Final Questions!!

What have you learned about designing opportunities for educating students whether they be young learners, young adults, more mature students? How has (or will) your professional role changed through this experience in the course and the other courses you have taken? Do you see yourself differently in what you can offer as a zookeeper?

Before I enrolled in this course, I rarely thought twice about how a teacher teaches. When I did think about it, however, I would often wonder how a teacher decides what and how to actually get the educational message to the students. I now understand that it can and should be a difficult process. Maybe difficult is not the correct wording there and I should have used "thought out" instead. My guess would be that many teachers, our zoo's educational director is one of them, just use the same lesson plans year after year with no thought to how the rest of the world is changing. Creating valuable, truly educational experiences have to be created with a lot of thought to all types of learners and learning speeds. It is not a one fits all process, although I believe that many teachers still teach in this manner. What they need to understand is that some students learn better by reading while others learn better by doing. One of the better ways to design an learning opportunity is to come up with an authentic activity that relates to their lives, in some way. An activity in which they need to learn by doing instead of by just listening is more effective. They also need to understand that the best way to understand what they have learned is not necessarily by true/false or multiple choice testing. Students need to have to opportunity to express what they know and how they went about learning what they learned. Educators can do this through the use of an entire system of assessments.

My professional ambitions have definitely changed over the course of this semester. I now an considering becoming a school or zoo educator. I never used to think of teaching as a profession....actually I felt that it would be a scary and kind of boring position. However, I now know that it must truly be what you make of it. Those teachers who teach the same lesson plans year after year must not enjoy the position as much as a great teacher who really plans out unique educational learning opportunities. Learning along with the students in a more democratic classroom would be much more interesting to me than teaching with a dictator approach. My current responsibility is to share the knowledge I have gained in all of my educational classes. Most of the ideas I have brought with me though this process, are ones that are not understood by many educators I have come in contact with. I will do my best to help these individuals to incorporate these ideas into their teaching.

After reading these questions I realized that, although I might not ever have a normal classroom, I can still use the principles that I have learned over the past few months. Even if I don't have a classroom, at all, and decide to remain a zoo keeper instead of an official educator, I can use the different ideas I have taken away from this class. I will now consider different learning styles when creating a new exhibit and it's educational materials. The common way for educational material to be displayed is with a lot of English text. I can see now that more photos or even hands-on displays could be a wonderful addition to the educational message. Also, zoo's in an area with a large ethnic population should really concentrate on educating in different languages. Being a zoo educator, there are so many more opportunities to teach students of all levels and abilities. There are hundreds of schools that bus in students for the education programs. These students come from all different educational, economical and ethical backgrounds. All of these must be taken into consideration when planning educational activities for these students.

7th Grade Classroom Built/Designed with Unlimited Funds

With unlimited funds I would create a classroom that focused on collaborative learning, however, it would also allow for some individual learning when the need was there. As soon as the students walked in this classroom, they would understand the values of this class. They would feel the freedom they will be given of the different learning techniques we will be practicing. They will be given many opportunities to choose their own learning style by choosing different ways to present their knowledge.

There would be 4 corners sectioned off. These would allow would allow for the Audio/video room, meeting room, project section and a classroom restroom. I will describe these sections in detail later. The classroom would be carpeted in all areas except the project area and restroom. These areas will have wood flooring with area rugs. This carpet and rug sections should help with sound reduction and also give the room a warmer feeling. In the center of the main classroom, there will be two movable crescent shaped tables for the students to utilize during discussions and large presentations. The students will have their own seat and these seats will face each other. On both sides, where the tables come together, there will be a table and chair for the teacher. This will allow for the teacher to access both sides of the student's tables, equally.

Main Classroom: The items in the main classroom will include a hanging projector above the crescent tables, take-home laptops numbering 1/student networked in the classroom with a wireless network. This way the students can utilize the entire room while using their laptops. On the right side of the room, there will be a 60" LCD TV handing on the wall. This TV can either be hooked up to the projector or allow the laptops to be directly plugged in for larger computer presentations. Above the TV, there will be an electronic projector screen that can easily be lowered while using and raised when not in use.

