Miss Blockhead’s
Guide
2Excruciatingly Creative Learning
Rurik Nackerud
Twitter: @okay2fail
rnackerud@elisabethmorrow.org
...
WARNING: BACKGROUND
INFORMATION COMING
Rurik is a Norwegian name and also the name of a crazy Norwegian who went
to anothe...
I AM HEAVILY INFLUENCED BYTHE
HACKER’S MANIFESTO:
An essay, also called “The Conscience of a
Hacker” byThe Mentor, written...
READ IN 1987
YES - I WAS SEVEN
. I’m not too worried about job security. Just social security.
Not for myself….for those...
CONSTRUCTIVISM
SLEEPY
TIME!
At any rate – at my stuffy little indie school – we are doing awesome stuff. I play with tech. ...
First – what is constructivism?
Don’t say Dewey, Piaget, and Vygotsky. Those three never used those words. We decided the...
INTERSECTIONS OF IDENTITY
DEWEYPIAGET
VYGOTSKY
Don’t say Dewey, Piaget, and Vygotsky. Those three never used those words. ...
LOTS OF CONSTRUCTIVISMS
WAKE
UP!!
THE CONSTRUCTIVISMS
This all leads to us….with our diverse learning and attempts, thought education to take multiple persp...
Miss Blockhead
Miss Blockhead demonstrates….
There are six faces of constructivism…that she knows of right now. I am sure...
Trivial constructivism – knowledge is constructed by the learner….NOT THE ENVIRONMENT!!! This is our typical teacher ed pr...
Radical construcitivism – this adds (not so radicially as you might see soon…) that the learner comes to know through adap...
Social constructivism….sometimes called socio-constructivism – this is the reason we pair share, we mingle, we assign grou...
I said six right? One two….only got to five. So here we go…last one….and the one that I pretend to use but I know I am sooo...
SECRET IDENTITIES
Was this excrutiating yet? No?! Well lets take an example of excrutiating.
Recall…if you are brave and...
In my graduate class entitled ways to torture adults and graduate students with theory and practice….but the university in...
So…just to be sure – you are still, honestly, recalling your eagerness to be a teacher right? That space in your first term...
Because what I did next would not have worked were the circumstances of the environment, cultural and world to world under...
I said – arrange this room to best support everyone’s learning in a two hour discussion & short review of the syllabus.
T...
Now remember how I said this was their first time? Eager and shiny?
Imagine if your professor would allow this discussion ...
So I did…and I am a wannabe critical-socio-constructivist educators….so I worked to help marginalized voices be heard. “Di...
What was I doing the entire time? Besides stirring things up? Documenting. I have decided that is the second most importan...
And that is excruciating. As a brain exercise consider – what learning did occur? It was their first class together and the...
They have experienced first hand the frustrations learners experience in a constructivist environment. They can empathize w...
What were we going to do next? Group writing?
Actually yes – but only after I asked them to arrange the room for writing...
Miss Blockhead
Lets go back to Miss Blockhead. She is teaching math….and she considers herself a radical constructivist.
...
Process assignments. And process writing requires some explicitly set out expectations for submitted work. Here – lets do ...
A	#lask	containing	650	doses	of	medicine	had
5	ml	of	the	medicine	removed	for
experimentation…lucky	test	subjects…due	to...
Okay….everyone	knows	where	to	start	right?	Totally	clear?
A	#lask	containing	650	doses	of	medicine	had
5	ml	of	the	medicine	removed	for
experimentation…lucky	test	subjects…due	to...
How might a student solve this?
A	!lask	containing	650	doses	of	medicine
had	5	ml	of	the	medicine	removed	for
experimentation…lucky	test	subjects…due	to...
Draw a Flask?
A	!lask	containing	650	doses	of	medicine
had	5	ml	of	the	medicine	removed	for
experimentation…lucky	test	subjects…due	to...
Show a missing amount?
A	!lask	containing	650	doses	of	medicine
had	5	ml	of	the	medicine	removed	for
experimentation…lucky	test	subjects…due	to...
How much of what is left is
one-fifth???
Big Cube?
A	!lask	containing	650	doses	of	medicine
had	5	ml	of	the	medicine	removed	for
experimentation…lucky	test	subjects…due	to...
Other Fifths Equal 512 Doses
We’re watching the kids create thinking….but is it creative?!
EXCRUTIATINGLY?!?
OPENING WORLDS
WHOA!
STOP!
Makerspaces are informal sites for creative production in art, science, and engineering where people of all a...
HACKER’S CONSCIENCE
Ethics and Minecraft - Just a Word….
You start a new world. You bask in it's beauty, untouched by the ...
