Sometime within the next few weeks, the LNS will be releasing its Knowledge Building site which features a number of my last year\s grade 7 and 6 students speaking about how we learned.
What I wanted to find out before the students see themselves is what do they remember? What has stayed with them? What approaches to thinking about problems do they continue to use? What strategies are they continuing to apply when facing a complex problem. So, I pulled them aside one at time to ask what has stuck with them.
1 student specifically mentioned finding value in bad ideas. She remembers to do this when considering seemingly bad ideas to help her find what is useful within the idea.
2 students mentioned causal modeling.
Almost all students identified The Ladder of Inference. They could explain how it worked using relevant vocabulary (data pool, assumptions, conclusions, taking time to understand, deciding whether or not a reaction is needed, shooting up the ladder). Several discussed how it prevents them from reacting with anger or overreacting. Others use it when observing friends and family members. One discussed how he uses it to try to understand larger global events. Students are using it in the classroom and in their personal lives.
Tomorrow, they will finally have the opportunity to see their footage. It will be interesting to discover what else emerges.
What I wanted to find out before the students see themselves is what do they remember? What has stayed with them? What approaches to thinking about problems do they continue to use? What strategies are they continuing to apply when facing a complex problem. So, I pulled them aside one at time to ask what has stuck with them.
1 student specifically mentioned finding value in bad ideas. She remembers to do this when considering seemingly bad ideas to help her find what is useful within the idea.
2 students mentioned causal modeling.
Almost all students identified The Ladder of Inference. They could explain how it worked using relevant vocabulary (data pool, assumptions, conclusions, taking time to understand, deciding whether or not a reaction is needed, shooting up the ladder). Several discussed how it prevents them from reacting with anger or overreacting. Others use it when observing friends and family members. One discussed how he uses it to try to understand larger global events. Students are using it in the classroom and in their personal lives.
Tomorrow, they will finally have the opportunity to see their footage. It will be interesting to discover what else emerges.
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