KNOWLEDGE AREA MODULE TWO LEARNING AGREEMENT
Application KAM II
ASSESSMENT & EVALUATION
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Principles of Human Development in 20th Century Education: |
|Moral and Psychosocial Theories |
|Application: SBSF 8230 Professional Practice and Human Development |
|Andrea Bowe |
|10/27/2007 |
|Walden University |
|Ph.D. in Education Program: |
|Education and Leadership, Self-Designed |
|Faculty Mentor & Assessor: Amie Beckett |
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Principles of Human Development in 20th CenturyEducation:
Moral and Psychosocial Theories
Application: SBSF 8230 Professional Practice and Human Development
|Table of Contents |
| Introduction __ 5 |
|Part One: Partners in Learning ___6 |
|Part Two: TEAMS as a new Paradigm __________________11 |
|Conclusion ________ ____________________________ 16 |
|References_________________________________________18 |
|Appendix 1: Letters of Reference ______________________19 |
|Appendix 2: CAPSTONE, Reflections and Strategies ______ 28 |
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|Introduction |
|The ability to assess by Portfolio or Project Model can effectively offer an unbiased and fully documented research project that also becomes historical research that can be reviewed by other teachers as it evolves over |
|time. Using only voluntary participants over 18 to ease IRB approval time, this paper will offer an appendix of the IRB Proposal to Walden University with additional action research tools. Also included will be three |
|applications for Walden Fellowships prepared according to a new deadline of Oct. 30, 2007. The use of the researcherÕs own data gathering tools and rubric assessment plan will begin Phase One, after IRB approval, with an|
|online, three month research project to ask two short surveys in a clickable online format before and after an online experience of a DESIGN By TEAMS Workshop experience. An online informed consent form for agreement |
|from the participant will also be required. The computer will generate a unique number for each participant.This number will be given to the user for future feedback and a mixed method study asking the participant to |
|sign in and give comments about the TEAMS Process at three months and six months after the first Workshop experience, whether online or in person. These participants will also be asked if they wish to teach these |
|workshops themselves, using the three Power Points included. In this way, action research can become longitudinal and qualitative in Phase Two. |
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|Part One: Partners in Learning |
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|"Have you designed your models-and the conversations around them-to reach people with a variety of learning styles? Do you allow students to enter the conversation through work with the model, through mapping and |
|considering loops, or through telling stories? If not, you run the risk of alienating a significant part of your audience, who may not ever tell you they are alienated, for fear of looking stupid?" (Senge, 2000, 263). |
|Rayne A. Sperling encourages the potential researcher by exhorting them to have no fear, as he points out: "An understanding of the content... will open windows to your understanding of the discipline as well as provide |
|you with the tools and language to understand research and to conduct research in your field" (Sperling, 2000, iii). "Action Research... is an approach designed to develop and improve teaching and learning" (Gay & |
|Airasian, 2003, 261). |
| These researchers have emphasized the need for action research that effectively addresses problems in current educational models and also how to improve these processes to include students and teachers in a |
|partnership that will offer both improvement in skills of critical thinking and metacognition and increased interest on the part of the student as they begin to see that they themselves have a stake and a say in their |
|own mental models and learning potentials (U.S. Department of Education, NCES, 1998a & b). |
|For this and many other reasons that will be clarified by reading the Breadth and Depth sections of this treatise, the following three applications for research fellowships have been submitted to Walden university. The |
|use of Design by TEAMS Workshops and self-designed rubrics may create a new paradigm for education int eh 21st Century, replacing outmoded scientific fallacies with more “user-friendly” approaches to learning and |
|teaching. By creating environments, especially in the field of very early childhood education, where a Voyage on an exciting and ever-new Ship of Discovery can restore the miraculous wonder of creation to the forefront |
|of human developmental theories, simulations can be adequate to gain TEAMS experience and real-world, hands-on learning can create mastery orientation in even the youngest and most impressionable. |
|The following Workshops in TEAMS will be made available free online to all, in addition to being able to follow the progress of this action research as participants who can become teacher/mentors to the next group, |
|because of the simplicity of the Workshop and TEAMS format. Inclusion and inter-generational learning centers are only an internet click away! |
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|Application for: |
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|Research in Distance Education Fellowship 10/27/2007 |
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|ANDREA BOWE |
|816 5TH STREET |
|ANACORTES WA 98221 |
|360-293-6229 |
|Email Address: spiritualun2002@ |
|scitechgrantconsultation@ |
|DESIGN BY TEAMS METHODOLOGY |
|Amount Requested: 10,000 |
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|Project involves the use of human participants who will remain anonymous, as no names will ever be taken in these Workshops offered as a new paradigm in action research, using systems science, constructivism and |
|multi-generational learning centers. |
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|IRB approval had been applied for, and will also be included as the Application Section of a KAM, as well as a class assignment in the Quantitative Research Class being taken this Winter Quarter by the student. |
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|No outside reviewer has been solicited. |
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|ABSTRACT |
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|Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Such strategies apply multiple methods of evaluation to determine students' appropriate use of technology resources. By|
|applying a variety of assessment techniques, Design by TEAMS Methodology will free both the student and the teacher to become teammates on a lifetime voyage of discovery. Using diverse techniques for reaching even |
|non-literate users, this online research will be a simple quantitative type of survey data, maintaining anonymity by never taking any names. In a short Workshop supplied with pre-designed variables and roles, |
|computer-generated technology will collect and analyze data, interpret results, and communicate feelings, by using principles of systems science and feedback loop. To improve instructional practice and maximize student |
|learning, unique standards of assessment that can be applied in any situation, or in any culture or language group, because they transcend barriers of language, age, and status levels will create a significant and |
|meaningful change in both local and global academic and social communities and will generate new knowledge and improve social conditions with a commitment to positive social change. |
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|DESIGN BY TEAMS METHODOLOGY |
|Amount Requested: 10,000 or any portion thereof |
|Project involves use of human participants who will remain anonymous, as no names will ever be taken in these Workshops offered as a new paradigm in action research, using systems science, constructivism and |
|multi-generational learning centers based on the principles of the Old School Kid’s Club. |
|IRB approval will be applied for before any action research begins. |
|No outside reviewer has been solicited. |
|BUDGET |
|Research and Development, including development of software |
|for simulation games that teach TEAMS ______________ ___7000.00 |
|Data Analysis_ ______________________________________1500.00 |
|WebPages_for Design by TEAMS_ _____________________1500.00 |
|Print & Advertising (Radio, DVD, Internet , etc) _____ 10,500.00 |
|Hardware for documentary and film school production________________ 5000.00 __(In addition to that already being utilized by the investigator whose personal loan of 20K may also be |
|considered a matching fund resource)_______________________________ _ ___________ 20,000.00 |
|Asking fellowship contribution to budget whatever portion of money may be allocated toward social change goals __________ 25,500.00 |
|Total Resources needed for dissertation research and data dissemination for DESIGN BY TEAMS________________________________50.500.00 |
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|Narrative: |
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|You are a teacher who has decided to document as action research a proposal to introduce Design by TEAMS Methodology to their school. |
|You set up a chat room and Discussion Board on your home webquest page. |
|This will come pre-designed in the Design by TEAMS Format to save the teacher time, with "built-in" features that allow statistical data analysis with the click of the mouse, using sign-in features, number within the |
|intranet matrix to preserve anonymity in research. No name will ever be taken. |
|You send out a general invitation via email and/or snail mail, asking any administrator, student, parent, community leader or other teachers who may be interested to log on to your page and "sign-in" to participate in |
|your research Project, promising free information, feedback loops, and data analysis as part of the reward. |
|On the page, each user checks agree or disagree to a short consent form, then takes a short survey with graphics, voice interfaces, clickable hyperlinks for non-literate users. |
|This survey will determine the interest and talent of the user and help to match them with those who have similar or complementary interests to create a TEAM. For only one user, the computer can simulate the other team |
|members, according to what role the user picks in the team. Intra-net or internet capabilities are necessary for this simulation to be effective and more technology is required for XML and learning- disabled interfaces. |
|Here is a sample list of questions you may include in this survey: |
|1. Have you ever participated in a Design by TEAMS Methodology Workshop? |
|Note: If this answer is yes, a different set of survey questions appear to aid in feedback loops generated by the Matrix called Teams. |
