TED Talks for Transformative Teaching Part 2
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This is the second part of TED Talks for Teachers presentation from IAGC 2012. Hope you find it helpful! Best wishes!
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TED Talks for Transformative Teaching Part 2
- 1. Socratic Seminars Text Facilitator Participants Questions
- 2. Ideas&and& Degree&of& Values& Challenge& Evalua=on& of&Text& Curricular&and& Personal& Ambiguity& Relevance&
- 4. Ideas&and& Degree&of& Values& Challenge& Evalua=on& of&Text& Curricular&and& Personal& Ambiguity& Relevance&
- 5. Socratic Seminars Pre Post Content Content Process Process National Paideia Center
- 6. EVALUATION OF QUESTIONS Thoughtful Clear Open Big Ideas
- 7. QUICK WAYS TO MOVE THE DISCUSSION Rephrase... Revoice Agree or disagree... Add on...
- 8. MOVING THE DISCUSSION Implica'ons or Conflic'ng Views Consequences Students’ Main Points Support, Reasons, Evidence, and Origin or Source Assump'ons
- 9. Amy Tan and Questions ❖ “[Life experiences] led me to my big questions. And they are the same ones that I have today. And they are: Why do things happen and how do things happen...How do I make things happen.” ❖ “But I go back to this question of, how do I create something out of nothing? And how do I create my own life? And I think it is by questioning.”
- 10. Stephen Hawking and Questions ❖ “...questions I would like to talk about are: One, where did we come from? How did the universe come into being? Are we alone in the universe? Is here alien life out there? What is the future of the human race?” ❖ “All of my life I have sought to understand the universe and find answers to these questions. I have been very lucky that my disability has not been a serious handicap; indeed, it has probably given me more time than most people to pursue the quest for knowledge.”
- 11. If questions are at the beginning of all knowledge, why aren’t we teaching students to ask them?
- 12. Lucianne Walkowicz Socratic Seminar
- 13. Types of Student Questions Need to Know Curious About Information Information Materials Wonder Process Connections Content Application eep e: K e eng ll th C hall of a t k rac ions y our y. da est sk in 1 qu s a tud ent s
- 14. Student Friendly Question Guides
- 15. Developing Student Questions is could can will might did Who What Why When How Where
- 16. What questions do experts in the field ask? Using Cubes Cube 1: Who, What, Why, When, Where, and How Cube 2: Is, Can, Will, Could, Might, Did Use prompting phrases It might be interesting to know (understand how, why, if) I wonder if ____is related to ____. I wonder what factors contribute to _____.
- 17. Analyze questions. ❖ What makes a question good? ❖ What makes it bad? ❖ Is it an inquiry, clarifying, critical thinking, or inference question? When should you use different types of questions?
- 18. Build a wall.
- 20. Generic Outline for a Seminar Pre-Seminar Content: What is the relevant information? (You may want to give the students an opportunity to think about this at home or overnight.) Process: What should we work on as a group and as individuals to make this a good seminar? Seminar Opening: What is the speakers’ purpose? What would be a good title for this talk? (Make sure the students are supporting their answers.) What is the speaker’s passion? What is the most important idea? Core: What is meant by…? Is this the appropriate solution? What is the difference between this speakers’ approach and…? How do you think this speech would be viewed by… ? Did the speaker support his or her ideas? Is any of the information misleading? What further experiments might be completed to support this perspective? Closing: What does this speech teach us about…? How do these ideas relate to our curriculum? What are the barriers to the implementation of this solution or idea? Why is this important? What are other related questions? What did you learn from the other participants? Do you have any ideas for improving the speaker’s ideas? Post-Seminar Process: What did we do well during our discussion? Content: What are your new ideas?
- 21. Facilitator’s Role Meaningful • Choose a Format Involvement • Consider Strengths and • Find an Appropriate Text Weaknesses • Create Ques6ons • Ensure Appropriate • Make Notes for Future Student Behavior Seminars • Foster a Safe Environment • Give Students Feedback • Ask Follow‐up Ques6ons Though8ul Deliberate Prepara6on Evalua6on Acknowledge and explore student misconceptions. After Recognize and acknowledge student connections, even outside of seminar.
- 22. Social Responsibility s Oc ean Education Food Musi Film c Wishes big enough to change the world.
- 25. Possible Projects Apply for the TED Prize. Write a speech that clearly delineates how you would use the money ($100,000) and the publicity to change the world. Use the nomination criteria to construct a meaningful proposal. Evaluate three of the past winners. Why did their ideas win? What makes them significant? Evaluate their progress. If you were the head of a funding agency, which program would your continue to fund and why? How can you get involved with one of the recent TED winners? How can you use your strengths to help their wish come true?
- 26. Future Careers and Role Models ❖ Broadened conception of opportunities ❖ Multicultural representation ❖ Some realism mixed with optimism ❖ A beginning ❖ A connection
- 27. Majora Carter A Socially Responsible Role Model
- 28. Possible Projects How are you Journals: How are you like the speaker? different? Have you ever thought about doing something in that specific field? How could you contribute? What ideas to you have? About what questions do you wonder? What do you admire about the speaker? Research other people who work on that problem. What characteristics do they have in common? How are they different? Create an interview protocol. What would you like to know about this person and what he/she does? Look online to see if you can find answers to your questions, and email the person the questions you can not find answers to.
- 29. Creative Problem Social Solving Responsibility Future Career Interdisciplinary Goals and Role Connections Models Socratic Seminars Transform your Craft
- 30. My Wish I wish teachers took the time to explore new ideas and thoughts that interested them. I wish that students had the opportunity to learn about the amazing breakthroughs that are taking place all over the world in every discipline as a part of their education. Selfishly, I wish that if my first two wishes come true, that these teachers and students will share their adventures with me.
Editor's Notes
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- On returning, Fleming noticed that one culture was contaminated with a fungus, and that the colonies of staphylococci that had immediately surrounded it had been destroyed, whereas other colonies farther away were normal. If he wouldn’t have asked why this happened? What kind of implications might this have for humans? He may have just thrown the plates a way and started over. Others did. Apples have fallen before, but why?\n
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- inquiry, clarifying, critical thinking and inference questioning\n
- Give a chance for questions to be asked in a variety of ways and over a period of time. Make the environment reflect your focus on questions. Take and solve...like a Christmas tree. Good anchor activity. You could have post-it notes and a approved question area. This could also be online. Think about how questions could be used in different grouping formats.\n
- Build it into your students assignments. At the end of every assignments, have the students create an open ended question or a close ended question, but make sure there is some of each. Provide gap time. Give students post-its while they are reading to write questions while they are reading. Inquiry Days\n
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- Map, listen, and questions\n
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- Let’s bring the wonderment back into education. Let’s show beautiful pictures and tell stories of perseverance and dedication. We are not going to be able to teach our children every fact, but we can teach them to think, to wonder, and to appreciate.\n
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