Walls and Windows: Windows will be placed in appropriate places so the students may observe what is occurring in the outdoor environment. All windows will have darkening shades so the room can be utilized for computer presentations. The largest section of windows will be on the south wall. Here there will be two windows which measure approximately 10' h X 7'W. On the outside of these windows, there will be an area titled Backyard Habitat and will be landscaped with trees, shrubs and a small pond area. This will be used during some biology lessons but also just to include nature into the classroom on a daily basis. Other sections of the walls will either include a cork board or magnetic paint so that projects and other important classroom information may be easily displayed and accessed. Windows will be placed in trhe corners of the meeting room and also in the corner by the project table. This simply allows for natural sunlight.

Sections within the Classroom:
There are four seperate sections that include a sound proof audio/video(A/V) room, a completely private restroom, an open project area and a semi-closed meeting room.
A/V Room-The A/V room would be sound proofed so students could create video and audio podcasts, edit videos or participate in Skype callss without disturbing the other students in the main classroom. That room would include it's own stationary desktop computer to allow for compouting power. There would also be video and digital cameras, video editing equipment and a telephone.
Meeting Room- This meeting room would be used for small group meeting and also for individualized quiet learning. There will be 5 chairs and a 3-seat couch. There are a few side tables, as well. This room should have the feel of a very casual room where students can gather and socialize or work collaboratively.
Restroom- Students no longer would have to leave the classroom and walk a distance to the restoom. There would be one in the classroom for restroom and project clean-up usage.
Project area- This area is open to the rest of the main classroom, however, it has it's own distinct area. This area consists of 2 large tables and 4 chairs around each one. This makle collaborative projects possible. There are no computers at this location because the studetns can bring move their own laptops to these tables. This area will have storage shelves for all of the available project items. These will be available to the students at all times. They will hold labeled, opaque tubs at or below eye level that various crafting items. There will be two video and digital cameras available by a checkout procedure.

Essential

• 2 Digital video/still image Cameras
• Shelving units to store project supplies
• Magnetic painted walls
• Movable crescent shaped desks
• Hanging Projector and manual screen
• Project tables and chairs
• Most, if not all, windows -all with room darkening window treatments
• 6 laptop computers, at a minimum (if 1 laptop/student cannot be managed)
• Wireless Internet connection

Preferred

• One laptop/student
• Cork Boarded walls
• Meeting room area
• sound-proofed A/V room (low level approximately $2000)

Desirable

• Landscaped Backyard habitat
• restroom in classroom
• LCD 60" TV
• Sound proofed A/V room (Higher quality sound proofing approximately $10,000)

Rational

Essential Items
Many of the options I have chosen for this ultimate classroom cost little but allow for large learning opportunities.

The laptops can be purchased for as little as $250/student. For 12 students, this adds up to $3000 but the educational value of having each student connected to each other and the teachers is invaluable.

• The magnetic wall would be accomplished with a can of paint and the metal additive that is needed for the magnetic properties. This is such a low cost, as well, but it would make it so easy to add student work or other classroom items to the walls that surround the students.
• The desks would probably be the most expensive pieces of furniture, however, I feel it is invaluable for our students to have a place of their own yet have the capability to work collaboratively in small groups or with the entire class.
• The projector could be a small and also inexpensive, as long as the windows had blackening window treatments. This projector could be as low as $300 and the pull down screen would cost $150.
• An internet connection is a must so that the students can do on-line project work and connect with other students around the world. Adding the wireless connection is approximately $50. All students can then use their laptops anywhere in the classroom.
• Project tables and 8 chairs can be purchased at the lowest cost possible. They do not have to be any special kind of furniture just an area where the students can work on projects in larger groups.
• If the 1 laptop/student cannot be managed, then there would need to be a minimum of 6 computers in the classroom. One would be in the A/V room, the other in the meeting room and there would be 4 more placed on the project tables.
• The video cameras and digital camera are essential for our students to create projects. These could come in the form of the Flip Camera, which is a video camera that also takes still images. It costs as little as $150 and it is a great camera.
• The storage units could be built as a student project. It is important to have the items, that are expected to be used, easily accessible to all students.
• The meeting room would be quite costly because it would entail zoning off a section of a room with two walls and adding furniture. The furniture would, again, not have to be the top of the line. Items could be gathered fairly inexpensively if items were bough used. It is important for the student to have a place to go to get away from the noise that a regular classroom can create. Also, a place where a group of students can go to collaborated on a project is necessary. They could do this in their own classroom and wouldn't have to go to another room in the school, however, if necessary, they could.

