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Diana Rhoten, Social Science Research Council based in New York, explains her vision on how to spark children’s interest. The second video gives some ideas on how to move towards students’ ownership of their learning. Watch both videos carefully, and then consider what inspiration you could take from them for your own classroom, using the two activities below.

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Diana Rhoten on Sparking Student Interests with Informal Learning (Big Thinkers Series)

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I like things to happen; and if they don’t happen, I like to make them happen. Winston Churchill

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I was born in 1973, Kırıkkale, Turkey. But I stayed whole my life in Istanbul. In 1994 I graduated from my first University. Marmara University textile department. In 2001 I was graduated from my second university. Anadolu University economy department. At last 2002 I graduated from my last University. Ege University American Culture and Literature department. In 2003 I got married. In 2007 I had a daughter. I started as an English teacher in Batman. I worked in Batman, Eskisehir, İzmir and now I am in Didim, AYDIN. I was awarded with 3 national Quality Labels, in 2018. I love eTwinning. It is the new way of teaching. I love kids and I think they love me too. ;)

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Every kid has an interest. Sometimes he doesn’t know what it is, sometimes he can’t articulate it. But every kid has an interest and that is a fundamental belief. It is not only about helping that kid identifying the interest but progress through that interest, become more advanced.
Diana Rhoten, Director, Digital Media and Learning Program, Social Science Research Council

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Establish Clear Guidelines – A positive strategy is to have students develop a set of classroom rules, expectations, and norms that help the class to create a sense of community within the classroom. These norms should be posted and reviewed regularly to help guide collaboration. Before students begin working collaboratively is a good time for the teacher to model examples and non-examples of appropriate behaviors. It is essential to design these norms with the students in order to empower students and to achieve their buy-in. They can also assist in the design of a checklist or a rubric for evaluating participation so that they know what is expected of them when they collaborate with others.

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Establish Clear Guidelines – A positive strategy is to have students develop a set of classroom rules, expectations, and norms that help the class to create a sense of community within the classroom. These norms should be posted and reviewed regularly to help guide collaboration. Before students begin working collaboratively is a good time for the teacher to model examples and non-examples of appropriate behaviors. It is essential to design these norms with the students in order to empower students and to achieve their buy-in. They can also assist in the design of a checklist or a rubric for evaluating participation so that they know what is expected of them when they collaborate with others.

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Standard Bearer – This role is responsible for making sure that the team’s discussion and answer is aligned to the standard/scale/learning goal and steers the conversation back to that direction if it strays.

Clarification Guru – This role makes sure that what is being discussed/presented will be clearly stated to make it easy to understand while still remaining focused on the topic at hand.

Visualizer – This role is responsible for translating the group’s full process (all the thoughts and ideas) into a visual (sketchnote or graphic organizer).

Deepener of Knowledge – This role is responsible for synthesizing questions or an enrichment assignment based on the standard and the group’s process that will help other people dig deeper into the standard and get to a higher level of cognitive complexity.

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Scaffold Collaborative Activities – Students might not know how to begin to work collaboratively, so a teacher can facilitate collaboration by modeling strategies for sharing responsibilities while still including everyone in the overall process and success for the activity. Teachers can also suggest roles with specific responsibilities within the group.  For example, if students are developing a video based around a standard, there might be students with the following responsibilities: script writers, editors, videographers, prop designers, and actors.

Teachers are gradually abandoning roles that don’t involve content, such as “time keeper” in favor of those that keep everyone truly involved in the standards-based or skills-based learning. The following list contains some suggested new roles for collaborative learning:

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Utilize Student Expertise – Once students have mastered a standard, they can develop materials and resources to teach other students that concept.  Encouraging students to utilize what they have created to tutor or assist students who are having difficulties is empowering. This reciprocal teaching is one of the most powerful and effective ways to simultaneously offer remediation to struggling students and acceleration to students who are ready to move on at their own pace. Students can also facilitate a small group environment to teach other students a concept.  If they can do this effectively, a student-led session can be recorded for future flipped instruction. If possible, a teacher could post this as an example or evidence for parents to see the powerful learning taking place in the classroom.

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Promote Interdependence – It is essential to have nurtured a learning community where students are encouraged to rely on each other for support. One strategy is to assign students who are experts at particular apps to be “Appsperts.”  Post the Appsperts on the wall and explain that if students are confused on how to use the particular app, they can go to the Appspert for expert advice.  This provides students with an opportunity to develop leadership skills within the classroom digitally. Another strategy for promoting interdependence is to create a classroom norm that students discuss issues with each other before bringing them to the teacher. The teacher should also adhere to this norm by not interjecting in every conversation by assuming it is off-track

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NESTT MOOC Module 4 Section 4.5 updated (002)

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“If you are always trying to be normal, you will never know how amazing you can be.”

Maya Angelou

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I'm going to stars with my secondary students this project. They already contacted with the app "thinglink" and seem interested.