Developing 'Polymath Minds' With Tinkering, Computational Thinking and SEL.
Participate and share : Poster
Sunday, June 23, 7:00–8:30 pm
Location: Posters: Level 4, Terrace Ballroom Lobby, Table 24
Chryso Christodoulou Alicia Verweij
Learn how to involve students in engaging real-world activities and develop polymath minds. Explore robust pedagogies that convert classrooms into places of great joy, creativity and collaboration. Discover how to facilitate personalized learning and differentiated instruction for active student creators, inventors and critical thinkers.
|Audience:||Curriculum/district specialists, Teachers, Technology coordinators/facilitators|
|Attendee devices:||Devices required|
|Attendee device specification:||Smartphone: iOS
|Participant accounts, software and other materials:||No other software is required. Everything necessary will be provided to workshop participants.|
|Focus:||Digital age teaching & learning|
|Topic:||Innovative learning environments|
|Subject area:||STEM/STEAM, Computer science|
|ISTE Standards:||For Students:
|Disclosure:||The submitter of this session has been supported by a company whose product is being included in the session|
Educators attending this session will
• Realize that today’s students need to know and be able to apply a versatile skill, become polymath minds for connecting, competing and excelling globally.
• Learn how to integrate Science, Technology, Reading/Writing, Engineering, Arts, Mathematics and Social/Emotional learning to prepare students for the STEM-related jobs and carriers.
• Empower student self-reflection and connect them to solve real-world problems.
Furthermore, the Ideas, pedagogical methods, tools and recourses demonstrated during the poster will be based on the FUNecole® solution. Workshop participants using FUNecole® materials will be able to:
• Set processes for continuous class improvement and student performance excellence!
• Transform existing classroom practices to facilitate self-directed and collaborative learning.
• Define ways to measure and evaluate learning outcomes.
• Set policies to accommodate student needs and curriculum requirements.
I. Introduction and outlining objectives of the workshop.
Connecting the disconnect between schools and the ever-changing workforce demands.
Empowered by Tinkering: Learning by Doing
1. How do students learn?
2. Which computational and programming concepts should be introduced?
3. What games and exercises enhance teaching concepts in fun, authentic and creative ways?
4. How programming ideas, programming languages and Robotics support concrete ways of thinking?
5. Introducing key programming concepts to all educators that are even non-computer specialists.
II. Present and interact with FUNecole® holistic online lessons, tools, activities, and spaces that support playful investigation and experimentation while integrating digital and physical materials.
III. Demonstrate and experience how the new comprehensive approaches in STEAM/STREAMS and student-centric practices can inspire students in becoming creators and owners of knowledge and skills.
IV. Integrate Social Emotional Learning, Coding, Tinkering and Robotics with the FUNecole® lessons.
ISTE Report on FUNecole: http://funecole.com/assets/documents/FUNecoleFindingsReport-Final2.pdf
ISTE Seal of Alignment for FUNecole Creative Learning:
Belfield, C., Bowden, B., Klapp, A., Levin, H., Shand, R., and Zander, S. (2015). The economic value of social and emotional learning. Center for Benefit-Cost Studies in Education Teachers College, Columbia University. 64 pp. Retrieved from: http://blogs.edweek.org/edweek/rulesforengagement/SEL-Revised.pdf
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2017) Key Insights from the Collaborating Districts Initiative. Chicago: Author. 15 pp. Retrieved from: https://www.casel.org/wp-content/uploads/2017/04/XDMRpt20170407.pdf
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1): 405–432. Retrieved from: http://www.casel.org/wp-content/uploads/2016/01/meta-analysis-child-development-1.pdf
Jones, D.E., Greenberg, M., and Crowley, M. (2015). Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness. American Journal of Public Health, 105(11): 2283-2290. Retrieved from: https://ajph.aphapublications.org/doi/pdf/10.2105/AJPH.2015.302630
Williams, Heidi (2017). No Fear Coding: Computational Thinking Across the K-5 Curriculum. ISTE. 176 pp.
Cambridge International Assessments Endorsement of FUNecole:
Best Practice Report by EU:
Ockerman, L. (2017). Why We Teach Coding in Elementary School. Independent Ideas blog, NAIS. Retrieved from: https://www.nais.org/learn/independent-ideas/november-2017/why-we-teach-coding-in-elementary-school/
Sokoler, S. (2018). Why we should teach coding in elementary school. eSchoolNews, March 9, 2018. Retrieved from: https://www.eschoolnews.com/2018/03/09/teach-coding-elementary-school/