Preferred Items

• The preferred items are listed in this section because other items/areas, listed in the essential section, could work in place of these items.
• A cork boarded wall would be nice to have, however, the magnetic wall would work just as well and it would cost less.
• One laptop/student would be ideal, however, this could be a project that takes a few years to complete. It is not essential for each student to have a laptop, but it is critical for each student to have access to one in the classroom.

Desired Items:

• Landscaping the yard area would be a great addition to the classroom, however, we can always explore around the school grounds.
• The restroom in the classroom would be a beneficial time saving addition, however, there are others in the area of the classroom.
• The projector and screen can easily take the place of the 60" flat screen TV, however, the TV is brighter and works in a room that is not darkened by window treatments.
• Finally, the sound proofed room to higher standards is also not necessary. It would be wonderful to have an area where our students could go to make their podcasts and edit videos, however, another room in the school could be utilized for this purpose or we could do it cheaper.

VALUES
The ABC's of Classroom Values
Above all, we respect each other
Before anything else - we work hard.
Connections and collaboration are what we strive for.
Did you learn something new today?
Everyone contributes everyday.
Fellow classmates need your advice and assistence.
Good friends are yours for a lifetime.
How are you feeling today?
International friendships are our goal.
Just take a moment to reflect on what you did today.

How to Make the Dream a Reality

Without having a classroom of my own, and none expected in the near future, I find it hard to think of things I could do now that would affect "my" classroom. However, I do feel that continued education in this field will keep me motivated to create such a room when the time comes for me to teach. I will keep the diagram I created close by and return to it when I do get closer to actually teaching.

Design Challenge 10A

Q: How can I encourage positive values in my classroom?
A: You can do this by following 8 easy guidelines.

• Create projects that are related to the student's lives and interests.
• Concentrate on the final project instead of the smaller steps it takes them to get there.
• Instead of using individual learning techniques, focus on cooperation and collaboration
• Link the lesson back to real life situations and ideas.
• Focus the activity around a problem that the students must solve
• Practice respect in the classroom-student to teacher, teacher to student and student to student
• Instead of a dictatorship in the classroom, use a more democratic approach.
• Communicate...Communicate...Communicate!

Q: Why should I care about creating a positive learning environment?
A: Learning environments reflect what and how the students will learn.

Q: What things can passive learning environments tell about the classroom values?
A: A typical passive learning environment tells the student that they must sit in their assigned seat and stay quiet unless they are speaking with the teacher. These environments tell the student that individualized work is valued over cooperation and collaboration.

Q: What types of problems can come from commission?
A: Items that are available but placed or used in an inappropriate manner might have an inverse result than initially intended. For instance, inappropriately placed loud video equipment might interfere with a quiet study area of the room.

Q: What types of problems can come from omission?
A: If students do not have access or easy access to items, they will simply not take part in activities that utilize and learn from those tools.

Q: What kind of learning environments influence student learning?
A: The arrangement of furniture and types of furniture chosen are the main influences of a learning environment. However, available tool and resources are just as important.

Q: What are some differences between individual learning environments and social learning?
A: Individualized learning environments are quiet and students are separated from each other. There is little to no collaboration encouraged. Students are expected to sit in their assigned seats and communicate only with the teacher. In a social learning environment, however, students are encouraged to collaborate and cooperate with other students and the teacher. The teacher directs activities instead of standing in front of the room spilling out facts. Students have options as to where in the room they would like to do projects. There tends to be a section in
the classroom where collaboration activities can take place without interfering with quiet work of the other classmates.

Q: Why should I concern myself with multimedia software?
Chosen correctly, multimedia software have been shown to enhance education, especially inn math and science.

Q: Is there anything to worry about when choosing multimedia software?
Most multimedia software is created by business and not professional educators. Thus, you need to first evaluate the software you will be using before you actually use it in the classroom. Make sure to choose software that is truly educationally based. Take care to not just choose the flashiest product or one that does not create a collaborative learning environment.

