Topic 10: Stimulating Simulations

Mar 18, 2015Download as PPTX, PDF1 like332 views

You have survived a plane crash on the northwest British Columbia coastline as the sole survivor. The plane is sinking into the heavy swells smashing it against the rocks. You manage to collect some items before it sinks below the surface. A storm is approaching with wind and rain. Your task is to individually list each salvaged item from the plane in order of importance to survival, with #1 being the most important and #15 being the least important. It will be dark soon, so you must work quickly.

Simulation:
CASTAWAY - Lost on the Pacific Coast

Simulation:
Lost on the Pacific Coast
You have survived a plane crash on the northwest British Columbia coastline. As
far as you know, you are the only survivor. The heavy swells are smashing the
aircraft against the rocks. You manage to collect what you can from the aircraft
before it sinks. It is a beautiful fall afternoon, but the wind is howling and you can
see storm clouds on the horizon which is typical weather for this time of year. The
temperature range for this time of year is between 4°C and 8°C, and the average
rainfall is 352 mm (14 inches) of rain. You can expect that you will experience an
average of 24 days of precipitation.
Best of luck!
You will be given a list of the articles salvaged from the aircraft before it sank. Your
task is to individually list each item in order of importance in Column A with a #1
being the most important, and #15 the least important. It will be dark in five
minutes, so don’t waste any time.

The Power of Movement, Fun and
Participation in Engaging Learners
Topic #10:
Stimulating Simulations
What if….. …..we no longer could
afford teachers/schools?
Learning Without Teachers

Last Week: Academic Controversy
• Was this cooperative learning or collaborative learning?
• Were the 5 essential elements of CL present?
• What examples of CL structures did we demonstrate?
• What team cheers/encouragers can we use with CL?

Today’s Graphic Organizer
Illustrations:
Castaway
The Staff Meeting
Alberta Education
The Global Village
World Wealth
Miniature Earth
Capitalism
Micro-society

Viktor Gregor developed a risk assessment model for aircraft fuel management using dynamically coloured Petri nets. The model simulates factors like wind, flight paths, holding times, and fuel consumption. Monte Carlo simulations were run to determine the probability of having less than the final reserve fuel remaining. Higher variability in wind direction and probability of holding increased this risk. The model can evaluate how parameter changes affect fuel levels and safety.

Reaching the Peak: Pathways to Passionbgalloway

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This document discusses student-centered approaches to learning including constructivism, project-based learning, inquiry learning, problem-based learning, service learning, self-directed learning, personalized learning, differentiated instruction, inclusion, and balanced assessment. It also mentions tools like Google Classroom and PowerSchool as well as curriculum redesign, understanding by design, universal design for learning, and competency-based teaching and learning. The focus is on interdisciplinary learning, student engagement, empowerment, developing cross-curricular competencies, and giving students more voice and choice.

EDUC 250 pilot project - BEDPAC Meetingbgalloway

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The document summarizes changes to education programs at Red Deer College and the University of Alberta from 2003-2015. It notes the cancellation of a popular teaching orientation course in 2003 and discussions beginning in 2012 to improve programs with a focus on more practical experience. A field experience pilot project was launched in 2014 with local school divisions, providing students additional observation hours. Evaluation of the pilot was positive, finding value in early real-world experience, and it was expanded in 2015 with additional schools and a flexible observation schedule. The document concludes by posing ideas for further enhancing field experience components in education programs.

Topic 11: Game-based Learning and Gamification in the Classroombgalloway

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If stranded on a desert island with students, simulations like being castaways could teach through interactive experiences. Games are effective classroom tools that keep students engaged through movement, fun, and participation. Research shows students learn best not when bored, but through strategies like cooperative learning, simulations, and student-centered project-based learning with feedback. Teachers can facilitate learning through Web 2.0 tools and games like board games, memory games, and active movement games.

EDUC 250: Field Experience Pilot Projectbgalloway

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The document summarizes changes over time to the education program at Red Deer College relating to field experience and practicum opportunities for students. It outlines the cancellation of a course with observations in 2003, student requests in 2014 for more practical experience, the creation of a field experience pilot project with local schools in 2014, and evaluations and adjustments made to the project in subsequent years. The goal has been to increase opportunities for students to observe and interact in classroom settings.

