

-Ask for help-collaborate

As much as I would like to say I know all the answers, I know that I don’t.  During change it’s important to be able to ask for help if needed.  It’s also important to communicate/collaborate with others. 

Resources that help with adapting to change:

-Knowing the 21st Century Frame work

       -Atomic Learning  

How do I support my students in adapting to change?

In this section, describe the manner in which you give your students practice and support which will assist them in working in an ever-changing environment. If you are not yet using these strategies, describe how you may begin to use them as you move forward helping students adjust to 21st Century Learning and the 21st Century Economy.

A few of the ways in which I help support my students in adapting to change are similar to how I deal with it.  More often than not, when students are learning about a new program or technology tool I always build in time for them to *play* with it first.  By providing students with this opportunity I am embracing their natural curiosities and allowing them a safe environment to experiment and test the tool out before we use it.  I found in the past that when I didn't allow for this *play* time before hand, more student were off task and those that did follow directions were less incline to take risks with a program in fear that they would get in trouble. Once I started building in time for exploration of the program before I taught it, I began noticing a larger percentage of students were on task.  I also discovered that students were more willing to take risks and get creative with their assignments. Students were beginning to have fun with not only the exploration of the tool, but the process in which they would go through in order to complete the assignment.  They were engaged and as a result begun to produce more quality work.

One area that I believe I could give my students practice and support in to help deal with change could be in the area of collaboration.  While I do have students work in groups and pairs in class, collaboration and communication with others outside of class is limited. I would like to somehow change this, but other than using blogs (we've tried before...it was an utter failure), I am at a loss of ideas...

References

21^st Century Schools

http://www.21stcenturyschools.com/what_is_21st_century_education.htm

      

Blair, N. (2012, January/February). Technology integration for the new 21^st century learner. Principal. Retrieved from http://www.naesp.org/sites/default/files/Blair_JF12.pdf

Burgess, D. (2012). Teach like a pirate. San Deigo, CA: Dave Burgess Consulting, Inc.

How do you define 21^st-century learning?. (2010, October 11). Education Week. 04(01), 32. Retrieved from http://www.edweek.org/tsb/articles/2010/10/12/01panel.h04.html

P21 Framework Definitions. (2009). Partnership for 21^st Century Skills. Retrieved from http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf

Stevens, M. (2011, Summer). 21^st-century learner. NEA Today Magazine. Retrieved from http://www.nea.org/home/46989.htm

      

Thomas, D., & Seely Brown, J. (2011). A new culture of learning cultivating the imagination for a world of constant change.

http://www.wikihow.com/Add-a-PowerPoint-to-Blogger

http://www.slideshare.net/mscofino/the-21st-century-learner

http://kareemshaker.com/general/how-to-create-a-business-motto/

http://www.tagxedo.com/app.html

Atomic Learning  

 

Week 10 Blog Reflection

Amber Hanson

Week 10 Blog Reflection

This week was more about me learning from others. As I am not too much of a gamer myself (yes I play games, but not too often).  I learned about a few websites however, that I hadn’t known before. in fact it was a website I learned from a person I interviewed, it’s called www.boardgamegeeks.com.  Now this isn’t necessarily a website that aids in the class, but it is something I learned about that I would like to look more into for my personal life.  I am one of those people who get frustrated while learning new games, especially when there are a lot of rules to it.  This website is one that I can take a look at in which I can learn about the game BEFORE I have to play.  I think by doing this my frustration level will not be met. 

Throughout my research, as well as a reoccurring theme throughout people’s blogs posts was the concept of passion.  Gamers are passionate about the games we play.  This is definitely something that we as teachers and leaders can learn from them.    I found that so many gamers play these games, not for fun, they play because they enjoy the thinking that’s involved, the communication, the hard work.  We can learn from this, by making things enjoyable for our students, as a game, it won’t seem like learning anymore, but rather as fun.  I think the key in finding what actually drive students is to simply ask them! If we ask them and learn more about them as people, we can use what we know to create projects/games and direct or lessons in a way that is engaging and fun whereas the students won’t see it as just ‘learning’, but rather as an enjoyable experience.

