Audio Transkript automatisch generiert
- 00:00 - 00:01
welcome to stem stories.
- 00:02 - 00:07
Issuing Part two of our magical Unicorn Year is defining
- 00:08 - 00:08
what is a classroom.
- 00:10 - 00:13
And this is where I asked us to throw out
- 00:14 - 00:18
all our preconceived ideas of what things are so that
- 00:18 - 00:21
we could be open minded enough to really make sure
- 00:22 - 00:27
that we're expanding our knowledge of what we're doing and
- 00:28 - 00:32
how to create the best environment learning for our students
- 00:32 - 00:35
right now in the world where educating in.
- 00:36 - 00:42
So this is pretty much typical example of a classroom
- 00:42 - 00:42
in the United States.
- 00:44 - 00:46
Guests are arranged in different order, depending on the space
- 00:47 - 00:49
of your classroom, and we usually have one or two
- 00:49 - 00:54
teachers. Educators in the classroom leading the learning are inspiring
- 00:55 - 00:55
the learning.
- 00:56 - 00:58
You know, I'm not making any judgment on this classroom
- 00:59 - 00:59
or how it looks.
- 01:01 - 01:03
Everybody's classroom is so completely different and how you set
- 01:04 - 01:05
it up and how you arrange it and everything.
- 01:06 - 01:09
It's completely up to you, and I think everybody has
- 01:09 - 01:13
to find that special place where their classroom is their
- 01:14 - 01:14
classroom for them.
- 01:15 - 01:17
So you know, all of our classrooms look a little
- 01:17 - 01:20
bit different, but basically they're all kind of set up
- 01:20 - 01:24
this way And you know, whether we have technology or
- 01:24 - 01:27
not, How we sent, you know how we lead.
- 01:27 - 01:32
Learning is all very different and vastly different across our
- 01:32 - 01:33
country in the world.
- 01:34 - 01:37
But again, it pretty much mirrors something like this.
- 01:38 - 01:40
And I think we live in an age where we
- 01:41 - 01:42
feel like we're changing education.
- 01:43 - 01:45
The way we set up death, the way we group
- 01:45 - 01:48
people, the way, we're doing a lot more project based,
- 01:48 - 01:52
your hands on learning that our schools and our classrooms
- 01:52 - 01:57
are really different than the schools that we may have
- 01:58 - 02:02
attended. Our parents attended, and we feel like we're developing
- 02:03 - 02:04
or creating these new models of education.
- 02:07 - 02:10
I'd like to kind of bring up two pictures not
- 02:10 - 02:12
very different than the classrooms from today.
- 02:13 - 02:18
And I'm pretty sure this picture is probably 30 to
- 02:18 - 02:19
40 years old.
- 02:20 - 02:23
Um, here's another one.
- 02:25 - 02:28
This is hands out learning happening, probably a good 30
- 02:29 - 02:30
40 50 years ago.
- 02:30 - 02:33
So what we're doing in our classrooms, believe it or
- 02:33 - 02:38
not, is not really any different than the costumes of
- 02:38 - 02:42
50 years ago, 40 years ago, 30 years ago.
- 02:42 - 02:46
We really haven't made big changes Now how we deliver
- 02:46 - 02:47
content and all that.
- 02:47 - 02:52
Yes, I agree that has changed, but in theory, things
- 02:53 - 02:53
haven't really changed.
- 02:55 - 02:59
What we I tend to forget is our classroom time
- 02:59 - 03:03
is a very, very small chunk of how and when
- 03:04 - 03:07
our students are learning and their time outside the classroom.
- 03:08 - 03:13
Believe it or not, they actually learning mawr now outside
- 03:13 - 03:13
the classroom.
- 03:14 - 03:18
Then they're learning inside the classrooms, and I think it's
- 03:18 - 03:20
really important to break this down.
- 03:20 - 03:23
So if we think about how much time we spent
- 03:24 - 03:26
awake during the day, so there's 24 hours in a
- 03:26 - 03:28
day, and typically we want a dollars asleep.
- 03:29 - 03:30
Now for our younger scholars.
- 03:30 - 03:32
We know it's about nine or 10 but for this
- 03:33 - 03:34
I'm gonna make it eight.
- 03:35 - 03:37
Now. That means we're awake for 16 hours a day,
- 03:38 - 03:38
seven days a week.
- 03:39 - 03:42
That means we're awake for 112 hours each week.
- 03:43 - 03:45
Now we roughly spend about 30 hours in the classroom
- 03:46 - 03:50
six hour day times 5 30 hours a week or
- 03:51 - 03:54
six out of those 16 hours a day in the
- 03:54 - 03:57
classroom. That would be about 38% of our waking time
- 03:58 - 04:00
in the classroom if we went to school each day,
- 04:01 - 04:03
but we only go to school five days week.
- 04:04 - 04:08
That means that our scholars and us are Onley spending
- 04:09 - 04:14
27% of our waking time a week in the classroom,
- 04:15 - 04:22
27%. That means almost 75% of their are waking.
- 04:22 - 04:27
Time is spent outside the classroom, and learning doesn't stop
- 04:28 - 04:30
outside the classroom, it actually continues.
- 04:31 - 04:34
So sitting in the corner, sitting somewhere, reading a book,
- 04:34 - 04:38
sitting at a cafe wherever we sit and read, is
- 04:38 - 04:45
a classroom spending time with her friends outside playing, doing
- 04:45 - 04:49
whatever we're doing, playing a game, playing tag, playing sports,
- 04:50 - 04:50
just sitting in nature.
