Audio Transcript Auto-generated
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I want to stem stories with Mr Ewing.
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This is video six or Segment six in our work
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and learning and understanding of a magical unicorn year and
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one of the most important pieces of scholars.
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Learning is collaborative dialogue, talking with with each other and
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not at each other.
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And that's a skill that we have to scaffold and
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teach. And it is especially hard during this time of
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virtual learning because their students aren't together.
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Even if they are in a classroom right now, they
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still have to social distance with each other.
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And why not embrace a world that they're actually used
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to talking with each other?
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And that actually is a virtual world.
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Even though our scholars do hang out together and socialize,
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they actually spend a lot of time with devices talking
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with each other.
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It's something that my generation, or at least me, has
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a hard time wrapping my head around because I feel
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like discourse and conversation should happen in person.
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But this generation has actually been surrounded with devices and
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has embraced this sense probably the minute they've been able
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to get onto a device and communicate with each other.
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So what does that look like in a virtual world?
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We need to make sure that we're providing opportunities for
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our students to talk with each other.
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But we also have to teach it.
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They can't just jump online and start talking with the
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over each other, and there has to be a protocol
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that is actually taught.
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So this is something that we jumped into this spring,
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but we need to do a better job with this
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fall, and it again it has to be taught.
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We had to learn how to do it in soon
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meetings, and some adults still aren't very good at it.
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But we need to make sure that our scholars have
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an opportunity to have an opportunity to engage in conversations
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but engage in a really good way.
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And if we don't actually scalpel that, this is what
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can happen.
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And we all know that we've gotten an email at
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a certain time of the day and we've read it
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the wrong way.
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We interpreted it the wrong way, and if we're chatting,
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that could happen.
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And even in a virtual world, someone can say something,
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but they actually met something else, So we need to
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actually have ways and teach our students ways of asking
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for clarifications, supporting understanding because we want our discourse toe
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look more like this.
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We want kids to actually be engaged in happy.
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No, one of the tools that I love to use
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is flippered, and what I have found is students in
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the privacy or at their own residents have an opportunity
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to voice their opinion and actually elevate their voice where
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in the classroom thing might be afraid to do so.
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And this actually makes it a safe environment.
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And I really love it because multiple perspectives can be
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brought to one question.
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Now here's the challenge is then creating a community where
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students can then start to have conversations or comment on
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other scholars work.
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And I think by creating Senate stems and guiding them
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in modeling it for students, you can actually create this
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amazing virtual world of discourse and not lose the the
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component of that from your classroom.
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And it really does elevate the learning experience.
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So I want you to step outside your comfort zone
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on understanding what it looks like to have discourse in
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your classroom and look at creating it in a virtual
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world, and I love flip grid.
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I can't speak highly enough about it, and it's something
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you haven't checked out.
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Try it.
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And if you haven't used it to actually create discourse
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within your own classroom, look at how that looks.
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Use those same stunts Senate Stones that you use within
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your own classroom to start discourse and build it into
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what we're doing in a virtual world.
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Let me know how it works out for you.
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And if you come up with any cool ideas, sheriff.