I really like how in Courtney’s blog, she pointed out that practice was one lesson we as educators can learn from gamers.  Gamer do it all the time, when they need to redo something, or just want to get better at the game.  This is something that a lot of leaders do and continue to do as a means of improvement. I also agreed with the concept that collaboration in which she talked about, as it is a great skill gamers often are able to exhibit.  They do it constantly in RPG games and the like.  By showing that they can successfully collaborate with another individual (or many) they are likely able to complete a task or goal that would not otherwise be able to be met.  By learning to work together for a common goal they exhibit leader like qualities.  One person can only accomplish so much; if we as teachers can tap into and use this on frequent bases we will become better leaders. 

Week 10 Blog Post #etlead

Amber Hanson

#Etlead

Week 10 Blog Post

Essential Question: What Leadership Lessons Can We Take from Gamers ?

I feel there are a lot of lessons we can learn from gamers. In the article “Get in the Game, you’ll learn something” It talks about how a successful businessman by the name of Mathew Calkins has primarily developed his leadership skills as a direct result of gaming.  Now, in this instance gaming is referred to as a board game, but the general outcome is the same.  Mr. Calkins is quoted to have said that Games force players to choose which part of focus on them “because so much is happening at the same time, you have to identify and track the essential”. This I believe is something extremely useful for teachers to understand.  In games often times the players are given several different variables, and the gamer must sift through what is the important and non-important pieces that will help achieve their overall goal.  This is definitely something we can use to our advantage, as these students who game may have an advantage in sorting through relevant and non-relevant information whether it be in mathematics, or reading. 

Another aspect of leadership in which we can learn from gamers, is the whole concept of providing immediate feedback.  Usually in a game if something when wrong, the game provides some sort of stats, or feedback that the gamer can use to try the quest or round again. As teachers we should use a similar strategy. By providing students with timely feedback on performances they will better be able to connect with the material, and really understand what they did right or wrong.

More often than not, games are broken down into a set of goals that the gamer much achieve in order to receive the ultimate goal (such as, beating the game).  Players are able to focus their energies and brainpower on these individual goals, without being overwhelmed.  If we as teachers set manageable small goals within our own classroom, students will be less stressed and we’ll be able to help them move towards the ultimate goal of mastery.

Another aspect of people who game, in which appeared several times in my research, as well as in my interviews is the concept of happiness.  Often times people choose to game because it makes them happy.  It makes them happy to think, work and feel successful in something. They more readily accept missions and engage in meaningful work with it’s connected to a game they enjoy.

Lastly, and most importantly is that “gamers believe that there is always a chance of success and that here is something immediately that they personally can do- or even have to do urgently-in order to achieve success”.  Games give people a sense of purpose. It provides an avenue for people to feel successful and feel if they really can make a difference, regardless as to whether it’s in real world, or the virtual one. 

Although I do not game very much personally, I do believe there are a lot of lessons that myself as an educator can learn from gamers.  The main take-away’s I got from the research, as well as the interviews is the importance of feedback, as well as the importance of providing an opportunity for students to feel successful.

Interviewer: Amber

Interviewee: Joe-Teacher in Gambell, AK

1.    Why do you game?

§  It’s Enjoyable, for fun, engages my brain in a way that my normal job or people doesn’t. Keeps my brain in shape and sharp.

2.    How often do you game?

§  Board Games: Online (twice a week a week/2 hours)

                                    In person (twice a week/3 hrs) now, once, 3 hrs

§  Video games: 3 days a week, 2 hours a day.  Before this year it was up to 4 hours a day, 5 days a week.

§  Time depends on setting. In lower 48, play less online because I would play more board games in real life.

3.    Do you prefer games in real life, or online?

§  It’s completely different for me.  In real life board games, it’s for the social aspect. Still a competition, but not as extremely competition because people wouldn’t want to play

§  Video games allow you to play the game, you don’t need to talk to anyone, you can just play.