- 04:52 - 04:55
It's a classroom spending time with our families, spending time
- 04:56 - 05:01
just doing, enjoying the day, just walking around.
- 05:02 - 05:09
It's a classroom, most importantly, especially for our older scholars.
- 05:09 - 05:12
But even our younger scholars, the time they spend with
- 05:12 - 05:16
each other, they're actually learning mawr from each other than
- 05:17 - 05:17
they are learning from.
- 05:18 - 05:21
Watch us, And I know that hurts as an educator
- 05:22 - 05:24
that we think that they could actually be learning more
- 05:24 - 05:26
from each other than learning from us.
- 05:26 - 05:30
But it's true they actually are spending more time with
- 05:30 - 05:32
each other than they spend with us.
- 05:32 - 05:36
If it's only 27% now, a lot of people are
- 05:37 - 05:39
very frustrated that this possibly could not be a classroom
- 05:41 - 05:43
again. This is where we need to throw out our
- 05:43 - 05:47
ideas and our preconceived ideas of what's best, because this
- 05:48 - 05:48
is the reality.
- 05:49 - 05:53
There was a time where kids didn't even get to
- 05:53 - 05:53
go to school.
- 05:54 - 05:56
They learned at home, and then we put him in
- 05:56 - 05:59
classrooms, and all of a sudden we decided this was
- 05:59 - 06:00
the best way to learn.
- 06:01 - 06:07
But if we're from a generation that this environment is
- 06:07 - 06:09
part of our normal day and I not too crazy
- 06:10 - 06:11
about the word normal.
- 06:12 - 06:15
But if this is a bit, if this is the
- 06:15 - 06:17
tool that they're comfortable with, embrace it.
- 06:18 - 06:20
They're okay with this being a classroom.
- 06:21 - 06:24
This is how they communicate outside the classroom.
- 06:25 - 06:27
So embrace it and make it part and make it
- 06:27 - 06:32
a strong part and take ownership of it, and we'll
- 06:32 - 06:35
all be the better for it because this generation has
- 06:35 - 06:37
grown up with a device in their hands.
- 06:37 - 06:41
Whether it's a phone, a tablet computer, they are technically
- 06:41 - 06:43
wired for technology.
- 06:44 - 06:46
This is part of their world.
- 06:47 - 06:48
We need to embrace it.
- 06:49 - 06:52
We don't need for them to not embrace it.
- 06:52 - 06:52
It's already there.
- 06:53 - 06:58
So let's harness the power of that tool and really
- 06:58 - 07:00
step up and make it an integral part of their
- 07:01 - 07:01
learning experience.
- 07:02 - 07:05
We need to step into their world they need.
- 07:06 - 07:07
Do not step into our world.
- 07:08 - 07:08
I will.
- 07:09 - 07:12
In education, for the most part, hasn't changed since the
- 07:12 - 07:14
19 fifties way.
- 07:15 - 07:15
It's our turn.
- 07:16 - 07:18
It's our turn to change to make sure we're meeting
- 07:18 - 07:19
the needs of our scholars.
- 07:21 - 07:21
They've got devices.
- 07:22 - 07:23
They're not gonna let him go.
- 07:25 - 07:29
So is the sooner we embrace that this is just
- 07:29 - 07:34
their life, the better we're gonna be at providing education
- 07:34 - 07:34
for them.
- 07:35 - 07:42
And, yeah, sitting at home without friends in front of
- 07:42 - 07:42
a computer.
- 07:43 - 07:47
Probably not the most stellar way to learn but distance
- 07:47 - 07:52
learning. Virtual learning has been used for decades, their remote
- 07:52 - 07:55
parts of our country where students can't get to a
- 07:55 - 07:58
school and there are educators out there that are doing
- 07:58 - 08:01
amazing work and have been doing it for decades.
- 08:02 - 08:03
This isn't new.
- 08:03 - 08:05
This isn't just something that fell out of the sky
- 08:06 - 08:07
and were being forced to do.
- 08:07 - 08:10
This has actually been around for a very long time.
- 08:11 - 08:15
So figure out who does this best and do it
- 08:15 - 08:17
better. We didn't do this.
- 08:18 - 08:22
We can make excellent learning experiences for our scholars, no
- 08:22 - 08:24
matter where they are if we embrace it.
- 08:25 - 08:29
So this is the new world of education.
- 08:31 - 08:35
And I'm pretty sure that when all of this clears
- 08:36 - 08:38
up and were able to go back into that brick
- 08:39 - 08:41
and mortar building for the first time with our whole
- 08:41 - 08:45
plus with everything that this is going to change the
- 08:46 - 08:47
way we're learning as educators.
- 08:49 - 08:52
And as we changes learners, we're gonna change learning experience
- 08:52 - 08:53
for our students.
- 08:54 - 08:54
We need to embrace this.
- 08:55 - 08:56
This is the change that is happening.
- 08:57 - 08:58
It is the change.
- 08:58 - 09:00
I believe that is needed to happen for a very
- 09:01 - 09:01
long time.
- 09:02 - 09:04
Because for so long we have been trying to mold
- 09:05 - 09:09
students into this old 19 fifties model where we need
- 09:09 - 09:14
to mold ourselves into this model of 2020 2021 learning.
- 09:15 - 09:18
We need to embrace our world and be part of
- 09:19 - 09:20
that magical unicorn year