Section FOUR pt. 2: -Misconceptions VS the Section FOUR pt. 2: -Misconceptions VS the ‘Real’ way ‘Real’ way ( Introduce your method, idea and when possible, use pic of results- news headlines, people in ( Introduce your method, idea and when possible, use pic of results- news headlines, people in action, studies etc ) action, studies etc ) Jamie Mason Cohen: [email protected]Jamie Mason Cohen: [email protected]Basic SOLE Structure: 1. Question 2. Investigation 3. Review Your Class Here: ______________ Your Class Here: ______________
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The Simple & Effective Way to Use SOLEs (Self Organized Learning Environments)
On Tuesday, May 20th, at 11am ET, we held a Google Hangout on Air with Jamie Mason Cohen where he discussed the simple and effective ways to use SOLEs (Self Organized Learning Environments). He focused on the ways in which this madel can ignite the imaginations of, the and creativity within, students of all ages.
About the Speaker: Jamie Mason Cohen is a high school English teacher and Co-Director of Student Activities at TanenbaumChat in Maple, Ontario Canada. He was the winner of the 2013 Huffington Post-TED sponsored teaching contest, "The Sole Challenge." His unique implementation of self-organized learning environments (SOLES) was recently recorded and shown at TEDVancouver as part of a panel discussing the future of learning. This year Jamie has been invited to speak at diverse education conferences such as RAVSAK in L.A. and TEDx in Europe. Jamie's experience includes years working for Saturday Night Live in New York City, and also directing an award-winning docudrama, "The Barber of Kigali." This background helped Jamie create synergy between his passion for entertainment, arts and media, and his over a decade long experience as a teacher. Jamie has been able to generate innovative problem-solving strategies using new technologies for educators. He has written for academic publications such as "Jewish Educational Leadership" and blogs such as "Poetry Brain" and "Poetry Genius." He has been featured in the Canadian Jewish News and on TED.com. His blog for teachers is www.jamiemasoncohen.com. He can be reached at: [email protected]
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Transcript
Section FOUR pt. 2: -Misconceptions VS the ‘Real’ Section FOUR pt. 2: -Misconceptions VS the ‘Real’ wayway
( Introduce your method, idea and when possible, use pic of results- news headlines, people in action, studies etc )( Introduce your method, idea and when possible, use pic of results- news headlines, people in action, studies etc )
Section FOUR pt. 2: -Misconceptions VS the ‘Real’ Section FOUR pt. 2: -Misconceptions VS the ‘Real’ wayway
( Introduce your method, idea and when possible, use pic of results- news headlines, people in action, studies etc )( Introduce your method, idea and when possible, use pic of results- news headlines, people in action, studies etc )
Children work as a community to answer their own questions
using the internet. go
WHAT IS A SOLE?WHAT IS A SOLE?Self Organized Learning EnvironmentSelf Organized Learning Environment
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Sole Toolkit.pdf
Sugata Mitra
Section FOUR pt. 2: -Misconceptions VS the ‘Real’ Section FOUR pt. 2: -Misconceptions VS the ‘Real’ wayway
( Introduce your method, idea and when possible, use pic of results- news headlines, people in action, studies etc )( Introduce your method, idea and when possible, use pic of results- news headlines, people in action, studies etc )
• Investigation: Analyze a song by musician, Nenad Bach. Research the question through curated sites. Write an original song. Live Skype-call with Bach to gain insights on the big question.
•Review: Students receive feedback from musician and share discoveries to the big question.
Question: What does it mean to reach the highest state of wisdom?
Investigation: 1. Annotate a text online 2.Watch flipped videos and listen to podcasts for guidance in modeling big questions. 3. Build on prior knowledge by applying big question to text.
Review: Share discoveries through visual, auditory and tactile means in class.
a) “A group of 3rd through 5th graders in rural Georgia were posed with a question in Spanish, even though they speak English: Why doesn’t everyone in the world speak the same language?”
b) “In New Hampshire, a group of 7th graders pondered, “Will the human race ever go extinct? with only one rule: you may not look up the answer in a book.”
Section FOUR pt. 2: -Misconceptions VS the ‘Real’ Section FOUR pt. 2: -Misconceptions VS the ‘Real’ wayway
( Introduce your method, idea and when possible, use pic of results- news headlines, people in action, studies etc )( Introduce your method, idea and when possible, use pic of results- news headlines, people in action, studies etc )
Students explore their inquiry question in three ways:
1) Online research: Curated sites by the teacher-facilitator
2) Skype Mentors: Teacher pre-arranges mentor(s) to be available for students via Skype. Students take turns asking the mentor questions to gain insights into the inquiry question.
Section FOUR pt. 2: -Misconceptions VS the ‘Real’ Section FOUR pt. 2: -Misconceptions VS the ‘Real’ wayway
( Introduce your method, idea and when possible, use pic of results- news headlines, people in action, studies etc )( Introduce your method, idea and when possible, use pic of results- news headlines, people in action, studies etc )
3) Guest Mentors: Teacher pre-arranges mentor(s) to interact with students in-person in pursuit of answers to their inquiry question(s).
4) Hand-out/Workbook with Curated Articles/Activities: Teacher creates an optional framework for students based on learning needs of students in a class.
Review (15 min./25% CT)Students share their discoveries in any of the following
ways:
a) Through in-class Teacher-Facilitated discussion about the question and the process of investigation or short TED-Ed Talk format (see: TED-Ed lessons)