“Empowering Underprivileged Youth through …“Empowering Underprivileged Youth through...

“EmpoweringUnderprivilegedYouththroughContextualized

Education”DhineshRadhakrishnan

ZahraAtiq

RohitKandakatla

Prof.DeBoer

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MandelaWashingtonFellowshipInstitute

MWFellow2016

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Peter Oladipupo, CTO, STEM-Ed Africa MW Fellow, 2016.

Olayemi Moses, COO, STEM-Ed Africa

http://www.stem-ed.com.ng/index.html

DEBOERLAB

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InternationalEducation

TechnologyUsein

Education

SocialContextofEducation

Outline

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EducationalCorrelationsRelationtoeducationandyou

ContextualizationUnderstandingcontextforeducation

Designingaprogram/courseContent,AssessmentandPedagogy

TechnologyroleinEducationDeBoerLabexperiences

FinalReflectionOutcomesofthesession

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Ruralinnovation YouthLeadershipDevelopment

WomenEmpowerment

Enablingyouthtobeself-reliant

YouthEmpowerment

Creatingjobsforyouth

Reduceunemployment

Communitybasedtransformation

Educationandleadershiptraining

Trainingofwomenandgirls

Capacitybuildingfollowedbyconcreteaction

ProvidingbasicskillsAgriculturalVocationalSchool

Impartpracticalandentrepreneurshipskills

Teachingunderprivilegedyouth

Mentorshipprograms

Accesstoeducationforgirlchild

Mentoryoungergenerationofwomen

Promotepoultrytoyouth

Demonstratingfarming

Coachesinnovators,entrepreneurs

Funandeasy-to-learn

MentorAGirlChild

Education– Whatisyourobjective?

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SocietalWelfare

Disseminatingknowledge

Enablingnecessary

skills

Ruralinnovation

Enablingyouthtobeself-reliant

YouthEmpowerment

Creatingjobsforyouth

Reduceunemployment

Educationandleadershiptraining

Trainingofwomenandgirls

Providingbasicskills

AgriculturalVocationalSchool

Impartentrepreneurshipskills

Teachingunderprivilegedyouth

Mentorshipprograms

Accesstoeducationforgirlchild

Promotepoultrytoyouth

DemonstratingfarmingCoachesentrepreneurs

Communityproblemsolving

Funandeasy-to-learn

CONTEXTUALIZATION

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Teachingandlearningonconcrete

applicationinacontext

Learningoffoundationalskillsandacademiccontent

Designofeducation

Example:EngineeringskillscurriculumbysolvinglocallydefinedcommunityproblemsinWesternKenya.

- Courseobjective+Content+Teaching->Contextualized

UnderstandingContextualization

• Whatistheneedforyoureducationalcomponent?• Whowillparticipateinthelearning?

• Age• Background

• Whenwilltheeducationalprogramme/coursehappen?

• Wherewilltheprogramme/coursebeconducted?

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Designingaprogramme/course

Arethedesiredresults,assessments,andlearningactivitiesALIGNED?

IdentifytheDesiredResults

DetermineAcceptableEvidence

PlanLearningExperiences

BackwardsDesignModel(Wiggins&McTighe,2005)

3StagesofBackwardDesign

Arethedesiredresults,assessments,andlearningactivitiesALIGNED?

IdentifytheDesiredResults

DetermineAcceptableEvidence

PlanLearningExperiences

Whatshouldstudentsknow,understand,andbeabletodo?

ProgramGoals

• ProgramGoals• Identifyinglearningparameters(e.g.,• Identifyingcontent,and• Buildingrelationshipsbetweencontentareas–

• Whatstudentsshouldlearn,understand,orappreciateasaresultoftheirstudiesbythetimetheyfinishaprogramoramajor.

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LearningOutcomes

• StudentLearningOutcomes(SLO)describeinconcretetermswhatprogramgoalsmean.

• SLOstatementsidentifywhatstudentswillbeabletodemonstrate,produceorrepresentasaresultofwhatandhowtheyhavelearnedinaprogram.

• UnlikeProgramGoals,SLO’sarenotfixed.

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3StagesofBackwardDesign

Arethedesiredresults,assessments,andlearningactivitiesALIGNED?

IdentifytheDesiredResults

DetermineAcceptableEvidence

PlanLearningExperiences

Howwillweknowifthestudentshaveachievedthedesiredresults?Whatwillbeacceptedasevidenceofstudentunderstandingandproficiency?

