s.t.e.a.m punks and cyber punks
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S.T.E.A.M Punks and Cyber Punks
Da Vinci, the Bauhaus Movement, Technology and the 21st-Century Educator
Morgan P. AppelDirector, Education Department
Wisdom from the Ancients
In ancient Egypt, when humans were preserved through mummification, the brain was discarded--viewed as a superfluous organ. It was believed that the heart was the center of all emotion and learning.
A Place for Us--Somewhere
Disaggregating and making sense of the cognitive and socio-affective characteristics of gifted and talented individuals (ongoing)
Developing a practical understanding of the neuroscience of learning and teaching and the reciprocal integrated nature of all disciplines (STEAM)
Creating integrated opportunities for ‘flow,’ driven by choice, interest and learning style
Understanding the changing balance between formal and informal learning as driven by everyday technologiesWorking collaboratively
with gifted and talented to become critical producers and consumers of information
Providing increasingly sophisticated opportunities for engagement that extend beyond the core
STEA
M
CC
SS
Moving beyonddifferentiation and toward PERSONALIZATIONusing technology and strategies beyond ability grouping
In Service of High Achievers Remembers answers and
needs about 6-8 repetitions to master
Alert and observant; attentive and interested
Pleased with own learning and gets high marks
Works hard to achieve, learns with ease
Is a technician with expertise in his/her field, responds with interest and opinions
Perf0rms at the top of the group and absorbs information
Is accurate and complete, memorizes well
Understands complex humor
Enjoys company of age peers
Completes assignments on time, answers questions in detail
Source: B. Kingore, 2003. High Achiever, Gifted Learner, Creative Learner. Understanding Our Gifted
In Service of Gifted
Poses unforeseen questions and is curious
Knows without working hard and is beyond the group
Needs 1-3 repetitions for mastery
Prefers company of intellectual peers
Ponders with depth and multiple perspectives
Is intellectual and anticipates/relates observations
Infers and connects concepts
Creates complex/abstract humor and is intense
Initiates projects and extensions of assignments
Enjoys self-directed learning and is original/continually developing
Is an expert who abstracts beyond the field; guesses and infers well
Is self critical and may not be motivated by grades
Source: B. Kingore, 2003. High Achiever, Gifted Learner, Creative Learner. Understanding Our Gifted
In Service of Creatives
Sees exceptions and wonders
Plays with ideas and concepts
Relishes wild, off-the-wall humor
Comprehends in-depth and complex ideas
Enjoys improvisation and creating
Is his/her own group
Questions the need for mastery
Brainstorms Intuitive Inventor Enjoys working
alone, but the company of creative peers
Shares bizarre and often conflicting opinionsSource: B. Kingore, 2003. High Achiever, Gifted Learner, Creative Learner. Understanding Our Gifted
The Original Renaissance Man
As every divided kingdom falls,so every mind divided betweenmany studies confounds and saps itself.
Everything is connected to everything else.
Leonardo da Vinci
Practical Neuroscience
The brain learns through multiple senses and modalitiesThe brain thrives on process and making sense of new informationThe brain works in context when processing new informationThe brain uses patterns to make sense of informationThe brain uses scaffolding to process new informationNeuroplasticity: the lifelong ability of the brain to reorganize neural pathways based on new experiencesPhysiologically, like a coin making an impression in clay—the clay must change to hold the impression of the coinConsider the old saw ‘Give a man a fish and he eats for a day, teach a man to fish and he eats for a week’The brain works in a very similar way: it thrives on making sense of process!Process reinvigorates the brain through re-establishing neural networks
Practical Neuroscience1. The brain is a complex adaptive system. 2. The brain is a social brain. 3. The search for meaning is innate. 4. The search for meaning occurs through patterning. 5. Emotions are critical to patterning. 6. Every brain simultaneously perceives and creates parts and
wholes. 7. Learning involves both focused attention and peripheral
attention. 8. Learning always involves conscious and unconscious
processes. 9. We have at least two ways of organizing memory. 10.Learning is developmental. 11.Complex learning is enhanced by challenge and inhibited by
threat. 12.Every brain is uniquely organized.
