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Rob Q2  What is your view of "problem-based" learning and the active development of citizenship skills?  Does this align with BBL?  

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Rob Q2  What is your view of "problem-based" learning and the active development of citizenship skills?  Does this align with BBL?  

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Sarah- Q1 #LeadUpTeach- Howard Gardner identifies 8 multiple intelligences. SHINE doesn't focus on intelligences. It focuses on strengths (i.e. compassionate, organizer, helper, loop-hole finder) and passions (i..e playing a musical instrument, skydiving, teaching, reading) and finding a path for others where they live the life they want and see the broad scope of what is out there versus what we fit students into. No squashing of dreams- only a map of it that's what you want to do, how can you make that happen and you must take action to do just that. The I (inspire) teaches students to go beyond the- "I could if I...", "but I don't have enough money..." to someone saying, "you aren't good enough to do that." Don't get me wrong, it's not about being unrealistic, but it is about going after your dreams with all you have and to learn to dream. Just because we can't see it happening, doesn't mean it can't. Thus the airplane, cell phone, etc.

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Sarah- Q1 #LeadUpTeach- Howard Gardner identifies 8 multiple intelligences. SHINE doesn't focus on intelligences. It focuses on strengths (i.e. compassionate, organizer, helper, loop-hole finder) and passions (i..e playing a musical instrument, skydiving, teaching, reading) and finding a path for others where they live the life they want and see the broad scope of what is out there versus what we fit students into. No squashing of dreams- only a map of it that's what you want to do, how can you make that happen and you must take action to do just that. The I (inspire) teaches students to go beyond the- "I could if I...", "but I don't have enough money..." to someone saying, "you aren't good enough to do that." Don't get me wrong, it's not about being unrealistic, but it is about going after your dreams with all you have and to learn to dream. Just because we can't see it happening, doesn't mean it can't. Thus the airplane, cell phone, etc.

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Q1 Brain-Based Bar- When looking at keys to memory retention, that will help students to learn and retain information- music, movement, emotions, personal connections, patterns, visuals, repetition... These are some of the things that will help students, but I want to stress that it is most impactful if THEY come up with the way, not us. Ex: If they come up with a movement to represent the vocabulary word, not just one we show. They have to figure out the meaning of a vocab word and identify a way to remember it through a gesture- very powerful tool.

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Q1 Brain-Based Bar- When looking at keys to memory retention, that will help students to learn and retain information- music, movement, emotions, personal connections, patterns, visuals, repetition... These are some of the things that will help students, but I want to stress that it is most impactful if THEY come up with the way, not us. Ex: If they come up with a movement to represent the vocabulary word, not just one we show. They have to figure out the meaning of a vocab word and identify a way to remember it through a gesture- very powerful tool.

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Keating- As with anything in education, there is always a cause for concern for an extreme. What we need to do is stop going to extremes and finding what works for each student- the best of the best for them! Ex: One moment it's Balanced Literacy... to we must do the opposite- whole language. Why is it one over the other? It shouldn't be- it should be what is best for each and every student- even if it's different things.

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Keating- As with anything in education, there is always a cause for concern for an extreme. What we need to do is stop going to extremes and finding what works for each student- the best of the best for them! Ex: One moment it's Balanced Literacy... to we must do the opposite- whole language. Why is it one over the other? It shouldn't be- it should be what is best for each and every student- even if it's different things.

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Ryan- Unfortunately, the standards do not yet promote, to the level I would like to see, how we prep students for skills and student-centered learning. The more educators dig in and consider options to support this type of learning, the faster we will make gains in that direction.

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Ryan- Unfortunately, the standards do not yet promote, to the level I would like to see, how we prep students for skills and student-centered learning. The more educators dig in and consider options to support this type of learning, the faster we will make gains in that direction.

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Q2 for #LeadUpTeach- Look at the attributes, not that actual case of video games. The power of questions- I asked students and they shared that it was the challenge, but not too great of  a challenge (differentiation); playing alone of by yourelf (allowing moments of inter- and intra- personal times), creating a game-like classroom- not actually using video games (although you could).

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Q2 for #LeadUpTeach- Look at the attributes, not that actual case of video games. The power of questions- I asked students and they shared that it was the challenge, but not too great of  a challenge (differentiation); playing alone of by yourelf (allowing moments of inter- and intra- personal times), creating a game-like classroom- not actually using video games (although you could).

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Connor- Students learn best when their brain is in a state of learning and they are excited about what is being learned. Instead of putting students into the box of the core content areas, we allow the content areas to work within how they SHINE. SHINE embeds interests, passions, strengths, staying motivated and more which are keys to learning. The "soft skills" aren't so soft when we look at the academic impact they make and it's what employers are looking for these days. Some will tell you, "I can teach someone what they need to know, but I don't have the time to teach the soft skills." We need a mixture of both.

