Twitter Account: @arts_doyle

Thought I would share my Twitter Account (which I am very new at). My granddaughter tells me I should really nix the Twitter and move to Instagram!

Looking Forward to Art Night -- Having Some Fun and Putting Some Light into The Subject

I have truly enjoyed this PIDP 3250 course and to do this I have put aside time spent with my favourite people learning how to express ourselves using acrylic paints.

When we are doing this it is so quiet .... because we get into the "Flow".

Here is an example of what the type of learning we are going to be doing over the summer:

https://www.youtube.com/watch?v=Ik2gwIAgS1U

A Minor Venture Outside of My Comfort Zone - Any Ditty will Do!

http://my.brainshark.com/Podcast-100012062

Podcast: A Minor Ditty

The Heart of Teaching

https://youtu.be/lm0zS0kxo-I

Classroom Management 102 ~ Follow Policy, Process, and Legislation

For my second post on "Classroom Management" I researched on the Vancouver Community College (VCC) website for policy and process on expectations for instructors and students when it comes to trouble in the classroom and campus. Putting myself into the role of an instructor and asking the question: "If I was an Instructor that worked for VCC what would the right way look like"?

Should the mood of one, or many, of the students shift to the negative within the classroom or campus grounds, the first rule of thumb is to ensure my self-awareness and emotional intelligence are in place before responding. That definitely, does not mean I can ignore the behaviour as that would constitute condoning of such behaviour.

I must remember that while performing my work it is not my prerogative to respond in my own personal way. Instead, respond as an instructor employed by Vancouver Community College (VCC)  I would be expected to behave in a professional manner that reflects the highest standard of conduct in accordance with the VCC Code of Ethics.

I would be expected to demonstrate kindness and consideration in my treatment of students, colleagues, and members of the greater society. Be fair and respectful. Have an open mind and be tolerant to view points of others; not insist that mine are the only ones that are right. Above all build an environment where students feel trust and cooperation.

At the beginning of each course I would communicate the expectations on attendance, provide program content guides, and how grades will be awarded. Students are expected to educate themselves on all pertinent VCC policies, process and expectations.

If a student is behaving in a disrupt-full manner my first action would be to connect with the student to try to understand what the issue is and if appropriate refer them to meet with a VCC Councillor or other resources appropriate/relevant to the situation. Consider that all behaviour is driven by a reason. As an instructor I must address issues as they arise using best practices, internal policies, process and external legislation.

During the course or on campus if a student i.e. mistreats VCC property or equipment, cheats, smokes, drinks alcohol, eats or behaves in a disrespectful or violent way there are specific steps that I would follow. Knowing that I, as a employee, am expected to maintain professionalism and respect for others and follow policy and procedures of VCC, local, provincial, and federal legislation.

Under the laws of British Columbia 00_96052_01#section 37 the President of the VCC institution has the right to suspend and deal with a matter of student discipline. If suspended the President is required to report to the Board immediately. The President also has the right to suspend staff for just cause. All according to VCC policies, process, and other applicable legislation. Both students and employees have a right to an appeal.

Students appealing a suspension by the President must follow process under the Student Appeals to the College Board Policy (A.1.2) and be submitted within ten business days of the date of the President's notification of suspension from the College (related policy D.4.5)

To this I say, "That my dear is the way the Cookie Crumbles"!

References:

http://www.vcc.ca/deptUploads/policies/codeOfEthics.pdf

http://www.bclaws.ca/EPLibraries/bclaws_new/document/ID/freeside/00_96052_01#section37

http://www.vcc.ca/media/vancouver-community-college/content-assets/documents/policies/appropriate-use-educational-informaton-technology-plain-language-policy-b-05-02-plain.pdf

http://www.vcc.ca/media/vancouver-community-college/content-assets/documents/policies/course-program-grading-policy-c-01-01.pdf

http://www.vcc.ca/media/vancouver-community-college/content-assets/documents/programs/provincial-instructor-participant-handbook.pdf

http://www.vcc.ca/media/vancouver-community-college/content-assets/documents/policies/student-code-of-conduct-d-04-03-policy.pd

http://www.vcc.ca/media/vancouver-community-college/content-assets/documents/policies/student-code-of-conduct-d-04-03-appendix-b.pdf

http://www.vcc.ca/media/vancouver-community-college/content-assets/documents/policies/student-required-withdraw-policy-d-04-04.pdf

Title: Student Required to Withdraw Policy Effective Date: September 8, 1998 Policy Category: Education Support Number: D.4.4

http://www.vcc.ca/media/vancouver-community-college/content-assets/documents/governance/board-of-governors/student-educational-conduct-procedures-d-04-05.pdf

Classroom Management 101 ~ Before I Can Manage a Classroom I Must be Able to Manage Myself

Classroom management was a recent topics for the PIDP 3250 Forum Discussions and facilitated by Henry Stavast. This forum got our group researching, sharing, and having provocative conversations.

After, much reflection the golden nugget of truth, for me, is: "Before I can manage a classroom I must be able to manage myself".

Everyone's journey as a person and an instructor is different. Some are fresh and new to the role others matured while dedicating years of their lives to the profession. Regardless, of the time we put in what is clear is that "wherever we go -- we find ourselves there" we are responsible for our own behaviour and how we treat ourselves and others.