|2. Have you ever done any PBL (Project-Based Learning)? |
|3. Have you ever worked as a team on any Project? |
|4. Have you ever taught or tutored young children (including siblings)? |
|5. Have you ever designed Looping and/or Feedback? |
|6. Have you ever created an online Portfolio? |
|7. Have you ever created a Web Page or a Web Quest? |
|This Survey will let the user select a screen name and homepage for anonymous input, |
|to analyze data quickly and keep anonymity. |
|With a simple match up like dating services use, the software will create and choose a selection of Learning Centre Workshops matched to the user's interests and preferences in the second part of the survey. |
|Involving hands-on real-world Projects increases student interest and motivation and increases self-esteem due to the Design by TEAMS approach to teaching and learning. Any teacher or student can create a Model Project. |
|Will only one experience of a Design by TEAMS Workshop, whether online or in person, positively affect self-esteem and metacognitive thinking skills in the participant population? |
|The timeline for the study will become longitudinal over time by initiating user numbers that will guarantee feedback loops, but the initial phase will be targeted at three months of data gathering through online formats|
|and in voluntary and anonymous feedback from participants over 18. |
|The research methodology to be employed will be quantitative in Phase One. |
|However, the second phase of the study will become qualitative by asking for comments from participants in an online follow-up study after an initial Workshop experience. The facilities and resources needed for the work |
|will be supplied by the investigator. Grant writing to produce social and educational open systems will also be included as application of this research allows other social change issues to surface. |
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|Additional Information as attachments and Appendices Follows: |
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|DESIGN BY TEAMS METHODOLOGY: Project-Based Learning (PBL) Approach. |
|The components of the instructional design model in the Dick and Carey systems approach to curriculum design and planning fit together in a feedback looping model that affects the design outcome even before the final |
|design is planned and implemented. |
|“Instructional design should consider all aspects of the instructional environment, following a well-organized procedure that provides guidance to even the novice learner” (Simonson, 2003, p. 145.) |
|Dick and Carey’s approach is the result of many years of research and uses systems thinking to model the designing phase, including feedback loops to revise instructional planning both during and after the design phase. |
|First, the model demonstrates the principles of backward design, as it considers the goals that need to be assessed and identified. Then the model splits into two levels. One is to analyze learners and contexts and the |
|other is to conduct instructional analysis. |
|After the writing of objectives for performance, assessment instruments are developed, along with instructional strategy and materials so that the final phase of conducting formative evaluation of instruction and |
|summation of evaluation will return to a feedback loop for further modification through real experience. |
|In analyzing the systems approach model proposed by Dick and Carey, I would alter only the necessity of considering the learners by age groups or levels. I use my design by TEAMS to increase both feedback loops within a|
|system and to alter the current paradigm that utilizes the teacher instead of the student as the primary motivator and guide. Students develop their own expertise in these areas as they develop teams and team learning as|
|role models of systems thinking. Then the student as well as the teacher joins in creating rubrics (on a scale of one to ten, ten being rich and one being poor) and assessments by self-evaluations and Project Portfolios,|
|keeping the simple steps of the design process in mind and using them to implement ever more creative and complicated designs and systems. I leave in the feedback loops but make them much more a part of the design |
|process and, way before the evaluative or summative phase is reached in the Dick and Carey model, I increase the role of the student in the design process, letting them work backward after giving them the big picture and|
|teaching the role of mentor and teacher in the process (Kim, 2000) If the roles within a TEAMS Matrix are clearly delineated and the goal or Project area are decided by student choice and not by grades or ages, then the |
|mastery comes about with the exercise of the Design by TEAMS Methodology. They could produce a hypercontent web page that collects action research data at the same time it teaches a Design methodology. Working as TEAMS, |
|kids across the nation and the globe could brainstorm on global solutions. Once the teacher has designed such a course, they only need to sit back and observe the feedback loops begin and grow and offer suggestions when|
|students ask for help or guidance, becoming a partner in learning instead of a lecturer (Noll, 2005) |
|This process answers the need for scaffolding learning even for the novice teacher and the design process followed teaches systems sciences and cooperative team learning at the same time. Either by simulation or real |
|world applications, the Project designed by a team will implement a matrix that will be more effective over time as the level of mastery of the Methodology increases and critical thinking skills manifest. (Wiggins and |
|McTighe, 1998). To illustrate the principle of starting with an idea and using systems science methods to work backward from this idea to create the curriculum or feedback loops necessary to realize the idea as a real |
|world Project and Portfolio assessment that may well free our children from the current paradigm of age levels and separation of masters from those who would learn mastery. (Vygotsky, 1978). The concept of the whole |
|child has been approached in the areas of child psychology and brain-based learning but does not seem to have been used to change the paradigm we called teaching in the industrial age, where children were seen as parts |
|of a machine, not individuals with innate rights and destinies (Jensen, 1998), (Tomlinson, 1999). Music and graphic interfaces, using continuous and effective feedback loops and modeling the TEAMS process, students will|
|realize and appreciate their roles as future teachers and have fun doing so (Dils, 2004). In the tradition of apprenticeship, I plan backward from a finished Project or Goal to allow a team process to teach critical |
|thinking skills and meta-cognition and to employ a method simple enough to include even a two year old in a team project. |
|Design by TEAMS Methodology is not only a PBL approach to learning that can be implemented in person or in an online game simulation, but may also become a tool for the ongoing development of a comprehensive theory of |
|learning using the principles of backward design and a movement toward a constructivist pedagogy. Either by simulation or real world applications, the Project designed by a team will implement a matrix that will be more |
|effective over time as the level of mastery of the Methodology increases and critical thinking skills manifest (Wiggins and McTighe, 1998). I believe the team will become both teacher and role maker for further |
|exploration on the Ship of Discovery I prefer to call education. |
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|References |
|Dils, A. K. (2004) The use of metaphor and technology to enhance the instructional planning of constructivist lessons. Retrieved from Contemporary Issues in Technology and Teacher Education [Online Serial], 4(2). |
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|Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: ASCD. |
|Kim, M.K., & Sharp, J. (2000). Investigating and measuring preservice elementary mathematics teachers’ decision about lesson planning after experiencing technologically-enhanced methods instruction. The Journal of |
|Computers in Mathematics and Science Teaching, 19, 317-338. Noll, J.W., (2005). Taking sides: Clashing views on controversial educational issues. Dubuque, IA: McGraw- Hill/Dushkin |
|Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD. |
|Simonson, M., et al. (2003, 2000). Teaching and learning at a distance: Foundations of distance education, 2nd Ed. Columbus, Ohio: Merrill Prentice Hall |
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|Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Massachusetts: Harvard University Press. |
|Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development |
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| Fellowship in Research and Applications for Social Change |
|ANDREA BOWE |
|816 5TH STREET |
|ANACORTES WA 98221 |
|360-293-6229 |
|Email Address: spiritualun2002@ |
| |
|DESIGN BY TEAMS METHODOLOGY |
| |
|Amount Requested: 10,000 |
| |
|Project involves use of human participants who will remain anonymous, as no names will ever be taken in these Workshops offered as a new paradigm in action research, using systems science, constructivism and |
|multi-generational learning centers based on the principles of the Old School Kid’s Club. |
| |
|IRB approval had been applied for, and will also be included as the Application Section of a KAM, as well as a class assignment in the Quantitative Research Class being taken this Winter Quarter by the student. |
| |
|No outside reviewer has been solicited. |
| |
| |
| |
|ABSTRACT |
| |
|Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Such strategies apply multiple methods of evaluation to determine students' appropriate use of technology resources. |
|Therefore, applying a variety of assessment techniques, this Design by TEAMS Methodology will free both the student and the teacher to become teammates on a lifetime voyage of discovery. Using diverse techniques for |
|reaching even non-literate users, this methodology applies the simplest type of survey data, maintaining anonymity by never taking any names or identifiable data in a short Workshop supplied with pre-designed variables |
|and roles. This will utilize available technology to collect and analyze data, interpret results, and communicate feelings, by using principles of systems scientists and feedback loops, to improve instructional practice |
|and maximize student learning. These are unique standards of assessment that can be applied in any situation, or in any culture or language group, because they transcend barriers of language, age, and status levels. They|
|will aid in creating a significant and meaningful change in both local and global academic and social communities. This anonymous action research will generate new knowledge and improve social conditions with a |
|commitment to positive social change. |
