“When you know your WHY your WHAT becomes more impactful because you’re walking towards or in your PURPOSE.”
– Michael Jr.
Students identify their WHY to give PURPOSE to their WHAT.
Students experience 21st Century skills through basic employment skills as minigames and powerups.
As students successfully complete minigames as jobs, skills will accumulate and help the student build an in-game resume. The student will apply for higher-level jobs through the interview process. Students can increase the odds of successfully gaining employment of higher-level / salary jobs by participating in powerups that increase the odds of passing the interview.
The ultimate goal is to build a career resume and create a fulfilling life.
Players interact with a game through a resume screen and minigame play. The gameplay is represented though challenges to improve skills, improving skills improves chances of leveling up, overcoming the challenge of building a resume and passing job interviews, the player is trying to build a career and create a fulfilling life.
Humans need rituals, patterns, stability, predictability, sustainability, and community. How do teachers create this for students? How do teachers manage distance learning effectively? Scott Le Duc highlights his process. Come check it out and add it to the conversation.
Students take the initiative to improve the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used.
Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
Students are asked to write an essay in the style of Hemmingway and to describe which aspects of his style they have incorporated.
Students determine which of several tools—e.g., a protractor, spreadsheet, or graphing calculator—would be most suitable to solve a math problem.
A student asks whether they might remain in their small groups to complete another section of the activity, rather than work independently.
Students identify or create their own learning materials.
Students summarize their learning from the lesson.
Post to Our Session Parking Lot
A Padlet parking lot is a great place for students/teachers to post ideas asynchronously
They can write, embed images, embed recording via their OSD YouTube account, embed sound from online sound/music learning sites, etc.
5. Daily: Remind.com Messages to Highlight Exceptional / Inspiration Work
I use Remind.com to send students and families (who signed on) a daily message that clarifies or inspires students with class-related material. I usually highlight student work that is well done, as an example for other students.
by Simon Sinek Start with Why. Penguin Publishing Group.
Why do you do what you do?
Why are some people and organizations more innovative, more influential, and more profitable than others? Why do some command greater loyalty from customers and employees alike? Even among the successful, why are so few able to repeat their success over and over?
“When you know your WHY your WHAT becomes more impactful because you’re walking towards or in your PURPOSE.” – Michael Jr.
After watching this and reading this book I am allowing the content to inspire me to connect to my own WHY and to help students find their own WHY and drive all learning back to their PURPOSE. This is what makes learning real, relevant for students.
Sections of the Book and My Notes
PART 1 A WORLD THAT DOESN’T START WITH WHY
1 ASSUME YOU KNOW
2 CARROTS AND STICKS
Manipulation vs. Inspiration (p. 16)
PART 2 AN ALTERNATIVE PERSPECTIVE
3 THE GOLDEN CIRCLE
4 THIS IS NOT OPINION, THIS IS BIOLOGY
5 CLARITY, DISCIPLINE AND CONSISTENCY
PART 3 LEADERS NEED A FOLLOWING
6 THE EMERGENCE OF TRUST
7 HOW A TIPPING POINT TIPS
PART 4 HOW TO RALLY THOSE WHO BELIEVE
8 START WITH WHY, BUT KNOW HOW
Energy Excites. Charisma Inspires. (p. 133)
This is important. It’s like the hot fire of romance at the beginning of a relationship that converts into warm embers of deeper love that becomes the basis of more mature love.
9 KNOW WHY. KNOW HOW. THEN WHAT?
10 COMMUNICATION IS NOT ABOUT SPEAKING, IT’S ABOUT LISTENING