The

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@CurtisChandler6Curtis Chandler, Ph.D BetterLearningForSchools.com

The

Classroom

@CurtisChandler6Curtis Chandler, Ph.D BetterLearningForSchools.com

curtisc@essdack.org

1. How can we move beyond the traditional classroom?

2. What can we glean from other models of learning?

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A fly on the wall…Classroom

Research

Staff DeveloperClassroom

Yet ANOTHER blog!Classroom

Kansas KiddosClassroom

My family…Classroom

My family…Classroom

My education consultants…Classroom

(Informal) LearningClassroom

I watch them play and learn.Classroom

What would happen if…Classroom

What would happen if…Classroom

What would happen if…Classroom

Work like crazy!Classroom

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1. Humans are innate learners.

2. Formal education will either foster or hinder this

learning.

“How did cavemen learn?”

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“How did cavemen learn?”

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1. Humans are innate learners.

2. Formal education will either foster or hinder this

learning.

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1. Name some places other than schools where

powerful learning takes place.

2. Which of these could you go and visit to study HOW

learning takes place?

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1. Name some places other than schools where

powerful learning takes place.

2. Which of these could you go and visit to study HOW

learning takes place?

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Oral Culture

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Research on lecture says…

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--Different things--Lecture is widely used --Lecture places learners in a passive role--Lecture can be effective, but is often not--Lecture can be enhanced by multi-modality and novelty--Often perceived negatively by learners… but not always.

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--Different things--Lecture is widely used --Lecture places learners in a passive role--Lecture can be effective, but is often not--Lecture can be enhanced by multi-modality and novelty--Often perceived negatively by learners… but not always.

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--Different things--Lecture is widely used --Lecture places learners in a passive role--Lecture can be effective, but is often not--Lecture can be enhanced by multi-modality and novelty--Often perceived negatively by learners… but not always.

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--Different things--Lecture is widely used --Lecture places learners in a passive role--Lecture can be effective, but is often not--Lecture can be enhanced by multi-modality and novelty--Often perceived negatively by learners… but not always.

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--Different things--Lecture is widely used --Lecture places learners in a passive role--Lecture can be effective, but is often not--Lecture can be enhanced by multi-modality and novelty--Often perceived negatively by learners… but not always.

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--Different things--Lecture is widely used --Lecture places learners in a passive role--Lecture can be effective, but is often not--Lecture can be enhanced by multi-modality and novelty--Often perceived negatively by learners… but not always.

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What makes this type of lecture effective?

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Effective Lecture

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What makes this type of lecture effective?

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What makes this type of lecture effective?

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What makes this type of lecture effective?

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What makes this type of lecture effective?

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What makes this type of lecture effective?

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-Object lesson-Props-Multi-modality-Rehearsed-Interacts with the audience-Abstractions are tied to concrete objects-Intonation

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--Different things--Lecture is widely used --Lecture places learners in a passive role--Lecture can be effective, but is often not--Lecture can be enhanced by multi-modality and novelty--Often perceived negatively by learners… but not always

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1. Lecture, independent reading, & worksheets fail to engage students.

2. An examination of other models of learning helps to

(1) improve lecture (2) explore increasingly student-centered instructional techniques.

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1. How can we move beyond the traditional

classroom?

2. What can we glean from other models of learning?

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Traveled from district to district…

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“Please draw what teaching looks like in this school.”

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“Please draw what teaching looks like in this school.”

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The

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Let’s look at some

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Joe Maciello

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Wall Word Song…

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Wall Word Song…

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Student Created…

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Use music, movement, and

student creativity to improve vocabulary

mastery.

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Use technology to digitize student work and to share it with others…especially

next year’s students.

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• All these roots help us figure out new words we haven’t seen.–Agri is to use the soil–Aud is to listen–Bene means good or well–Circum is to go around–Corp is a body–Dict to say or speak–Dur means long lasting –Equ/equi means the same

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• All these roots help us figure out new words we haven’t seen.–Agri is to use the soil–Aud is to listen–Bene means good or well–Circum is to go around–Corp is a body–Dict to say or speak–Dur means long lasting –Equ/equi means the same

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Mad Scientist Paul

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A class designed like angry birds

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What did you hear that might be of use?

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A class designed like angry birdsContent is

designed to be mastered

and remastered

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A class designed like angry birdsContent is

designed to be mastered

and remastered

Points earned for each module

mastered

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A class designed like angry birdsContent is

designed to be mastered

and remastered

Points earned for each module

mastered

Leveling system tied to

a narrative

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Kyle Hileman

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Kyle Hileman

Make learning more

experiential and

participatory!

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What should a class look like?

• Broadway musical• Angry Birds• A museum• A video game

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What should a class look like?

• Broadway musical• Angry Birds• A museum• Video game• ANYTHING BUT A CLASSROOM!!!

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If you were in charge of teaching your elderly relative how to use

their first smart phone...

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Would you… Lecture Make them read Audio-Visual Demonstrate Discuss Practice by Doing Teach Others

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When the stakes are high…

Lecture Reading Audio-Visual Demonstration Discussion Practice by Doing Teaching Others

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Power in the PresentationLearners are likely to retain…• 5% Lecture• 10% Reading• 20% Audio-Visual• 30% Demonstration• 50% Discussion• 75% Practice by Doing• 90% Teaching Others

Adapted from David Sousa, How the Brain Learns, Reston, VA, The National Association of Secondary School Principals, 1995, ISBN 0-88210-301-6. Classroom

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If you were in charge of teaching music...what would you do?

