This is the fourth of a series of posts outlining an ever-evolving plan to re-imagine and reconstruct a self-paced, collaborative, student-centered learning environment to better prepare kids for challenges they’ll face in a rapidly-changing 21st century workplace. Comments, critiques, suggestions, etc. are always welcome.

Since much of this will conflict with preconceived notions, common sense, and other conditioned reflexes, I offer these words to strengthen your/my resolve:

Questions in our upraised hands, and answers we’ll surprise
Like the caterpillar who, does seem to death defy
It might take a miracle, belief may then belie
Fate it seems that common sense, is fated to deny
Battles rage within us all, where truth is compromised
There dreams, like tissue paper wings, are torn and tossed aside

This is the third of a series of posts outlining an ever-evolving plan to re-imagine and reconstruct a self-paced, collaborative, student-centered learning environment to better prepare kids for challenges they’ll face in a rapidly-changing 21st century workplace. Comments, critiques, suggestions, etc. are always welcome.

Since much of this will conflict with preconceived notions, common sense, and other conditioned reflexes, I offer these words to strengthen your/my resolve:

Once upon a child’s mind, did flutter butterfly
Gift to share with one then all, who’ll open wings to try
Asked to ask and seek and knock, on wooded points of view
Goodness treats patient resolve, with echoes ringing true
Child’s play remembering, climb branches looking sees
Others just can’t find the time, and hunt on hands and knees

This is the second of a series of resources outlining an ever-evolving plan to re-imagine and reconstruct a self-paced, collaborative, student-centered learning environment to better prepare kids for challenges they'll face in a rapidly-changing 21st century workplace. Comments, critiques, suggestions, etc. are always welcome.

Since much of this (and what will follow) will conflict with various preconceived notions, common sense, and other conditioned reflexes, I offer these words to strengthen your/my resolve:

Trust is time to ask yourself, to find the strength to ask
Questions free the answering, unbinding them our task
Faith is time spent wondering, what we’re meant to find
Imagine it’s your purpose, adventure by design
Belief is time to listen, but who has time for that?
Especially when the answers, knock expectations flat

This is the first of a series of resources outlining an ever-evolving plan to re-imagine and reconstruct a self-paced, collaborative, student-centered learning environment to better prepare kids for challenges they'll face in a rapidly-changing 21st century workplace. Comments, critiques, suggestions, etc. are always welcome.

Since much of this (and what will follow) will conflict with various preconceived notions, common sense, and other conditioned reflexes, I offer these words to strengthen your/my resolve:

Think I conflict with signals? Should see the signs I yield
Coded morsels in the air, across the diamond field
Mixing words and metaphors, desegregate the game
Some rules should not be broken, some should be profaned
Who are we to question rules? I’ll tell you who and why
We’re the hope another has, the reason that we try

This is a Powerpoint presentation I recently shared with teachers in Australia via an adobe Connect session. The presentation documents how I teach kinetic typography to my grade 11 animation classes. They are totally new to kinetic typography but they have had prior experience with Photoshop and Flash, the software I use for kinetic typography. It walks you through...

1. a brief intro about the concept of typography complete with a few examples that help build understanding

2. a brief walk through the steps I go through in my classroom

3. and a few additional notes / observations and last but not least,

4. there are student samples to watch and discuss.

Although the presentation starts with thoughts and text I actually begin in class by showing the examples from Vimeo that are listed on one of the slides. That gets them intrigued and on-track (especially the Cave Johnson Lemons piece). Get them engaged and then - let them lose. It is a serious challenge to build one of these pieces but so worthwhile once completed. BTW - these pieces could be constructed around absolutely any subject at all, which I why all of them are clicked on in the descriptor.

Also - although the more interesting examples are a bit complex to build, simpler ones could be constructed... and therefore made accessible to younger grades.

Whew. Worked on this for a long time. There is so much that is involved in Infographics! If you haven't checked out the professional development for Infographics, do it - it is really great: http://www.edex.adobe.com/professional-development/

So this is a unit that I designed to introduce students to infographics, the different styles, how to choose the right visual vehicle, and ultimately the task of developing an infographic on the world population of stray dogs. Included in the .zip file is: A 6-page student information packet with steps, tips, diagram, rubric, etc. And a 3-page unit-planning guide. Both are in interactive .pdf format with lots of hyperlinks, and also in InDesign .idml format so that you can revise and customize to fit your needs.

Please - I need your feedback. A project plan is never finished - with your help I will revise it and add to it to create something that will really inspire and invigorate students!

Also, I have a self-guided Infographics tour on my class website - check it out and tell me what you think: http://www.learndurkin.com/infographics.htm

Cheers!

Explanation of Concept Mapping

A Concept Map is a visual representation illustrating how the creator understands relationships between concepts. The concepts can be any combination of things, people, ideas, arguments, solutions, places, etc. Concept mapping moves the learner from simply recalling facts to understanding relationships between ideas. It encourages more complex and meaningful thinking.

Explanation of how I use Concept Mapping

This lesson highlights some of my students' concept maps. Concept mapping is a form of note taking that requires students to create visual connections to ideas or concepts. While the project may take longer than more formal notes on a lecture (I give my students an hour and a half per concept) students retain information more clearly and have a deeper understanding of concepts. I think that this video can be a useful tool if you want to introduce concept mapping to your classroom. While all of these examples are done with pencil and paper, I now have students using Photoshop to create their concept maps.

Mind Maps from O'Dea on Vimeo.

A functional crossword for use in your Adobe Captivate CS6 project. Very useful as a means of reviewing content, stretching the mind of the learner. Crosswords, as you may know can be adapted to serve students of nearly all ages and are a fun way to review.

Includes instructions, and a working Crossword that merely needs you to add the questions you want and answers. All was coded and designed by me and therefore any questions about functionality or issues can be directed towards me.