Zombie Geography & Future History/SXSWEDU presentation

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This is the presentation for the workshop at SXSWedu given by David Hunter, Founder of Zombie-Based Learning and Curriculum Designer.

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<ul><li> 1. Zombie Geography and Future History Teaching with Narrative Increase Engagement with Storytelling David Hunter, MiT Former Teacher Curriculum Designer Zombie-Based Learning david@zombiebased.com Roy Zimmermann Director of Education and Scholarly Communications, Microsoft Research royz@microsoft.com </li></ul> <p> 2. 1. Come up with an interest A topic/genre/or hobby you are interested in and have some knowledge about. Examples: Zombie apocalypse, time travel, fashion design, skateboarding, teleportation, Steampunk, Harry Potter, etc 2. Come up with a learning objective The subject youd teach Examples: Geography, History, Math, Science, Visual Art, Programming, Entrepreneurship, etc As you get settled: 3. 1. Pair with someone next to you and share your topic and learning objective. 2. Discuss why you chose these. 4. 1.Your idea 2.An idea you heard 5. Zombie Geography and Future History Teaching with Narrative Increase Engagement with Storytelling 6. Agenda Better Learning Experience Teaching with Narrative Examples Zombie-Based Learning ChronoZoomers Guild Designing Narrative for Learning Experiences 7. What youll do today: Outline a project Integrate narrative for engagement 8. 1 sentence Engagement 9. Stages of Narrative Integration Prompt Integrated Materials Interactive Elements Parallel Story Extended Creativity 10. Better Learning Experience 11. Narrative 12. Brian Herzog http://flic.kr/p/72vcrc 13. Suzanne Collins and Scholastic 14. Lego and Warner Bros. Pictures 15. Philip Roeland http://flic.kr/p/esYCpU 16. Better = As engaging as outside of school 17. Zull, James E. The Art of Changing the Brain: Enriching Teaching by Exploring the Biology of Learning. 18. Learning = Setting up the Learning Process 19. Soria moria slott, Theodor Kittelsen, 1900. 20. KimMaida http://fav.me/d4cse7y 21. Better Learning Experience = Cohesive experience that promotes learning and engages students. 22. Building a Learning Experience Hook Inform Play/Practice Apply Extend 23. What is Narrative? 24. How can narrative build a better learning experience? 25. Memorable 26. Cohesive 27. Empathy 28. Creative 29. Narrative Assessment 21st Century Skills Engagement Student-centered 30. Middle school geography curriculum set in the zombie apocalypse. 31. The Geographer Johannes Vermeer, 1669 32. George A. Romeros Flyboy, Neca, Reel Toys, 2005 33. Dead Reckon 34. www.ChronoZoom.com join.ChronoZoom.com/teach 35. Middle school and high school projects teaching history through time travel. 36. Ivan Egorovich by Ilya Repin, 1877 37. Chronological Thinking 38. Multiple Perspectives 39. USC Games, 2014 40. Rick Veitch, 2014 41. ChronoZoomers Guild 42. Design 43. Stages of Narrative Integration Prompt Integrated Materials Interactive Elements Parallel Story Extended Creativity 44. 1 sentence Engagement 45. Spectrum of Integration Shared Activities Shared Concepts 46. Learning Objective: Interest: Engagement Opportunities Curriculum Elements Prompt/Driving Question: Integrated Materials: Interactive Elements: Parallel Story: Extended Creativity: Need to Know: Formative Assessment: Project: Transfer: 47. Prompt/Driving Question 1 sentence Examples: Zombie-Based Learning: How would you map data to predict where zombies will spread? ChronoZoomers Guild: How would you change history to prevent WWI? 48. What interest/topic do you want to use to engage students? Learning Objective: I want students to think like a real world Conceptual Integration What concepts apply to this learning? Learning Objective Concepts What concepts apply to this topic? Interest/Topic Concepts Zombies Time Travel Existing Storyworld Fashion Design Sports Baking Geographer Historian Scientist Writer Computer Programmer Magician 49. Conceptual Integration What concepts apply to this learning? Learning Objective Concepts What concepts apply to this topic? Interest/Topic Concepts Learning concept you chose: Interest concept you chose: Prompt/Driving Question: Historical Thinking: Chronological Thinking Historical Comprehension Analysis Research Issues (Identifying issues in the past, forming a position on a course of action, evaluating a decision). Time Travel: Messing up the past Change the future Paradoxes Prevent bad things Multiple dimensions Time-shock 50. Learning concept you chose: Interest concept you chose: How can we use to (Learning concept) (Interest concept) Prompt/Driving Question: Historical Issues Prevent wars/atrocities historical issues prevent historical atrocities? 51. Learning Objective: Interest: Engagement Opportunities Curriculum Elements Prompt/Driving Question: Integrated Materials: Interactive Elements: Need to Know: Formative Assessment: Historical thinking (historical issues) Time Travel How can we understand issues in order to prevent historical atrocities? If you could time travel, how would you prevent WWI? Share! 52. Integrated Materials Information resources Example: 53. What is the task that when completed, would be an answer to the driving question? Integrated Materials Need to know: What information or skills are needed to complete the task above? Create a plan for how to change history to prevent an event. Researching possible causes Understanding causality Forming an opinion Supporting an argument Considering new outcomes Events are not inevitable 54. Integrated Materials: How could people in this situation receive or access this information? Policy memos on time travel Time travel brochures Time travel tutorials Informational websites Video tutorials Time travel training Etc. 55. Interest: Engagement Opportunities Curriculum Elements Prompt/Driving Question: Integrated Materials: Interactive Elements: Need to Know: Formative Assessment: Researching different causes Understanding causality Making decisions Supporting an argument Policy memos Video tutorials Share! 