Just being told we need to manage ourselves does not mean we have any clue on how to do this. So, I am going to share some resources that can help you do something, I call a "personal excavation". I have found that this helped me build self-awareness, self-esteem and emotional intelligence. Suited me up to enjoy the ride on the heaves and rolls of life -- while maintaining composure, respect for myself and others.

Here are three resources I used, over the years, for my personal excavation:

• Read and completed homework: "The Six Pillars of Self Esteem" written by Nathaniel Branden
• Read and completed homework: "The Artists Way" written by Julia Cameron
• Read weekly: "7 Spiritual Laws of Success" written by Deepak Chopra

References:

How to Build Self Esteem - The Six Pillars of Self Esteem, Nathaniel Branden
https://www.youtube.com/watch?v=dhuabY4DmEo

http://www.artistsway.com/aw.html Julia Cameron

https://www.youtube.com/watch?v=wksY03rsi_Y
"7 Spiritual Laws of Success - Deepak Chopra

PIDP 3250 Course is a Great Example of Using Instructional Strategies

As I work away at the long list of PIDP 3250 Forum Discussion topics I am to reflect on in my blog. I am amazed to discover how many of the instructional strategies we are learning about are built into the course curriculum. Here are two I want to discuss:

Group Work:

It can be exciting and challenging to work with a group on a project. Excitement comes from the blending of different ideas and styles to create something greater than what could be achieved by one. Challenges come with the presentation of the different personalities and characteristics of each member. How do they handle aspects of control (taking and sharing), what are their work habits, do they get along with others? Who works well under pressure, who prefers to plan ahead to avoid pitfalls, who attempts to take all the credit -- who shares it. What are the differing values of each member -- and how will it all play out?

If the project is not set up to consider and manage these aspects then negative results will occur and fall on the reputation of each member. This can have a lasting impact on the co-workers going forward.

This is good example of how work is often divided among four group members:

1. Completes 90% of the work 
2. Has no idea what is going on the whole time 
3. Says is going to help...and isn't 
4. Disappears at the beginning of the project and doesn't show up until the end

Funny picture demonstrating this example: group-work.jpg

Setting the group up for success, at the on-set, will go along way to a happy ending. Some ideas to get you started are having all the group members review the syllabus, establish group ground rules, and enter into a group learning contract.

Flipped Classroom:

As me and my fellow course mates were busy participating in the Discussion Forum on 'Flipped Classrooms' it took us awhile to realize that we were actively participating in one!

The 'flip' in the 'flip' is using face-to-face time to bring together the learner all of the students went out into the world or our textbooks to find. Digging deep into the details on their our own time. The teacher there when we need support and otherwise letting us the learners find our way to the answer.

I like the comment about flipped classroom on the website www.edutopis.org..."video lectures at home and homework in the class".

Here is a link on the subject: http://www.edutopia.org/search-results?search=flipped%20classrooms

Brilliant execution I must say!

References

Powerless form of communication: https://www.youtube.com/watch?v=n_ffqEA8X5g&feature=youtu.be

http://www.skillsyouneed.com/lead/develop-leadership-style.html

https://dynamicecology.wordpress.com/2015/02/26/the-secret-recipe-for-successful-working-group-meetings/

http://ca.wiley.com/WileyCDA/WileyTitle/productCd-047028191X.html Elizabeth F Barkely, Student Engagement Techniques: A Handbook for College Faculty, pp 119 to 126.

Gamification: Guitar Hero Tournament Final

I enjoyed watching the two 'Guitar Hero' experts compete against each other. Now, I am wondering just how many hours of fun they would have spent learning this?

Some Guitar Hero players might be happy to consider it time well spent -- playing a game they like to play. Others, will want to know if this skill can be transferred to playing a real guitar. It is different from regular guitar playing and the similarities are also requires good hand skills, a sense of rhythm, persistence, and a lot of patience.

To find out this answer I sought out the great 'Google' and came across Cristen Conger's article in 'HowStuffWorks'. Cristen who specializes in technology and the science of everyday living says the answer is "sort of". She goes on to say that the skills acquired mastering Guitar Hero will not mean that you can pick up your regular guitar and break loose with your favourite tune.

However, there is some benefits such as: you may pick up songs faster (especially if you are a younger person) and gain a new strong desire to want to learn how to play the real instrument.

This desire not gone unnoticed by music stores, teachers, and industry associations who in 2007 began to encourage players to get real guitars and take lessons. What transpired from there is the development of the Fretlight fretboard / software combination that will help you really learn to play the guitar!

Guitar Hero: Guitar Tournament Final: https://www.youtube.com/watch?v=74Li5UjrUY8

Conger, Cristen. "Will Guitar Hero really make me a better guitar player?" 02 July 2008.

HowStuffWorks.com. <http://electronics.howstuffworks.com/guitar-hero-guitar-player.htm>
02 July 2015

Overview of how Fretlight works: https://www.youtube.com/watch?v=PefzNuaJPVQ

Firelight details, how to purchase: http://www.fretlight.com/pages/faqs

You Can 'Virtually' Learn to Play the Guitar or even Become a Great Singer!

I wish I had more time and social desire to get out there and 'Jam' with someone. I know from experience this is where I find a safe learning environment, have fun, and experience musical synergy. It just doesn't happen too often and I suspect the introverted tendencies of my ambiverted personality are to blame.