Source: Caine and Caine (1997)
Functional Magnetic Resonance Imaging (fMRIs) show ‘brain on fire’ in gifted individualsGifted individuals are multimodal thinkersGreat integrators and organizers of multiple senses and modalities “Hypersensitive” brains
Source: newhorizons.org
Beyond Practical Neuroscience
Enhanced sensory awareness that can be further cultivated through experience and trainingBoth initial impressions and later recollections are unusually vividIncreased memory efficiency and capacityMultimodality: making connections that others do not
Source: newhorizons.org
Beyond Practical Neuroscience
• Associational thinking; organizational skills; analytical thinking
However:Sensory, emotional and memory overload
Personal disorganization
Distractibility
Mental fatigue
“Analysis Paralysis”
Source: newhorizons.org
Beyond Practical Neuroscience
Gifted pupils learn with less repetition and fewer explanations (may be modality specific)Enhanced sensitivity may lead to distractibility and to incorrect assumptions about ADHDDistractibility should be balanced with a degree of task persistence (otherwise evaluate and diagnose)
Source: newhorizons.org
Beyond Practical Neuroscience
Incidental learning“Cognitive Flypaper”Information wealthy—need resources to facilitate thinking processes (the brain thrives on process) – not an abundance of informationMetacognitive training, rumination and reflectionPractical application
Source: newhorizons.org
Beyond Practical Neuroscience
Portending an Integrated Future What does it really mean to
S.T.E.A.M? What is not the big idea
(perchance, to dream)? See both forest and trees Understand the porous nature
that is the interconnectivity within and across disciplines
Metacognition, collaboration and leadership versus pure content knowledge
Celebrate mistakes Production is tangible, tacit
and meaningful—where hard science meets and is interpreted through the arts
Thinking like a multi-disciplinarian/ Language of the multi-disciplinarian
JITL: Not knowing everything, but where to get it and when to use it (metacognitive contingencies of knowledge use)
Using multiple perspectives and lenses to address and make sense of challenges, opportunities and circumstances
The brain is an aesthetic organ—creativity and problem solving should produce enjoyment
STOP and Consider
Importance of patterns and integration
Solving complex problems using multiple data and strategies
Interpreting through a variety of lenses and moving beyond the ‘sum of parts’
Engaging the ‘gifted brain’ and working with socio-affective characteristics of giftedness and talent
Need motivation
Toward a State of ‘Flow’
Mihaly Csikszentmihalyi (1975, 1990)/positive psychology
A Zen-like, intensive state in which an individual becomes completely emerged in an experience
“In the groove,” OPTIMAL EXPERIENCE, “In the zone”
Time stops (almost a meditative state) or flies “Seeing the seams of the baseball” or
“seeing the Matrix” Losing oneself so that one is so focused, s/he is
unaware of distractions, even bodily needs A universal and cross-cultural experience Connectivity between emotion, motivation
and internalization
Toward a State of ‘Flow’
Balance between individual’s ability and level of difficulty in the challenge (cannot be too easy or difficult or flow cannot occur).
Goals should be clear. Expectations are foreseen and goals are attainable.
High degree of concentration in a limited field of attention—person should be able to focus and become deeply engaged in the activity.
A loss of self-consciousness is experienced (unaware of self and what the self is doing).
Sense of time transcendence (subjective experience of time is altered—passes quickly/slowly/slow motion)
Toward a State of ‘Flow’
Direct and immediate feedback should be available so behavior can be adjusted (merging action and awareness)
Empowerment/sense of personal control over the situation or activity
Effortless of action brought about by absorption in the activity
Lack of awareness of bodily needs (hunger/fatigue)
In education, ‘feeling’ the lesson and using smaller, highly engaging holistic assignments that counteract boredom and feelings of being overwhelmed
Toward a State of ‘Flow’
Clear set of goals related to the activity, adding direction and structure (ambiguity threatens Flow)
Balance between ability and challenge Enjoying something in the long term requires
that tasks increase in complexity Some tasks must have immediate
results/feedback (success breeds success/making corrections)
Flow cannot be environmentally manipulated or forced (but can be encouraged)
From the Bauhaus Movement
Only work which is the product of inner compulsion can have spiritual meaning.