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|BUDGET: |
|Research and Development, including submission for IRB Approval by this time next year, as well as funds to launch the actual online Research Project as soon as approved: |
|_________________________________ 7000.00 |
|Data Analysis_____________________________________________ 1500.00 |
|Web Page Design and Advertising for Research Project participants:_____ _ |
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|____________________________________1500.00 |
|Total: ___________________________________________________10,000.00 |
|Matching Funds in Resources owned by the investigator that will be utilized for the Research Project:_____________________________________10,000 |
|Therefore, 20,000.00 will be utilized for positive social change by this Proposal. |
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|Narrative: Design by TEAMS Methodology as a new paradigm for social change. |
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|Offering a Design by TEAMS Methodology based on the theory of open systems will contribute long-term solutions to global communication among cultures and create a new generation of systems scientists in a digital age. |
|All money received will go directly to this research, as well as using the resources of the investigator to document and make available free online this ongoing study in variables affecting brain growth, critical |
|thinking skills, and self-esteem in the participant population. Here is a sample scenario for the use of this Methodology: |
|You are a teacher (or anyone who cares to try it out,) who has decided to document as action research a proposal to introduce Design by TEAMS Methodology to their community. |
|You set up a chat room and Discussion Board on your home webquest page. |
|This will come pre-designed in the Design by TEAMS Format to save the teacher time, with built-in features that allow statistical data analysis with the click of the mouse, using sign-in features, such as |
|computer-generated numbers for each participant to preserve anonymity in research. No name will ever be taken. |
|You send out a general invitation via email and/or snail mail, asking any administrator, student, parent, community leader, or other teachers who may be interested to log on to your page and "sign-in" to participate in |
|your research Project, promising free information, feedback loops, and data analysis as part of the reward. |
|On the page, each user checks agree or disagree to a short consent form, then takes a short survey with graphics, voice interfaces, and guides and clickable hyperlinks for non-literate or foreign language users. |
|This survey will determine the interest and talent of the user and help to match them with those who have similar or complementary interests to create a TEAM. For only one user, the computer can simulate the other team |
|members, according to what role the user picks in the team. Intranet or internet capabilities are necessary for this simulation to be effective and more technology is required for XML and learning- disabled interfaces. |
|Here is a sample list of questions you may include in this survey: |
|1. Have you ever participated in a Design by TEAMS Methodology Workshop? |
|Note: If this answer is yes, a different set of survey questions appear to aid in feedback loops generated by the Matrix called Teams. |
|2. Have you ever done any PBL (Project-Based Learning)? |
|3. Have you ever worked as a team on any Project? |
|4. Have you ever taught or tutored young children (including siblings)? |
|5. Have you ever designed Looping and/or Feedback? |
|6. Have you ever created an online Portfolio? |
|7. Have you ever created a Web Page or a Web Quest? |
|This Survey will issue the user a computer-generated unique number for anonymous input, to analyze data quickly, but also to provide an opportunity for future feedback, from those participants who volunteer, in three to |
|six months online. This quantitative research can become a mixed-model project by getting comments and feedback from past participants, as their unique number will allow them to sign in at a later date, both to give |
|voluntary feedback and to access analysis of survey data as a free service to those who have chosen to participate. With a simple match up such as dating services use, the software will create and choose a selection of |
|Learning Center Workshops that are matched to the user's interests and preferences. Involving hands-on, real-world Projects increases interest and motivation. Will self-esteem, and, by extension, healthy interaction, |
|increase due to the Design by TEAMS approach to teaching and learning? Here is the burning question for the ongoing action research that will be developed through this fellowship and with matching funds from the |
|investigator: |
|Will only one experience of a DESIGN BY TEAMS Workshop positively affect self-esteem and improve critical thinking skills? |
|Timeline, Phase One: |
|The study will become longitudinal over time by initiating user numbers that will guarantee feedback loops, but the initial phase will be targeted at three months of data gathering, after IRB approval, through online |
|formats and in voluntary and anonymous feedback from participants over 18. |
|The research methodology to be employed will be quantitative in Phase One. |
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|Timeline, Phase 2: |
|To be initiated by voluntary feedback from participants after three months and also six months after the first Workshop experience. Questions then will attempt to ask for comments from participants in a follow-up study |
|after an initial Workshop experience. The facilities and resources needed for the work will be supplied by the investigator. Grant writing will also be included to fund further research, as application of this research |
|allows social change issues to become the domain of every stakeholder, making a significant and meaningful change in academic and social communities, both locally and globally. There are also participants in Mexico who |
|will translate this work and help to launch this paradigm and action research there as well, at the conference in November, 2008, on new ways of teaching and learning. |
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|DESIGN BY TEAMS METHODOLOGY: Project-Based Learning (PBL) Approach. |
| |
|The components of the instructional design model in the Dick and Carey systems approach to curriculum design and planning fit together in a feedback looping model that affects the design outcome even before the final |
|design is planned and implemented. |
|“Instructional design should consider all aspects of the instructional environment, following a well-organized procedure that provides guidance to even the novice learner” (Simonson, 2003, p. 145.) |
|Dick and Carey’s approach is the result of many years of research and uses systems thinking to model the designing phase, including feedback loops to revise instructional planning both during and after the design phase. |
|First, the model demonstrates the principles of backward design, as it considers the goals that need to be assessed and identified. Then the model splits into two levels. One is to analyze learners and contexts and the |
|other is to conduct instructional analysis. After the writing of objectives for performance, assessment instruments are developed, along with instructional strategy and materials so that the final phase of conducting |
|formative evaluation of instruction and summation of evaluation will return to a feedback loop for further modification through real experience. |
|In analyzing the systems approach model proposed by Dick and Carey, I alter only the necessity of considering the learners by age groups or levels. I use my Design by TEAMS to increase both feedback loops within a |
|system and to alter the current paradigm that utilizes the teacher instead of the student as the primary motivator and guide. As even very young students develop their own expertise in these areas, they develop teams and|
|team learning as role models of systems thinking. Then the student as well as the teacher joins in creating rubrics (on a scale of one to ten, ten being rich and one being poor) and assessments by self-evaluations and |
|Project Portfolios, keeping the simple steps of the design process in mind, and using them to implement ever more creative and complicated designs and systems. I leave in the feedback loops but make them much more a part|
|of the design process and, even before the evaluative or summative phase is reached in the Dick and Carey model, I create an increasing role for the student in the design process, letting them work backward after |
|giving them the big picture and teaching the role of mentor and teacher in the process (Kim, 2000). If the roles within a TEAMS Matrix are clearly delineated and the goal or Project area are decided by student choice |
|and not by grades or ages, then the mastery comes about with the exercise of the Design by TEAMS Methodology. |
|Scaffolded learning can be easily created by allowing the class from the year or semester before to teach a programmed self-test style of course by giving tests verbally and individually to each student for each Chapter|
|or Module, while allowing the individual students to work through the chapters at their own pace. Thus, the production of a hyper-content web page that collects action research data at the same time it teaches a Design |
|methodology will aid in cost-effective feedback loops that can create Schools that Learn (Senge, 2000). Working as TEAMS, kids across the nation and the globe could brainstorm on global win-win solutions. |
|Once the teacher has pre-designed such a course based on this science of open systems, they only need to sit back and observe the feedback loops begin and grow, offering suggestions when students ask for help or |
|guidance, becoming a partner in learning instead of a lecturer. (Noll, 2005) This process answers the need for scaffolding learning even for the novice teacher and the design process followed teaches systems sciences and|
|cooperative team learning at the same time. Either by simulation or real world applications, the Project designed by a team will implement a matrix that will be more effective over time as the level of mastery of the |
|Methodology increases and critical thinking skills manifest. (Wiggins and McTighe,1998). |
|To illustrate the principle of starting with an idea and using systems science methods to work backward from this idea to create the curriculum or feedback loops necessary to realize the idea as a real world Project and |
|Portfolio assessment that may well free our children from the current paradigm of age levels and separation of masters from those who would learn mastery, this paper will close with the same quote it started with |