Well, a few months ago one of my awesome nephews came over for dinner and to play some guitar with me. It was amazing to see how he, such a self directed learner, taught himself musical theory and has applied it to his guitar playing. It was dazzling to say the least watching his fingers fly up and down the fretboard, hitting the notes intended, and making that baby sing!

He told me so many things I couldn't keep track...and then he showed me how to find 'backtracks' on Youtube for just about any song or artist. Instrumental backtracks that you play along for fun and learning.

As an example here is the link and just for fun I picked 'Move It On Over by George Thorogood:

http://www.guitarbackingtrack.com/play/thorogood,_george/move_it_on_over.htm

Another, example of this virtual learning tool is 'Adams Virtual Acoustic Guitar':
http://www.adamsguitar.com/acoustic.html which allows you to see and hear chords and notes using your keyboard and screen.

I love it and am also going to check out a virtual learning tool for singing!
https://www.youtube.com/watch?v=OMpaEpdmgyA

http://www.singorama.com/?hop=lly99

Look out neighbours!

"Children Must be Taught How to Think -- Not What to Think" ~ Margaret Mead

The optimal age to learn new skills is up to the age of twelve according to K Janacek, J Fiser, and D Nemeth. The based this on the findings of their study of learning across a group of people aged four to 85.

If we were to begin teaching our children how to think rather than what to think...just imagine the difference that would manifest in our society and in the lives of individuals. I think this would empower them -- don't you?

Jesse Richardson has a great TEDxBrisbane on this very topic: "How to Think, Not What to Think" https://www.youtube.com/embed/6dluwVks444.

Encourage children (and yourself) to become self-aware and whenever possible teach creative thinking. Creative thinking is less like art and more like design and keeps your thinking in account. When you combine critical and creative thinking a synergy occurs that is greater than the sum.

Warning! Never trust a brain regardless of it's age as we are all to some extent flawed and need to know how to spot bullshit ... remember it is okay to be wrong... just become self-aware to safe guard against it.

You can obtain a great poster (free or pay more for a fancy one) that will help you avoid committing logical fallacies https://yourlogicalfallacyis.com/poster

Since, the day my grandchildren were born I have been amazed at how intelligent they are. I also believe it is important and possible to teach old dogs new tricks. So, as the self-directed learner I am I will go on the premise that Margaret Mead's great words can be applied to the child in us all.

References:

http://www.ncbi.nlm.nih.gov/pubmed/22709399

Janacsek K, Fiser J, Nemeth D. "The best time to acquire new skills: age-related differences in implicit sequence learning across the human lifespan".

Jesse Richardson TEDxBrisbane, https://www.youtube.com/embed/6dluwVks444
https://yourlogicalfallacyis.com

Pedagogy, Andragogy, Heutagogy -- Where, What are We?

Imagine yourself the learner travelling along your learning continuum ...you might have taken a path like this...

Pedagogy: You started on the learning continuum in a learning style / environment / method suitable for those that do not have a lot of life / learning experience behind them. This is the pedagogy and often associated with the teaching of children. Here you, the student, depend on the teacher for what and how to learn. The learning advances in a linear fashion and is graded by the teacher. Your motivation to learn is the tension created between wanting good grades and the consequence of failure (Garnet, F 2013).

Doesn't sound like much fun! Luckily, folks like Parker Palmer tell us it is more than this and is about being, not doing. When done well it will include a paradoxical tension that requires the teacher to respond to you and the paradoxes you present with a heart (Palmer, J pp 76-88).

Mark K Smith puts it nice and simply: Pedagogy is the process of accompanying learners; caring for and about them; and bringing learning into life".

So, it seems pedagogy has heart to it which we must not forget.

Andragogy: Now, you the learner have advanced to the intermediate stage where you share the locus of control with the teacher. Now, you are self aware of your own thought process. Andragogy is often associated with the adult learner. The desire to learn driven by the need to complete a task or solve a problem. You draw from what you know and build on it as well as what you learn from others. All the while you are successfully learning to build your self-confidence and esteem. The role of the teacher is to be a facilitator who allows this learning to take place in an environment of openness and respect (http://www.educatorstechnology.com/2013/11/interesting-chart-outlining-differences.html).

Heutagogy: You, are now at a more advanced stage where the world is full of things to learn...for fun or other desired higher purpose. Look at you -- an independent self directed learner who manages your own learning. The teacher provides some resources and you the learner makes the decision on what path and what compromises are worth making for the sake of learning. You may decide to learn something new on a whim and not just because you need too. The teachers role is to help the learner develop their capabilities.

Just when you think you have arrived at the top of learner's mountain ... think again...I see Peeragogy, and Cybergogy a coming!

Peeragogy: for co-learning and/or co-creating, and Cybergogy: for encouraging learner engagement in online learning environments (Mauger, D, PIDP 3250 May 2015).

Good goggy!

References:

Palmer, P J, "'The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life", Chapter III, pp. 76-88, 1998, 2007, Jossey Bass, San Francisco.

