{ MICROTEACH } ~ Brainstorming

The following is a class we taught to our peers during our FLP in Kingston combining various learning activities and practices based on some of the core competencies in The Professor of the 21st Century. 

The class below focuses on generating concepts and ideas through a role-modeled brainstorming session based on a personal Case Study from Industry and then the students apply this same methodology to their end of Unit Summative Assignment.

Professor of the 21st Century competency 3. Using a variety of teaching/learning strategies.

3.1 Applying an understanding of how people learn to plan lessons and learning experiences;

3.2 Acquiring and maintaining a repertoire of teaching/learning strategies;

3.3 Assessing, selecting and using the teaching/learning strategy appropriate to the learning activity

and learners involved;

3.4 Evaluating the effectiveness of learning activities and strategies.

MICROTEACH AUGUST 18, 2016

MICROTEACH: BRAINSTORM
•Motivator: Ideation/concept Generation starts the creative process. Need to be able to problem-solve and generate multiple solutions in Industry.
•Link: Main Assignment/Summative Magazine cover Unit. Client: CityPalate/Harvest theme
•Expected Learning for Lesson: Identify, create, synthesize various concepts, symbols, themes into varied multiple solutions
•Introduction
•Review: Summative Assignment/Cover/Citypalate/Harvest Issue {show on Website}
Step ONE: Ideation: Generating Ideas
{whiteboard: instructor writes “Repressed Memory Syndrome” briefly provide synopsis of story for Washington Post Case Study: recovered memories of childhood abuses/sexual abuse were increasingly coming under scrutiny within the Courts; Victims testimony was being coerced by Therapists/Psychiatrists through hypnosis and leading questions into ‘discovering’ they had been the victims of abuse {usually family} whom were incarcerated based on this testimony and are now released.
MINDMAP/BRAINSTORM PROCESS: Activity with the entire class. Role model a creative solution by having the students offer their answers as a whole class; following completion of the activity/role model break them into groups and have them apply this skill to Summative/Citypalate/Harvest theme. For next week they create a mindmap and three different solutions for the Harvest /Citypalate cover.
1.Mission Statement: what are you being asked to solve? What is the uniqueness of the problem? Write this down
2.Create key words or themes : think Pictionary – persons/places/things; actions/verbs; symbols;
– circle words/creating hub; provide ‘spokes’ leading to symbols that represent this concept; do tiny linear drawings {no shading!} beside these to help with connections
•Key Concepts and Skills
1.Deconstruction, reconstruction, synthesis through key words/symbols/themes through ‘Hubs’ and ‘spokes’
2.Learning Activity: Socratic Dialogue/Class Activity, Role Modeling; Group Work
•Resources: Professor >whiteboard; Students >pencil and paper;