Day 2 - We Stopped Dreaming

Neil deGrasse Tyson is a one of my favourite astrophysicists (as well as subject of the fairly popular meme below from http://knowyourmeme.com/memes/neil-degrasse-tyson-reaction).

A lesson I developed for the Space Exploration Unit in grade 9 Science for one of my classes at OISE involved the following video based on Neil deGrasse Tyson audio clips:

The discussion...

In the lesson, the video was meant to stimulate discussion on the ethics of funding space exploration. For that lesson, I kept the discussion centred around the ethics of space exploration but it could easily broadened into a discussion about science funding in general.  It can also be used as a starting point for Digital Citizenship conversations about reliable sources online and bias.  Some interdisciplinary (Science, Math, Civics, History and Politics) discussion topics are:

• Bias in the video
• Funding space exploration with tax dollars
• Ethical issues with funding of science and scientific research in general
• What sources should we use to verify Neil's claims about NASA funding?
• Verify Neil's claim about cutting 4/10ths of 1% into the dollar bill
• How has the funding changed since the video was made?
• How does the funding of Canada's version of NASA, the Canadian Space Agency compare to NASA funding?
• What cultural impact has Chris Hadfield had with his tweets from the ISS?

In a class...

I think a good way to use the video is to flip it to the class for homework using something such as TED-Ed where you can add multiple choice and discussion questions and have students answer them at home before a class discussion.  The questions can prompt Knowledge Construction where students to explore their preconceived notions about the topic and how their opinion may change after watching the video.  The teacher receives the results and can structure activities and discussion prompts based on those opinions.

STSE

Space exploration funding is that it is a great example of an STSE issue (science, technology, society and the environment) that aligns with the [Grade 9 Science] curriculum and is also a good entry point for the implementation of the 21C framework.  What I like about the secondary Science curriculum is that it stresses STSE issues (the ordering of expectations used to be skills then concepts then STSE but is now reversed to STSE then concepts then skills).  This provides Science teachers with an opportunity to ask more open-ended and critical questions.  [I actually think the extremely dense math curriculum could benefit from a similar structure]

On the 21C Continuum...

By no means does the idea reach the transformative end of the continuum by itself but it does start to get students' brains critically thinking about media and provides an opportunity for a great discussion in subjects that do not traditionally present such opportunities (Science).  The is an opportunity for students to exhibit Skilled Communication, both in classroom discussions and in online discussion questions on TED-Ed, D2L or other platform.  It also opens the doors to larger discussions on the Nature of Science and the impact of Science on culture.

2. Knowledge Construction: entry - adoption - adaptation - infusion - transformation
4. Skilled Communication: entry - adoption - adaptation - infusion - transformation

Neil deGrasse Tyson Extras

• More videos on the topic can be found at: http://www.penny4nasa.org/category/videos/
• This is an interesting link to a Neil deGrasse Tyson interview with Jian Ghomeshi on Q: http://www.cbc.ca/q/blog/2012/03/28/neil-degrasse-tyson-on-q/

Day 1 - Hacking Passwords

Today was my first day at 21C/AICT.  Learned a lot.  Had a blast.  Here's my lesson idea for the day:

The Problem...

Evaluate and understand the effectiveness your password and develop a method for generating safe passwords

Why?

• Develop understanding of combinatorics
• Illustrate how combinatorics apply to students' lives
• Help students develop a plan to protect their online identity

You're Doing Passwords Wrong...

Last week, my bro sent me the link to an article about password security called You're Doing Passwords Wrong. Its about how ineffective the typical password is and how we can better protect ourselves.  According to this article, a good password is probably not what you would expect.  It goes into a little detail about the math behind hacking passwords (see this XKCD link for more on the math).  The first thing I thought of when I read the article is that there's a math assignment in this.  

Digital Citizenship...

A part of 21st Century Learning and something my supervisor and I were discussing today was Digital Citizenship and the responsible use of technology (and the importance of this in math and science classes).  Part of Digital Citizenship is protecting yourself online.  Password security allows students to explore concepts in math while providing them with a way of improving their online security.  It is also an opportunity to discuss the ethics of the computer hacking and virus industry, a Real-World Problem that has global implications.

Curriculum Connections...

The investigation can involve exploring and comparing the number of combinations of certain lengths of passwords and the processing speed of computers.  Estimates can be compared to results on http://howsecureismypassword.net (see below).  This would be great for a Grade 12 Data Management course or even as an entry point for combinations and permutations in younger grades. 

Screenshot from http://howsecureismypassword.net 

Turns out a password I used to use could be hacked by a desktop PC in less than 0.1 seconds.  Needless to say, that isn't my password anymore.

21C...

Students end up with a usable ICT product at the end of the investigation: an effective password (or method for creating an effective password).  There is also an opportunity to extend the project to a school or community level by having students raise awareness about password hacking and online security through multimedia (poster, infographic, video).  This is an opportunity for students to demonstrate Skilled Communication.

3. Real-World Problem Solving & Innovation: entry - adoption - adaptation - infusion - transformation
4. Skilled Communication: entry - adoption - adaptation - infusion - transformation
6. Use of ICT for Learning: entry - adoption - adaptation - infusion - transformation

To tech or not to tech...

A separate but noteworthy point that was brought up today is that 21st Century Learning shouldn't imply that you have to Use ICT in a lesson.  Different classrooms have different access to technology.  The tech is a means for supporting the learning in a 21st century classroom and should not necessarily be the focus as it won't always be available.  (My math instructor at OISE made a similar point last week when he was talking about using iPads in a class.  The apps are there to support the learning.  Start with what you want the students to learn and then see if there are any apps to support the goals.  Seems obvious but sometimes I get caught up in new apps that may be cool but won't necessarily contribute to effective learning).

Future lesson ideas:

•  Internet Security: Data encryption and prime numbers

Finally Bloggin'

Following the recommendation of my Internship Supervisor and the example of several prominent educators (such as Dan Meyer), I have decided to blog for the duration of my internship with 21C/Academic ICT at the TCDSB. 

The neXt Lesson is a TDCSB framework intended to aid teachers in designing lessons for the 21st century classroom.  I believe the neXt Lesson addresses the growing need for a change in the way educators approach the classroom as well as the public perception of education by providing teachers with a foundation from which they can build engaging and relevant lessons for 21st century learners.  Here is my understanding of the breakdown of the framework:

The neXt Blog

This is the plan: each day I will record one lesson idea that would hopefully exemplify the neXt Lesson.  The purpose of the blog is to help me develop a repertoire of useful lesson ideas that will help me in my future practice in addition to help me contribute to the 21C/AICT team during my internship.  At the end of each entry, I will include a list of the competencies that idea encompasses and what level on the continuum it falls under (see below). This will hopefully give me a better understanding of what 21st Century Learning would actually look like in a classroom.


1. Collaboration: entry - adoption - adaptation - infusion - transformation
2. Knowledge Construction: entry - adoption - adaptation - infusion - transformation
3. Real-World Problem Solving & Innovation: entry - adoption - adaptation - infusion - transformation
4. Skilled Communication: entry - adoption - adaptation - infusion - transformation
5. Self-Regulation: entry - adoption - adaptation - infusion - transformation
6. Use of ICT for Learning: entry - adoption - adaptation - infusion - transformation


The idea is that these are lessons I would actually use as a high school teacher so they will most likely be math/science related.  They can be ideas for new lessons or old lessons I used during my practica, unit planning at OISE, guitar teaching or tutoring that will be modified to fit the framework.  I have no clue if this is at all possible but I'm going to give it a shot.  Wish me luck...