“empowering underprivileged youth through …“empowering underprivileged youth through...
TRANSCRIPT
“EmpoweringUnderprivilegedYouththroughContextualized
Education”DhineshRadhakrishnan
ZahraAtiq
RohitKandakatla
Prof.DeBoer
www.deboer-lab.engineer7/20/2016 1
MandelaWashingtonFellowshipInstitute
MWFellow2016
2
Peter Oladipupo, CTO, STEM-Ed Africa MW Fellow, 2016.
Olayemi Moses, COO, STEM-Ed Africa
http://www.stem-ed.com.ng/index.html
DEBOERLAB
7/20/2016 www.deboer-lab.engineer 3
InternationalEducation
TechnologyUsein
Education
SocialContextofEducation
Outline
7/20/2016 www.deboer-lab.engineer 4
EducationalCorrelationsRelationtoeducationandyou
ContextualizationUnderstandingcontextforeducation
Designingaprogram/courseContent,AssessmentandPedagogy
TechnologyroleinEducationDeBoerLabexperiences
FinalReflectionOutcomesofthesession
7/20/2016 www.deboer-lab.engineer 5
Ruralinnovation YouthLeadershipDevelopment
WomenEmpowerment
Enablingyouthtobeself-reliant
YouthEmpowerment
Creatingjobsforyouth
Reduceunemployment
Communitybasedtransformation
Educationandleadershiptraining
Trainingofwomenandgirls
Capacitybuildingfollowedbyconcreteaction
ProvidingbasicskillsAgriculturalVocationalSchool
Impartpracticalandentrepreneurshipskills
Teachingunderprivilegedyouth
Mentorshipprograms
Accesstoeducationforgirlchild
Mentoryoungergenerationofwomen
Promotepoultrytoyouth
Demonstratingfarming
Coachesinnovators,entrepreneurs
Funandeasy-to-learn
MentorAGirlChild
Education– Whatisyourobjective?
7/20/2016 www.deboer-lab.engineer 6
SocietalWelfare
Disseminatingknowledge
Enablingnecessary
skills
Ruralinnovation
Enablingyouthtobeself-reliant
YouthEmpowerment
Creatingjobsforyouth
Reduceunemployment
Educationandleadershiptraining
Trainingofwomenandgirls
Providingbasicskills
AgriculturalVocationalSchool
Impartentrepreneurshipskills
Teachingunderprivilegedyouth
Mentorshipprograms
Accesstoeducationforgirlchild
Promotepoultrytoyouth
DemonstratingfarmingCoachesentrepreneurs
Communityproblemsolving
Funandeasy-to-learn
CONTEXTUALIZATION
7/20/2016 www.deboer-lab.engineer 7
Teachingandlearningonconcrete
applicationinacontext
Learningoffoundationalskillsandacademiccontent
Designofeducation
Example:EngineeringskillscurriculumbysolvinglocallydefinedcommunityproblemsinWesternKenya.
- Courseobjective+Content+Teaching->Contextualized
UnderstandingContextualization
• Whatistheneedforyoureducationalcomponent?• Whowillparticipateinthelearning?
• Age• Background
• Whenwilltheeducationalprogramme/coursehappen?
• Wherewilltheprogramme/coursebeconducted?
7/20/2016 www.deboer-lab.engineer 8
Designingaprogramme/course
Arethedesiredresults,assessments,andlearningactivitiesALIGNED?
IdentifytheDesiredResults
DetermineAcceptableEvidence
PlanLearningExperiences
BackwardsDesignModel(Wiggins&McTighe,2005)
3StagesofBackwardDesign
Arethedesiredresults,assessments,andlearningactivitiesALIGNED?
IdentifytheDesiredResults
DetermineAcceptableEvidence
PlanLearningExperiences
Whatshouldstudentsknow,understand,andbeabletodo?
ProgramGoals
• ProgramGoals• Identifyinglearningparameters(e.g.,• Identifyingcontent,and• Buildingrelationshipsbetweencontentareas–
• Whatstudentsshouldlearn,understand,orappreciateasaresultoftheirstudiesbythetimetheyfinishaprogramoramajor.
7/20/2016 www.deboer-lab.engineer 11
LearningOutcomes
• StudentLearningOutcomes(SLO)describeinconcretetermswhatprogramgoalsmean.
• SLOstatementsidentifywhatstudentswillbeabletodemonstrate,produceorrepresentasaresultofwhatandhowtheyhavelearnedinaprogram.
• UnlikeProgramGoals,SLO’sarenotfixed.
7/20/2016 www.deboer-lab.engineer 12
3StagesofBackwardDesign
Arethedesiredresults,assessments,andlearningactivitiesALIGNED?
