Norms and Guidelines

Norms: Ignacio and Greta Summer Sandbox PD 8.16.11
1. Assume good intentions2. Hold a safe space for creativity3. Rule of 3
Norms/Expectations/ground rules (discussion notes)
  • Demonstrate respect - pay attention
  • Active participant
  • Assume good intentions (open minded)
  • Take risks/can do attitude
  • Hold a safe space for creativity (physical, brain, and time)
  • Time efficiency
  • Rule of 3 - to allow everyone to speak; if you say something, wait until 3 people comment before speaking again
  • Balance input with output (listen; don’t just wait to speak)
  • Active listening

QQ. Do people start the year with an exercise like this?
Michael (student) - most valuable is respect; learning to raise hand, not interrupt
How to encourage participation among all students - keep track; should hear everyone’s voice at least x times, provide opportunities for all levels/different types of participation. Use different tactics (pair share, telephone), appreciate kids’ unique abilities.

Multitasking – The ability to scan one's environment and shift focus as needed to salient details.
Being a good multitasker is required in our new media landscape - and that includes when it isn't good to multitask.

What Might Be Done

Multitasking enters pedagogical practice when teachers recognize the desires of contemporary students to come at topics from multiple directions all at the same time or to maintain what some have called “continuous partial attention,” interacting with homework materials while engaged in other activities.
A teacher’s assistant blogs in real time in response to the classroom instructor’s lectures,
directing students’ attentions to relevant links that illustrate and enhance the content
being discussed, rather than providing distractions from the core activity. Students are
encouraged to draw on this related material as they engage in classroom discussion,
grounding their comments in specific examples and quotations from relevant documents.
At the Brearley School in Manhattan, foreign language class materials are transferred
directly from the school’s computer servers to students’ iPods. Rather than needing to set
aside dedicated study time to practice a foreign language, this allows students to access
their homework and foreign songs while walking home from classes or while engaging in
other activities (Glassman, 2004).
The online game, a simulation game that helps players learn about
nation-building and international diplomacy, breaks player actions down into distinct
choices that can be made at the player’s own pace. This encourages players to keep a
browser window open to periodically check in on updates from their nation throughout
the day while working on other tasks, rather than playing the game only during a dedicated
play time. Homework assignments in the form of online games could be designed
in a similar manner to facilitate patterns of multitasking.

These are examples from the white paper and are a few years old at this point. Considering the rapidly shifting media landscape, as well as changing classroom environments and demands on the time of students, let’s see if we can work in small groups to imagine some other scenarios where a student’s learning may improve through multitasking, or envision activities that practice multitasking as a skill to improve a student’s ability to shift focus more intentionally between tasks for the purpose of increased learning.

Activity:1st Agree on your definition of multitasking for the purposes of this exercise2nd Determine a learning outcome3rd How can multitasking help students achieve this goal?

Henry Jenkins' 'participatory culture' vs. James Paul Gee "affinity spaces"

"Legitimate peripheral participation"

"What about assigning a participatory police in the classroom?" Would it help with student participation in the classroom?

Chicago Public Library - YOUmedia –
Mimi Ito Hanging Out, Messing Around and Geeking Out -

Quest to Learn - School for Digital Kids, Katie Salen , Founder

Harry Potter Alliance - Andrew Slack, Founder

6 P's of Play
  • Permission: creating space for activity; "magic circle" ; changing the rules for participation
  • Process: rituals, chores associated with play
  • Passion: harness the passions of the people in the group
  • Productivity: (or generativity) repurposing elements from the environment in order to support play
  • Participation: activity is what matters, not outcomes; quality of emotional engagement is important
  • Pleasure: Can lose track of pleasure in the classroom

Investigating the PLAYground
Demo of PLAY interface
Design of PLAYground challenges, case study
Sticky activity: blue stickies = areas of teaching expertise; yellow stickies = areas for further development
Reflections on sticky activity
- Everyone realized that they really care about students and can never give enough
- Power of admitting what you don’t know, not having to be perfect
- Deb: can use this activity to help students talk about life skills/job skills
- Empowering to highlight areas of expertise - not something we get to do everyday
- Activity can be used as a needs assessment, find out areas the students would like to explore in greater depth
- Teri: Can be used to determine peer groupings/buddies

General feedback
- content, concrete takeaways; websites, tools
- make the activity earlier
- breaking up sessions (e.g. Henry’s talk)
- video camera is chilling
- want to know how to get grants

- Insightful information
- Personal attention/time
- work/play time
- artists’ sites
- few handouts