Miss Blockhead’s
Guide
2Excruciatingly Creative Learning
Rurik Nackerud
Twitter: @okay2fail
rnackerud@elisabethmorrow.org
...
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Nackerud2016MissBlockhead

Published on: Mar 3, 2016
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Transcripts - Nackerud2016MissBlockhead

  • 1. Miss Blockhead’s Guide 2Excruciatingly Creative Learning Rurik Nackerud Twitter: @okay2fail rnackerud@elisabethmorrow.org Elisabeth Morrow School
  • 2. WARNING: BACKGROUND INFORMATION COMING Rurik is a Norwegian name and also the name of a crazy Norwegian who went to another cold area and said,“Let this be Russian!” — WIKIPEDIA,AKA,THE PLACE WHERE SO MUCH RESEARCH BEGINS… My name is Rurik Nackerud. My students call me Mx. N or occasionally Mx. Bow Tie and Ms. Mx. N. or Hamburger Socks. I encourage the latter. I do wear Hamburger Socks. My school is a little stuffy on titles in an age of democratizing education so, As an Example revolutionary to Kindgergartners I like to trouble things like dress code and forms of address. And Most of my students’ have mysteriously become Bob. I like Bob. They are great kids.
  • 3. I AM HEAVILY INFLUENCED BYTHE HACKER’S MANIFESTO: An essay, also called “The Conscience of a Hacker” byThe Mentor, written in January 1986. So – at my stuffy little independent school – really not that stuffy since we do some pretty shocking things – I work with students and teachers on technology currently. I say currently because my job is too marginalize my job. I need the equation to read: “I work with teachers and administrators realize the vision of technologically integrated school.” Luckily technology keeps inventing ways of keeping itself relevant.
  • 4. READ IN 1987 YES - I WAS SEVEN . I’m not too worried about job security. Just social security. Not for myself….for those who currently draw it. I never expect to retire. I’m fully, heavily, and diversely invested in financial planning becoming a pre-apocalypse concern that my future students use to label me as senile and gentle shove me out the airlock.
  • 5. CONSTRUCTIVISM SLEEPY TIME! At any rate – at my stuffy little indie school – we are doing awesome stuff. I play with tech. Technological learning, for adults, is an excrutiatingly constructivist experience at my school. I feel turn-about is only fair play so I plan excrutiatingly constructivist learning activities for my students. Let me help you, a group of educators understand excrutiatingly constructivist. And how that fits with being excruciatingly constructivist.
  • 6. First – what is constructivism? Don’t say Dewey, Piaget, and Vygotsky. Those three never used those words. We decided their stuff was constructivist. Labelled after death….or near death. Timelines weren’t my interest area in social studies.
  • 7. INTERSECTIONS OF IDENTITY DEWEYPIAGET VYGOTSKY Don’t say Dewey, Piaget, and Vygotsky. Those three never used those words. We decided their stuff was constructivist. Labelled after death….or near death. Timelines weren’t my interest area in social studies. Dewey defines the tension between perpetuating established curlutal forms and understandings……and fostering diverse and novel ideas and perspectives….Old standbys and make room for new stuff. Really – he was a physcholoist trying to explain how a true democracy could TRY AND TAKE OVER THE WORLD!!!! I mean – how to build a democratic nation from diverse people by practing….well…collaborating. Really. I mean….yeah….that was it….Collaboration. So – Dewey – Collaborate. Piaget, that French rogue (I think of him as my historical pedagogical crazy Uncle) He decided to try following children’s thought and came up with the idea that perceptions and assumptions of children required educators to pay attention to a diversity of perspectives. Meanwhile – sitting there in Russia, Vygotsky gets access to the investitations of Piaget’s work and thinks….How do cultural tools and understandings challenge child thought and this diverse perspectives thing? Dewey, meanwhile, is still all excited to figure out how democracy fits into schooling. Vygotksy is trying to figure out how to perpetuate and adcance cultural forms (the ones Dewey is trying to figure out how they fit into schooling) andat the heart….under our current interpretation….these folks all provided the basis for what we consider constructivism.
  • 8. LOTS OF CONSTRUCTIVISMS WAKE UP!!
  • 9. THE CONSTRUCTIVISMS This all leads to us….with our diverse learning and attempts, thought education to take multiple perspectives and yet push forth and perpetuate society… …whatever that society may be becoming. Which is why if you think you are constructivist…you are not. Well…kinda. You might be. You probably are….but you aren’t constructivist majoris….you are undoubtedly a sub-species.
  • 10. Miss Blockhead Miss Blockhead demonstrates…. There are six faces of constructivism…that she knows of right now. I am sure someone is polishing another shiny addition to the diadem of constructivism.