Garner, F (2013) The Heutagogy Community of Practice, https://heutagogycop.wordpress.com/2013/03/04/the-pah-continuum-pedagogy-andragogy-heutagogy/

Smith, M. K. (2012). ‘What is pedagogy?’, the encyclopaedia of informal education. (http://infed.org/mobi/what-is-pedagogy/. Retrieved: June 30, 2015).

http://www.educatorstechnology.com/2013/11/interesting-chart-outlining-differences.html

andragogyvsheutagogy.png

Did You Know -- There are Nine Intellectual Standards We Can All Apply?

I am pretty excited to share another great thing I learnt in the video "Using the Tools of Critical Thinking for Effective Decision Making" by Dr. Linda Elders (May 2015).

Dr. Linda Elders shared a list of intellectual standards that I am going to use to formulate my questions going forward as I make decisions. 

1. Clarity: Could you elaborate further? Could you give me an example? Could you illustrate what you mean?
2. Accuracy: How could we check on that? How could we find out if it is true? How could we verify or test that? 
3. Precision: Could you be more specific? Could you give me more details? Could you be more exact?
4. Relevance: How does that relate to the problem? How does that bear on the question? How does that help us with the issue?
5. Depth: What factors make this a difficult problem? What are some of the complexities of this question? What are some of the difficulties we need to deal with? 
6. Breadth: Do we need to look at this from another perspective? Do we need to consider this from another point of view? Do we need to look at this another way?
7. Logic: Does this all make sense together? Does your first paragraph fit with your last? Does what you say follow from the evidence?
8. Significance: Is this the most important problem to consider? Is this the central idea to focus on? Which of the facts are most important? 
9. Fairness: Do I have vested interest in this issue?; Am I sympathetically representing the viewpoints of others?

https://www.youtube.com/watch?t=1082&v=REW3uV18YTw

Intellectual standards (nine of them):

Dr. Linda Elder tells us how important it is to know that we may need to look at our problem/issue and take them/it apart. Define our purpose and ask, "Is this relevant"? Do our research on the facts so that we consider alternatives and differing points of view. Think about the implications, assumptions and dynamics of reasoning in our minds. Use this framework to help us make decisions on a daily basis...especially the really important ones!

Published on May 20, 2015

Complimentary Academic Webinar Presented By the Foundation for Critical Thinking and Conducted by Dr. Linda Elder.

The Secret To Happiness - 'Flow'

Motivated to do the things that reward with the pleasure of 'Flow' ...

No, the Secret to Happiness isn't lots of money! Good to know that money brings no greater happiness once you have what you need to cover the basics for daily living. Knowing this helps to put priorities in focus...work doing what gives you satisfaction and gives them (employer/customer) what they need.

This same thinking applies to the other portions of your life...simply put:

Involve yourself in activities that helps others and yourself and are what you find joy in!

Here is a list of seven descriptions that others tell us they experience when in a state of flow:

1. Be completely involved in what you are doing -- focused concentration
2. A sense of ecstasy outside every day reality
3. Greater inner clarity, knowing what needs to be done, and how well we are doing
4. Knowing that the task is doable, our skills adequate for the task
5. A sense of serenity, no worries about oneself, and a feeling of growing beyond the boundaries of the ego
6. Timelessness, thoroughly focused on the present, hours seem to pass by in minutes
7. Intrinsic motivation -- whatever produces flow becomes its own reward

When you are doing what you really like to be doing this is where you will find flow. A balance of challenge and skill that comes naturally. Not to say that skill does not have to be built and that as you improve your skill you will also want increased challenges.

http://www.ted.com/talks/mihaly_csikszentmihalyi_on_flow?language=en

Building a Balanced Life with Pilot Fire http://pilotfire.com

https://dianagameros.bandcamp.com/track/enough-the-sun-is-so-bright

www.Guitarhabits.com shares 30 easy guitar solos

http://www.guitarhabits.com/top-30-easy-guitar-solos/

Grace Us with Your Joy - Dewey Finn and the School of Rock (2003)

There are many movies out there about teachers and one that I really enjoyed was the School of Rock (2003). 

School of Rock (2003)

After getting kicked out of his band and threatened with eviction, wannabe rockstar Dewey Finn (Jack Black) fakes his way into a sub job at a private school. Dewey taps into his fifth-graders’ talents for his rock n’ roll comeback. In a surprisingly heartwarming, screwball comedy, School of Rock also manages to slip a lesson on the value of art education under the radar 

I would say the character Dewey Finn demonstrates beautifully how to Teach with Your Strengths using three principles:

1. Create flexible structure
2. Share control
3. Express emotions

Dewey also found a way to include all his students in the process in a way that they could shine. This included those who work best behind the scenes, those who love the spotlight, the planners, the people people...introverts, extroverts, ambiverts...you name it!

A valuable lesson is: Regardless of our learning styles, preferences, we can learn a lot of learning strategies and then must apply them. It is a fact -- there will be struggles, it will take time ... it is a lifelong journey .. so grace us with your JOY!

Liesveld, R., and J. A Miller. 2005. Teach With Your Strengths: How Great Teachers Inspire Their Students. New York: Gallup Press. 

http://www.ted.com/talks/susan_cain_the_power_of_introverts?language=en

http://www.teachhub.com/top-12-must-see-teacher-movies

The Art of Thinking About Your Thinking while your Thinking in Order to make Your Thinking Better!

