Week 3 – Ideal Teacher

Q3- What does an ideal teacher do? How could just-in-time technology be used to do some of the same? How can we motivate more people to act as teachers for each other? 

How did people learn before there were schools and teachers, before there were books, or even before there was writing itself?  People learned and made sense of their world through stories, songs and dance.  After all, who doesn’t like a good story! For students, a compelling story can teach them concepts, or even skills with the added advantage of holding their undivided attention. So an ideal teacher, while she/he may not necessarily need to sing and dance, should be able to tell good stories that engages students and helps them learn.

An ideal teacher also teaches by letting the students learn by doing rather than telling them.  When students ‘do’ they learn to apply their knowledge to a real world situation.  We all know that it does not make sense to learn driving by just reading books and watching videos, you actually do need to physically drive a car!

There are many other things a teacher can do for a great learning experience but the most important thing that a teacher can do is help students ask the right questions. By fostering a culture of questioning a teacher can help the student make connections across subjects and disciplines that can help them solve real problems.

Just in time technology can provide a richer and more meaningful learning experience because it allows students or learners to take ownership of their learning and become active learners. It can help them learn what they want to learn, where they want to learn it, and how they want to learn.  There is opportunity to learn from experts in the field as well as from peers and also the opportunity to teach others.   However, a learner can get overwhelmed from the plethora of information/knowledge that is available so the ability to make connections and ask the right questions will determine how much is actually learned.

 

 

Week 2

Girls and Science Education: Extending learning beyond MIT Media lab community to engage more girls in science

Environment: where girls can learn about science in a fun way

  • Online: browsing science websites for kids (discovery kids, NASAkids etc.)
  • Home: conducting science experiments with everyday objects
  • Mall: the makeup counter at the mall may be a good place to learn the ‘science’ behind cosmetics

Activities: Girls learn science if they are engaged and do not feel judged

  • Sleepovers (a science camp may sound boring but a science sleepover!!)
  • Cooking can be a fun way to learn about plants and food, to learn measurements, and to follow (recipe) instructions carefully
  • Playing science games online or even creating ‘apps’ with friends

Interactions: girls learn better if their interactions are gender neutral/ gender sensitive

  • Teachers: when girls can connect with their teachers in a positive way
  • Parents: when parents engage with girls and encourage them to view science as fun
  • Peers: when being interested in science is not a cause for rejection by friends

Objects: any object can become a tool for learning about science

  • Household objects
  • Cosmetics
  • Computers/smart phones/tablets

Users: girls

  • K-12 school girls
  • Girls from low-income families
  • Teachers and parents

 

Week 2 – Girls and Science Education: Extending learning beyond MIT Media lab community to engage more girls in science

Week 2

Girls and Science Education: Extending learning beyond MIT Media lab community to engage more girls in science

Environment: where girls can learn about science in a fun way

  • Online: browsing science websites for kids (discovery kids, NASAkids etc.)
  • Home: conducting science experiments with everyday objects
  • Mall: the makeup counter at the mall may be a good place to learn the ‘science’ behind cosmetics

Activities: Girls learn science if they are engaged and do not feel judged

  • Sleepovers (a science camp may sound boring but a science sleepover!!)
  • Cooking can be a fun way to learn about plants and food, to learn measurements, and to follow (recipe) instructions carefully
  • Playing science games online or even creating ‘apps’ with friends

Interactions: girls learn better if their interactions are gender neutral/ gender sensitive

  • Teachers: when girls can connect with their teachers in a positive way
  • Parents: when parents engage with girls and encourage them to view science as fun
  • Peers: when being interested in science is not a cause for rejection by friends

Objects: any object can become a tool for learning about science

  • Household objects
  • Cosmetics
  • Computers/smart phones/tablets

Users: girls

  • K-12 school girls
  • Girls from low-income families
  • Teachers and parents