Q: How can I be responsible for changing student's values by myself?
You cannot do this on your own. One teacher cannot really make a change without the cooperation of the community, parents, and the school. They must also see the importance in changing these values and fully support the change. The students must see what they are doing in the classroom is also what is being taught at home. The more it is encouraged in the classroom (involving parents, students, school staff and other community members) the more it will be dispalyed outside of the school environment.

Design Challenge Eight - Part 1

Presenter: Tori Spinoso

Title: Integrating the use of technology into non-traditional classrooms.

Equipment required: Internet access, overhead projector, speakers, laser pointer

Abstract: Public school classrooms integrate people of all ethnic races with all levels of technological intelligence. Good schools are now leaning toward using technology more and more in the classrooms. However, it has been stated that white males have the most access to computer time minority students and those of a lower economic status receive the least. According to Infoplease.com, approximately 19% of elementary-high school students are Hispanic. What does this mean for you as a teacher? It means that educators need to concentrate on how they might incorporate technology into classrooms that include females and non-white students. This presentation will discuss options such as creating bi-lingual on-line stories, connecting with schools in other countries through epals.com, creating virtual fieldtrips of contries that relate top the classroom students with the use of Flickr. We will also discuss the opportunities to develop coorporative learning situations by bringing together students with similar expertise and collaborative opportunities by bringing together students with varying expertise levels.

Fourth Topic Chosen
Safety and Student Use of the Internet

Description of Essence of the Issue (25 words) or less
Although the internet is an amazingly powerful tool that should be accessible by all, remember that it IS accessible to all...even those intending harm.

Five to Ten Main Issues or Ideas or Concerns
1. Be cautions about people who request personal information over the internet.
2. Meeting friends through the internet could prove to be a dangerous adventure
3. The National Center for Missing and Exploited Children has a form to fill complete if one ever feels uncomfortable or in danger called the CyberTipline.
4. Cyberbullying can occur and it can be a criminal offence.
5. Service providers can screen or block out inappropriate e-mails coming in.
6. Surfing the internet can easily bring one to inappropriate sites that hold inappropriate information.

What Can/Should Students Learn:

Students need to be taught:

• The internet is a very powerful tool and is mostly used for very educational uses, however, there are some who violate other's rights while on-line.

• Never to give out personal information such as name, address, phone numbers, SSN's, School name, common hang out locations.

• How to analyze and determine who is an appropriate "friend" and who is not

• Where to go and who to contact if one should ever feel scared or in danger through the internet.

• How to determine whether a site has appropriate material and what to do if it doesn't.
• How to create an appropriate username or login names.
• Never share passwords and usernames with anyone other than parents.
• Do not share personal information while on chat pages. Many stalkers use these sites to gain trust of individuals using chat rooms.
• Do not instantly trust that someone is who they say they are on-line. Teach appropriate techniques to help them determoine who they are in contact with.

Reflections on Ethical Issues #3

Third Topic Chosen

Plagiarism

Description of the Issue

Plagiarism can take the form of intentional or unintentional plagiarism. Some get a thrill out of taking the risk while others simply make mistakes.

Five to Ten Central Ideas

The difference between plagiarism and paraphrasing are often misunderstood Students sometimes do not understand the difference between "common knowledge" and information they need to cite sources for. Citing sources incorrectly can be a major reason for inadvertent plagiarism. Plagiarism can range from papers turned in using another's work word-for-word to the writer accidentally forgetting to enter some important information in the citation. Works are now copyrighted with or without the copyright symbol. Using works that are in the public domain are usable as long as the source is cited. Plagiarism and copyright infringement can be punishable by a court of law.

What Students Can/Should Learn

Educate them on exactly what is plagiarism. Many students do not understand the exact definition and what they might be doing could fit into that definition. Teach research techniques. If students don't feel they understand these techniques the more willing they might be to copy another person's work. They need to understand the school's plagiarism policies. They need to clearly understand the penalties of such actions. They should be trained on time management, writing and planning skills. This could help them to feel less stressed and in turn possibly less willing to use someone else's work as there own. Teach students about creative commons works and educate them on how they might take advantage of works that are licensed through it. Teach them about the works in the public domain and how to use them.