"Critical thinking is "the art of thinking about your thinking while you are thinking in order to make your thinking better: more clear, more accurate, or more defensible (Paul, Binker, Adamson, and Martin (1989)".

Boy, did I laugh when I read the first part of that statement! It reminded me of a blonde joke and a conversation with one of my favourite colleagues. You see we are both blondes and the discussions we engage in are anything but light. Reflecting on one such recent discussion I had said to her, "I think that the reason people make jokes about blondes is because what we say and think goes over most people's heads".

Some great learning this week in the PIDP 3250 Discussion Forums on the topic of Critical Thinking and a video I highly recommend. At first I wasn't sure if it was for me until a couple of slides into the presentation and then it hit home and has me thinking it just might be the holy grail of critical thinking!

"Using the Tools of Critical Thinking for Effective Decision Making" by Dr. Linda Elder, May 20, 2015, Complimentary Academic Webinar presented by the Foundation for Critical Thinking

https://www.youtube.com/watch?v=REW3uV18YTw

Dr Linda Elder has presented this information in a very interesting way that is applicable to anyone who is examining their life choices and has a desire for a happier future. Here is a short list of some of the wise things she has to share with us:

1. There are hidden reasons that affect our ability to make good decisions that we can't afford not to notice.
2. Adhere to intellectual standards to reach good decisions not rely on what others tell us is the good decision. 
3. Anything worth learning is going to take some time!
4. Cultivate your own mind...do one thing well every day...one idea you bring into your thinking and give it life...race is for the tortoise not the hare and we need lots more tortoises to better the world in which we live in...

http://www.regent.edu/admin/stusrv/student_dev/docs/Downloads/Life%20Skills/Critical%20thinking/Critical%20Thinking_index.pdf

https://www.youtube.com/channel/UCpyvWfo9diMIMi_wX5LUbSQ


https://www.youtube.com/watch?t=122&v=RKHjR5j5Fmg

Learning Strategies of Note

Sing like nobody is listening, 

love like you have never been hurt, 

dance like nobody is watching, 

and live like it is heaven on earth

                                                                             Mark Twain

A Jam Not a Performance -- What is the Difference?

Jam:
1. Pre-plan and/or free flow -- participants choice
2. Feel the music, get in the groove, intuitively join in for collaborative results
3. Participants set their own expectations or learning goals
4. Contribute within or outside of personal comfort zone
5. Good feelings result (safe playful environment)

A group learning strategy where the musicians form into groups of their own choice. Group sets the Jam guidelines and then the play begins.

Learners are free to respond intuitively and with full opportunity to try different styles, riffs, beats, pieces, songs they have been working on -- or alternatively pick up tips from other players. It is a casual safe learning environment where joy and good music is created; Learners learn to play with and from others.


Performance:
1. Set program
2. Practices and dress rehearsals
3. Expectation of performer by self, co-performers, and audience of perfect execution
4. High tension
5. Reputation at stake (public failure or success)

Singular or group learning strategy where musician(s) or event planners set the performance guidelines. May or may not include adjudication. 

The event program dictates the musical piece(s) the performer will follow and if improvisation is acceptable. It is a high stakes environment where there is a high expectation of the performer for flawless execution of material. Performer (learner) is graded on the result. This is an opportunity to shine and bring joy to others. 

The Jam is your safe learning environment where you can as Steven Covey says: "sharpen the saw" as there is automatic feedback and synergy created. The Performance is a where all of what you have learnt is displayed in sharp focus for you and your audience to experience. It is a summative test and like all tests known to be one of the most effective learning strategies 

There is value in including both Jams and Performances to continue to grow as a musician and to bring joy to self and others. Research shows that if tests or quizzes are utilized on a frequent basis they provide formative assessment to the learner and the instructor (in this case may be the self-directed learner musician -- or more formal lessons with an instructor).

For myself I would like to utilize Jam's more often as an informal test or quiz as they can be take place in a safe learning environment. Here I can see where I am currently at on mastering my learning objectives: 

1. What is clear?

2. What is unclear?

3. What type of course corrections are needed to master my learning objectives?

4. May reveal that I am not alone in my quest to learn.

5. Gives me and everyone else time to get it right

6. Bonus is the synergy and good feelings that result!

http://psych.wustl.edu/memory/Roddy%20article%20PDF's/BC_Roediger%20et%20al%20(2011)_PLM.pdf

http://www.guitarhabits.com/building-scales-using-the-whole-half-step-formula/

http://www.amazon.ca/The-Habits-Highly-Effective-People/dp/1455892823

http://www.lightstalking.com/photo-artistry-thank-you/

https://www.thesingingzone.com/articles

http://www.makeuseof.com/tag/top-10-youtube-dance-lessons-learn-cool-dance-moves/

"What Makes this Picture Beautiful to Me?"

"It is the fact that I like to look up from different geography and see the sky".
"Why, because it is blue".
"Blue and fluffy....it makes me feel good".
"Because it reminds me of my journey and who I am travelling with"
"It represents love and my love of life"
"But it is just a bunch of weeds on an empty lot you might say"
To which I would reply, "I so love the vegetation, interesting species and some I do not know".
"A snapshot in time of a feeling of fine -- that is what makes it beautiful to me".

