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When High Tech High educators go “on the road” to talk about our school, the first thing we ask the audience is to reflect on their most significant learning experiences. 
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Topic: Significant Learning


Email 2 (of 5)

Explore the importance that certain learning experiences can have on people.

 
When High Tech High educators go “on the road” to talk about our school, the first thing we ask the audience is to reflect on their most significant learning experiences. Our first unit, “Significant Learning” will look closely at these moments, first through the eyes of High Tech High students and then through those of our course participants. We ask that you use this data to identify the principles of significant learning and to discuss with others (if possible) what these might mean for your own practice.

“Significant Learning” Short Documentary

 

Click this link to go directly to a transcription for this video

 

Featured Materials

Below is a preview of some of the additional readings, videos, comics, and other resources to enhance your learning regarding this email’s topic. You can review these materials in full by going to the course landing page.
 
 

The 16 Habits of Mind
A list of problem solving, life related skills, necessary to effectively operate in society and promote strategic reasoning, insightfulness, perseverance, creativity and craftsmanship

 

Motivation, Engagement, and Student Voice
This research paper covers student thinking and different ways to start changing how students learn.

 

Habits of Experts
This document highlights key habits that many experts have, that set them apart from others.

 

Deeper Learning Instructional Triangle
A chart that outlines what qualities that a task, teacher, and student should have to achieve better and deeper understanding from the learner.

Activity: Significant Learning Reflection

 

Instructions

This introductory activity is designed to allow course participants to begin to analyze how they, and others, remember significant learning experiences. Studying these types of learning experiences can allow students to closely analyze the learning process in its most fundamental form. This introductory assignment is also designed to be open-ended so that course participants can work on conversational delivery, check their recording setup, and do a test run of the peer review system.

You must include ONE the following items:

  • Written transcript of yourself and someone you know (young or old) talking about their most significant learning experience. This can be in or out of a school/academic setting.
  • OR
  • Film a 2:00-4:00 video of yourself and someone you know (young or old) talking about their most significant learning experience. This can be in or out of a school/academic setting.


Some questions to consider while interviewing yourself and the subject:

  • When and where did the significant learning experience take place?
  • How was the task within the experience framed?
  • Who was present during the learning experience?
  • What was the process of learning?
  • What did you learn and why?
  • What do you think made it significant?


Post-Interview Reflection

Finally, after your interview include a breakdown of your experience and compare and contrast it with those of the interviewed. Talk about what you noticed about these experiences.


Feedback (Optional)

Once you’ve completed the above task, have yourself, or a peer review the above work and answer these questions:

  • Did the course participant complete an interview video or written reflection?
  • Did the reflection include a second person who was interviewed in some way?
  • Was the submission long enough to understand what the interviewee's significant learning experience was?
  • Was the submission long enough for you to understand what the course participant's* significant learning experience was?
*The course participant is the person who wrote the assignment.


If you are asking a peer to help grade your assignment, please ask them to read this section:

Please provide kind, specific, and helpful feedback for your peer's work. Your feedback is pivotal in the process of this learner bettering their ability to reflect and interview. If you graded the learner a "no" on any of the answers above, please be sure to explain why and if there are any suggestions you have for improvement for their next draft of the assignment (if they’re planning on doing another pass). Try and use the following sentence for feedback: "What I like about this piece of artwork is [insert what you like]."


Activity Models



Student Activity Models
If you need inspiration, look at the student models provided within the document above to see how others completed this assignment.
 

Next Steps

You’re at the end of this section of the course! Check your inbox for the next email

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