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SOLEs for the Soul of Education

SOLEs for the Soul of Education. An exploration of Self-Organized Learning Environments (SOLEs). Hopes for today:. We will look through the “Hole in the Wall” and explore our own reflection based on what we see as we watch children learn

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SOLEs for the Soul of Education

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  1. SOLEs for the Soul of Education An exploration of Self-Organized Learning Environments (SOLEs)

  2. Hopes for today: • We will look through the “Hole in the Wall” and explore our own reflection based on what we see as we watch children learn • 1. Be exposed to SugataMitra’s SOLEs (Self-Organized Learning Environments) • 2.Invite participation • 3. Reflect • 4. Share

  3. Interview with SugataMitra

  4. Where did the SOLEs idea come from? • SugataMitra’s “Hole in the Wall” experiment (1999). • “There are places on Earth, in every country, where, for various reasons, good schools cannot be built and good teachers cannot or do not want to go…There are still children in these places who want and need to learn, so what can be done?” • To answer this question, Mitra conducted further research in poor areas of India, S. Africa and Cambodia. (1999-2003) Since his endeavors have spread from England to Italy and the US. • This led to the beginning of SOLEs. “If children have interest, education occurs”

  5. Example from Gateshead, England

  6. Critical Elements of SOLEs • Question --- based on a BIG concept with enduring understandings, open-ended and relevant to the learners. • Groups of 4 with one computer with internet access. • Teacher’s role is to pose the question to initiate dialogue, then step back and admire. • Audience: Granny Cloud, college students, parent volunteers, etc., whose role is for authenticating andaffirming the learning.

  7. Trying it out with 3rd Graders to address state standards and global issues. • 1st attempt • What is a glacier? • How did glaciers impact MN landforms? • 2nd attempt • Who were the Freedom Riders? • What did they do and why?

  8. 40 minute session

  9. Sharing After whole group sharing, students turn and talk with a partner.

  10. Reflections on the 3rd grade process: Teacher thoughts: • Try a more open-ended question, e.g. Where does language come from? • How strict is the 4 students to 1 computer? • Long-term understanding? • Students gained a lot of information based on what they found most interesting. There were some misconceptions to clear up. Seemed like a great way to begin a new unit of study.

  11. Reflections continued… Student thoughts Positive: Working with a group Trying to find sites Moving to different groups It’s good to learn new things The teacher didn’t tell the answers so it was harder We found lots of different ideas Negative: It was hard to find sites It was hard to share, I couldn’t go to MY choice It was hard to see the computer, sometimes I got pushed out. The reading was hard to understand.

  12. Connections and Questions: • Mitra’s • EMID’s • Yours • Others • IB Design Cycle (Investigate, Plan, Create, Evaluate) • Scientific Method • Inquiry Based Learning • The creative process

  13. Resources: SugataMitra’s Biography http://en.wikipedia.org/wiki/Sugata_Mitra SugataMitra’s New Experiments in Self-Teaching @ TED talk, July 2010 http://www.youtube.com/watch?v=dk60sYrU2RU&feature=related SugataMitra’s Granny Cloud http://edu.blogs.com/edublogs/2011/01/sugata-mitra-the-granny-cloud.html Video from What’s a Glacier ? Experiment (by Carl Anderson) http://www.youtube.com/watch?v=K_LMGfE_VSY Lab Report Procedure section guide http://www.unc.edu/depts/wcweb/handouts/lab_report_complete.html

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