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Connor- Students learn best when their brain is in a state of learning and they are excited about what is being learned. Instead of putting students into the box of the core content areas, we allow the content areas to work within how they SHINE. SHINE embeds interests, passions, strengths, staying motivated and more which are keys to learning. The "soft skills" aren't so soft when we look at the academic impact they make and it's what employers are looking for these days. Some will tell you, "I can teach someone what they need to know, but I don't have the time to teach the soft skills." We need a mixture of both.

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Peter Z- I believe we can best differentiate for students by allowing them choice and exposure. Our school model is just as it was 100 years ago in many classrooms; not much has changed. It's time to weed through all that is expected to be taught and discover what is a must and what can be explored further based on student choice. Schools are finally beginning to put this in place and we are seeing the love of learning soar.

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Peter Z- I believe we can best differentiate for students by allowing them choice and exposure. Our school model is just as it was 100 years ago in many classrooms; not much has changed. It's time to weed through all that is expected to be taught and discover what is a must and what can be explored further based on student choice. Schools are finally beginning to put this in place and we are seeing the love of learning soar.

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Ryan- I don't believe application is the most important feature because it depends upon the info being taught and what that student will need to do with that info. Some information is knowledge and that's it and that's what it's meant to be. Other info will need to be learned and used to create- the highest level of Bloom's. Much of what we request students to know in school is not often what they will need to know.

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Ryan- I don't believe application is the most important feature because it depends upon the info being taught and what that student will need to do with that info. Some information is knowledge and that's it and that's what it's meant to be. Other info will need to be learned and used to create- the highest level of Bloom's. Much of what we request students to know in school is not often what they will need to know.

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Sarah re: Q2 on complexity and rigor. Complexity is rigor, but there's a difference between complexity and difficulty. When looking at Bloom's or Webb's DOK, the higher you go in levels the more complex (rigorous it becomes). When you stay on the same level, that's difficulty. 

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Sarah re: Q2 on complexity and rigor. Complexity is rigor, but there's a difference between complexity and difficulty. When looking at Bloom's or Webb's DOK, the higher you go in levels the more complex (rigorous it becomes). When you stay on the same level, that's difficulty. 

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Hi All! Great to have you responding in here. Peter Z- The point of N in Navigate is to know that you are going to do something with what you have. When you take your strengths (of S.elf) and combine it with your passions ( of H.eart), it's powerful, but if you do nothing with those things- what's the point? So, it's you action plan, your story, your goals... what you want your journey to be. It's tapping into your purpose.

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Hi All! Great to have you responding in here. Peter Z- The point of N in Navigate is to know that you are going to do something with what you have. When you take your strengths (of S.elf) and combine it with your passions ( of H.eart), it's powerful, but if you do nothing with those things- what's the point? So, it's you action plan, your story, your goals... what you want your journey to be. It's tapping into your purpose.

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I would certainly agree that the likelihood of retaining information is drastically improved when it's applied practically. Would you say this is the most important feature of a brain-based learning activity -- having students apply what they've learned?

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Your SHINE model falls very much in accordance with 21st century teaching practices that emphasize student-centered learning. To what degree do state & national standards promote this education model?

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Where do we draw the line between necessary life skills and the approach SHINE takes? Could approaches like these (however noble) potentially lead to more tracking which could possibly limit student potential?

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SHINE is clearly a great approach to pulling the best out of every student, but how does it make use of brain-based learning?

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In your S.H.I.N.E. model, can you elaborate on what you mean by the N, the navigate? You mention an action plan. What does that look like?

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How do you think we can best differentiate our curriculum and instruction to help all students learn?

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The example Lavonna provides in which students claim they are passionate about video games is not uncommon, but it does pose another question- how to we reconcile these kinds of interests in a low- to mid-tech classroom?

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Question 1- Brain-based Learning from E-Bar

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Question 1- Brain-based Learning from E-Bar

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I find the idea of students utilizing specific types of activities to cater to their own style of retention fascinating. What kinds of strategies provide high, correlated levels of information retention and engagement, outside of differentiated instruction?

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Question 2 for Brain-based Learning from Sarah

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Question 2 for Brain-based Learning from Sarah

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Can you say a bit more about the role of complexity and/or rigor in brain-powered strategies?

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How would you position your idea of "SHINE" in relationship to Howard Gardener's work on multiple intelligences?

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This will serve as our discussion board before, during, and after our conversation with LaVonna Roth

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This will serve as our discussion board before, during, and after our conversation with LaVonna Roth