|(Vygotsky, 1978). The concept of the whole child has been approached in the areas of child psychology and brain-based learning (Jensen, 1998), but does not seem to have been used to change the paradigm we called teaching|
|in the industrial age, where children were seen as parts of a machine, not individuals with innate rights and destinies (Tomlinson, 1999). Singing graphic interfaces, using continuous and effective feedback loops and |
|modeling the TEAMS process, will create students capable of realizing and appreciating their roles as future teachers and systems scientists and have fun doing so (Dils, 2004). |
|In the tradition of apprenticeship, I plan backward from a finished Project or Goal to allow a team process to teach critical thinking skills and meta-cognition and to employ a method simple enough to include even a two |
|year old in a team project. Design by TEAMS Methodology is not only a PBL approach to learning that can be implemented in person or in an online game simulation, but may also become a tool for the ongoing development of |
|a comprehensive theory of learning using the principles of backward design and a movement toward a constructivist pedagogy. Either by simulation or real world applications, the Project designed by a team will implement a|
|matrix that will be more effective over time as the level of mastery of the Methodology increases and critical thinking skills manifest (Wiggins & McTighe, 1998). I believe the team will become both teacher and role |
|maker for further exploration on the Ship of Discovery called education. |
| |
|“Instructional design should consider all aspects of the instructional environment, following a well-organized procedure that provides guidance to even the novice learner” (Simonson, 2003, 145.) |
| |
| |
|References |
| |
|Dils, A. K. (2004) The use of metaphor and |
|technology to enhance the instructional planning of |
|constructivist lessons. Retrieved from Contemporary |
|Issues in Technology and Teacher Education [Online |
|Serial], 4(2). |
| |
| |
|Jensen, E. (1998). Teaching with the brain in mind. |
|Alexandria, VA: ASCD. |
| |
|Kim, M.K., & Sharp, J. (2000). Investigating and |
|measuring preservice elementary mathematics |
|teachers’ decision about lesson planning after |
|experiencing technologically-enhanced methods |
|instruction. The Journal of Computers in |
|Mathematics and Science Teaching, 19, 317-338. |
| |
|Noll, J.W., (2005). Taking sides: Clashing views on |
|controversial educational issues. Dubuque, IA: |
|McGraw- Hill/Dushkin |
| |
|Tomlinson, C. A. (1999). The differentiated classroom: |
|Responding to the needs of all learners. Alexandria, |
|VA: ASCD. |
| |
|Senge, Simonson, M., et.al. (2003, 2000). Teaching and |
|learning at a distance: Foundations of distance |
|education, 2nd Ed. Columbus, Ohio: Merrill Prentice |
|Hall . |
| |
|Vygotsky, L. S. (1978). Mind in society: The |
|development of higher psychological processes. |
|Cambridge, Massachusetts: Harvard University Press. |
| |
|Wiggins and McTighe, (1998). Understanding by |
|design. Alexandria, VA: Association for Supervision |
|and Curriculum Development |
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|And all other applications for DESIGN BY TEAMS METHODOLOGY, |
|Each team member becomes eligible to be a mentor in a future workshop they themselves can create, ensuring choice and freedom as the active ingredients in a leaven for the dough to advance a new level in education for |
|21st Century systems scientists! |
| |
|References |
|Dils, A. K. (2004) The use of metaphor and technology to enhance the instructional planning of constructivist lessons. Retrieved from Contemporary Issues in Technology and Teacher Education [Online Serial], 4(2). |
| |
| |
|Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: ASCD. |
|Kim, M.K., & Sharp, J. (2000). Investigating and measuring preservice elementary mathematics teachers’ decision about lesson planning after experiencing technologically-enhanced methods instruction. The Journal of |
|Computers in Mathematics and Science Teaching, 19, 317-338. |
| |
|Noll, J.W., (2005). Taking sides: Clashing views on controversial educational issues. Dubuque, IA: McGraw- Hill/Dushkin |
| |
|Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD. |
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|Simonson, M., et al. (2003, 2000). Teaching and learning at a distance: Foundations of distance education, 2nd Ed. Columbus, Ohio: Merrill Prentice Hall |
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|Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Massachusetts: Harvard University Press. |
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|Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development |
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|Don E. Ackerman Research Fellowship in Educational Leadership |
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|ANDREA BOWE |
|816 5TH STREET |
|ANACORTES WA 98221 |
|spiritualun2002@ |
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|DESIGN BY TEAMS METHODOLOGY |
|Amount Requested: 10,000 |
|Project involves use of human participants who will remain anonymous, as no names will ever be taken in these Workshops offered as a new paradigm in action research, using systems science, constructivism and |
|multi-generational learning centers based on the principles of the Old School Kid’s Club. |
|IRB approval will be applied for, and included as the Application Section of KAM II, as well as a class assignment in the Quantitative Research Class EDUC 8438 being taken this Winter Quarter by the student. |
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|No outside reviewer has been solicited. |
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|Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Such strategies apply multiple methods of evaluation to determine students' appropriate use of technology resources. |
|Therefore, applying a variety of assessment techniques, this Design by TEAMS Methodology will free both the student and the teacher to become teammates on a lifetime voyage of discovery. Using diverse techniques for |
|reaching even non-literate users, this methodology applies the simplest type of survey data, maintaining anonymity by never taking any names or identifiable data in a short Workshop supplied with pre-designed variables |
|and roles. This will utilize available technology to collect and analyze data, interpret results, and communicate feelings, by using principles of systems scientists and feedback loops, to improve instructional practice |
|and maximize student learning. These are unique standards of assessment that can be applied in any situation, or in any culture or language group, because they transcend barriers of language, age, and status levels. They|
|will aid in creating a significant and meaningful change in both local and global academic and social communities. This anonymous action research will generate new knowledge and improve social conditions with a |
|commitment to positive social change. |
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|BUDGET |
|Research and Development, including development of software for simulation games that teach TEAMS _________________7000.00 |
|Data Analysis_______________________________________1500.00 |
|WebPages_for Design by TEAMS______________________1500.00 |
|Print & Advertising (Radio, DVD, Internet , etc) 10,500.00 |
|Hardware for documentary and film school production_____ 5000.00 __(In addition to that already being utilized by the investigator whose personal loan of 20K may also be considered |
|a matching fund resource)________________________________20,000.00 |
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|Asking fellowship contribution to budget whatever portion of money may be allocated toward the social change goals set forth in this application_________________________________25,500.00 |
|Total Resources needed for dissertation research:_________________________________________50.500.00 |
|CONSENT FORM |
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|You are invited to take part in a research study of Design by TEAMS! You were chosen for the study because you chose to participate. Please read this form and ask any questions you have before agreeing to be part of the |
|study. |
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|This study is being conducted by a researcher named Andrea Bowe, who is a doctoral student at Walden University. |
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|Background Information: |
|The purpose of this study is to determine whether or not just one experience of a Design by TEAMS workshop, even if only an hour or less, can affect self-esteem. |
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|Procedures: |
|If you agree to be in this study, you will be asked to: |
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|*Take a short survey of about ten questions that you will answer rated on a scale of one to ten, or |
|poor to rich. |
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|*Listen or watch a short movie or PowerPoint with music you choose. |
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|*Take part in a short Design by TEAMS Workshop interface, where you will be guided in choice of |
|Project Model and role in a TEAMS Workshop. |
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|*Take another short survey and be issued a Certificate and unique number you can use for future |
|feedback and access to a special web page where you can follow the results of the research in |
|ongoing feedback loops. |
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|Voluntary Nature of the Study: |
|Your participation in this study is voluntary. This means that everyone will respect your decision of whether or not you want to be in the study. No one will treat you differently if you decide not to be in the study. If|
|you decide to join the study now, you can still change your mind later. If you feel stressed during the study you may stop at any time. You may skip any questions that you feel are too personal. |
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|Risks and Benefits of Being in the Study: |
|You can choose at any time to opt out or not participate in any part of the study or workshop interface. The only risk you will take from withdrawing is not experiencing the workshop. |
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|Compensation: |
|A certificate of completion of the Workshop allowing future access to research will be the only compensation for being in the study. |
|Confidentiality: |
|Any information you provide will be kept anonymous, as no names or specifics will be associated with any workshop, now or in the future, unless the said participant asks to be formally recognized as a mentor. The |
|researcher will not use your information for any purposes outside of this research project. Also, the researcher will not include your name or anything else that could identify you in any reports of the study. |
| |
|Contacts and Questions: |