Reflections on Ethical Issues #2

Second Topic Chosen

Acceptable Use Policies

Description of the Issue

For the district to approve students internet usage within the school system, we had to guarantee that you, the students, would abide by some rules.

Five to Ten Central Ideas

Appropriate communication will be encouraged - anything less is unacceptable. Students need to be taught the rules ethical and legal computer use. Students will be taught safe and appropriate computer social behavior. Students will be told about the use of available and unavailable sites and programs. Students will be educated on the possible lawsuits against the teachers, the school district and even themselves. Students will be taught about copyright infringement and plagiarism.

What Students Can/Should Learn

Acceptable communication will be taught to all students who are using the school computer system. Vulgar language, bullying and disrespectful communication will not be tolerated. Students should learn about the acceptable methods of communicating on-line. Personal information should and will be kept private. The students name/phone number/photos/school information or home address will be allowed to be shared by either the student or the teacher. There will be some discussion about safety and the possible issues that can come out of sharing personal information or meeting with someone who is not a classmate, friend or family. Students will be taught about software/program term of service and what they mean. Some internet programs/sites allow access for free but then they retain the rights to anything that is put on their site. Students will be educated on copyright infringement. They will be told about the proper way to find text, photos, videos and also how to credit the users. They will be told about the possible lawsuits that could arise if one would use the school computers to download illegal items, such as music or copyrighted images, text and audio files. Students will be educated about the school's acceptable use policy and have a signed AUP in place before any computing rights will be given. The educators will go through the policy line-by-line and explain each item to the extent that they students understand what they are to abide by. Parents will be expected to do the same at home. They will learn about the outcomes of not following these rules.

Reflections on Ethical Issues

First Topic Chosen

General/Overview of Issues

Description of the Issue

In order to make informed decisions about ethical usage of the internet, students need to be informed about the possible issues dealing with proper usage.

Five to Ten Central Ideas

Privacy: Students personal information is sacred.

Intellectual property: Don't cheat or plagiarize

Public computers: Take extra precautions when using a computer that someone else will use.

Passwords and usernames: Don't share them, period!

On-line scams: They do exist so be on the lookout.

Copyright infringement of software: Don't copy your friend's CD or DVD!

What Students Can/Should Learn

Privacy: Students need to learn that whatever information is put on the internet can be accessed by anyone. Their full name, address, phone number and common hang outs should not be discussed. Depending on age, personal photos might also be off limits.

Intellectual Property: If they didn't create it they need permission to use it (unless otherwise stated as in Creative commons). This includes photos, music, text, clip art, designs and ideas.

Social Networking Sites: Many sites have special privacy settings. There are people who search these sites to gain access to individual's identifications. There are also people who search profiles to gain private information that they can use for negative reasons. They should always set the privacy settings to be the highest possible.

Public Computers: Computers can store usernames and passwords of the individual using them. They need to understand to always log out of any sites they logged into so that other people will not gain access to them.

Passwords and Usernames: They need to understand the extreme importance of keeping these private. Anyone with access to these private identifications can use them inappropriately. They can use them to cause small issues up to illegal activity.

On-line scams: Nearly 10 million individuals are targeted annually in on-line scams. These frauds can deal with things such as eBay auctions to "congratulations you won an X-Box" scams. Students need to be aware that they should never be contacted and asked personal information.

Copyright infringement of software: Students need to understand that if they didn't create it, they need to ask for permission before they use the product. also, they need to understand that copying anything with the intent of using or distributing is illegal. This includes copying CD's, DVD's and software. Students should be taught about how they can actually use certain works that have been licensed under the creative commons license.

Revisions from challenge 7

"They will need to gather and sort the appropriate information. Then the determination of the validity and importance of the information will follow. The next step will be to assemble their project and then submit it for review."

I added a few extra steps into the information section. I had listed the SSCC and DEAPR but didn't really go into any detail. I think it is important to add this as they are such important phases of the creative process.

SSCC - Challenge 7A

Searching for information effectively includes clearly defined need information, information sources and search strategies.

Sorting and judging information appropriately comes from the ability to judge the validity of the gathered information that is encountered in daily life.

Creation process involves interpretation, organization and formating of information.

Communicating needs to be done with the best information possible and through the best medium possible.