  • 11. Trivial constructivism – knowledge is constructed by the learner….NOT THE ENVIRONMENT!!! This is our typical teacher ed prep idea….
  • 12. Radical construcitivism – this adds (not so radicially as you might see soon…) that the learner comes to know through adaptations…..and they may be a knower of something that is not the real world. Trippy. But wait…Minecraft isn’t a real world…well it is…and it isn’t. This is the constructivism of problem statements and breaking them down to discover “universisal potential truths” through improbable and slightly more probably scenarios. Very Piaget
  • 13. Social constructivism….sometimes called socio-constructivism – this is the reason we pair share, we mingle, we assign group work. This is the one that goes….oh duh…it isn’t ujust imaginary worlds that let us learn but the imaginary worlds of other people! But wait!!!! What about Vygotsky and his cultural stuff? Cultural constructivism!!! This one says there are your worlds, and other people’s worlds…and a universe that those worlds live in….and that universe can impact which worlds we interact with….how we interact with them….generally we call this society…the universe is society. Someone tweet that. I think it was philosophical or something. Next we get those constructivists who are uber concerned about the cultural and the social….because they want to change the universe….aka society. So…in order to be more constructivist….learning has to improve and change the environments our worlds exist in and improve our worlds. Which sounds hella awesome until you realize it is hella tough.
  • 14. I said six right? One two….only got to five. So here we go…last one….and the one that I pretend to use but I know I am soooo far from achieving. Constructionism. Really badly stated this is a refined state of learning where, when you design something for others to see, the engagement of the learner and the depth of learning is increased. Stage fright begone!!!! OR be usefull….learnful…..learnful stage fright. Tweet that too….instagram it maybe. Post it to your LMS. Preferable in a really annoying spot like over the gradebook button.
  • 15. SECRET IDENTITIES Was this excrutiating yet? No?! Well lets take an example of excrutiating. Recall…if you are brave and honest….those eager days when you first went for your education degree. This is important later. Be honest. Remember your eagerness….
  • 16. In my graduate class entitled ways to torture adults and graduate students with theory and practice….but the university insisted on dubbing it Instruction & Technology. Somehow I am supposed to impart the magic of instructional theory….and the pragmatics of technology.
  • 17. So…just to be sure – you are still, honestly, recalling your eagerness to be a teacher right? That space in your first term of teacher school when you were all about every magic trick of teaching? Before you became jaded citizens of the edurati? Remember – this is important…..
  • 18. Because what I did next would not have worked were the circumstances of the environment, cultural and world to world understandings in the universe….all eager to change the universe, trying to interact with this universe…..also adrogogy…adult learning theory sprinkles well here….they thought everything I was going to say related directly to their careers…Androgogy is another presentation entirely…. So here they are – about to make a bigger deal of anything I say….after a two month break. Beautiful summer day outside.
  • 19. I said – arrange this room to best support everyone’s learning in a two hour discussion & short review of the syllabus. They the started talking, arguing…arranging furniture….
  • 20. Now remember how I said this was their first time? Eager and shiny? Imagine if your professor would allow this discussion to go on for as long as it needed to?
  • 21. So I did…and I am a wannabe critical-socio-constructivist educators….so I worked to help marginalized voices be heard. “Did you all accommodate for hearing loss?” “Check to see if anyone has religious beliefs that make sitting next to someone of the opposite gender problematic.” “Remember gender is a construct that some people follow and others find problematic when applied to them.” “Handedness is only important when you are the one forced to switch or bump elbows with a stranger.” “Don’t assume – ask.” Usually when things seem to be settling down a little. About an hour and a half later – I share the syllabus and how the recent activity is a sample of the excruciating process of learning in a critical constructivist environment.
  • 22. What was I doing the entire time? Besides stirring things up? Documenting. I have decided that is the second most important job of a teacher. First is coming up with evil plans of mass learning….the second is documenting the actual learning that occurred. Because it isn’t always evident from the evil plan of mass learning.
  • 23. And that is excruciating. As a brain exercise consider – what learning did occur? It was their first class together and they were bonded and knew more about each other than any introductory game. That was an objective. They know some sensitive yet important for learning issues about each other. They have identified leaders. They have begun negotiating their roles.
  • 24. They have experienced first hand the frustrations learners experience in a constructivist environment. They can empathize with them about the excruciating pain of figuring out something with other people’s imaginary worlds, in an imaginary universe, while trying to change the universe….and they were showing each other how they would like to change that universe….to be conscious of arranging the room for different learning styles…to think critically about how space impacts learning….early negotiating with a group they would be with for one to two years. just by sitting down…..that their instructor was evil.