EDUC250: Field Experience Pilot Projectbgalloway

��

The document outlines changes over time to the education program at Red Deer College relating to field experience and observations. It discusses the cancellation of a course with observations in 2003. In 2014, a field experience pilot project was launched with local schools in response to student requests for more practical experience. Evaluation of the pilot was positive, with suggestions to offer observations earlier and provide more interaction time. The college explored ways to address challenges in offering the observation component, including empowering students to arrange their own placements and setting up observation days.

EDUC 250: Field Experience Pilot Projectbgalloway

��

The document outlines changes over time to the education program at Red Deer College relating to field experience and practicum opportunities for students. It discusses the replacement of EDFX 203 with EDUC 250 in 2003 and changes made to the third year practicum. Student feedback in 2014 called for more practical and experiential learning. This led to the creation of a field experience pilot project in 2014-2015 with local school divisions, including redesigned courses with additional in-class and independent observation hours. Evaluation found students and teachers appreciated the real-world experience and suggested expanding the program.

Topic 9: Academic Controversybgalloway

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This document outlines the agenda for a class focusing on collaborative learning strategies. On Monday, students will participate in a jigsaw activity to analyze articles on grading and provide arguments. They will also use de Bono's six thinking hats to analyze proposed fixes to broken grades from multiple perspectives. On Wednesday, students will engage in a four corners activity on group grades and a horseshoe debate on re-tests before reflecting individually. They will also exchange cheers with other teams. The following Monday will include a formal debate on whether middle schools should use grades to measure learning.

Topic 8: The Power of Movement, Fun and Collaborationbgalloway

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This document discusses cooperative learning and its benefits. It begins by asking some inquiry questions about why cooperative learning is an effective strategy and what brain research says about the value of movement, fun, and participation in learning. It then discusses implementing cooperative learning using different "structures". The document outlines some of the key elements of cooperative learning, including positive interdependence, face-to-face interaction, individual accountability, and interpersonal skills. It also provides some examples of cooperative learning structures and tools that can be used. Overall, the document promotes cooperative learning as an instructional strategy that has many benefits according to research, such as higher achievement, greater use of higher-level thinking, and more positive relationships among peers.

Topic 2B: Foundations of Education - Schools of Todaybgalloway

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The document discusses realities confronting today's schools, including factors that put students "at risk" of leaving school without being able to continue learning. It notes several issues that can place students at risk, such as gender, racism, sexual orientation, family stress, substance abuse, violence, teen pregnancy, suicide, cyberbullying, and being a high school dropout. The document emphasizes that teaching is all about the student and that the purpose of the 3Rs (reading, writing, arithmetic) needs to expand to include 7Cs (critical thinking, communication, collaboration, creativity, cross-cultural understanding, computers and career skills) for 21st century learning. It concludes by suggesting referring to at-risk students as "at promise"

Topic 2A: Foundations of Education - Schools of Yesterdaybgalloway

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The document discusses the purpose of education and foundations of education in Canada. It covers topics like the purposes of public education, ideas and events that have shaped education in Canada, Canadian school governance and law, and realities confronting today's Canadian schools. It provides an overview of the history of education in Canada and how the curriculum has evolved from the 20th century to the 21st century. It poses the question "What is the purpose of education?" and includes quotes about preparing children for their future, not our future, and how creativity in handling change will be a key skill in the new millennium.

Topic 7: Brain Compatible Teaching (Part3): Differentiated Instructionbgalloway

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This document discusses differentiated instruction and strategies for meeting the needs of diverse learners. It provides information on learning styles and percentages of students who may be at risk depending on their dominant learning style. Some key strategies mentioned include using interactive techniques, paying attention to student successes and struggles, challenging students to think and explain their ideas, and allowing students to express themselves in unique ways. The document emphasizes that students do not all start in the same place, learn in the same way, or at the same pace, and teachers need to differentiate their instruction to help all students learn.