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Work like crazy!Classroom

A little while ago…

A little while ago…

A little while ago…

Nonlinguistic Representations

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Creating Something New

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Blurring the lines between learning and playing. Classroom

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“Un-schools”

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vs.

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Traditional (lecturing) teachers are being replaced.

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Traditional (lecturing) teachers are being replaced.

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Technology can replace a teacher who lectures.

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Technology can replace a teacher who lectures.

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Technology makes it easier to…

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How to use audiovisual effectively

How to use audiovisual effectively

How to use audiovisual effectively

How to use audiovisual effectively

How to use audiovisual effectively

Talk to the person(s) closest to you about…

1. What is used in this commercial to help sell Jack Link’s Beef Jerky?

2. Why do advertisers design commercials using humor?

3. What are some other tools and tricks used to sell products?

How to use audiovisual effectively

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Build a Rube Goldberg machine

that turns on a light.

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How to use audiovisual effectively

How to use audiovisual effectively

How to use audiovisual effectively

Today we are going to begin Romeo and Juliet…

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GREGORY    30      'Tis  well  thou  art  not  fish;  if  thou  hadst,  thou    31      hadst  been  poor-­‐John.  Draw  thy  tool!  here  comes    32      two  of  the  house  of  the  Montagues.                      Enter  two  other  servingmen                        [ABRAHAM  and  BALTHASAR].              SAMPSON    33      My  naked  weapon  is  out.  Quarrel,  I  will  back    34      thee.              GREGORY    35      How!  turn  thy  back  and  run?              SAMPSON    36      Fear  me  not.              GREGORY    37      No,  marry;  I  fear  thee!              SAMPSON    38      Let  us  take  the  law  of  our  sides;  let  them    39      begin.  

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Today we are going to begin Romeo and Juliet…

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GREGORY    30      'Tis  well  thou  art  not  fish;  if  thou  hadst,  thou    31      hadst  been  poor-­‐John.  Draw  thy  tool!  here  comes    32      two  of  the  house  of  the  Montagues.                      Enter  two  other  servingmen                        [ABRAHAM  and  BALTHASAR].              SAMPSON    33      My  naked  weapon  is  out.  Quarrel,  I  will  back    34      thee.              GREGORY    35      How!  turn  thy  back  and  run?              SAMPSON    36      Fear  me  not.              GREGORY    37      No,  marry;  I  fear  thee!              SAMPSON    38      Let  us  take  the  law  of  our  sides;  let  them    39      begin.  

Today we are going to begin Romeo and Juliet…

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GREGORY    30      'Tis  well  thou  art  not  fish;  if  thou  hadst,  thou    31      hadst  been  poor-­‐John.  Draw  thy  tool!  here  comes    32      two  of  the  house  of  the  Montagues.                      Enter  two  other  servingmen                        [ABRAHAM  and  BALTHASAR].              SAMPSON    33      My  naked  weapon  is  out.  Quarrel,  I  will  back    34      thee.              GREGORY    35      How!  turn  thy  back  and  run?              SAMPSON    36      Fear  me  not.              GREGORY    37      No,  marry;  I  fear  thee!              SAMPSON    38      Let  us  take  the  law  of  our  sides;  let  them    39      begin.  

SUBTITLE-Sampson– “Draw if you be men!”

NOT MORE video in schools…but BETTER USE

of video in schools

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SUBTITLE-Sampson– “Draw if you be men!”

English ShortsSCIENCE

English ShortsSCIENCE

English Shorts

English Shorts

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Teachers must experience this as learner for it to permeate their own instructional/assessment

practices!

1. In a group of two or three “like” persons, pick something coming up in your content area.2. Create a short introductory video or one verse of a vocabulary song.3. Make it accurate and funny.4. Do it in one take, and record it.5. Share your video with Curtis.

Teacher Created

151

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How to use audiovisual effectively

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A square medieval castle on a square island is under siege. All around the castle there is a square moat 10 meters wide. Due to a regrettable miscalculation the raiders have brought footbridges, which are only 9.5 meters long. The invaders cannot abandon their campaign and return empty-handed. How can the assailants resolve their predicament?

A castle sits on a square island. All around the castle there is a square moat 10 meters wide. The invaders only brought bridges that are 9.5 meters long. The invaders cannot abandon their mission. How can the assailants resolve their predicament?

How do you and your army get across?

9

9

lots of 8.5m

(20 m deep)

How do you and your army get across?

9

9

lots of 8.5m

(20 m deep)

THE Solution!

How do you and your army get across?

9

9

(20 m deep)

lots of 8.5m

How do you and your army get across?

9

9

(20 m deep)

lots of 8.5m

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250 ml 250

ml 250 ml

250 ml

250 ml

250 ml

-30 mL

-49 mL-51 mL

-48 mL-73 mL

-29 mL

250 ml 250

ml 250 ml

250 ml

250 ml

250 ml

-30 mL

-49 mL-51 mL

-48 mL-73 mL

-29 mL

250 ml 250

ml 250 ml

250 ml

250 ml

250 ml

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