§  Depends on the mood I’m in

4.    What types of games do you enjoy?

§  Video Games: Role playing games (World of Warcraft, Skyrim) Real time strategy (top down, where you’re controlling a base and units (Warcraft, Starcraft, Invade and Conquer) Grew out of them, they are more a reflex game rather than strategy (how many times can you click the mouse and move your stuff around quick). I don’t care about that as much anymore, I care about strategy.  Simulation games-turn based strategy (Civilzation 5) More Strategy because it’s turned based, it don’t matter how many time you click something.  Instead you do your stuff, then do your turn. You plan your stuff, plan your attack, execute it, execute a strategy for a long period of time.

5.    Do you play any games with family?

           

§  As a kid, both of my grandmothers play card games.  My parents have over a hundred board games, that’s where it really started. Usually it was simple stuff, they didn’t’ get into too much advanced stuff.  They were def an inspiration for it.  Dads had a computer always; I got on his when I was just old enough to see the screen (3 years old).

6.    How do you use technology to play games, like connect with family or friends?

§  I used to a lot more when I was in the lower 48 because of the bandwidth.

§  I used to play a lot of action games, like first person shooters or first person action  with tanks, or planes.  You can’t do it here, the internet is not fast enough.

§  Time zone differences are significantly different, hard to match up times. Died off since I moved here.

§  We used to get home, maybe eat dinner and then be on for a few hours a night.

             

§  Socialize mostly through gaming.  When we got together we would do stuff in person. It was our way to connect, we would also be done with games, and someone would be like ‘hey, I’ve got something going on and we would talk about it then, or even a lull in the game.

7.    What types of games did you enjoy playing with family and friends?

§  Family: Brother, great summer where we played WOW together. We had computers together and we would play together and go on Raids together. I’ll always remember that summer because it was one of those times that my brother was an adult, he was back from college, we could really connect through it.

§  Same with Diablo 2, also Civ 5 he plays, only sometimes if we’re not busy playing magic the card game, online.  But then again, internet is kind of slow for a turn based game.

§  Friends: World of tanks, War thunder (war planes simulations) Dota 2 (Moba-top down)

I know you play Magic online, How do you play it? Is there an online program you use?

§  Yes, there is an online client that is the same company that created the card game. It’s called Magic the Gathering online.

§  Can buy virtual packs and cards.  same game as card game. but it’s nice online because in person, someone may make a mistake and forget a rule. and not abide by the rules, but online the game wont allow for certain things, as it only plays by the rules.  You go to the card store to socialize, to meet people, to socialize.  You go online to purely play the game.  Because the game is played perfectly.

§  Have played games through Skype with another person.  Right now my fiancé and I play android net runner.   We started playing it in person over the summer, and now we can play it in Skype pretty well. 

8.    Do you think it enhances relationships to be able to have this technology where you can play these types of games with people so far away?

§  100%, like for me, the reason I was able to maintain my relationship with my best friend, it through video games. I had it all through undergrad and into my early adult life; we always had video games to play.  Moving to Gambell has been a detriment.  My other friend from high school, we’ve actually drifted apart because we didn’t have it. Online gaming is awesome.

9.    Do you/have you ever visited wikis blogs or anything like that to help you understand a game?

§  Definitely.  I have two examples. With board games there is a site called boardgamegeeks.com that gives overviews, rules, and clarifications for games. Sometimes if I knew we were going to play a game over the weekend, I’ve totally gone online to look for rules and basic strategies for that. When I was playing wow, I read a couple of blogs and a forum on how to, it’s call mid maxing, where you’re trying to make your character the best it could be and wow used to be a very technical game where people would experiment with the builds, trying to find out what the best gear was, what the best rotation was for when to cast your spells, when to do these things. it was very technical. There was a big difference between those who really knew how to play, and those who were casual gamers.  The only was to do it was to go to those blogs to figure out exactly what to do. There is still a little bit of that, but that game is 9 years old, it’s still online which is incredible, but they’ve dumbed it down for more casual gamers, having to look at blogs Is now less of a necessity and now just extra.

10. Have you ever contributed to any of those blogs that you’ve looked before?

§  Yes. In a couple of the blogs I would upload my build and my damage meter so people could better understand it. a lot of people did this.  I didn’t analyze the data but I did contribute to the data.

