100% Engaging Screenagers Want More Learning Responsibility?

DrWarren's engaging presentation as he shares Engaging Screenagers

100% Engaging Screenagers Want More Learning Responsibility?

Does anyone else see the dichotomy?
Every day, all day long, Engaging Screenagers (aren’t we all) are responsible for finding and learning about interesting/relevant content on Instagram, Facebook, etc.
Yet, those same Engaging Screenagers walk into a classroom and hear, “Open your textbook to the example in chapter-1…” (junk engagement)
Then the teacher says to (quite passively,) “follow the slide deck as, I teach you the information you need to know for the exam.” (junk engagement)  
When they get to the real world Engaging Screenagers are asking for the “slide deck” when faced with a problem they need to solve.
I’ve witnessed a fresh graduate (an honors student at the top of his class) when faced with a new problem he said, “Do you have a PowerPoint to show me how to do this?” (junk engagement)
Seriously.  
  • I’m not blaming the learners; I’m saying this can change, and the change starts with the the thinking of everyone, all of us, etc.
  • I’m not blaming the teachers; most every teacher will tell you they don’t have enough time because they have so much pressure to make sure students score high on exams.
  • I’m not blaming the parents; parents want what’s best for their Engaging Screenagers.
  • I’m not blaming the school administrators; they are getting pressure from society and government officials.
  • I’m not blaming the government officials; they have pressure from the voters and society.
  • Did I cover everyone? Sorry if I missed your group because I’m not blaming you either.
Isn’t the issue in the accepted way of thinking and isn’t it time to as Malcolm Gladwell talks about in the Outliers, give learners a different starting point?
I’m saying there are free tools out there that can give learners responsibility for finding interesting/relevant learning examples while being monitored by teachers (optimal engagement.)  
These tools are not some “new app” with no more than a password for security, and with no full time staff dedicated to security.
These tools are Google Forms.
These tools are as easy to use as a Google survey from is to send out.
Oh, and by the way, they are Google Forms.
In less than an hour (without installing any new apps on your students’ phones or devices) you can give your learners responsibility for learning by including search links in your Form as you are teaching (optimal engagement.)


The crazy thing, as I mentioned before, is with mobile devices students have responsibility all day, every day as they surf Instagram and Facebook, but when they walk into a classroom they are expected to be subjects of submission.
With freely available Google Forms (effectiveness supported by top-tier empirical academic research) we can monitor the students’ activities without owning or controlling their content, and as a result our Engaging Screenagers maintain their own responsibility (optimal engagement.)
Isn’t that a much better way to learn?
Why doesn’t it happen?
The education world is getting so much pressure from all sides, and we want to look at this issue from their point of view as Dale Carnegie says.
Am I asking, “Do teachers need to change their classrooms to 100% student responsibility?”
No, way! But why can’t teachers set aside a little time to encourage Engaging Screenagers to learn more responsibility skills for mass customized in-class learning?
I’ve worked with 10’s of 1000’s of Engaging Screenagers and 100% want more responsibility in choosing their according to their interests when learning (optimal engagement.)  


DrWarren's engaging presentation as he shares Engaging Screenagers
DrWarren’s engaging presentation as he shares Engaging Screenagers








Again, I’m not saying give learners 100% freedom to run amuck, but I’m just saying to give them regular opportunities to chose learning examples that align with their interests.
When you are interested in something:
  • Don’t you give just a little more effort?
  • Don’t you give it a little more focus?
  • Don’t you block out those distractions a little more?
If using these tools wasn’t easy and free, I would tuck my tail and run home.
When our Engaging Screenagers finish school, how well equiped will they be to face the world and the challenges when don’t even know yet?

Demand to learn with interesting/relevant you’ll learn more.

You can see examples of screen innovations for Optimal Experiences at JOIN THE CURATION: Google+.
Remember to engage tomorrow.
Following with you.
Keep it simple.
All the Best, Warren
SOCIAL
Dr Warren LINGER © 2017
TAGS:

Comments

Post a Comment

Popular posts from this blog

7 Keys Engaging Screenagers Best Improve Their Learning Time

Image
7 Ways Engaging Screenagers Best Improve Their Learning Time In life it has been my experience that believing in yourself has more to do with success than most any other factor. Don’t you agree? When you believe in yourself then you make the decisions that support your success. Often, we hear complaints about how Engaging Screenagers (aren’t we all now) are not making the best decisions with their time, but are we helping them learn how to use their time for what’s most important? Are they learning to, as Stephen Covey says, “Put first things first?” The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change For example deciding not to play video games for hours on end (a few minutes for a break is great, but long term it becomes  junk-engagement)  can open those hours for hours on end of learning ( optimal engagement .)    In the following I will describe what I learned when I went back to Graduate school, but I realize (now) how important thes
Read more

Thinking/Talking vs. Trying/Feedback: Engaging Screenagers

Image
Thinking/Talking vs. Trying/Feedback: Engaging Screenagers Thinking/Talking I go to a lot of conferences with a lot of really smart people and there was something in I noticed way back when I first started attending those conferences. What I noticed is that many of those really smart people do a lot of thinking and talking and that and very little actual prototyping and trying to get feedback. In academia, we use the Scientific Method of research were we create a hypothesis and then gather data that either supports or does not support our hypothesis. This process inherently takes a long time to complete, and as the world is changing so quickly, at times the research can be outdated before it is published.  (junk engagement) Interestingly I’ve seen lot of research on what they call the Scholarship of Teaching and Learning, and yet very little of that research is actually used by teachers in the classroom. What I’m wondering is, shouldn’t that research be benefitting
Read more

4 Steps To Curate A Safe Place To Fail: Engaging Screenagers

Image
4 Steps To Curate A Safe Place To Fail: Engaging Screenagers In school, don’t we teach students they are to give the right answer or they fail? In life, don’t those who fail the most become the most successful? Aren’t we somehow missing the picture in education? Isn’t there a way to let students learn that failing is just learning what doesn’t work? Why is this important? Michael Jordan and Jack Ma are both famous for failing and they are both quite successful because they learned to turn failure into learning and kept trying. DrWarren prepping for Engaging Screenagers Conference Session Presentation at IMLF 2017 As a trainer and university lecturer in the USA, I had great success in my training and classrooms by engaging my learners in ways I had learned from my Dale Carnegie Instructor Training. How to Win Friends & Influence People After earning my Doctoral Degree researching engaging instruction in adult education and training an
Read more