Prensky

January 29th, 2015 No Comments

2.2 Prensky Response

Posted on November 17, 2014 by jenemb7

Readings/Viewings:
Prensky, Chap. 8 “Let your students create”, pp. 149-158
Prensky, Chap. 9 “Continuous improvement,” pp.159-174
View Tim Brown’s presentation at the 2008 Serious Play Conference video titled, The Powerful Link Between Creativity and Play (28-min). Take notes to help you remember the surprising insights that Tim shares. Note that the playful approach is designed to promote creativity and productivity.
Adora Svitak TED video on child creativity and what adults can learn from kids

Discussion Prompt:

Discuss one or two points on which Prensky and Tim Brown would agree. Give at least one additional resource and tie it into your discussion.

Prensky & Brown would agree on striving to eliminate boredom and allowing students to create. Brown focuses on learning through play in his TED talk video. Prensky would agree with Brown on this point because it helps eliminate boredom. Brown fully engages his audience in play during his presentation to bring several points to light. My favorite point of Brown’s is that students need to feel comfortable in an environment before they can fully be engaged in play. Brown created this point by having the audience draw a picture of the person beside of them. Many adults and students will apologize for their lack of skills, but the important part is being comfortable enough to share those mistakes. Additionally, Prensky focuses on allowing students to create, mainly through student choice. Brown focuses on the importance of students having the freedom to learn through their choice. Such as, adults may not like role play, however a student may learn best from this type of activity. Prensky would agree on allowing students to choose the activity that would help the student learn best, even if the teacher is not experienced in that area. I feel that a great addition to this discussion would be choice boards. Choice boards help give students choice and can eliminate boredom if designed correctly. This would also allow students to transition in and out of play. Students might begin in a role playing activity and then transition into a choice activity that is still fun.
Create a short 2-4 minute video of yourself discussing or sharing a partnering strategy you use or that is used at your school. Post it on YouTube and provide the link to your video. (See pages 165-166 in Prensky book.)

Short Clip: http://youtu.be/P0wZTNNhgVU

Prensky also suggest sharing through blogs; visit my educational blog at: jenniferemberton.com

2.1 Prensky Chapters 6 and 7

Posted on September 27, 2014 by jenemb7

 Prensky, Chap. 6 Focuses on how to partner, using technology.
Prensky, Chap. 7 Contains a list of 130+ technology tools for today.
CReaTE Framework:

http://create-excellence.com/framework/

Video: Breakthrough Learning in a Digital Age – Session I. The Next Revolution in Learning (Watch from 53:20 to 58:14 [I love the prayer for children])

Video: Big Thinkers Howard Gardner on Digital Youth

Video: Learning to Change-Changing to Learn

1. (Click on the image if it appears “fuzzy”)

3.  Select any two  “nouns” from Chapter 7. Discuss a classroom activity with each that exemplifies higher level thinking “verbs” and the creative products that student would produce in each activity.

Augmented Reality: Research and explore parts of the various structures by layering 3-d images into the product. Students studying cells can create a model of a cell and add augmented reality to different parts of the project. Once someone holds a digital device over that area, a 3D image/video will appear to explain what they are looking at.

How-to-Videos: Students can be self reflective over lessons or skills by creating a how-to-video at the end of a unit or lesson.

Blog 3 Prensky, Chapters 4 and 5

Posted on April 8, 2014 by jenemb7

Blog 3
Readings/Viewings:
• Prensky, Chapters 4 and 5: Summary- Teachers should use guiding questions and focus on the skill being taught. It is all about making the students learning real!
3. Prensky states, “The world our students will live and work in will certainly be radically different than the world in which they, and we, are now living. The past is to be respected, of course, but our students will not live in it.” Use the concepts from all three experts—Pensky, Brown, and Svitak—to respond to this statement.

Blog 2 Prensky, Chapters 2 and 3

Posted on March 3, 2014 by jenemb7

Blog 2
Readings/Viewings:
• Prensky, Chapters 2 and 3 – Summary: How to implement and use educational technology by finding your students passion(s).


• Video: Mike” Csikszentmihalyi has probably studied intrinsic motivation more than any researcher; ABOVE view the TED Video clip on intrinsic motivation – Getting into the FLOW (http://www.ted.com/talks/lang/eng/mihaly_csikszentmihalyi_on_flow.html)


• Video: Video Clip TED – What drives us to Learn – By Daniel Pink (http://www.ted.com/talks/dan_pink_on_motivation.html)

Discussion Prompt:
Everyone answer questions 1 and 2 and choose one of the remaining questions to answer.
Paste your response into a Reply on your own Prensky Responses webpage.
Respond to two other participant’s posts before the due date.