11. Aside from looking at rules, can you think of other reasons that you would look for outside help on a game?

§  Cheat codes, walk-through’s on games and also for magic online, there is a podcast that I listen to every week, it’s about 2 hours long and it automatically downloads to my iphone each week and I just listen to it when I have time, and it’s great because all it talks about is strategy.

12. All games that have an end goal, can those be won/completed?

§  Yah.

13. And what’s the secret to playing it?

§  Depends on the game because some of it is reflexes, and other games is strategy.  If you increase the difficulty, you have to outthink the computer; you need to anticipate what they are going to do. And you also need to look at what your peers are doing and adjust your strategy to match the things that are working.

14. Do you think it’s easy to complete a game by yourself, or with others?

§  Others.

15. Why?

§  Because a computer could do many things, but it can only do what it’s programmed to do. And the more people who try to do against the computer game, they are going to discover what exactly the program is programmed to do, so it just takes several attempts to beat it.  And so the more people who do that and talk about it, the more likely we can discover the secret to beating it.

16. What encourages you to continue playing?

§  Often times a challenge in a game is a good thing. I don’t want to  just be like ‘oh here’s a wall, click x, oh here’s a wall, click x, like that’ s stupid.  But if you have different types of challenges, the game makes you think ‘how am I going to solve this?’ like I said before, it really stimulates my mind and my problem solving, however, some games you’ll get up against this barrier and you’re like ‘I’ve tried these 10 different things and I can’t get passed it.’ and even though I know I can just Google it, I just think ‘this is stupid’ and some games I just get frustrated with.  If I think a game is poorly designed, like ‘this doesn’t make sense to me’ then I will quit it.

17. How often do you read the rules or directions before you play a game?

§  Board games-Always, I always read them.

§  Video games-Often have a built in tutorial and depending on the genre I may or may not even do that. If it’s a first person shooter, I may just hop in because they are the same.  I kind of stopped reading rulebooks for games a long time ago, because controls for many video games have been standardized, which is another reason why you can just hope into it.

References:

(2013). Can the lessons we learn from gamers help us to solve world problems? In Debate Wise. From http://debatewise.org/debates/1781-can-the-lessons-we-learn-from-gamers-help-us-to-solve-world-problems/

Buchanan, L. (2013). Get in the game and you’ll learn something. In inc. From http://www.inc.com/magazine/201306/leigh-buchanan/games-and-leadership.html

Shertz, M. (2013). What can we learn from gaming? In Philly Teacher. From http://philly-teacher.blogspot.com/2011/02/what-can-we-learn-from-gaming.html

Thomas, D., & Seely Brown, J. (2011). A new culture of learning cultivating the imagination for a world of constant change.

Week 8 Blog reflections #Etlead

Amber Hanson

Week 8 Blog reflections

1. What new resources, curated resources, or ideas did you share this week?

One new resource I shared this week was Cornell Notes.  I shared this resource with Tracey after I read her blog this week where she discussed how she’s seen and how she’s used Socratic discussions within her classroom.  In the past, in one of my high school courses I was taught how to participate in a Socratic Seminar.  My teacher at the time used Cornell notes as method of note taking, as well as question asking. We were encouraged to pull out main ideas and to ask questions about the topic on the left hand side of the paper.  We questioned our readings, we questioned everything!  From there we would come prepared for our Socratic Seminar with our notes, ready to discuss and ask questions.  This was a really great class and I honestly felt like I learned so much about inquiry, as well as note taking.  We felt safe in asking questions, and didn’t feel judge by others with the direction that the discussion went to.  In these seminars one would be encouraged to ask a question, and then at least 3 individuals were encouraged to respond back to the original question, either asking more questions that were related, or giving providing evidence towards it’s answer.  In addition to using the original Cornell notes questions we constructed, we were also taking notes of the discussion, where we were encouraged to ask even more questions! 

What did you intend these new resources, curated resources, or ideas to do in terms of impacting others' learning? 

