10AM Conference Call

When you're wrong, admit it quickly, apologize & do better next time. -LSM

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From: lorrinda [mailto:lsm@lorrinda.com]
Sent: Friday, January 29, 2010 12:23 PM
Subject: (A POEM)- Re: Confirmation of Scheduled Call


So sorry --bed at 5AM --made deadline, long story.
Set clock, didn’t punch ‘go’-- didn’t mean to cause a worry.
Strangest thing, phone always rings -whether for them or me.
But not this time, nor did you call, guess wasn’t meant to be.


Forgive me --
Lorrinda

"Remembering to Repeat " - An Outcomes-Based Learning Approach

http://www.brainrules.net

This is a very long email I sent to the BDPA Triangle HSCC/SITES Coordinator recommending a 2010 approach to our High School Computer Competition and High School Computer Competition

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Ms. Valerie:

Can we consider using the exact same programming problem as last year's competition. No idea what the problem was, but the familiarity will bode well with returning students. See Rule #6 – Remember to repeat (below). They'll remember the things that they got hung up on and have meaningful, problem specific questions vs having to try to conceptualize how to apply the concepts we're teaching. I’m going for real aha moments here!

I am by no stretch of the imagination a licensed educator, but I am an avid follower of my favorite brain/learning gurus Dr.John Medina, Caroline Leaf, and Dr. Ryuta Kawashima). The science of learning is fascinating to me and I dare say that they are oddly missing from historical teaching methodologies in my opinion.

A programmer’s first job is to see the big picture and understand the problem (right brain), then be able to dissect the problem into manageable chunks (left brain) to be able to use the tools (task lists, time estimates and a particular programming language’s capabilities, syntax, functions, etc) to computerize the logic that solves the problem. I am convinced that learning and retention cannot simply be academic exercises. Dr. Medina says that vision trumps all other senses. I believe that. Pictures are not worth a thousand words. Pictures are priceless. Therefore, one of our challenges is to get the students to SEE the problem in their heads (…and flow charts, entity diagrams, etc) before they can ever have a real chance of solving it.

My learning is easier when I can readily associate something I don’t know with something I already know. Perhaps for the students, solving the problem on one platform (operating system), with one programming language (API) and one set of tools will build the foundation for really understanding that we could easily have used a different OS, language or tool to solve the same problem! That is a real key point.

Additionally, especially in a team effort is initiating (--what’s the problem and what value will it’s solution have?), planning (--what are the steps and resources to finding the solution?), executing (--what are we doing and exactly who is doing what?) and testing/delivering (--how do we know we’re done? –will the teacher/client/judge like it?) the finished solution. For example, when we do our session on public speaking, we could tie into the programming problem by having the students give an oral presentation on their assigned role in solving the problem, their approach and how what they are assigned to do will fit into the big picture that will ultimately solve the problem.

For example, I am a right brain creative infused by a left brain strategist that gives me fits when I have to learn something new. The tow is much easier when I can fully appreciate the value of knowing that new thing. Then I reason with myself on how to use available resources (books, people internet, library) to learn what I need to know.

Yea, I’m doing my TMI thing again, but I feel very strongly about cumulative, outcome-based learning. Almost as strong as I feel about evidence-based decision making, but that’s a whole other carnival. [SMILE] I think learning should be relevant and not just academic, when at all possible, to give learners/students a little instant gratification that will build confidence and critical thinking skills.

Well, that’s my story and I’m sticking to it… Hmmm… think I’ll use this write-up as my blog post tomorrow… since I am clearly passionate about the subject. Sorry it turned into a dissertation of sorts… I’m done… now for the pictures!!

Xox0,

Lorrinda