Video of the Week: "Google Chrome: Don't Be a Browser"

Google Chrome has pushed out a huge update, and with it, a marketing campaign. Take a look:

Here are the questions we’ll be discussing in my class this week:

  • How would you summarize Google’s message here?

  • How much time do you spend consuming on the internet vs. creating things on or offline?

  • What type of things do you like to search for? What’s something you know how to do now because the internet taught you?

  • Do you think this ad will drive people offline to try things?

Video of the Week: "Nike - Dream Crazy"

Nike's new ad campaign erupted a fury of responses over the past week with Colin Kaepernick's statement, "Believe in something, even if it means sacrificing everything." Although the print ad has received a little more attention, it comes from this video: 

Here's what I plan to be discussing with students this week: 

  • "Calling a dream crazy isn't an insult; it's a compliment." Do you agree with this statement? Why or why not? 
  • "Believe in something. Even if it means losing everything." Do you agree with this statement? How does it affect this message to have Kaepernick in front of an American flag during this? 
  • Do you agree with Nike's choice to use this ad campaign? Why or why not?
  • Why do you think Nike would use such a controversial issue?
  • Many are responding to this ad campaign by boycotting Nike - do you think that's an appropriate response? 
  • Should we have "crazy" dreams? Why or why not? 

Video of the Week: "Why do Americans & Canadians celebrate Labor Day?"

Schools and workplaces are shut down today in America in honor of Labor Day. However, I'd guess most of us have absolutely no idea what we're really celebrating. Ironically, it turns out that this day off is actually celebrating work. Take a look: 

Here are a few things I plan to discuss with my students this week: 

  • Do you agree with the rationale behind why Labor Day falls on the first Monday of September? 
  • At what age should children be allowed to work? Should there be limitations on the jobs for which jobs they're eligible? 
  • Should workers strike in response to injustices they feel in the workplace? 
  • Should it be a law to have a 8-hour and 5-day work week? If not, what would you suggest?
  • At what age would you suggest students stop attending school and enter the workplace? 

The Zone of Proximal Development

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This past January I began cycling so that I could spend more quality time with my husband. However, over the last nine months, it has become my hobby as well. In my riding over the last few weeks, I've become more of a believer in the Zone of Proximal Development and its impact on the learning process. 

Ride Type #1 | The Senior Stroll

This summer I joined a cycling club full of retired men (and a few women) who go for a ride most days of the week, always ensuring the route stops at multiple bathroom and a coffee shop. Although some of these groups pushed me more than I like to admit, I went on a few rides that were painfully slow. I found myself having to work to not pedal, and at one point was driven crazy by a rider who insisted on stopping at every. single. stop sign... even those on deserted residential roads. I found myself bored and impatient.

 Elevation Gain on Metcalf Rd. - I walked up this hill in tears.

Elevation Gain on Metcalf Rd. - I walked up this hill in tears.

Ride Type #2 | Death Hills

I like to think I'm a pretty physically fit person. I have been known to run half marathons. I consistently work out. I've always like athletics. Yet, the moment that I see a hill, my body forgets how to breathe.  My husband, on the other hand, is also a mountain biker. Not only do hills not scare him, he thinks they're fun. Sometimes our routes find us on large, never-ending hills, and I shut down. There are tears, and I can't go on. It's just too much.

 The Zone of Proximal Development

The Zone of Proximal Development

Ride Type #3 | The Zone of Proximal Development

But there's another kind of ride that I love. It has sections of flats, but it also has some awesome rollers. I find myself having to work hard to get up hills, and one or two may even be a few minutes longer than I like. However, despite the challenge, they feel (and look) possible. And afterwards, I'm able to go down and coast a little before powering back up for the next hill. I leave these rides feeling like I've worked out and like I'm awesome because I conquered it. 

As I was riding my favorite ZPD ride last weekend from San Jose to Morgan Hill, I realized how this is the same for the learners in my classroom. Students sometimes experience those bored-out-of-their-minds classes that are too easy for them. Here they often become irritable. Other times, students are trying to attain what they view is unattainable, like I feel on hills. They're apt to shut down, unable to move on. Our goal as educators then, is to scaffold to get them into that ZPD. Yes, I realize this is precisely what you learned in your credential program, but it's way different when you're the one experiencing it. 

Here are a few other realizations from that process: 

Sometimes we need to let students set the learning pace. When I'm cycling hills, even in my ZPD, I like to be in the lead. This makes it so I don't have the pressure of keeping up with the person in front of me before I have the skills and the confidence to do so. As a less-experienced learner, it is empowering to set the pace so that you don't feel guilt/shame for not keeping up. 

Sometimes we need to lead students to the learning. In cycling, following closely behind the person in front of you makes the journey so much easier because the person in front of you is breaking the wind. This is known as drafting. There are many times where I am pulled along by the rider in front of me as they set the pace and break the wind. As educators, we sometimes need to break the wind of outside distractions and model for students pace & setting one foot in front of the other. 

We need to help students work on metacognition. The previous two points are pretty much in direct opposition. Even as an adult, I need to work to understand which one of these I need in the moment, and I need to work to communicate those needs to those I'm riding with. There is important non-curricular work in teaching students to identify and communicate their needs in the learning process. 

 

Video of the Week: "Why All World Maps Are Wrong"

For the first few days of school every year, I try to do activities that build community and fit with our school. This year, our school theme this year is CHOOSE, which made me think a lot about maps. However, it appears that most of our maps are actually quite inaccurate: 

Here are a few of the things we've been discussing: