1. A305: Week 3 Affective Dimensions of Deeper Learning and Design

2. Goals for Today (+ Section) Understand/analyze/reflect: What did we learn from our own efforts to “deepen” a lesson? How can affective perspectives complement cognitive ones in understanding deeper learning? Understand the design process Connect with classmates on similar topics Synthesize/create: Continue lesson design with an emphasis on affective characteristics

3. Plan: Three Parts Part I: Designing for Deeper Learning (cont’d (1:10 – 2:15) Part II: Design Thinking (2:30 – 3:30) Part III: Affinity Mapping (3:30 – 4:00) Continue in section discussions of apprenticeship, identity, and what it would mean to realize these visions in practice

4. What DL Is and Is Not: Cognitive Dimensions Knowledge is integrated, connected Learner has a cognitive schema that allows for the incorporation of new knowledge Knowledge can be transferred and applied Learner can develop or create new knowledge Knowledge is fragmented and disconnected New knowledge is not incorporated into a schema Knowledge cannot be transferred or applied Learner can only receive existing knowledge Deeper Learning Not Deeper Learning

5. Themes from Last Week Seeing the system – the inter-relations between the parts and not just the parts Identifying what would make the system break down Metaphor as a means of grappling with underlying structural or conceptual knowledge

6. Deeper Learning: Affective Dimensions Student as worker; teacher as coach Real world standards of quality applied Authentic problems and questions Engagement and potentially flow Teacher as referee Standards come solely from tests Inauthentic problems and questions Boredom Do Promote Deeper Learning Do Not Promoting Deeper Learning

7. Digging Deeper: Authenticity and Identity  What are the different ways that learning can be authentic?

8. Digging Deeper: Identity and Authenticity  What are the different ways that learning can be authentic?  What kinds of identities in students might you be seeking to build upon or cultivate?

9. Revisiting Your Biology Lessons  Can you reshape your biology lesson to make it more authentic, gripping, flow-like, engaging, or connecting to students’ identities? Steps 1.Take what you have 2.Discuss whether it seems likely to be compelling to students 3.Discuss what kind of identity/authenticity you are seeking 4.Brainstorm revisions on post-its 5.Share and look for patterns 6.Revise/recreate your lesson

10. Break

11. Why Design? 1.User-centered Problem -- Reform done to teachers and students Solution – Work with teachers and students 2.Design as opposed to reform Problem – Reforms layered and incoherent Design – Simple and coherent 3.Efficacious 4.We need to design a new system!

12. Design Process

13. Intro to design – Nightline video https://www.youtube.com/watch?v=M66ZU2PCIcM

14. See – Think - Wonder  What did you see?  What did that make you think?  What does it make you wonder?

15. Affinity Mapping Goal  To find classmates with similar ideas and begin conversations  May find collaborators, may find thought partners  Just the beginning – make connections, exchange contact info, don’t expect to conversations to finish

16. Affinity Mapping Process  Nominate topics on the board.  Can be specific: Work with HTH; can be more general: Experiential outdoor ed  3 rounds of 8 minutes each  Say what brought you; what you need; what you can offer.  Write names and interests on board so people in subsequent rounds can find you