1. How do you prevent technology from taking over the curriculum essentials that you are trying to teach? What role do Prensky’s “verbs” and “nouns” pose in answering this question? One needs to have clear guiding questions that lead the learning in the right direction. Technology is only the tool used for answering these questions. Also, discuss with the students what you are wanting to accomplish and get their opinions (the verbs or skills). Determine the NOUNS (technology) they are to use. Not just one specific app, but a noun or tool that is open to many apps or programs (ex: blogging tool, social media tool, or augmented reality tool). 
The verbs and nouns play an important role in telling verses partnering. In a telling pedagogy, Prensky explains it has objectives rather than guiding questions (pg. 50). Students do not want to be told, they want to explore. Also, they are not gaining any skills (verbs) by a teacher lecturing. Students need to practice skills to be prepared for their future. Read more here:

http://www.edudemic.com/the-7-skills-students-must-have-for-the-future/

2. In Dan Pink’s talk about the science of motivation, he says, “There is a mismatch between what science knows and what education does.” (Yes, I took the liberty of substituting “education” for “business”.) How do his three points (at the end of his talk) agree with Prensky’s teacher and student roles in partnering?
Science knows what appeals to people, but often it is not considered in education.

3. What does “passion-based learning” mean to you? Discuss three examples of how teachers (or you, if you are a teacher) can individualize instruction by using students’ passions.
Passion-based learning is about appealing to the students interest and talents. This is an excellent way to individualize and differentiate in the classroom. Currently, my students in world geography practice the same skills through different topics. The Middle East might appeal to one student and learning about the different perspectives of other culture groups, while the study of Europe may be more interesting to another student an they might get the same skill, just under a different topic/subject. It’s all about appealing to the students interest and passions.

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Blog 1 Prensky, Introduction and Chapter 1

Posted on February 26, 2014 by jenemb7

When I first started teaching, the term pedagogy was so new to me. What did it mean? How do I determine my own teaching pedagogy? As I began my journey into the classroom it was clear to see that I would have my own style of pedagogy, or method of teaching. I embraced technology and twenty-first century skills because of my age. I was born at the peek of developing technological knowledge, and it was clear (for me) to see the old thoughts of pen/paper education and the new thoughts of phone in hand education. Prensky, I feel, has that same openness and willing ability to adapt and change. As he said in his video, ‘We can not rely on a changing noun, but realize it is only a vehicle for the knowledge that we will teach.’
However, I also agree with Honeycutt that we need ‘global audiences and not an audience for one.’ This global minded way of thinking came my way and took hold of me–it’s still there! Yet, there is contradiction within the thoughts of these men; the contradiction of the video “I Need My Teachers to Learn” and Prensky’s comments that “teachers do not need to learn to use it [technology] themselves.”
Prensky feels that the student and teacher need to develop a partnership with the students role as the technology expert, while the teachers role becomes the goal setter/learning designer. I agree with this. On the other hand, Honeycutt, feels that teachers need to learn the language of technology to use before it can be implemented (am I wrong in interpreting this?).
The goal of both is to incorporate technology in school learning. I agree that teachers and students need to use technology as a tool. If I were to ‘pick a side’ it would be more toward the Prensky pedagogy of things. Teachers do not need to learn how to use technology, just how to implement it. I have started using flipped instruction and LOVE it!
Read more about implementing technology at:

Flipping the Classroom: Blending Pedagogy and Technology for Effective Instruction


Prensky discusses the roles in partnering for learning with technology tools in this weeks readings. In the video below, notice the teacher is the guide, but the students are the technology experts.

One instructional example of each component of C-Rea-T-E in Partnering and justify each example. Made up examples in keeping with Prensky’s philosophy:
(I hope I did this correctly!)
Students have been studying about the Middle East and decide to produce a podcast on an environmental issue, posting it to a social media site. Before making the podcast, one student and a friend interview an expert on the topic. They use several devices to record everything they need for their podcast. After their podcast is complete, sixteen schools in the region and thirty schools out of country play it in their classes.
Cognitive Complexity- Student has been studying about the Middle East and decide to produce a podcast on an environmental issue, posting it to a social media site.
Real World- environmental issue
Technology Integration- They use several devices to record everything they need for their podcast.
Engagement- After their podcast is complete, sixteen schools in the region and thirty schools out of country play it in their classes.

Hello World of LME 535!

Posted on February 7, 2014 by jenemb7

So… This is it. My first blog. Completed in the mist of one-hundred ten chirping sixth graders.

“Are we done with the State of Israel?”
“Halfway?”

I hear this in-between computer blogging visits. Students are busy completing a Tri-Venn diagram and report cards on countries in the Middle East.

“Is this enough on power distribution?”
“Can I be the class leader now?”

I love the sound of learning! I hope to share more moments of learning and tools we use in the classroom on this blog.This blog was to be completed on my planning today, but it took a little more time. Now, after many attempts, I have finally started my blo

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