|The researcher’s name is Andrea Bowe. The researcher’s faculty advisor is Amie Beckett. You may ask any questions you have now. Or if you have questions later, you may contact the researcher via 360-202-1592 or |
|scitechgrantconsultation@ If you want to talk privately about your rights as a participant, you can call Dr. Leilani Endicott. She is the Director of the Research Center at Walden University. Her phone number is|
|1-800-925-3368, extension 1210. |
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|The researcher will give you a copy of this form to keep. |
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|Statement of Consent: |
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|I have read the above information. I have received answers to any questions I have at this time. I am 18 years of age or older, and I consent to participate in the study. |
|Printed Name of Participant |
|This will be a computer-generated number |
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|Participant’s Written or Electronic* Signature |
|This will be a number assigned by computer instead of a name, and a check agree or disagree box in an online simulation. |
|If they disagree, they will not be able to access the game interface. |
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|Researcher’s Written or Electronic* Signature |
|ANDREA BOWE |
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|Electronic signatures are regulated by the Uniform Electronic Transactions Act. Legally, an "electronic signature" can be the person’s typed name, their email address, or any other identifying marker. An electronic |
|signature is just as valid as a written signature as long as both parties have agreed to conduct the transaction electronically. |
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|You are invited to take part in a research study of Design by TEAMS! You were chosen for the study because you chose to participate. Please read this form and ask any questions you have before agreeing to be part of the |
|study. |
| |
|This study is being conducted by a researcher named Andrea Bowe, who is a doctoral student at Walden University. |
| |
|Background Information: |
|The purpose of this study is to determine whether or not just one experience of a Design by TEAMS workshop, even if only an hour or less, can affect self-esteem. |
| |
|Procedures: |
|If you agree to be in this study, you will be asked to: |
| |
|*Take a short survey of about ten questions that you will answer rated on a scale of one to ten, or |
|poor to rich. |
| |
|*Listen or watch a short movie or PowerPoint with music you choose. |
| |
|*Take part in a short Design by TEAMS Workshop interface, where you will be guided in choice of |
|Project Model and role in a TEAMS Workshop. |
| |
|*Take another short survey and be issued a Certificate and unique number you can use for future |
|feedback and access to a special web page where you can follow the results of the research in |
|ongoing feedback loops. |
| |
|Voluntary Nature of the Study: |
|Your participation in this study is voluntary. This means that everyone will respect your decision of whether or not you want to be in the study. No one will treat you differently if you decide not to be in the study. If|
|you decide to join the study now, you can still change your mind later. If you feel stressed during the study you may stop at any time. You may skip any questions that you feel are too personal. |
| |
|Risks and Benefits of Being in the Study: |
|You can choose at any time to opt out or not participate in any part of the study or workshop interface. The only risk you will take from withdrawing is not experiencing the workshop. |
| |
|Compensation: |
|A certificate of completion of the Workshop allowing future access to research will be the only compensation for being in the study. |
|Confidentiality: |
|Any information you provide will be kept anonymous, as no names or specifics will be associated with any workshop, now or in the future, unless the said participant asks to be formally recognized as a mentor. The |
|researcher will not use your information for any purposes outside of this research project. Also, the researcher will not include your name or anything else that could identify you in any reports of the study. |
| |
|Contacts and Questions: |
|The researcher’s name is Andrea Bowe. The researcher’s faculty advisor is Amie Beckett. You may ask any questions you have now. Or if you have questions later, you may contact the researcher via 360-202-1592 or |
|scitechgrantconsultation@ If you want to talk privately about your rights as a participant, you can call Dr. Leilani Endicott. She is the Director of the Research Center at Walden University. Her phone number is|
|1-800-925-3368, extension 1210. |
| |
|The researcher will give you a copy of this form to keep. |
| |
| |
|Statement of Consent: |
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|I have read the above information. I have received answers to any questions I have at this time. I am 18 years of age or older, and I consent to participate in the study. |
|Printed Name of Participant |
|This will be a computer-generated number |
| |
|Participant’s Written or Electronic* Signature |
|This will be a number assigned by computer instead of a name, and a check agree or disagree box in an online simulation. |
|If they disagree, they will not be able to access the game interface. |
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|Researcher’s Written or Electronic* Signature |
|ANDREA BOWE |
| |
| |
|Electronic signatures are regulated by the Uniform Electronic Transactions Act. Legally, an "electronic signature" can be the person’s typed name, their email address, or any other identifying marker. An electronic |
|signature is just as valid as a written signature as long as both parties have agreed to conduct the transaction electronically. |
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|Narrative: |
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|You are a teacher who has decided to document as action research a proposal to introduce Design by TEAMS Methodology to their school. |
|You set up a chat room and Discussion Board on your home webquest page. |
|This will come pre-designed in the Design by TEAMS Format to save the teacher time, with "built-in" features that allow statistical data analysis with the click of the mouse, using sign-in features, number within the |
|intranet matrix to preserve anonymity in research. No name will ever be taken. |
|You send out a general invitation via email and/or snail mail, asking any administrator, student, parent, community leader or other teachers who may be interested to log on to your page and "sign-in" to participate in |
|your research Project, promising free information, feedback loops, and data analysis as part of the reward. |
|On the page, each user checks agree or disagree to a short consent form, then takes a short survey with graphics, voice interfaces, clickable hyperlinks for non-literate users. |
|This survey will determine the interest and talent of the user and help to match them with those who have similar or complementary interests to create a TEAM. For only one user, the computer can simulate the other team |
|members, according to what role the user picks in the team. Intra-net or internet capabilities are necessary for this simulation to be effective and more technology is required for XML and learning- disabled interfaces. |
|Here is a sample list of questions you may include in this survey: |
|1. Have you ever participated in a Design by TEAMS Methodology Workshop? |
|Note: If this answer is yes, a different set of survey questions appear to aid in feedback loops generated by the Matrix called Teams. |
|2. Have you ever done any PBL (Project-Based Learning)? |
|3. Have you ever worked as a team on any Project? |
|4. Have you ever taught or tutored young children (including siblings)? |
|5. Have you ever designed Looping and/or Feedback? |
|6. Have you ever created an online Portfolio? |
|7. Have you ever created a Web Page or a Web Quest? |
|This Survey will let the user select a screen name and homepage for anonymous input, |
|to analyze data quickly and keep anonymity. |
|With a simple match up like dating services use, the software will create and choose a selection of Learning Centre Workshops matched to the user's interests and preferences in the second part of the survey. |
|Involving hands-on real-world Projects increases student interest and motivation and increases self-esteem due to the Design by TEAMS approach to teaching and learning. Any teacher or student can create a Model Project. |
|Will only one experience of a Workshop affect metacognitive thinking skills? |
|The timeline for the study will become longitudinal over time by initiating user numbers that will guarantee feedback loops, but the initial phase will be targeted at three months of data gathering through online formats|
|and in voluntary and anonymous feedback from participants over 18. |
|The research methodology to be employed will be quantitative. |
|However, the second phase of the study will become qualitative by asking for comments from participants in a follow-up study after an initial Workshop experience. The facilities and resources needed for the work will be |
|supplied by the investigator. Grant writing will also be included as application of this research allows social change issues to become the domain of every stakeholder. |
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|DESIGN BY TEAMS METHODOLOGY: Project-Based Learning (PBL) Approach. |
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|The components of the instructional design model in the Dick and Carey systems approach to curriculum design and planning fit together in a feedback looping model that affects the design outcome even before the final |
|design is planned and implemented. |
|“Instructional design should consider all aspects of the instructional environment, following a well-organized procedure that provides guidance to even the novice learner” (Simonson, 2003, p. 145.) |
|Dick and Carey’s approach is the result of many years of research and uses systems thinking to model the designing phase, including feedback loops to revise instructional planning both during and after the design phase. |
|First, the model demonstrates the principles of backward design, as it considers the goals that need to be assessed and identified. Then the model splits into two levels. One is to analyze learners and contexts and the |
|other is to conduct instructional analysis. After the writing of objectives for performance, assessment instruments are developed, along with instructional strategy and materials so that the final phase of conducting |
|formative evaluation of instruction and summation of evaluation will return to a feedback loop for further modification through real experience. In analyzing the systems approach model proposed by Dick and Carey, I alter|