IdentifytheDesiredResults
DetermineAcceptableEvidence
PlanLearningExperiences
Howwillweknowifthestudentshaveachievedthedesiredresults?Whatwillbeacceptedasevidenceofstudentunderstandingandproficiency?
Assessment
7/20/2016 www.deboer-lab.engineer 14
Assessment=MeasuringsuccessAssessment=(feedback)ImprovingthedesignAssessment=Knowingthestatus
FormativeandSummative
FORMATIVEFormativeAssessment=Feedback
SUMMATIVESummativeAssessment=MeasurementofSuccess
7/20/2016 www.deboer-lab.engineer 15
Examples- anengineeringdesigncourseFormativeMilestonesDocuments
SummativeDesignPracticalChallenge
7/20/2016 www.deboer-lab.engineer 16
Formative
ShortDesignChallengeScenario
Pop-upsheltersareoftenusedinemergencysituations,whichincludesindisastersliketornadoeswhenindividualsorfamiliesneedimmediateworkingtemporaryhomes.TheFederalGovernment,throughFEMA,respondstoover70disastersperyearandhasdevelopedaplantoprovidetemporaryhousingforupto500,000eligiblehouseholdsintheeventofalarge-scalenaturaldisaster(FEMA,2012).Task
Designamass-producibleproducttohouse2-4roommatesafteratornadohasdamagedtheirdormitory.
Constraints
· Feasiblecostforemergencyassistanceproviders(suchasRedCrossorHomelandSecurity)
· Durableinvariousweatherconditions
· Easeoftransportation/assembly/fabrication
18
Task
19
3StagesofBackwardDesign
Arethedesiredresults,assessments,andlearningactivitiesALIGNED?
IdentifytheDesiredResults
DetermineAcceptableEvidence
PlanLearningExperiences
Whatactivitieswillequipstudentswiththeneededknowledgeandskills?Whatmaterialsandresourceswillbeuseful?
ABC(Active,Blended,Collaborative)
• Activelearning– EngaginginActivitiesthatpromoteanalysis,synthesis,andevaluationofclasscontent.
• Blendedlearning– Combinesclassroomlearningwithonlinelearning
• Collaborativelearning– groupsofstudentsworkingtogethertosolveaproblem,completeatask,orcreateaproduct.
7/20/2016 www.deboer-lab.engineer 21
Task
7/20/2016 www.deboer-lab.engineer 22
•Writeaprogramgoaltomeettheeducationneedsofyourdefinedcontext•Writeonelearningoutcomethatalignswithyourprogramgoals
• Developoneassessmenttechniquetomeasurethelearningoutcomeyouhavedeveloped
• Developoneactivelearninginstructionalmethodtobeincorporatedintoyourprogram/coursedeliverytotheappropriateaudience
FinalReflection
• Howwouldyouarticulatethelinkbetweeneducationandyourfield?
• Whathaveyoulearned?• Howwillyouapplywhatyou’vedone?
• www.deboer-lab.engineer• [email protected]@[email protected]/20/2016 www.deboer-lab.engineer 23
References•Boston,C.(2002).TheConceptofFormativeAssessment.ERICDigest.
•Brenner,M.E.(2002).Chapter5:EverydayProblemSolvingandCurriculumImplementation:AnInvitationtoTryPizza.JournalforResearchinMathematicsEducation.Monograph,63–92.
•Darvin,J.(2000).Poetrymeetsplumbing:TeachingEnglishinavocationalclassroom.TheEnglishJournal,89(6),59–64.
•Mazzeo,C.,Rab,S.Y.,&Alssid,J.L.(2003).BuildingBridgestoCollegeandCareers:ContextualizedBasicSkillsProgramsatCommunityColleges.
•Perin,D.(2012).Teachingacademicallyunderpreparedstudentsincommunitycolleges.UnderstandingCommunityColleges,87–103.
•Shute,V.J.,&Kim,Y.J.(2014).Formativeandstealthassessment.InHandbookofresearchoneducationalcommunicationsandtechnology (pp.311–321).Springer.
•Wiggins,G.P.,&McTighe,J.(2005).Understandingbydesign.Ascd.
•Yamauchi,L.A.(2003).Makingschoolrelevantforat-riskstudents:theWai’anaeHighSchoolHawaiianStudiesProgram.JournalofEducationforStudentsPlacesAtRisk,8(4),379–390.
24
Acknowledgements
•Thecontentofthepresentationwasadoptedfrom“StudentCenteredLearning”workshopmaterialdevelopedbyDr.JenniferDeBoer,Avneet HiraandDhineshRadhakrishnanforeventsorganizedbyFootstepsandIIDEA.
25
THANKYOU
7/20/2016 www.deboer-lab.engineer 26