Appreciative Inquiry

I often find myself wishing I asked more questions and then return like the television character Columbo, Private Investigator to say, "I am sorry sir, just one more thing" https://www.youtube.com/watch?v=pZiv8vkxMac.

This hesitation is twofold: I don't want to be rude or pry into matters that are out of my need to know. Perhaps the way I am asking is a conversation stopper?

If I were to instead use Appreciative Inquiry as the starting point of a conversation it could change everything.

In our PIDP3250 Discussion Forums Jennifer Aarestad is hosting the topic of Appreciative Inquiry which has gotten a lot of great responses. One, such response from Shelley Killeen is video "What is Appreciative Inquiry"? created by Dr. Lynn K Jones, Coach and Organizational Consultant.

This video clip starts off with the definitions of Appreciation and Inquiry.

Appreciative means to value the contributions or attributes of people and things around us. 

Inquiry means to explore and discover in the spirit of seeking to better understand and 

being open to new possibilities.

Wouldn't it be a great idea to develop a habit of pausing to think before concluding a conversation? To ask self, "What else is there to know about this"? "Have I expanded the question so it is larger than the person to encourage higher order thinking about what is important to them"?

- What is working well?

- What could we do to make it better?

There will be some good fun ahead considering the conversation, being curious and appreciative, and asking essential questions using appreciative inquiry.

Here is an article I recommend:

Learning to Love the Questions: How Essential Questions Promote Creativity' by Jeffery D Wilhelm (jwilhelm@boisestate.edu) http://www.ala.org/aasl/kq/mayjune14

What is Going Right?

When you have the answer build on it with Appreciate Inquiry....

https://youtu.be/ilF-ee7p3fQ

Visible Learning -- Is it the Holy Grail of Teaching? What is the Conclusion?

I have never heard of Visible Learning before this PIDP 3250 course and needed to figure out what it is. So, I looked to the Great One - 'Google' for a quick answer.

November 21, 2008 headline in TES Newspaper for article written by Warwick Mansell says "Research Reveals Teaching's Holy Grail. This article was about Professor John Hattie, of Auckland University who spent over a decade studying research on what is the best way to get higher achievement in the classroom.

The 'Holy Grail' according to John Hattie is as simple as making sure that both the teacher and the student are given the information necessary to improve (feedback), improve the level of interaction between them, and to make sure that their is challenge in the learning.

From what I gather the most effective influence/effect is having students report their own grades. The theory being -- students know what they know so we can just ask them.

Then I read the 'Extended Review of Visible Learning', by Ewald Terhart who asks, "Has John Hattie really found the holy grail of research on teaching? Ewald finds limits to John's research and has some other questions too.

Swimming in this sea of information knowing it is impossible to absorb it all and wondering how can I know which is the best source of truth? I am going to end this little discussion I am having with myself by sharing some passages from Elizabeth Barkley's book "Student Engagement Techniques: A Handbook for College Faculty where she cites Perry Model n.d., p. 7:

"Truth is contextual and relative"; 
"Multiple answers to a question"; 
"But not all answers are equal

Now, it is 2015 and John Hattie has teamed up with Deb Masters, and Kate Birch to author "Visible Learning into Action: International Case Studies of Impact'. Research and development on this topic continues....who knows where it will lead?

http://www.chapters.indigo.ca/en-ca/books/visible-learning-for-teachers-maximizing/9780415690157-item.html?ikwsec=Home&ikwidx=0.

http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/

http://visible-learning.org/about-visible-learning/

https://en.wikipedia.org/wiki/Visible_Learning

Motivation is the Portal to Engagement (Barkley, E p. 15)

Seriously contemplating 'what is my motivation' and asking, "How does it keep me going through the sacrifices I make part of my work life balance?"

I am a planner -- I want to know where I am going in life. I do my best to set myself up so the future will include freedom to explore and enjoy -- I gamble carefully with the present moments.

For me, there must be a purpose to my efforts. When I have this I am motivated to engage. Learning this week was tough -- creating my digital project. I am proud of my accomplishments, see the   improvement over the last two digital projects. See the value in knowing how to create this type of learning material and am looking forward to sharing it. 

I truly enjoyed reading chapters one to four of the  Student Engagement Techniques: A Handbook for College Faculty (Barkley, E pg. 15, 2010)

Also, want to share this song sample from Kelly Rowland's album on iTunes:

https://itunes.apple.com/ca/album/motivation-feat.-lil-wayne/id449075657?i=449075660

PIDP3250 Assgn_1 Instructional Strategies

PIDP3250 Assgn_1 Instructional Strategies: 'Quotes' Student Engagement Technique (SET) # 4

PIDP 3250 Assignment # 1: Instructional Strategies Digital Project

In the past few weeks I have been busy thinking about the new Student Engagement Technique (SET) # 4 titled "Quotes" that I learnt about from reading the course text: Student Engagement Techniques: A Handbook for College Faculty (Barkley, E, 2010 pp.167-169)

I am looking forward to sharing this with others and trying it out for myself. As, this SET is particularly useful for helping students learn foundational material full of facts, principles, and structure I bet it would be good for teaching workers about the structure and roles of Joint Occupational Health and Safety Committees.