I intended this resource I shared to help in having students come prepared for discussion, as well as give them an outline to discuss and ask questions. By using this note taking strategy the educator can assure that students are discussing the content while still engaging in a meaningful inquiry process.

What would you do differently next week?

Honestly I would like to make sure I actually am able to turn in my work on time (before the Sunday due date)!

Week 8 Blog #Etlead

Amber Hanson

Week 8 Blog #Etlead

Essential Question:

What are the importance of inquiry and questioning in your discipline? How do/can you nurture student passion in your classroom?

Before I begin expressing the importance of inquiry within my own classroom, let me define the word “inquiry” and it’s place in education today.  According to the article “Inquiry Based Learning”, inquiry is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning”. Unfortunately in today’s classroom, the act of inquiry is often inhibited by the strong emphasis on fact learning due to the increase pressure of academic state standards. As students progress through grade levels the focus shifts from students asking questions, to merely listening and repeating the expected answer.  As educators it’s important for us to realize that memorizing these facts is not the most important skill in today’s’ world.  The work is constantly changing. If we focus on what is “known” we begin to miss so much.   

“The figure below illustrates why trying to transmit "what we know," even if it were possible, is counterproductive in the long run. This is why schools must change from a focus on "what we know" to an emphasis on "how we come to know." 

Illustration developed by Joe Exline

This chart illustrates that while knowledge is constantly increasing, so is the boundary of the unknown.”

In The New Culture of Learning the author explains that the traditional means of learning was through the transferring of knowledge from one person to another known as “Explicit Knowledge”.  But if we limit ourselves to such knowledge, we are missing the bigger picture.  It is through Tacit Knowledge, in which we engage in personal experience and experimentation, which is non transferable that we begin to grow. It is something that cannot be taught, but still learned.

"Tell me and I forget, show me and I remember, involve me and I understand."

We’ve all heard this quote before, and most of us would have to agree with it. Throughout our childhood, as well as adulthood we’ve been in a situation where someone is attempting to teach us something.  Whether it is the rules to a board game, or learning how to drive, the quote still applies.  Simply learning something by reading it, is not enough to commit it to memory (I wish it was that simple!), observation only may make a mark in our memory, but does nothing in terms of imprinting on our personal experiences.  But, if we are involved in the phenomenon, we are more likely to not only remember what was said, what was observed, but also what was experienced. 

Personally I believe that inquiry based learning is extremely important throughout all content areas in which I teach.  Although I will say, Science is the area most prevalent for this method of teaching. Part of the reason that inquiry based learning is used so often within my classroom, is based upon discovering my own students passions.  After doing some interests surveys in the beginning of the year I learned that a large chunk of my students were interested in the area of life science.  In the village in which I work it appears that the culture relies a lot on what the land and sea provide for them.  As a result, my students are often more engaged and excited when it comes to learning about specific plants and animals that relate to what we are learning about. 

I have found that if I nurture my student’s passion in life science, behavior problems go down and learning goes up.  Students that are passionate about what we are learning provides for a more dynamic and exciting environment.  As a result I feel that an inquiry based approach in which students are encourage to ask questions and investigate what they are interested in, can really flourish.  I feel that in the content of science, I allow for a lot more leeway in terms of the direction in which our lessons go, students hold the reigns and this is often what drives us as we progress through each unit.  I only hope that through these experiences I will begin to become more comfortable with this approach to learning in other content areas.

References

Briggs, S. (May 24, 2013). 25 Ways to institute passion based learning in the classroom. In infomedED. http://www.opencolleges.edu.au/informed/features/25-ways-to-institute-passion-based-learning-in-the-classroom/

Collier, C., Johnson, J., Nyberg, L., Lockwood, V. (2013). Learning science through inquiry. In AnnenBerg Learning. http://www.learner.org/workshops/inquiry/resources/faq.html

Exline, J. (2004). Inquiry Based Learning. In Concept to Classroom. http://www.thirteen.org/edonline/concept2class/inquiry/

Thomas, D., & Brown, J. S. (2011). A new culture of learning: cultivating the imagination for a world of constant change.