|only the necessity of considering the learners by age groups or levels. I use Design by TEAMS to increase both feedback loops within a system and to alter the current paradigm that utilizes the teacher instead of the |
|student as the primary motivator and guide. As even very young students develop their own expertise in these areas, they develop teams and team learning as role models of systems thinking. Then the student as well as the|
|teacher joins in creating rubrics (on a scale of one to ten, ten being rich and one being poor) and assessments by self-evaluations and Project Portfolios, keeping the simple steps of the design process in mind, and |
|using them to implement ever more creative and complicated designs and systems. I leave in the feedback loops but make them much more a part of the design process and, even before the evaluative or summative phase is |
|reached in the Dick and Carey model, I create an increasing role for the student in the design process, letting them work backward after giving them the big picture and teaching the role of mentor and teacher in the |
|process (Kim, 2000). If the roles within a TEAMS Matrix are clearly delineated and the goal or Project area are decided by student choice and not by grades or ages, then the mastery comes about with the exercise of the |
|Design by TEAMS Methodology. |
|Scaffolded learning can be easily created by allowing the class from the year or semester before to teach a programmed self-test style of course by giving tests verbally and individually to each student for each Chapter|
|or Module, while allowing the individual students to work through the chapters at their own pace (Vygotsky, 1978). The production of a hyper-content web page that collects action research data at the same time it |
|teaches a Design methodology will aid in cost-effective feedback loops that can create Schools that Learn (Senge, et. a, 2000), Senge, 1990). As TEAMS, kids across the nation and the globe could brainstorm and |
|implement solutions to problems in society and cultures. |
|Once the teacher has pre-designed a course based on this science of open systems, they only need to sit back and observe the feedback loops begin and grow, offering suggestions when students ask for help or guidance, |
|becoming a partner in learning instead of a lecturer. (Noll, 2005) This process answers the need for scaffolding learning even for the novice teacher and the design process followed teaches systems sciences and |
|cooperative team learning at the same time. Either by simulation or real world applications, the Project designed by a team will implement a matrix that will be more effective over time as the level of mastery of the |
|Methodology increases and critical thinking skills manifest. (Wiggins & McTighe, 1998). The concept of the whole child has been approached in the areas of child psychology and brain-based learning (Jensen, 1998), but |
|does not seem to have been used to change the paradigm we called teaching in the industrial age, where children were seen as parts of a machine, not individuals with innate rights and destinies (Tomlinson, 1999). Singing|
|graphic interfaces, using continuous and effective feedback loops and modeling the TEAMS process, will create students capable of realizing and appreciating their roles as future teachers and systems scientists and enjoy|
|the rewards of a lifetime of learning (Dils, 2004), (Schwartz & Begley, 2002). |
|In the tradition of apprenticeship, I plan backward from a finished Project or Goal to allow a team process to teach critical thinking skills and meta-cognition and to employ a method simple enough to include even a two |
|year old in a team project. Design by TEAMS Methodology is not only a PBL approach to learning that can be implemented in person or in an online game simulation, but may also become a tool for the ongoing development of |
|a comprehensive theory of learning using the principles of backward design and a movement toward a constructivist pedagogy. Either by simulation or real world applications, the Project designed by a team will implement a|
|matrix that will be more effective over time as the level of mastery of the Methodology increases and critical thinking skills manifest (Wiggins & McTighe, 1998). I believe the team will become both teacher and role |
|maker for further exploration on the Ship of Discovery called education. Illustrate the principle of starting with an idea and using systems science methods to work backward from this idea to create the curriculum or |
|feedback loops necessary to realize the idea as a real world Project and Portfolio assessment that may well free our children from the current paradigm of limitation. |
|“Instructional design should consider all aspects of the instructional environment, following a well-organized procedure that provides guidance to even the novice learner” (Simonson, 2003, 145.) |
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| |
|References |
| |
|Dils, A. K. (2004) The use of metaphor and |
|technology to enhance the instructional planning of |
|constructivist lessons. Retrieved from Contemporary |
|Issues in Technology and Teacher Education [Online |
|Serial], 4(2). |
| |
| |
|Jensen, E. (1998). Teaching with the brain in mind. |
|Alexandria, VA: ASCD. |
| |
|Kim, M.K., & Sharp, J. (2000). Investigating and |
|measuring preservice elementary mathematics |
|teachers’ decision about lesson planning after |
|experiencing technologically-enhanced methods |
|instruction. The Journal of Computers in |
|Mathematics and Science Teaching, 19, 317-338. |
| |
|Noll, J.W., (2005). Taking sides: Clashing views on |
|controversial educational issues. Dubuque, IA: |
|McGraw- Hill/Dushkin |
| |
|Tomlinson, C. A. (1999). The differentiated classroom: |
|Responding to the needs of all learners. Alexandria, |
|VA: ASCD. |
|Schwartz, J.M. & Begley, S. (2002). The mind and the brain: |
| Neuroplasticity and the power of mental force. |
| New York: ReganBooksHarper/Collins. |
|Senge, P. M. (1990). The fifth discipline: The art |
| and practice of the learning organization. |
| New York: Doubleday Publishers. |
|Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & |
| Kleiner, A. (2000). Schools that learn. New York: Doubleday |
|Simonson, M., et.al. (2003, 2000). Teaching and |
|learning at a distance: Foundations of distance |
|education, 2nd Ed. Columbus, Ohio: Merrill Prentice |
|Hall . |
| |
|Vygotsky, L. S. (1978). Mind in society: The |
|development of higher psychological processes. |
|Cambridge, Massachusetts: Harvard University Press. |
| |
|Wiggins and McTighe, (1998). Understanding by |
|design. Alexandria, VA: Association for Supervision |
|and Curriculum Development |
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|A web site called offers some good ideas on the web page development of hypermedia. "What we know today as 'interactive multimedia' is a single form. Its structure is the result of the combination of the |
|software that physically holds it together, the ergonomics of user interaction, and finally, the message. Choice of software and innovative user interface design have profound effects on the final product" (Lopuck, 1996,|
|2). Ms. Lopuck, as a creator for Kidsoft and Multimedia designer and a faculty member of San Francisco State University's Multimedia Studies program, has a wide array of Projects that include the founding of Lopuck |
|Media Design. She has worked in the industry as well as the educational matrix and her ideas are innovative and practical at the same time. The ability to use the Design Process is one of the foremost educational |
|Projects that are, in my experience with Systems Science, needed to improve both education and student interest in Design Methodologies. |
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|Research Questions |
| How does the use of the Design TEAMS Method increase metacognition and critical thinking skills in the population under study? |
|Do students who participate in such "hands-on" methodologies (whether real or simulated), report increases in abilities-over-time to master other subjects of interest? |
|Does the use of the group learning or "TEAMS" method help with questions of self- esteem or self-actualization? |
|Does it increase communication skills across barriers like status or age levels? |
|Does increasing these feedback loops and communication skills increase the ability of the student to learn and retain information (Gay and Airasian, 2003)? |
|Participants |
|The participants for the workshops will be over 18 to avoid conflict and to ease the IRB approval. Further research will be developed to include any age, gender,or demographic populations who wish to be included in the |
|research. All the research will be conducted anonymously and online (Alessi, 2001). (Lopuck, 1996). |
|Strategy and Time Frame |
|The time frame for Phase 1 will be three months. |
|Phase 2 will launch after three months and six months from the startup date. The Phase 1 part of the study can be online or in person, and will be limited to volunteers over 18. This Phase will be quantitative. |
|Phase 2 will be mixed method by adding qualitative online feedback three months and six months after the first Workshop experience by issuing a unique number to each participant and promising free data analysis and |
|results of study to volunteers who sign in and take a short survey online to see if improvement over time in self-esteem and team abilities has occurred or not. |
|The use of backward design and systems thinking in the school system or in online learning programs as a tool to increase learning and retention and to model more effective interaction and increased critical thinking |
|skills is the process I will use to further develop the topic. The questions may change as the research progresses and evolves over time, using feedback loops to effect viable changes and suggestions from the |
|participants themselves. I routinely use only systems thinking and I work backward from the \big picture or the Project, not unlike the old system of guild or apprenticeship. Currently being developed as a wilderness |
|game allowing urban children the opportunity to enter the wonders of the natural world and the natural mind, the simulation will use art and poetry and music as a carrier of information and will eventually be available |
|in other languages. Enter the world of folktales or Irish legends or any native tales and learn the culture by hearing the music. Being led with a flute player or piper to a glen, the user, as an individual or a group, |
|(limiting the access to the group process to the local class or school or home network to allow teacher/parent control and "kid-safe" software), might learn easily and quickly about many disciplines from a big picture |
|spanning the aeons of life on the planet earth, or anticipate the future by creating new ways of interconnecting with life here and in the stars beyond this galaxy. |
|Part Two: TEAMS as a new Paradigm |
