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I’ve spent a lot of time trying to understand how the feng shui of a classroom impacts learning. Circles without tables, just chairs helps promote group discussion. That’s why I always enjoy teaching in flexible classroom spaces. If you are trying to do an interactive lecture, it stops group interaction. What to do?
It is multi-disciplinary, incorporates diverse voices from our community, and provides interactive and participatory opportunities for visitor involvement. The exhibition is far from perfect, but it's a big step towards reflecting the "thriving, central gathering place" of our strategic vision. Some are conceptual (i.e.
Raymond raised some good reflective questions about backchannels that are still very relevant four years later as back channels goe more mainstream and search for best practices on how to incorporate them into our conferencing experience. One of the reflections. (Warning she says the F-word on the clip.)
Going beyond content delivery, I also use a lot of participatory and hands-on learning techniques to help students gain a deeper understanding. That’s why I always enjoy teaching in flexible classroom spaces. In addition, I write a reflection on my lesson on what I felt worked best or how to modify for the next time.
We talked about Cambodia and one of the questions was (an excellent one), what do teachers need to think about if they are doing an over the web collaborative project with a classroom in the developing world. The question forced me to reflect on my experience last summer.
To many of these folks, Bob's wired classrooms seem threatening. Institutions like the Boston Children's Museum (which she helped lead in the 1970s) drew heavily from and worked in partnership with the "open classroom" movement to develop informal educational models that are interactive, open-ended, and individualized.
I was reminded of this recently, at the first evening of the online course in Grant Proposal Writing: Our fifteen working adult students logged in to Zoom and were welcomed into our shared virtual classroom. It can be inclusive and participatory. My goal is to design virtual experiences to be as inclusive and participatory as possible.
Like most museums, we’re facing some big questions when it comes to the future of school programs: Buses aren’t cheap, and teachers are increasingly stressed about “proving” the value of expensive field trips away from the classroom. We are an interdisciplinary institution that focuses on igniting “unexpected connections.”
In reflecting on the sample, I’ve made some broad reflections on museum workers and visitors. Today, I wanted to think about participatory elements, something so essential to this blog. But, while adjacent, museums differ from formal classrooms in numerous ways. People go to museums for leisure.)
whether the collaboration is across sectors, disciplines and organizations, or within a given organization, with participatory decision-making and teamwork. I designed the course to reflect lessons learned from my doctoral research. A premise for this work is that we need to be better at working collaboratively???whether
So then we’ll talk about what are some participatory planning methods. The things that I tell you will not stick unless you are able to reflect upon your own experience and go, “Ah, yes, I think this is what Julie is talking about. ” That reflection is really important. . How do we do this well?
Personal learning and reflection on and about your instructional topic. The best approach is to learn blogging is to create a personal professional development blog - a blog you use to write reflections and learnings about your subject area or personal learning goals. Professional development - reflect and learn about your work.
So the meeting has become more participatory. You’re not in some classroom learning. As I reflected on that conversation afterwards, I realized I was talking about very specific journalistic problems, and Chris was talking to me about very specific technical solutions. Then I look on the flip side. That’s not YC.
My hope is that we can find a way to get it into the science and humanities classrooms in colleges and universities, and I am working on that. One of his students reflected: Using the interactive iPad book to test my own reliability in crime scenes and investigations was really powerful.
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