56. Interactive Elements A safe way to practice the new information. Example: 57. What new skills were learned? Interactive Elements Opportunity to Fail: What is a low-stakes way that a student can practice these skills? How would a student know they were successful? How would a student know they were unsuccessful? Research, understanding causality, decision making, supporting arguments 58. What new skills were learned? Opportunity to Fail: What is a low-stakes way that a student can practice these skills? How would a student know they were successful? How would a student know they were unsuccessful? What is the goal? What is achieved if they are successful? What choices does a player have? How do players interact? Supporting Arguments: Practice making up arguments on different topics and practice supporting them properly. States a clear point Supports the point with relevant evidence Argument doesnt include a clear point or relevant evidence. Maybe I could have a game where students play in a group and use random phrases to construct an argument. 59. Formative Assessment: What shows that students are ready to move on? successful? unsuccessful? What is the goal? What is achieved if they are successful? What choices does a player have? How do players interact? Constructed the strongest possible argument What topic to choose. Share their arguments Choose the best evidence Maybe it could be like Cards Against Humanity, students pull an argument for each round and use the evidence in their hand to support it as best they can. Maybe they have 1 piece of evidence per group per turn, and they each write an argument for that evidence. Best one wins. 60. Formative Assessment: What shows that students are ready to move on? What choices does a player have? How do players interact? A student can create various quality arguments. A student can evaluate the quality of arguments. 61. Integrated Materials: Interactive Elements: Parallel Story: Need to Know: Formative Assessment: Project: Group card game where students connect arguments and evidence around time travel. Student assesses and creates arguments. Share! 62. Parallel Story Sets up project scenario Example: 63. Project: What is an application of the real world skills using real world tools? Parallel Story Story Elements How would characters in your story encounter the same task the students face? How do the characters overcome the task? Create a presentation making an argument and supporting it with evidence. 64. Story Elements How would characters in your story encounter the same task the students face? Characters: How do the characters overcome the task? What did characters have to learn to overcome the task? Based on your Need To Know Setting: Time travellers are planning to manipulate history to prevent a certain event. They must choose/argue what to change in order to accomplish objective. Research for evidence and use ChronoZoom to present the argument and evidence. Researching possible causes. Deciding on the best decision. Figuring out what might happen with the best decision. 65. Characters: Describe important aspects of your main characters. What did characters have to learn to overcome the task? Based on your Need To Know Setting: Describe the time and place of your story. Researchers for CZG Tossed into their first big challenge Unsure whether they can overcome challenge 200 years in the future North America Very large organization 66. Interactive Elements: Parallel Story: Extended Creativity: Formative Assessment: Project: Transfer: Use ChronoZoom to present how you would change history to prevent WWI. New recruits at the ChronoZoomers Guild have to figure out how to change history and prevent WWI. Share! 67. Extended Creativity Give students a chance to go even deeper. Example: Deeper application of skills Real world application of skills Publishing forum for student to express their creativity 68. Extension: How could someone take this project even further? Extended Creativity How could someone build onto your story more? What applications or uses would these skills have in the real world? Transfer Research other events to prevent Consider the impact of changes Consider what would happen with the wrong changes Write about characters using other challenges Create more antagonists for the character Create their own time travel stories. 69. What would support someone in sharing their work with an audience? What applications or uses would these skills have in the real world? How could someone share their creativity with an audience? Transfer Research historical events Support arguments Consider causes Consider impact of events or decisions Share presentations online Present to an audience Publish a story (fan-fiction) Online forum around these creations Competitions/contests for deeper work 70. Parallel Story: Extended Creativity: Project: Transfer: Write their own stories or apply the same objectives to other events. Continue these skills in other projects. Build ways to share work with others. Share! 71. Better Learning Experience 72. Narrative 73. Learning Objective: Interest: Engagement Opportunities Curriculum Elements Prompt/Driving Question: Integrated Materials: Interactive Elements: Parallel Story: Extended Creativity: Need to Know: Formative Assessment: Project: Transfer: 74. 1 sentence Engagement 75. Questions Comments </p>