A Change Initiative that is a wicked problem

Tonight we used the SAMR model to design a Change Initiative for a Wicked Problem. Our group  found a common element across our schools. 

We looked at How can we encourage teachers to use technology purposefully. Staff have varied ability when using ICT some think that they are using it well when in reality they are just using it at a lower level such as substitution. 

Our group discussed the talents the varied staff bring to the school and we tried to look at how we can get them onboard. We looked at the varied models online and discussed that it would be good to share specific examples of what each level looks like.  

We found some of these models below. 

 Having a Google model and Microsoft model was a great way for easy buy in.

 

Providing simple resources that teachers can relate to will help with a transition in understanding of how to work at the higher levels. It takes away the guess work for people that need a few goes at understanding the concept.

We also realised that the adaptation of the models to suit your school is key to successfully implementing change. This way the hesitant teachers will have a part in the design process and have ownership.

One of the group members was using a TKI elearning lesson on the SAMR model with staff. We talked as a group how to start the lesson to engage the staff and get them on board.

The celebration of not succeeding

At the Mind Lab on Tuesday we had a go at using Scratch. From the start I felt like a lab rat. I realised pretty quickly as a Scratch novice I didn't have the scaffolds in place to succeed for completing the task. I was also beginning to wonder if the task was actually to set us up to fail.

I was starting to enjoy myself because I knew a) I wouldn't complete the task in time and b) it wasn't worth worrying about because working in a limited time frame with 17 others having the same problem wasn't going to change anything fast. I also knew that I could come back to using Scratch in my own time at my own pace with an expert or online template.

Today I decided to use Scratch in class with 17 mixed ability (technology) children. I was armed with a projector, a few templates from the Scratch website, one child expert and bundles of enthusiasm. We were using Chrome Books for the first time so I spent a small amount of time on how to turn them on and then how to get to the Scratch website.

Using the projector I showed some basic parts to the site and then asked the child expert who was gagging to take over to share a few ideas. I also mentioned how I used a growth Mindset and I embraced failing to complete my Scratch project.

Mind Lab group notes

I watch Scratch being used at Code Club and I try to problem solve (without any actual knowledge) to assist the parent expert. The process of using the programme personally on Tuesday helped before using Scratch with my class. I had realised before setting the task that I couldn't assume what the children's ability would be. I did try to think about what I could do to limit the frustrations I felt by sharing my own experiences from Tuesday night.

I then let the children loose...

 The scaffolds were there but all of the children felt confident enough to create their own Sprites and backgrounds. I was amazed at the learning taking place. There were no comments of '"This is hard". At the end we talked about how to log in for future work. There were Scratch projects that sounded more like DJ mixes, High-tech interactions between Sprite characters,  and multiple back drops being used.

Having a few sessions where the children can build on skills will be my next step with a few more competitive challenges. There were a few smug faces when the children compared their efforts to mine.

Try out Scratch

Stop Motion Movie in 30 seconds on Conditioning

Tonight at the Mind Lab we created a Stop Motion about Conditioning. There are two types of conditioning that we looked at (see screen snapshot).

In our collaboration we sorted out roles. Hayden had Stop Motion Pro on his iPad which he had used before so we went with the iPad rather than downloading Apps. I can thoroughly recommend using an application that someone has used before. I have used Stop Motion, and I Can Animate before and it had limitations so it was great to combine skills with others to use an App that works.

 The planning stage... We focused on Instrumental conditioning

 The setting

 The iPad strapped to the MacBook Pro with sellotape for support.

Check out our finished video

Want to find out more about Conditioning  in Education then click on the link to see a slideshow overview.

I left the course tonight thinking it was great to see some of the different learning theories in digital and collaborative learning. In reflection I can now see I use a multitude of learning theories in my practise. 

Reference: http://www.slideshare.net/JamieRBourret/classical-conditioning-in-the-classroom-15195207