A modern, harmonic and lively architecture is the visible sign of an authentic democracy.
Walter Gropius
The Bauhaus
“House of Construction” – Germany, early 20th century
Intellectual and practical harmony, with form following function
Innovation, emphasizing freedom, process, fun and flow
Professed unity among the arts and the sciences, emphasizing the importance of aesthetics
Importance of design and mass production with ‘spirit’
Multisensory, multidimensional, multimodal
STOP and Consider
Process should be enjoyable and transcend boundaries
Challenge begats flow which begats engagement
Solving complex problems requires moving beyond differentiation (does not exclude group work, however)
Personalization=more intensive connections and acuity—bridging to true experiential learning/self discovery
Technology Makes
it Happen
Soliloquy From Blade Runner (1982)
I've... seen things you people wouldn't believe... [laughs] Attack ships on fire off the shoulder of Orion. I watched c-beams glitter in the dark near the Tannhäuser Gate. All those... moments... will be lost in time, like [coughs] tears... in... rain. Time... to die...
Replicant Roy Batty
Personalization Using Practical Technologies
Internet searches, metacognition and neuroplasticity (exercising the brain)
Enhanced learning capacity; higher processing rates; automaticity; improved memory and recall; enhanced ability to pay/sustain attention; reduction in impulsive responses; among others [Critical Consumer]
Promotes opportunities for novelty and personalization, as well as infusion of choice for advanced learners
Moving beyond formal learning resources and organizing to fit the needs of a more self-guided learning experience [Personalization]
Engagement, empowerment and interest Opportunities to ‘live’ the curriculum in an active, involved and
communal way [STEAM] LITTLE THINGS go a very long way—they hold your attention! Long story short, when used correctly, technology promotes
Flow.
Where do we Acquire Information? Formal Resources: Courses; textbooks;
trainings; literature and other media; official websites; television; radio; among others
Informal Resources: Networks; YouTube; Facebook; LinkedIn; Flickr; Google; Itunes; Netflix; Massive Open Online Courses (MOOCs)
Balance is Tantamount —based on your resource preferences and learning styles. What technology tools do you use? For what purposes? How do you organize learning? How do you map it out?
‘Buffets for the Brain’
Dreaming Personalized Learning Environments
Customizing sets of online/offline resources (content; presentation; navigation support; and educational services) to address the unique learning styles, profiles and interests of the individual user
Benefits: Engages students as creators (versus strict consumers) of
education and information Promotes ownership of knowledge and participation in assessment Offers choice and autonomy, values dimensions beyond cognitive Real-life connections and creativity Promotes critical thinking and sound habits of mind Opportunities to share ideas and processes in an integrated way Interdependence and mutual respect between teacher and student Enhances tiering, grouping and scaffolding
A Diagrammed PLE: Thinking Map
EXAMPLES
A Diagrammed PLE: Thinking Map
MOREEXAMPLE
S
Thus…
From daVinci, we learn that all things are integrated and that we must challenge the way education has been undertaken since the dawn of the industrial age—lest we sap our creative energies
From the Bauhaus, we learn that these undertakings can benefit from a free-spirited collaboration and that the whole is often greater than the sum of its parts. We must transcend traditional ways of teaching and learning to move forward
STEAM offers a unique opportunity to engage in multidisciplinary problem solving that challenges and engages the cognitive and affective
Thus…
Personalization, choice and use of technologies stimulate ‘flow’ and offer multiple opportunities for creatives and gifted to become critical consumers and producers of information
Personalization, choice and use of technologies offer occasion for creatives and gifted to hone metacognitive processing and organizational skills, as well as to work collaboratively in a variety of contexts
Comments and Questions
Contact Information
Morgan Appel, DirectorEducation DepartmentUC San Diego Extension9500 Gilman Drive, MC 0170-NLa Jolla, California 92093-0170
mappel@ucsd.edu858-534-9273extension.ucsd.edu/education
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