Experiential Learning Theory

I created a review of the Experiential Learning Theory for a class I am taking.  This learning theory is very interesting!  It is the foundation for Experienced Based learning - something growing in the public schools.  I highly recommend reading up on this learning theory and thinking about ways to bring more experiences to the classroom.
Some ideas:
-Hands-On experiences based on the Next Generation Science Standards
-Bringing virtual experiences to the classroom (Google Cardboard, Nearpod Viewer) and having students reflect on their "experiences"

Any other ideas?

Google Cardboard

Google has developed a device and app to bring augmented reality to the classroom at a cost-effective price point.  Google Cardboard https://vr.google.com/cardboard/apps/ turns any Android or Apple mobile phone into a virtual reality viewer.  Cardboard is made out of cardboard (though more expensive plastic versions do exist).  The cardboard folds up into a small box for storage.  An elastic band to hold the cardboard to your head is provided.  The Cardboard device is made of curved lenses that help split the phone’s screen and give you the feel of physically being in a specific location.

Multiple apps have been developed to use with Google Cardboard.  These include “RollerCoaster,” “Liftoff VR,” and “Cooltour.”  These are all third-party apps not developed by Google specifically, but compatible with Google Cardboard.  Google has just released in September their own augmented/virtual reality app: Google Expeditions https://www.google.com/edu/expeditions/#about.  Expeditions was developed over a year ago, but not available to the public until September 2016.  Prior to September, schools had to request a special visit from the Google Expedition Team to bring mobile devices as well as Cardboards to the building for a “sneak peak” at the app and device.  CCSD93 in Carol Stream/Bloomingdale, IL did just that.  On May 25, 2016, the Google Expeditions Team came to Western Trails Elementary School in Carol Stream, IL.  Now that the app has been released for free, teachers have begun to develop lessons and the district has purchased multiple cardboard devices for use across the district.

The Expeditions App is free and can be used with the Cardboard device.  

It must be loaded on both the mobile devices for the Cardboard and an iPad or tablet.  The iPad/tablet controls the mobile devices that are on the same wireless network.  

The teacher chooses the expedition that students will explore.  

The teacher has control over the area students look at and can direct students to look towards a specific area.  The app provides teachers with information to tell the students as they view and explore.

  

Google Expeditions takes viewers to multiple locations around the world.  Viewers use the Cardboard and mobile device to “transport” themselves to different areas of the world.  The viewer has control to move in a 360 degree pattern, but cannot and should not physically move away from the spot.  The viewer has an “up close and personal” view of the specific landmark, city, or environment.

Google Expeditions has created multiple expeditions with different focus of studies.  Some categories include historical, modern times and situations, natural and wildlife observations, history walks through areas focused on a content area (music/Jazz, street art, Frank Lloyd Wright, etc) and careers in technical/STEM fields.

A few teachers in CCSD93 in Carol Stream/Bloomingdale, IL have been developing new lesson plans to begin incorporating the Google Cardboard and Expeditions app into their instruction.  With help from the District Office and the Instructional Coach, the plan is as follows:

-Students will be developing a proposal for a new national monument.  Students will work in groups to study and research different monuments, write a formal proposal for a new one, design the monument based off of current monuments, and utilize the 3D printer with TinkerCad (website to design the 3D model) to print a miniature model of the group’s monument.  Groups will present the model to the class, principal and superintendent.

-Teachers introduce students to current national monuments by taking a “virtual field trip” to the monuments

-Teachers guided students on the virtual field trip through national monuments.

-Students have an organizer to take notes on their experiences and observations of the monuments (size, look, ability for visitors to interact with the monument).

-Students reflect on their observations and gained better understanding of the characteristics of monuments

-Students use the experience and reflections on the monuments to research and gain additional knowledge of a monument

-Students use the research to develop their own monument

-Students design a monument of their own and use the Web 2.0 tool TinkerCad to transfer to a 3D printer.

-Students will present their arguments for a new monument to the class and superintendent.

This lesson connects to the Experiential Learning Theory:

Concrete Experience: Students have a concrete experience of virtually visiting the multiple national monuments through Google Expeditions and Google Cardboard

Reflective Observation: Students reflect on their experience of virtually experiencing national monuments

Abstract Conceptualization: Students research and dive deeper into their understanding of monuments

Active Experimentation: Students use their newly gained knowledge to create their own monuments

The Google Expeditions app and Google Cardboard device offer students and teachers a virtual experience to spark creativity and excitement.  

To sum up are a few pictures of students experiencing the app.

Students viewing the Washington Monument in Washington, DC

“Let’s lay down in the grass to see the monument better.”

Viewing the coral reefs of Australia

“Look over there at that amazing coral!”

Technology and Instruction - Not Always A Happy Relationship

I recently read the article "Why Ed Tech Is Not Transforming How Teachers Teach" from Education Week.  The author, Benjamin Herold, pointed out the giant elephant in the room: we have spent millions of dollars on technology, but we are still teaching the way we did in the past.  Why?  While he points out many reasons, one stuck out to me:

"...[more important] may be teachers' level of confidence in trying it out in their classrooms.  If they do not believe that they can use technology to accomplish their classroom goals, they appear unlikely to seriously attempt. it."

This speaks volumes to how we need to structure our professional development.  It's one thing to teach about the tool - it's another to showcase instructional strategies with a specific tool or set of tools.  While there is a time and place for training and teaching staff how a tool works, we must provide guidance and support for utilizing that tool in the classroom.

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To all 6235 class members:
Read the article (linked at the top of the post).  Post a response to this blog post (I will follow everyone after you post).  In your response, add a confirmation to the article and/or a question that comes to mind.

Teaching in the 22nd Century

The 22nd Century?  Are your years off a little?

Yes, we are just 16 years into the 21st Century.  Yes, we still have 84 years to go until the 22nd Century is beginning.

However, we have been talking about teaching for the 21st Century since my years in the public school system as a student in the 20th Century.  We need to have a forward focus.  Times and technology are changing extremely quickly.  This means we cannot just focus on the hear and now.  We need to focus forward.

This blog is dedicated to the forward focus in education.  We cannot teach our students with the same methods we did in the early 20th Century while we say we want to focus on the 21st Century.  We need to prepare our students for a world beyond the hear-and-now.

My oldest daughter is the class of 2028.
My youngest is the class of 2032.

What world will they be living in 84 years from now?  What world will their own children be living in 84 years from now?  Let's think forward - not stuck in the present with the past holding us back.