DEAPR - Challenge 7A

Designs come from imposing order to information, emerging concepts, patterns and generalizations, and critiquing and reflecting.

Encoding phases = forms, format, medium and procedure

Assembling information into cohesive communication means that revisions and reconstruction most often is required.

Publishing to both the creator as the first audience and peers as the final audience is the necessary set before determining whether the project was effective

Returning to your work to revise may be a neverending process, however, be prepared to determine when a product is finalized

An Information Acrostic - Challenge 7A

Information searching skills include locating information providers and identify information resources and tools.

Now we are creating information faster than we can process it.

Five anecdotes to coping with information overload filtering, contributing only what is important, simplicity, de-nichify and urging governmental guidelines.

Often the skills associated with design(Design/Encode/Assemble/publish/revise) are not taught to students.

Reliability and validity of information are two important aspects to consider when sorting information.

Making good designs for learning should be developed around the SSCC(search/sort and judge/create/communicate) process

Acquiring both core and advanced knowledge is a great need of today's students.

To structure an effective information search students must define: information needed, sources for information and search strategy

Integration and process are two approaches to teach information skills

Opportunities for learning should sometimes be designed around the information using process itself.

Notions of Activity structures, as defined by Harris(1998), that flexible frameworks can generate powerful learning environments, include information exchanges, database creation, electronic publishing, telefield trips and pooled data analysis.

Challenge 6B

Symbols: Symbols play a large role in research and data collection. Symbolic forms are also displayed in photos, videos, facial expressions, graphs and scientific data.

Cognitive Process: Students will design a research project which will involve data gathering, anaylsis and drawing conclusions. The data will be collected in a spreadsheet that the students will create.

Discourse: By developing a research project and presenting the findings to the class in a powerpoint presentation, they students will be using many discourse forms: books, spreadsheets, photos, videos, word processors, internet and podcasts


Content Standards:
This 4th grade unit was developed using the Wisconsin State Educational Standards. This research project and presentation unit will meet these science standards.

A.4.1 Make observations, ask questions and plan environmental investigations

A.4.2 Collect information, make predictions, and offer explanations about questions
asked

A.4.3 Develop answers, draw conclusions, and revise their personal understanding as
needed based on their investigations

A.4.4 Communicate their understanding to others in simple terms

Authentic Activities:
A1 Develop an understanding of wild chimpanzee behavior
A2 Understand the definition of enrichment, how it can be used and how to create items
A3 Determine if offered enrichment changes chimpanzee behavior
A4 Share the results through a presentation

Building activities:
B1a - Students will visit the Jane Goodall Website to
B1b - Students will be given an informational chart describing chimpanzee activity levels
B1c - Students will be given the book- The Chimpanzees of Gombe: Patterns of Behavior by Jane Goodall.

B2a - Students will view enrichment podcasts from the Oregon Zoo
B2b - Students will be given the book Shape of Enrichment by David Shephardson
B2c - Students will be given the American Association of ZooKeepers Enrichment Handbook on CD

B3a - Students will review the process for creating a research project.

B4a - Students will receive a tutorial on PowerPoint usage.
B4b - Students will receive a tutorial on Creative commons and learn how to search for photos and videos


Construction Activities:
C1 - Students will create a one page summary about chimpanzee behaviors including a Chimpanzee daily activity table
C2a - Students will create a one page summary on what enrichment is and how it can be used in captive environments.
C2b - Students will gather enrichment items and create enrichment activities for the chimpanzees
C3a - Students will design a research project
C3b - Students will collect behavioral data for a time period when the chimpanzees do not have enrichment and then again when for an hour after enrichment is given.
C3c - Students will analyze data between the two data collection times.
C4a - Students will gather photos and videos that pertain to studied subject
C4b - Students will create a powerpoint


Sharing Activities:
S4a - Students will share their powerpoint with the school and the zoo educators.
S4b - Presentation will be shared at the zoo's Primate Awareness Day celebration.


Tools:
Students will use the following tools throughout the unit:

* Webpages
* Podcasts
* Books
* Videos
* Photos
* Database program
* Desktop publishing program

Poor Richard's Thoughts on Literacy

Letters...you won't be literate without them

Connecting with one's environment is one key to literacy.