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|"Learning strategies in hypermedia programs serve the purpose of facilitating: Metacognition... Metacognition is at the heart of most learning strategies for hypermedia (Hammond, 1993). Metacognition is our awareness of |
|our own cognitive processes and includes reflecting, assessing, planning, and intentionally initiating cognitive activities. Learners are more likely to engage in good learning strategies when they are aware of the |
|quality of their current learning activities, when they recognize that improvement is needed, and when they can choose appropriate learning strategies" (Alessi, 2001, 167). The use of actual digital photos of the native |
|foliage in the geographical area of exploration will add to the musical narrative. It might even evolve into the next stage of XML, where even smells are offered to simulate the woods. Taking many disciplines like Math, |
|English literature, library review and research, budgeting, mathematics used in building, architecture, electricity, materials sciences, etc.. a finished Project may actually span a whole year's worth of work. For |
|instance, if I planned the design, modeled and built a code house just under the legal limit, we could actually build the house over a period of time. It also requires the class or TEAMS to learn by application each step|
|in the Design Process. The children pick their own Project and TEAMS and Project Model and they include digital photography, videography, digital editing and computer skills like graphic design to document the Process. I|
|have already used this process in home schooling and I have video diaries of many of my children's "Projects" over many years. This is indicative of my efforts to become a "critically reflective teacher." The ability to |
|document and therefore review the process of design and its component parts over time is also an effective tool in both the collection of data and its interpretation (Sperling, 2003). |
|Data Sources and Collection |
|Each Process teaches something that applies to systems sciences by designing a Project that meets the minimum requirements for the grade level in a hands-on model of TEAMS Design. |
| This is a plan for a simulation program that will insert the Design Process into the experiential hands-on methodology that is both its documentation and its purpose. The assessment is not, like the WASL, a |
|standardized test, but rather an assimilation technique that encourages the beginning process of mastery and critical thinking skills and results in a completed "TEAMS" Project that is a Model of a Portfolio Thematic |
|Assessment "teach-nique." |
| The TEAMS consist of one or more of the following roles that are not assigned but rather are chosen by the students themselves according to their interests both pertaining to the Project selection and to their |
|preferred role within the team. Larger teams might have several team members fulfilling the same role, also as a team or group with a common purpose within the group design process. These roles are always needed within |
|the TEAMS, but a small group might have one member fulfilling several roles. For instance, a moderator might also become the secretary/documenter/videographer or the one who leads the actual Model's construction might |
|also be in charge of Main Supply. |
|Here are the roles needed in the Design Grouping: |
|Secretary or Videographer: Documents the TEAMS Formation and each STEP in the process through Final Project and helps Present the Portfolio if there is not a Presentation Leader. |
|Moderator: Makes the team follow the timeline and moves the team to the Next Step after feeling sufficient time has been spent on each Step. |
|Architect or Assessor: Designs Final Project and assists implementation by evolving Main supply. |
|Elaborator or Builder: Elaborates hands-on Project Model Construction and builds Final Project. The elaborator becomes the RElaborator after feedback from the team during the process of Design. The word TEAMS in reverse |
|becomes the word SMART! |
|Theme Presenter: In charge of Final Project Presentation to class and/or community. |
| By looking into the principles of backward design, one may observe the spelling of the word TEAMS in reverse in the above roles, in order to assist both understanding and retention of the TEAMS Design Group layout. |
|Then, the elaborator or evaluator becomes, through team feedback, a RE-Evaluator, just as the TEAMS become SMART! This form of action research may be shared online worldwide and continually evolved and updated as each |
|user, be it an individual or a whole school district, feedbacks in an ongoing and user/anonymous gathering of data that is already built-in to most computer software programs of the 21st Century (Knouse, 2001), (Lopuck, |
|1996),
(May, 1974), (Meadows & Randers, 1992), (Miller, 1984), (Richardson, 1995), (Sperling, 2003), (Tobias, 1990). |
| The Documentation is ongoing and as important in the TEAMS Process as the final Project Presentation or Portfolio. Feedback both from the Teacher and within the team is continuous and evolutionary. This creates a |
|blueprint for learning that can be applied at any age or across any boundaries that usually separate the teachers, students and administrators from communicating with each other. In fact, using inter-generational group |
|models has been my usual practice, because I find it increases the learning curve, as those more familiar with the Design Process scaffold and model the TEAMS groupings for those who are slower or less experienced. |
|CONCLUSION |
|IT MAY BE USEFUL FOR RETENTION TO OFFER THESE STEPS AS A WORD: |
|BE SMART! |
|B FOR BRAINSTORMING |
|S FOR SELECTION OF FINAL DESIGN |
|M FOR MODEL IMPLEMENTATION |
|A FOR ASSESSMENT |
|R FOR REASSESSMENT |
|T FOR THEMATIC PRESENTATION OF SAMPLE WORKING MODEL to the rest of the teams at the workshop, or online if a simulation. Video documentaries, musical, artistic, or dance programs, any form of sharing that the team |
|chooses, including looping programs. This says BE SMART! MahaSamatman, a Sanskrit word for GREAT SOUL, is created when teams engage and share in community projects that actualize their desires while creating working |
|models. From Great Souls, we learn to become true sages engaged in a lifelong search for Truth and Beauty. ÒGEE, You ARE You!Ó: another way of saying GURU, or great teacher. Each Spirit is recognized for their own |
|potential and the user directs a creative attempt to master that does not need threats and/or grades to motivate or access the skill that will be allowed to be a poor try so that one may eventually master the skill or |
|talent by applied research in the field (Senge, 2000). In observing the behavior over time of users in the Design TEAMS methodology, asking for feedback that will guarantee anonymity for elimination of bias, we hope to |
|investigate the variables that link inter-generational systems science approaches to educational excellence and computer simulations that offer real-life situations as learning center. Using ongoing and current research |
|in the field of educational psychology and technology may generate the next wave of creative and user-defined action research (Senge, 2000), (Gay & Airasian, 2003). |
| |
| |
| |
You are invited to take part in a research study of Design by TEAMS! You were chosen for the study because you chose to participate. Please read this form and ask any questions you have before agreeing to be part of the study.
This study is being conducted by a researcher named Andrea Bowe, who is a doctoral student at Walden University.
Background Information:
The purpose of this study is to determine whether or not just one experience of a Design by TEAMS workshop, even if only an hour or less, can affect self-esteem.
Procedures:
If you agree to be in this study, you will be asked to:
*Take a short survey of about ten questions that you will answer rated on a scale of one to ten, or
poor to rich.
*Listen or watch a short movie or PowerPoint with music you choose.
*Take part in a short Design by TEAMS Workshop interface, where you will be guided in choice of
Project Model and role in a TEAMS Workshop.
*Take another short survey and be issued a Certificate and unique number you can use for future
feedback and access to a special web page where you can follow the results of the research in
ongoing feedback loops.
Voluntary Nature of the Study:
Your participation in this study is voluntary. This means that everyone will respect your decision of whether or not you want to be in the study. No one will treat you differently if you decide not to be in the study. If you decide to join the study now, you can still change your mind later. If you feel stressed during the study you may stop at any time. You may skip any questions that you feel are too personal.
Risks and Benefits of Being in the Study:
You can choose at any time to opt out or not participate in any part of the study or workshop interface. The only risk you will take from withdrawing is not experiencing the workshop.
Compensation:
A certificate of completion of the Workshop allowing future access to research will be the only compensation for being in the study.
Confidentiality:
Any information you provide will be kept anonymous, as no names or specifics will be associated with any workshop, now or in the future, unless the said participant asks to be formally recognized as a mentor. The researcher will not use your information for any purposes outside of this research project. Also, the researcher will not include your name or anything else that could identify you in any reports of the study.
Contacts and Questions:
The researcher’s name is Andrea Bowe. The researcher’s faculty advisor is Amie Beckett. You may ask any questions you have now. Or if you have questions later, you may contact the researcher via 360-202-1592 or scitechgrantconsultation@ If you want to talk privately about your rights as a participant, you can call Dr. Leilani Endicott. She is the Director of the Research Center at Walden University. Her phone number is 1-800-925-3368, extension 1210.
The researcher will give you a copy of this form to keep.
Statement of Consent:
I have read the above information. I have received answers to any questions I have at this time. I am 18 years of age or older, and I consent to participate in the study.
|Printed Name of Participant |This will be a computer-generated number |
|Participant’s Written or Electronic* |This will be a number assigned by computer instead of a name, and a check agree or disagree|
|Signature |box in an online simulation. |
| |If they disagree, they will not be able to access the game interface. |
|Researcher’s Written or Electronic* |ANDREA BOWE |
|Signature | |
Electronic signatures are regulated by the Uniform Electronic Transactions Act. Legally, an "electronic signature" can be the person’s typed name, their email address, or any other identifying marker. An electronic signature is just as valid as a written signature as long as both parties have agreed to conduct the transaction electronically.
