Mind Lab Karen Duligall

Create a stop motion video to investigate one of the following myths, Georgia, Nick and I went with a combination of the Growth Mindset myths - that once you have a growth mindset you always have it (no, you may have a growth mindset for one activity, but a fixed mindset for other activities.) Also that a Growth Mindset means you can achieve anything. Nick is keen to point out the article about penguins - no matter how hard they try, and how much of a growth mindset they have, they will never fly. https://plus.google.com/u/1/113463555525844174967/posts/h1dwzgXEnnw?cfem=1 Regarding the Leadership 1 assignment.  From the notes: Growth Mindset in Leadership If you want to include the role of growth mindset in your leadership assignments, you might consider some of these ideas. Growth mindset in a leadership context comes from a belief that those we lead can be motivated to improve and grow their practices. This choice usually involves including many

Here we are programming a person. We had to give directions for one member of the team to walk around the table. We had to take into account starting point (GPS coordinates) stride length (measured and so made standard) Direction (compass points) to ensure that any person would get the same results. Then we had to use a loop to create a dance. We created a dance of 2 claps, 2 stamps 2 jumps, 2 swirls, 2 seconds of spaghetti and 2 seconds of the wiggles. We put this sequence into a repeat and when through the whole process twice. The above two examples are of computational thinking that does not require a computer. I did not exhibit a growth mindset during this process as I did not want to share my programming. I wanted to create my own shapes by myself. However for the second project 2 other people joined me. We still used my computer and my programming. They were able to spot bugs and offer ideas and solutions, although not always welcome ones .

Flipped preparation (required): View the TED Talk by Linda Liukas 'The poetry of programming' Consider these questions as you watch. Should we/could we ‘teach kids to code’? Why or why not? What is the relationship between Computational Thinking and coding? What is the role of storytelling in teaching coding? Should we 'teach kids to code'? What is the relationship between Computational Thinking and coding?  Computational thinking  (CT) is a problem-solving process that includes (but is not limited to) the following characteristics : Formulating problems in a way that enables us to use a computer and other tools to help solve them. Logically organizing and analyzing data. Computational thinking | CORE Education core-ed.org/legacy/thought-leadership/ten-trends/ten-trends.../computational-thinking What is the role of storytelling in teaching coding? Storytelling - Wikipedia https://en.wikipedia.org/wiki/Storytelling

Flipped task:  TED Talk by Linda Liukas 'The poetry of programming'  Should we/could we ‘teach kids to code’? Why or why not?  Children should view computers as something they can tinker with, not that they are magic. It is a mode of self-expression "Little girls don't know that they are not supposed to like computers". Parents are the ones that put children off. It is not magic and it is not too complicated. If we don't, we raise a generation of consumers, not creators.  What is the relationship between Computational Thinking and coding?  knitting is about symbolic commands with loops Irregular verbs involve pattern recognition Computational thinking doesn't have to be about coding - but it is a key component  What is the role of storytelling in teaching coding? Storytelling gives us a reason for the code - e.g. the martian GPS anecdote Disruption starts as people with a vision - creativity Programming is about creating worlds - you ca

I must say that I was disappointed with this reading. I hoped it would answer the questions "why don't teachers innovate when they are given computers." The teachers in this research were all innovators - they had devised a project and applied for the computers and to take part. Some of them failed because they didn't get the computers they requested. Maybe if we went back in a years time when the computers had finally arrived we would see different results. Anyway the main idea I took from the reading is that we need to take baby steps. Keep things simple and close to the way you currently do things - the further away / bigger steps - the more likely to fail, The Innovator (teacher) needs all infrastructure (hardware and software) set up and reliable for the innovation to work. The innovation needs to align with the innovators technological beliefs and the innovator needs to be highly reflective. Ideally the innovation will be something you already d

Ted-Ed This could be an amazing tool to use for flipped / blended classroom. Needs investigating to see if it would be useful for Digital 1. I have used Blendspace previously in my teaching, very successfully. I particularly like the idea that the Blendspaces I have created can be stored on my Google Site for new students to take a look at if they have an interest in the topic.

Flipped Learning Flipped preparation (required): Prepare for the session by watching the video "What 60 Schools Can Tell Us About Teaching 21st Century Skill" and reflecting how 20th century and 21st century skills differ? Do we need both? What are 21st century skills? What were 20th century skills? There are certainly some 20th century skills that are still required such as working alone - these are still valuable attributes. Listening to the teacher is also a good skill! Sitting still - there are times when you need to show resilience and just sit still through the most boring of activities - that is life. However, one the whole, 21st century skills are more valuable than 20th century. 21st Century Skills - from Mindlab notes This week we open with some reflections on the flipped preparation video "What Can 60 Schools Tell Us About Teaching 21st Century Skills?" and discuss how do 20th century and 21st century skills differ? Do we