21st century success depends on one's ability to use symbolic forms.

One must not only recognize the message embedded in symbolic information, one must correctly interpret it.

Those who can navigate each form of discourse will come out ahead.

You must first learn to encode your experience into a symbolic form before you can decode your symbolic forms into thought and experience.

Comprehension is greater when one is taught cognitive strategies.

Experience it first, then communicate through your own symbolized representations of your thought.

Reading and writing has a purpose...to learn.

Top Ten Benefits of Handhelds in the Classroom

Computer games played in schools

Pupils in Scottish schools will be playing computer games to teach them how to think and act correctly under pressure.

Design Challenge Five - Part 1

Everything I Ever Needed to Know About Designs for Problem-Solving

Thinking about new ways to socialize cranes, I use inductive reasoning. I need to learn from past mistakes/successes and refine and modify them, if necessary. When thinking about why specific crane pairs won't lay eggs I couldn't just assume it was because of the weather or enclosure conditions. I needed to use deductive reasoning and really determine what was true. I didn't know how much I really learned until I got out into my field and practiced those skills and knowledge. The knowledge I had after I completed my research on water usage by cranes wasn't really tested until I created a poster presentation and shared it at a national zoo conference. When I actually think about what I am doing or learning, I become better at that subject. I better understand the concepts when I have a design for learning anchored into a project. I learned about the A,B,C's....Authentic Activities, Building Knowledge Activities, Construction Activities and Sharing Activities. The knowledge we gain when activities and a culture of practice is separated from that knowledge is inert. Authentic activity is the link to the knowledge we need in our culture of practice. The best way to learn might be to intermingle general problem-solving strategies with context-specific background knowledge. I need to learn facts but I also need to have these facts connected to and organized around important concepts. Maybe the teachers shouldn't be the base of a learning opportunity...a problem should.

Design Challenge Four - Part 2 Analyzing Curriculum Standards

Economics - Disciplinary Structures

Market(role-playing), society(role-playing), economic policies, institutions and systems, rate of exchange, supply and demand, budgets, circular flow model,

Economics - Disciplinary Processes

Communication, analyze, evaluate, compare, define, role-play, research, critical thinking, decision-making, cooperation, money management

Design Challenge Four - Part 2

Weather - Disciplinary Structures

Barometers, understanding air pressure, Coriolis effect experimentation, thermometers, weather vanes, psychrometers, weather maps, understanding of isobars, photographs, understanding of jet streams and El Nino, globes and area maps

Weather - Disciplinary Processes

Encyclopedia search, research, experiments, analysis, cause and effect relationships, map reading, logic, note keeping

Design Challenge Four - Part 1

Content and the Disciplines - The Concept

Don't stray far from

The humanities and the hard/social sciences

if you're up to par

you'll go far

Content and the Disciplines - Importance

Facts, concepts and theories

Yes, you might be bored

But if you dig deeper

You'll find the core

Disciplinary Structures - The Concept

So you like structure?

Key principles and concepts

This organized knowledge, however.

Will not increase your biceps.

Disciplinary Structures - Importance

When your students don't understand

How the bird can fly

Teach them the basics of aviation

And the knowledge will not die!

Disciplinary Processes - The Concept

You don't get the theories of Economy?

You might understand more

If you opened and managed

A very large store.

Disciplinary Processes - Importance

Your students might not get it

Understanding the world is hard

Until they practice the theories

They may feel awkward.

Discourse and the Disciplines - The Concept

You only really know the answer

When you can see the creation

Of a perfectly, re-creatable

Logically constructed explanation.

Discourse and the Disciplines-The Concept

Why are all of the frogs dying

Your biology students ask

To pin down the exact reason

Will be a huge task

Narratively, some say climate change or habitat loss

But expository discourse

Is the empirical truth's boss!

The FACTS Model in 25 Words

Before designing opportunities for students to learn, educators need to consider five pieces of the design puzzle: Foundations, Actions, Contents, Tools and Systems of assessments.

Foundations: We need varied opportunities to gain certain skills for success: knowledge, problem solving, literacy, information using and community awareness and participation.

Activities: Educators must use real-world resources, create concept-based activities, witness observable performances of understanding and allow knowledge sharing.

