October 2016




Real World Learning – Content is Nothing Without Context and Application
Mike Paul – Pike Mall Tech

Do a Google search for Real World Learning. Then take a look at the number of search results.

Depending on where you are in the world and what day you perform this particular search, you will likely get a different answer but you should still come to the same conclusion I have:

Real World Learning is a popular topic with many people contributing ideas as to exactly what it should be and how it should be accomplished.

Experiential Learning Needs Time, Experiential Learners Need Support
University of Houston- Phys.org

Internships and experiential learning programs typically span the length of a semester, but preliminary findings of a new University of Houston study indicate that’s not long enough for students to get the full benefits. At issue are the students’ expectations and their advisors’ guidance.

The Rise of Educational Escape Rooms
Zara Stone – The Atlantic

In most classrooms, it’s not a good sign when students’ eyes flick to the clock. It means they’re distracted and waiting to get out. In Nicole Naditz’s 12th-grade class in Sacramento, California, the opposite is true; students desperately eyeball the clock, wishing for more time. Naditz’s trick? She’s incorporated a new style of teaching into her lessons that was originally designed for adult games. The increasingly popular escape room has been given an educational twist—padlocked boxes that can only be accessed by decoding verbs, performing math problems, or solving scientific puzzles.

The Future of Learning: Project-Based, Place-Based, Personal, Experiential, Authentic, Constructivist
John M. Eger – The Huffington Post

No matter what it’s called, it’s here and it will change the way teachers teach and students learn.

Some years ago, a little non-profit called Roadtrip Nation partnered with high schools across the country to ask them who they might like to interview, on film which the students were taught how to use, to help them better understand their own curiosity about the “real world” and learn what was possible.

Can Morality Be Taught?
Ashley Lamb-Sinclair – The Atlantic

After watching with my 3-year-old the scene in Peter Pan when Wendy, her brothers, and the Lost Boys encounter the Native American tribe in Neverland, my daughter asked, “Are they bad guys?” She told us she thought they had “mean faces” and “just looked like bad guys.” My husband tried to explain that they weren’t bad, just misunderstood, but something about this moment flipped my gut. Under no circumstances would my child judge the quality of a person based solely upon external features. And deeper still, I worried, “Am I unintentionally raising a racist?”

Project-Based Learning: Real-World Issues Motivate Students
Diane Curtis – Edutopia

Ask Seymour Papert, renowned expert on children and computing, why students are turned off by school, and he quickly offers an example:

“We teach numbers, then algebra, then calculus, then physics. Wrong!” exclaims the Massachusetts Institute of Technology mathematician, a pioneer in artificial intelligence. “Start with engineering, and from that abstract out physics, and from that abstract out ideas of calculus, and eventually separate off pure mathematics. So much better to have the first-grade kid or kindergarten kid doing engineering and leave it to the older ones to do pure mathematics than to do it the other way around.”