This is because it engages students in collaborative discussion when their brains are in the ready stage. There are a few special tips that are important to utilize for success and I have included them in my digital project that you can check out using the following links:

http://my.brainshark.com/PIDP3250-Assgn-1-Instructional-Strategies-575431679

Creating a Digital Project

I was feeling like I was going to do alright...when I started out.

Heck, I have two previous digital projects under my belt just in the past year. I thought this would make it easier this time.

Being brave I felt it was a smart plan to notch up the learning goal by trying something new. I would use one of the programs other students had used for turning my PowerPoint into a digital video to post on-line. This coupled with the slight variations in the newer version of PowerPoint and for a Mac gave me lots of niggles to wiggle with.

Everything going well and I am feeling pretty good about it. When the smart advise from my PIDP 3250 Instructor Doug Mauger, pops in my mind: "Make sure you take a few minutes to make sure everything works". I think he said fifteen minutes?

Well that didn't work out so well!

I had trouble ...  capturing the part of my screen I wanted to show, then I couldn't get the slides to advance once uploaded. The few minutes had turned into hours then days...

By 11:00 pm last night I had to do some serious self-reflection. Maybe, it was time to change direction and revert back to the program I had past success with for uploading PowerPoint to digital video? I had to get the darn thing to work, so I made the change...

Voila, things fell into place and I fell into bed at 11:45 pm exhausted and my mind finally let up about it so I could sleep.

Worrying, that my contributions in building a learning community with my PIDP 3250 fellow students has been lacking. I managed to take the time to see the great work that has been posted in the 'Showcase your digital project' forum. Here is an infographic by Alena Buis that is really interesting, both in concept and design:  https://alenabuis.files.wordpress.com/2015/06/buis-assignment-1.pdf

Digital Storytelling -- Is a Good Way to Warm Our Hearts

Karen Deol, a fellow PIDP 3250 student is facilitating a Discussion Forum on Digital Storytelling. She posted a TED Talks titled Digital Storytelling by Jim Jorstad, Director of Academic Technologies at the University of Wisconsin-La Crosse. An award winning journalist and filmmaker who reminds us to connect with each other outside of technology.

His message is to all of us to be present -- ask and tell the stories of the people we meet along the way. This includes our own family stories. When we open and share our hearts we learn about the many rich, warm, heartbreaking, wonderful lives going on around us. Best of all it connects us heart to heart.

Here is the link https://youtu.be/QhJDUIQ9EzY

New Blogger Blues

Wow, what a night!

One of my learning goals for this evenings study time was to post a link to my Flickr account. Along the way I experienced some difficulties (and frustration) and could not log-in to my Blog. The url worked in my browser?

Newly converted from PC to Mac and tonight of all nights Flickr required me to perform a software task. Then the trouble started! How I felt like giving up...so I thought about the consequences:

1. Embarrassment
2. Leaving behind something I put lots of energy into
3. Having to start again
4. A two blog assignment submission
5. Giving up on something I care about

None were options. Long story short I figured out where I went wrong, got back in, and got the goal accomplished ... voila! Here is the link to my Flickr account:

https://www.flickr.com/photos/seriously_suzie/albums

“Students must have confidence that, with appropriate effort, they can succeed. If no hope, there is no motivation (Cross and Steadman (1996), Barkley, E p.11)”

Emotions helped me maintain persistence and believe it was possible to overcome the obstacle.

It rings true for me, in spite of sometimes feeling frustrated, I am happy learning because: I am doing what I care about, and caring about what I am doing.

On that note, here is a link to another way to use emotion to learn and enjoy such things as new blogger blues:

http://www.guitarcontrol.com/blog/category/lead-guitar-ideas/

Self-Assessment and Reflection Using Visual Prompts/Symbols

Words fill my pages, pen in hand, focused intention to do everything possible to embed the learning into my long term memory...because it is safest there...safe from forgetting...or as safe as my thoughts can be.

Perhaps, I still have some researching to do to uncover the meaning of the mysterious clue instructor Doug Mauger is telling me:  

Susan (he writes)...

"When we look at visible learning in the discussion we will find what the research has to say about reflecting on our learning....it is most revealing..."

I googled a bit and found an interesting webpage that talks about self-reflection in the learning process. Near the end of the article the subject of visualization comes up and for me an 'aha' moment. I consider first the images I conjure up in my mind... and then those I can put in front of me through photography, art, or other symbols that represent what I am learning...thinking about...for the future, and how I would like to utilize that learning then or now on my way there.

http://www.shabait.com/about-eritrea/art-a-sport/16507-reflection-in-the-learning-process

Another, important technique, I read about tonight, for storing learning in long term memory is a good night's sleep... http://psychology.about.com/od/cognitivepsychology/p/forgetting.htm...time to do an experiment on that advice now.

https://youtu.be/BopduYXWuUg


Here, is a look back to the digital assignment in PIDP 3240 'Creating a Spring Garden Basket' March 2014. Seems like a good idea as I am thinking and visualizing how I will create the PIDP 3250 Assignment # 1 Instruction Strategies Digital Project.

Educational Links for Instructors / Learners

As I work away at the long list of PIDP 3250 Forum Discussion topics I want to be sure I reflect on in my blog. I am amazed at how the instructional strategies, we are learning about, are actually built into the curriculum of this course. Here are two I want to discuss:

Group Work:

It can be exciting and challenging to work with a group on a project. The excitement comes from the different ideas and styles blending to create something greater than what just one person could have dreamed. The challenges come with the personalities and characteristics of each member. How do they handle aspects of control (taking and sharing), what are their work habits, do they get along with others? Who works well under pressure, who prefers to plan ahead to avoid pitfalls, who shares or takes the credit. What are the differing values of each member and how will it all play out?