Planning for Redesign - 2015bgalloway

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This document discusses planning frameworks for 21st century learning. It outlines the shift from traditional curriculum focused on subjects like art, phys ed, science, etc. to a new curriculum centered around developing skills like digital fluency, communication, creativity, critical thinking, collaboration and lifelong learning. These skills will better prepare students for their future. The document recommends using understanding by design and project based learning frameworks that start with student interests and questions rather than predefined outcomes. Resources are provided to help plan curriculum around real-world, cross-curricular competencies to inspire education for the future.

Planning for Redesignbgalloway

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This document discusses planning frameworks for 21st century learning. It compares the traditional and progressive models of curriculum from the 20th century and outlines seven key competencies for 21st century learning: digital/technological fluency, communication, social/cultural/global responsibility, creativity/innovation, critical thinking, collaboration, and lifelong learning. It advocates for student-centered approaches like Understanding by Design and project-based learning to develop these real-world skills and prepare students for their future, not just our past.

Topic 6: Teaching Character Education to Middle Years Charactersbgalloway

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This document provides information on teaching character education and social emotional learning to middle school students. It discusses 10 brain foods, virtues like trustworthiness and fairness, and activities to teach emotional literacy. It emphasizes that emotional development drives learning and quotes experts on the importance of creating a caring curriculum. The document contains mixed content without a clear overall theme.

Topic 2A: Great Educational Mindsbgalloway

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The document discusses the historical roots of integrated and interactive curriculum. It examines several influential educational leaders from the past and present, including John Dewey, Jean Piaget, Paulo Freire, Lev Vygotsky, Reuven Feuerstein, Jerome Bruner, Elliot Eisner, and Howard Gardner. It summarizes each thinker's key beliefs and contributions to curriculum development. Students will be assigned one of these thinkers to create a digital presentation about, focusing on their philosophy and how it still influences education today.

Topic 5B: Field Trips, Festivals, Fairs and Funbgalloway

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This document discusses brain compatible teaching and powerful learning experiences. It recommends using field trips, festivals, fairs, and fun activities to engage students. Some principles of the brain friendly classroom include learning through experience and using various instructional strategies like graphic organizers, movement, cooperative learning, and storytelling. The document also lists the top 10 best brain foods and includes a quote about the importance of experience for developing intelligence.

Topic 5A: Powerful Learning Experiencesbgalloway

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This document discusses different approaches to integrating curriculum and experiential learning. It provides examples of interdisciplinary, multidisciplinary, and integrated day designs that bring together subjects like language arts, math, social studies, and science. The most extreme example is a field-based program where students live at school and create curriculum based on their daily experiences. The document also discusses concepts like constructivism, service learning, and shifting paradigms in education from traditionalism to progressivism.

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This document discusses key concepts related to real world learning such as integrated curriculum, constructivism, traditionalism, and progressivism. It specifically focuses on the concept of service learning, defining it as applying academic skills to solve real-life community problems. Service learning is characterized by student and teacher decision-making regarding issues to address, curriculum areas, roles, and publicity. It involves preparation, action, reflection, and demonstration and can lead to benefits such as decreased behavior problems and increased self-confidence. Examples of potential service learning projects are provided.

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This document discusses constructivist approaches to learning and integrated curriculum. It begins by defining key concepts like constructivism, active learning, and integrated curriculum. It explains that constructivists believe knowledge is socially constructed and people learn in multiple ways. Active learning involves hands-on strategies like projects, debates, field trips and technology. Integrated curriculum combines subjects around themes and connects to real-world topics. The document provides examples of integration models and discusses benefits and challenges of integration. It emphasizes teaching academic vocabulary and having students direct their own learning through strategies like problem-based learning and inquiry.

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Week 3A - Frameworks for Learningbgalloway

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This document discusses frameworks for 21st century learning. It suggests assessing students through projects they create rather than exams created by others. A framework called the "Excellent Learning Environment Framework" is presented, which focuses on developing skills like critical thinking, collaboration, communication and creativity through a 3R x 7C model. The document also discusses shifting to more student-centered, project-based models of curriculum and compares approaches like Understanding by Design and Project-Based Learning. Finally, it addresses developing skills like digital literacy and global competence in students.