Assessment

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Assessment=MeasuringsuccessAssessment=(feedback)ImprovingthedesignAssessment=Knowingthestatus

FormativeandSummative

FORMATIVEFormativeAssessment=Feedback

SUMMATIVESummativeAssessment=MeasurementofSuccess

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Examples- anengineeringdesigncourseFormativeMilestonesDocuments

SummativeDesignPracticalChallenge

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Formative

ShortDesignChallengeScenario

Pop-upsheltersareoftenusedinemergencysituations,whichincludesindisastersliketornadoeswhenindividualsorfamiliesneedimmediateworkingtemporaryhomes.TheFederalGovernment,throughFEMA,respondstoover70disastersperyearandhasdevelopedaplantoprovidetemporaryhousingforupto500,000eligiblehouseholdsintheeventofalarge-scalenaturaldisaster(FEMA,2012).Task

Designamass-producibleproducttohouse2-4roommatesafteratornadohasdamagedtheirdormitory.

Constraints

· Feasiblecostforemergencyassistanceproviders(suchasRedCrossorHomelandSecurity)

· Durableinvariousweatherconditions

· Easeoftransportation/assembly/fabrication

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Task

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3StagesofBackwardDesign

Arethedesiredresults,assessments,andlearningactivitiesALIGNED?

IdentifytheDesiredResults

DetermineAcceptableEvidence

PlanLearningExperiences

Whatactivitieswillequipstudentswiththeneededknowledgeandskills?Whatmaterialsandresourceswillbeuseful?

ABC(Active,Blended,Collaborative)

• Activelearning– EngaginginActivitiesthatpromoteanalysis,synthesis,andevaluationofclasscontent.

• Blendedlearning– Combinesclassroomlearningwithonlinelearning

• Collaborativelearning– groupsofstudentsworkingtogethertosolveaproblem,completeatask,orcreateaproduct.

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Task

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•Writeaprogramgoaltomeettheeducationneedsofyourdefinedcontext•Writeonelearningoutcomethatalignswithyourprogramgoals

• Developoneassessmenttechniquetomeasurethelearningoutcomeyouhavedeveloped

• Developoneactivelearninginstructionalmethodtobeincorporatedintoyourprogram/coursedeliverytotheappropriateaudience

FinalReflection

• Howwouldyouarticulatethelinkbetweeneducationandyourfield?

• Whathaveyoulearned?• Howwillyouapplywhatyou’vedone?

• www.deboer-lab.engineer• dradhak@purdue.edurkandaka@purdue.edusatiq@purdue.edu7/20/2016 www.deboer-lab.engineer 23

References•Boston,C.(2002).TheConceptofFormativeAssessment.ERICDigest.

•Brenner,M.E.(2002).Chapter5:EverydayProblemSolvingandCurriculumImplementation:AnInvitationtoTryPizza.JournalforResearchinMathematicsEducation.Monograph,63–92.

•Darvin,J.(2000).Poetrymeetsplumbing:TeachingEnglishinavocationalclassroom.TheEnglishJournal,89(6),59–64.

•Mazzeo,C.,Rab,S.Y.,&Alssid,J.L.(2003).BuildingBridgestoCollegeandCareers:ContextualizedBasicSkillsProgramsatCommunityColleges.

•Perin,D.(2012).Teachingacademicallyunderpreparedstudentsincommunitycolleges.UnderstandingCommunityColleges,87–103.

•Shute,V.J.,&Kim,Y.J.(2014).Formativeandstealthassessment.InHandbookofresearchoneducationalcommunicationsandtechnology (pp.311–321).Springer.

•Wiggins,G.P.,&McTighe,J.(2005).Understandingbydesign.Ascd.

•Yamauchi,L.A.(2003).Makingschoolrelevantforat-riskstudents:theWai’anaeHighSchoolHawaiianStudiesProgram.JournalofEducationforStudentsPlacesAtRisk,8(4),379–390.

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Acknowledgements

•Thecontentofthepresentationwasadoptedfrom“StudentCenteredLearning”workshopmaterialdevelopedbyDr.JenniferDeBoer,Avneet HiraandDhineshRadhakrishnanforeventsorganizedbyFootstepsandIIDEA.

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THANKYOU

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