If the project is not set up to consider and manage the project and the diverse behaviours that are bound to occur then the negative results fall on the reputation of each member. Additional, negative reflection on anyone in the group identified as the lead. If things go badly there can be lasting impact on the co-workers going forward.

A good example of a familiar mix of how the work that needs to get done is divided among four group members:

1. Completes 90% of the work 
2. Has no idea what is going on the whole time 
3. Says is going to help...and isn't 
4. Disappears at the beginning of the project and doesn't show up until the end

Funny picture demonstrating this example: group-work.jpg

Elizabeth Barkley gives us some great tips and strategies in her great text, 'Student Engagement Techniques: A Handbook for College Faculty' suggesting syllabus review at the onset, establishing group ground rules, and a group learning contract.

Powerless form of communication: https://www.youtube.com/watch?v=n_ffqEA8X5g&feature=youtu.be

http://www.skillsyouneed.com/lead/develop-leadership-style.html

https://dynamicecology.wordpress.com/2015/02/26/the-secret-recipe-for-successful-working-group-meetings/

http://ca.wiley.com/WileyCDA/WileyTitle/productCd-047028191X.html Elizabeth F Barkely, Student Engagement Techniques: A Handbook for College Faculty, pp 119 to


Flipped Classroom:

As me and my course mates are busy participating in the Discussion Forum on 'Flipped Classrooms' it took us awhile to realize that we were in one!

The 'flip' in the 'flip' is using face-to-face time to bring together the learner all of the students went out into the world or our textbooks to find. Digging deep into the details on their our own time. The teacher there when we need support and otherwise letting us the learners find our way to the answer.

I like the comment about flipped classroom on the website www.edutopis.org..."video lectures at home and homework in the class".

Here is a link on the subject: http://www.edutopia.org/search-results?search=flipped%20classrooms

Brilliant execution I must say!

Learning Style Preferences -- Apparently a Myth

Somewhere, along the line, I learnt my learning style preference is visual (I can hear myself telling others - I am a visual learner please show me what you mean). The source of this past information (fact I believed about myself) has been long forgotten.

This week in the PIDP 3250 Instructional Strategies course I am experiencing the pleasure of hosting a Discussion Forum on the topic of Learning Styles. It was most surprising to learn that the topic of Learning Styles Preferences has been the subject of a multitude of research / studies undertaken this decade to confirm a direct correlation with learning style preferences and learning outcomes and the proof has been in-conclusive.

For a sample of this you can check out the e-article 'The Myth of Learning Styles' written by Christopher Pappas, August 6, 2013 by clicking this link: http://elearningindustry.com/the-myth-of-learning-styles

Active Learning Results in Physical Changes (Pathways) in the Structure of Your Brain

I started playing the guitar when I was a young teenager because I enjoyed the music that was being played around me. Watching and being shown (so patiently) how to break down the pieces of music I needed help with. This brought me lots of joy and was a good way to express myself. 

At a later stage I wanted more and so I began classical guitar lessons (achieving my Grade 6 Royal Conservatory with the require level of musical theory Grade 1). This taught me many things which I am thankful for today. However, it also coincided with the end to the feelings of joy I experienced when I played my guitar (with others and myself).

Slowly, the fun part has been returning and I have begun pursuing a refresher on music theory this year (encouraged by a colleague) with the goal of passing advanced theory — I have the help of an excellent tutor.

This past year I have earnestly been studying, analyzing, writing musical notations, and looking at scale patterns... and I wonder: “Will ever be able to reach my goal of letting it go and just play the guitar without hitting wrong notes”!

One of the textbooks for the PIDP 3250 course is 'Student Engagement Techniques; A Handbook for College Faculty' written by Elizabeth F. Barkley and published by Jossey-Bass, San Francisco. Chapter 3: Engagement and Active Leaning includes a section The Cognitive Basis of Active Learning which begins on page 17 that explains what happens in the brain when we learn and how there is a state of readiness between taking in information (learning the theory of something new) and applying it with active learning. 

I now have renewed hope (motivation) that if I apply what I learn, while in the ready state, YES! I can achieve my long sought after goal — mastering my fretboard!

Vancouver Community College School of Instructor Education Facebook link

Here is the Facebook link to the Vancouver Community College School of Instructor Education:  https://www.facebook.com/VCCSchoolOfInstructorEducation#

PIDP Blogs I follow:

Atoosha Zargar

Karon Wong

Henry Stavast

Melissa Nuttall

Leslie Montgomery

Ken Izumi

Sylvia Faser

John Coomber

Alena Buis

Shelley Killeen

Jennifer  Aarestad

Nripjeet Randhawa

http://www.911cheferic.com

Megan Bukta

Ruth Davis

Karen Deol

Emma Leigha Munro

Todd Turton

A Jam NOT a Performance!

Attribution

”https://seriouslysuzie2015.blogspot.com" Susan Doyle is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Based on a work at https://seriouslysuzie2015.blogspot.com”