Topic 2B: Curriculum - Now and Thenbgalloway

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This document discusses curriculum and instructional strategies for engaging students. It suggests moving away from assessing students solely through exams created by others, and toward assessing them through projects they create. It then lists 20 instructional strategies for engaging learners, such as graphic organizers, writing, debates, cooperative learning, role playing and games. The document emphasizes purposeful planning for quality instructional design and student learning. It provides guidance on developing an integrated unit plan, including choosing topics, outcomes and resources, and identifying learning activities and strategies over a 3-4 week period.

Topic 2A: Great Minds of Educatorsbgalloway

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This document discusses the historical roots of integrated and interactive curriculum. It examines several influential educational leaders from the past, including John Dewey, Jean Piaget, Paulo Freire, Lev Vygotsky, Reuven Feuerstein, Howard Gardner, Elliot Eisner, and Jerome Bruner. For each leader, it provides a brief overview of their educational philosophies and influence on modern teaching. Students will then be assigned to one of these leaders and asked to create a digital presentation that interviews or profiles their assigned thinker.

Topic 2: Great Minds of Educatorsbgalloway

��

This document discusses the historical influences of several prominent educational theorists on integrated and interactive curriculum. It summarizes the key ideas and influences of theorists such as John Dewey, Jean Piaget, Paulo Freire, Lev Vygotsky, Reuven Feuerstein, Howard Gardner, Elliot Eisner, and Marian Diamond. These theorists advocated for hands-on, experiential, inquiry-based learning and recognizing multiple types of intelligence. Their work has shaped current approaches that focus on interactive, project-based learning tailored to students' varied needs and abilities.

Week 3: Frameworks for Learning in the 21st Century Classroombgalloway

��

The document discusses frameworks for 21st century learning. It suggests assessing students through projects they create rather than exams created by others. A model called the "Excellent Learning Environment Framework" is presented, which focuses on developing skills like critical thinking, problem solving, communication, creativity and global responsibility. The document also examines shifting paradigms in curriculum from traditional to progressive models and asks how curriculum may change for the future.

Week 2B: Curriculum - Now and Thenbgalloway

��

This document discusses curriculum, both past and present. It provides a timeline of curriculum experts from Dewey to present-day thinkers. Paradigms like traditionalism and progressivism are contrasted. The document asks questions about who decides curriculum and how it might change. It references skills needed for the 21st century like collaboration and digital fluency. Videos show different views of old vs new curriculum models. Readers are prompted to consider how they will design curriculum experiences that engage and inspire modern learners.

Topic 10: Stimulating Simulations

1. Simulation: CASTAWAY - Lost on the Pacific Coast

2. Simulation: Lost on the Pacific Coast You have survived a plane crash on the northwest British Columbia coastline. As far as you know, you are the only survivor. The heavy swells are smashing the aircraft against the rocks. You manage to collect what you can from the aircraft before it sinks. It is a beautiful fall afternoon, but the wind is howling and you can see storm clouds on the horizon which is typical weather for this time of year. The temperature range for this time of year is between 4°C and 8°C, and the average rainfall is 352 mm (14 inches) of rain. You can expect that you will experience an average of 24 days of precipitation. Best of luck! You will be given a list of the articles salvaged from the aircraft before it sank. Your task is to individually list each item in order of importance in Column A with a #1 being the most important, and #15 the least important. It will be dark in five minutes, so don’t waste any time.

3. The Power of Movement, Fun and Participation in Engaging Learners Topic #10: Stimulating Simulations What if….. …..we no longer could afford teachers/schools? Learning Without Teachers

5. Last Week: Academic Controversy • Was this cooperative learning or collaborative learning? • Were the 5 essential elements of CL present? • What examples of CL structures did we demonstrate? • What team cheers/encouragers can we use with CL?

6. Today’s Graphic Organizer Illustrations: Castaway The Staff Meeting Alberta Education The Global Village World Wealth Miniature Earth Capitalism Micro-society

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Topic 10: Stimulating Simulations

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Topic 10: Stimulating Simulations