  • 25. What were we going to do next? Group writing? Actually yes – but only after I asked them to arrange the room for writing.
  • 26. Miss Blockhead Lets go back to Miss Blockhead. She is teaching math….and she considers herself a radical constructivist. In a radical constructivist space, if you recall – requires learning through adaptations. We often can’t see adaptations because…if we are constructivist at all….we expect the learner to construe meaning…..so how to be a radical constructivist and know what your learners are learning?!?!
  • 27. Process assignments. And process writing requires some explicitly set out expectations for submitted work. Here – lets do a process assignment.
  • 28. A #lask containing 650 doses of medicine had 5 ml of the medicine removed for experimentation…lucky test subjects…due to an emergency, another clinic was sent one- #ifth of the remainder. Afterward, only 512 doses remained. Calculate the dosage in milliliters. Hint: Be careful to recognize that there’s a difference between number of doses, and number of milliliters per dose.
  • 29. Okay….everyone knows where to start right? Totally clear?
  • 30. A #lask containing 650 doses of medicine had 5 ml of the medicine removed for experimentation…lucky test subjects…due to an emergency, another clinic was sent one- #ifth of the remainder. Afterward, only 512 doses remained. Calculate the dosage in milliliters. Hint: Be careful to recognize that there’s a difference between number of doses, and number of milliliters per dose.
  • 31. How might a student solve this?
  • 32. A !lask containing 650 doses of medicine had 5 ml of the medicine removed for experimentation…lucky test subjects…due to an emergency, another clinic was sent one- #ifth of the remainder. Afterward, only 512 doses remained. Calculate the dosage in milliliters. Hint: Be careful to recognize that there’s a difference between number of doses, and number of milliliters per dose.
  • 33. Draw a Flask?
  • 34. A !lask containing 650 doses of medicine had 5 ml of the medicine removed for experimentation…lucky test subjects…due to an emergency, another clinic was sent one- #ifth of the remainder. Afterward, only 512 doses remained. Calculate the dosage in milliliters. Hint: Be careful to recognize that there’s a difference between number of doses, and number of milliliters per dose.
  • 35. Show a missing amount?
  • 36. A !lask containing 650 doses of medicine had 5 ml of the medicine removed for experimentation…lucky test subjects…due to an emergency, another clinic was sent one- !ifth of the remainder. Afterward, only 512 doses remained. Calculate the dosage in milliliters. Hint: Be careful to recognize that there’s a difference between number of doses, and number of milliliters per dose.
  • 37. How much of what is left is one-fifth???
  • 38. Big Cube?
  • 39. A !lask containing 650 doses of medicine had 5 ml of the medicine removed for experimentation…lucky test subjects…due to an emergency, another clinic was sent one- !ifth of the remainder. Afterward, only 512 doses remained. Calculate the dosage in milliliters. Hint: Be careful to recognize that there’s a difference between number of doses, and number of milliliters per dose.
  • 40. Other Fifths Equal 512 Doses
  • 41. We’re watching the kids create thinking….but is it creative?!
  • 42. EXCRUTIATINGLY?!?
  • 43. OPENING WORLDS
  • 44. WHOA! STOP! Makerspaces are informal sites for creative production in art, science, and engineering where people of all ages blend digital and physical technologies to explore ideas, learn technical skills, and create new products.
  • 45. HACKER’S CONSCIENCE Ethics and Minecraft - Just a Word…. You start a new world. You bask in it's beauty, untouched by the devilish, greedy hands of humans. You look to the left and you catch a glimpse of a herd of sheep, all different colors, living in complete harmony. You glance to the right, you see the sun rising over the crisp, ocean blue. You automatically claim this virgin realm "Your world". You claim to own the wilderness, you claim to own the families of hardy villagers. You are playing god, and subconsciously, you know this. You get a smirk on your face when your house of wood is created. You know you raped the forest of it's true beauty, but that doesn't matter, this is "your world". You have a pet "dog", this dog was once a prideful wolf, prowling the plains and tundras for it's food. It grew inseparable bonds with it's pack, and you separated it, with only the emotion of happiness. It's night time, you step outside. You claim these "monsters" as enemies. You have failed to ponder upon, however, that you're the real enemy in this realm. These "monsters" do not attack passive animals, only you and villagers for you are the only negative force. They try to protect the realm, but it's futile. In this realm, you are bond to live eternally, respawning every death.
  • 46. Miss Blockhead’s Guide 2Excruciatingly Creative Learning Rurik Nackerud Twitter: @okay2fail rnackerud@elisabethmorrow.org Elisabeth Morrow School

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