Contents: The "something" of education is based on a national standard but the content can come from particular interests, current news/issues or the prescribed curriculum.

Tools: Learning opportunities must correlate with the correct learning tool, such as telecommunications for communicating beyond the classroom to hypermedia to cross the linear with nonlinear.

System of Assessment: When students learn given a wide array of tools, educators need to assess outcomes with numerous tools, such as rubrics, peer critiques and exhibitions.

A Diamente Poem Describing Teachers

Designer
Unique, Worthwhile
Creating, Structuring, Planning
Tools, Activities, Foundations, Assessments
Constructing, Designing, Inquiring
Thoughtful, Motivating
Creator

A Cinquain Poem describing Teachers

Designer
Thought Provoking
Engineering, Inventing, Planning
Equal and Learning Member
Architect

A Learning Design

Step One: Define a Learn Goal

Students will learn about basic genetics and captive management in North American accredited zoos.

Step Two: State Objectives

1. Learner will work through and complete a punnet's square given any basic gene combination.

2. Learner will understand and be able to compose a definition of recessive/dominant genes.

3. Learner will understand and describe what a Species Survival Plan (SSP) is and describe the main the role of the SSP Coordinator.

Step Three: Sequence Instruction

SSP definition: The zoo Curator will discuss the definition of an SSP and ask students to be aware of the SSP sinage near the exhibits that distinguish SSP animals held at the zoo. Role of the SSP Coordinator: An SSP coordinator will attend the class and discuss what they do as an SSP coordinator. Students are welcomed to ask questions throughout this informal session. Punnet's Squares and Genes: Using the website http://tinyurl.com/cxunjt, we will learn about recessive/dominate genes and also how to set up and use a punnet's square.

Step Four: Determine Learning Success

After all is discussed, each student will be asked to work with another student to enter their definition of an SSP, Recessive/Dominant genes and punnet's square into the wiki we have set up for the class. They will be asked to list three things that an SSP Coordinator does for a particular SSP species. There will also be a punnet's square added onto their separate page and they will need to complete 3 squares, given basic gene combinations. They will then describe the characteristics of each of the 4 offspring created in the squares.

A Reflection and Critique of the Design

Students are participating in a way that includes traditional textbook information but also they are engaged in the subject by having an actual SSP coordinator attend their class. They are able to discuss their questions with the person who actually does the work and not just read about the subject from a book. The students are also using technology by the means of a wiki page. They are using technology that many use on a daily basis instead of the typical pencil and paper. They are accessing another website to learn about recessive/dominant genes ad punnet squares. The site is fun and engaging. Although they are not able to enter their information directly on the site, they will be given practice punnet squares printed from this site. The students will also be observing all of the animal exhibits and will record what animals have an SSP sign displayed on their sinage. We will then discuss which animals at the zoo are under an SSP and why. With this plan, the students are getting a wide range of learning tools and ways in which to learn them. They are using traditional classroom techniques, but also using real life experiences, many sources of learning, and many individuals to learn from. The learners will be working as a team and need to work through possible conflict. Students will not only learn though their textbook descriptions, their experiences and others experiences will play a large role, as well.

Top 10

Top 10 Principles of the Efficiency Model

10. Learning small, isolated skills and facts

9. Books are the primary source of the information

8. Teachers present what should be learned and how

7. Knowledge is independent of the situation in which it is learned and used.

6. Teachers present information in a sequential series of small steps or frames.

5. There needs to be clear and precise behavioral objectives

4. Learning is an individual process

3. Education focuses on general learning

2. Everyone is taught the same ideas and in the same way.

1. The teacher is the leader!

Top 10 Challenges to the Efficiency Model

10. How do I get students to learn communally instead of individually.

9. How do I teach everyone different materials at a different time.

8. How do I involve students in reflections and resolution of cognitive conflict?

7. How do I teach within the learners "zone of proximal development"?

6. I need to become more of a facilitator instead of transmitter.

5. What challenges can they master and what problems can they solve?

4. How do I teach with more interactive and nonsequential tools.

3. They can't just absorb information, they need to learn how to navigate and how to learn?

2. The other teachers in my school don't know how to use these tools and approaches!

1. Are you saying that I am not the bearer of all knowledge?