Empowered Learner 1b: Customized Learning Environments (ISTE Standards for Students)

Summary

The transcript describes a personalized learning environment where students choose their own groups, tasks, and projects, fostering a sense of autonomy and responsibility. Students engage in various activities such as engineering and 3D printing. The teacher allows flexibility, supporting learning through individual check-ins to ensure focus and progress. The atmosphere resembles that of adults applying for jobs, enhancing the students' sense of ownership and motivation. This approach encourages experiential learning, tailored to individual interests and group dynamics.

Takeaways

• 📝 Students build networks and customize their learning environments to support their learning process.
• 🔧 The instructor created six units, each with a list of tasks for students to complete.
• 🎯 Students have the freedom to pick their own tasks, groups, and projects.
• 👥 Group sizes vary, with some groups being larger and others smaller, depending on student choice.
• 🎢 Some students are working on engineering tasks, like building rollercoasters.
• 🖨️ Others are focused on 3D printing and creating tangible objects.
• 💼 The experience feels like applying for a job, adding a sense of professionalism and responsibility.
• ✅ After completing tasks, students have one-on-one conferences with the instructor for feedback.
• 📊 These check-ins ensure that students stay focused, learn effectively, and engage in the right experiences.
• 👩‍🏫 The flexible structure allows students to have personalized, hands-on learning experiences.

Q & A

What is the purpose of students building their own networks and customizing their learning environments?

The purpose is to support the learning process by giving students autonomy in selecting tasks and groups that match their interests and learning preferences.

How are the units in the learning program organized?

The program consists of six units, each containing a list of tasks that students can choose from to work on.

What freedom do students have in choosing their learning tasks?

Students are allowed to pick their own tasks, form their own groups, and choose their projects freely, giving them full control over their learning experience.

How do group sizes vary in this learning environment?

Some groups have more students, while others are smaller, as group sizes are completely determined by the students' preferences.

What are some of the projects that students are working on?

Students are engaged in a variety of projects, such as engineering rollercoasters and learning about 3D printing and creating objects.

What aspect of the program is the speaker’s favorite and why?

The speaker's favorite part is that the process feels similar to applying for a job, where students apply for tasks they are interested in and, once accepted, get to work on what they enjoy.

How does the teacher ensure students remain focused and on track?

After each task, students meet with the teacher for a one-on-one conference to present their progress, ensuring they are focused, learning, and having the intended experiences.

What role does the teacher play in this learning environment?

The teacher acts as a guide, explaining task options to students, monitoring their progress through individual conferences, and ensuring that students are learning and focused.

How is the concept of 'applying for jobs' used in the learning process?

The idea of applying for jobs is used as a metaphor to describe how students choose tasks they want to work on and get accepted into groups or projects, simulating real-world decision-making.

What is the significance of students choosing their own groups and tasks?

By choosing their own groups and tasks, students are empowered to take ownership of their learning, fostering independence, collaboration, and engagement.