Thanks! Restoring the sources of creativity to the forefront of learning and teaching is my mission impossible I have set for myself or accepted from the universe. I am one of those people who has trouble making money because I like to do crafts with love that I can give with love. The child in the urban jungle needs intense but safe input and how can we go about this except in the spirit of a miraculous game whose outcome can produce unlimited possibilities? Providing not only early learning centers, but inter-generational and hands-on Projects for all ages that help the community are my goals and my Design by TEAMS is a simple framework.
When tutoring African American at-risk children in high school, I was able to observe that it was more likely the boredom of the information than the lack of the child's brain functions that contributed to being at risk.
One little girl could not read, but when I took her on an outing to the library, we discovered a children's book on atoms that she liked and she was able to read within a week, because she was interested! This is the kind of stimulation needed for even very young children to become interested in science and math, and the other ingredient needed in creativity is freedom to choose your own interests. My MOM's SOS can bypass all these closed systems of education that do not include the access to sources of creativity but rather stifle it in the interest of conformity. an early learning center that is a part of every community, where Old school kid's clubs had hands-on learning are the best solution, because they can be low-cost after an initial output for a house with at least a two-car garage for a center, and teacher's can be nominated by the local community stakeholders, the best ones being given theseomes with salaries. The concept of Montessori, Head Start, Isadora Duncan, the Greek philosophers and artists, IDEA, and constructivism all back up these types of centers as the best solutions and they can be voluntary and funded by grant or donation. In the name of Dr. Wood, I will start a model center with a grant Project, not unlike the idea of Habitat for Humanity combined with early emphasis on art, dance, music, and creative and cooperative flows, to launch a new paradigm. Waiting for the politicians to come up with solutions to local or global issues is like waiting for a waterfall to flow uphill. It's a mystery what use there is in ineffective solutions.
Dear Ms. Bowe--
Your IRB application has been received but it is unclear why you are submitting it so early. Please clarify which specific fellowships you are applying to (along with the application deadlines if you know them).
There are a few items that will need to be revised before an IRB review can proceed for the KAM study.
1.-Please clarify how this is both a KAM study and dissertation study.
Dissertation studies cannot be reviewed/approved by the IRB until AFTER the proposal is fully approved by the committee and the academic reviewer for the program. You can either submit two separate IRB applications for a KAM study and dissertation or else submit a single IRB application with a multiphase study described in Item 13. I would recommend the former option.
1. I will use the former option, as you suggest. I am taking a research course 8438 this winter and 8448 in spring. I am also writing this proposal as part of my second KAM, KAM II. Because I worked with Dr. Wood, one of the Fathers of general systems theory, I did KAM III first. I submitted three fellowship applications that all require IRB approval. One of these is included below. The D. Ackerman early childhood fellowship, the Distance Learning and the social change fellowships are the other two I have applied for and the deadline was extended to Oct. 30th. This is why I applied for IRB approval in advance, because it is required and these fellowship funds, if I receive any, will be supplemented by grants I am writing as parts of future KAMs.
2.- Please fully describe you analyses in item #12. The current description is much too vague.
2. The computer program that gives the anonymity by issuing a number to each user will also be geared to analyze the results in several different statistical formats, including rubrics that are self-designed in the TEAMS Process on a scale of one to ten, or poor to rich. Using statistical internet sites and software I design myself, a quantitative study will research whether only one experience of a Design by TEAMS Workshop increases self-esteem in the participant population, who will originally be over 18 and consenting adults to provide ease of assent Later, those who agree may sign on using their number to access research updates and conclusions and I will ask for another short survey in three to six months to create longitudinal research and ask for feedback in a comment section that can later be anayzed for qualitative data according to the same rubric on a scale of one to ten, or poor to rich..
-3. Please revise item #13 to more clearly describe how potential participants will be identified and approached. Note that you are seeking IRB approval to conduct the program evaluation (Walden does not sponsor the program itself). In other words, Walden sponsors the research and the intervention must be sponsored by someone else.
3. A computer simluation game I am creating myself will teach these TEAMS Workshops online as a game and will collect anonymous data for action research on sources of creativity, such as choice and freedom, and how these factors may be affected by increasing self-esteem through constructivism and metacognitive faculties stimulated by the researcher's Design by TEAMS Methodology. No identifying data will ever be collected from the participants, but a unique number will be given each one who uses a Design by TEAMS game or workshop, allowing voluntary feedback and continued participation as mentors to others. Thus the participants will be the community partners. A short survey will be checked off by the participant after a consent form is agreed to, they will watch a short PowerPoint or movie about the process and experience it in person or online in a game format that simulates the other team members and the process. another short survey will be taken and the computer will issue a crtificate of completion with the user's unique number. they will be asked to check back online for another short survey (10 questions or less), in three to six month intervals for further mixed method studies and they will also be promised access to survey results online if they choose. The statistical methodology will be built-in to the game format. Advertising through public channels will be the accepted way that I will gather both community partners and future TEAMS mentors. There will be only one qualification: Do you want to participate or not?
4.- Please list all community partners who will be assisting you with recruitment or providing you with data in item #28.
4. As above, I am not using any community partners directly. Voluntary participation and self-interest are the only variables, and radio and print-based and internet-based sites will provide both access and search parameters for finding those willing to participate.
-
Please complete item #29 to describe how you selected the partners listed in item #28. (see Above)
-5. Please remove the yellow highlighted items from the assent form (as these are notes to the researcher).
5. I have removed these and the form is reattached in this email.
When you resubmit your IRB materials, please include a point-by-point response to this email. Let me know if you have any questions. Once these items are received, I will notify you of the next steps.
Sincerely,
Leilani Endicott, Ph.D.
Chair, Walden University Institutional Review Board
Email: IRB@waldenu.edu
Tollfree : 800-925-3368 ext. 1210
Fax: 626-605-0472
Information about the dissertation process can be found at this link:
Don E. Ackerman Research Fellowship in Educational Leadership
ANDREA BOWE
816 5TH STREET
ANACORTES WA 98221
360-293-6229
Email Address: spiritualun2002@
DESIGN BY TEAMS METHODOLOGY
Amount Requested: 10,000
Project involves use of human participants who will remain anonymous, as no names will ever be taken in these Workshops offered as a new paradigm in action research, using systems science, constructivism and multi-generational learning centers based on the principles of the Old School Kid’s Club.
IRB approval had been applied for, and will also be included as the Application Section of a KAM, as well as a class assignment in the Quantitative Research Class being taken this Winter Quarter by the student.
No outside reviewer has been solicited.
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Such strategies apply multiple methods of evaluation to determine students' appropriate use of technology resources. Therefore, applying a variety of assessment techniques, this Design by TEAMS Methodology will free both the student and the teacher to become teammates on a lifetime voyage of discovery. Using diverse techniques for reaching even non-literate users, this methodology applies the simplest type of survey data, maintaining anonymity by never taking any names or identifiable data in a short Workshop supplied with pre-designed variables and roles. This will utilize available technology to collect and analyze data, interpret results, and communicate feelings, by using principles of systems scientists and feedback loops, to improve instructional practice and maximize student learning. These are unique standards of assessment that can be applied in any situation, or in any culture or language group, because they transcend barriers of language, age, and status levels. They will aid in creating a significant and meaningful change in both local and global academic and social communities. This anonymous action research will generate new knowledge and improve social conditions with a commitment to positive social change.
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|BUDGET |
|Research and Development, including development of software for simulation games that teach TEAMS |
|_________________7000.00 |
|Data Analysis_______________________________________1500.00 |
|WebPages_for Design by TEAMS______________________1500.00 |
|Print & Advertising (Radio, DVD, Internet , etc) 10,500.00 |
|Hardware for documentary and film school production_____ 5000.00 |
|__(In addition to that already being utilized by the investigator whose personal loan of 20K may also be|
|considered a matching fund resource)________________________________20,000.00 |
| |
|Asking fellowship contribution to budget whatever portion of money may be allocated toward the social |
|change goals set forth in this application_________________________________25,500.00 |
|Total Resources needed for dissertation research:_________________________________________50.500.00 |
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|Current Curriculum Vitae for Investigator in third year of a Ph.D. Program in Education and Leadership, |
|Self-Designed. This includes the development through effective practice of the following Learning |
|Theories: |
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Andi Bowe
816 5TH STREET
ANACORTES WA 98221
360-202-1592
abowe@
scitechgrantconsultation@
spiritualun@
August 13, 2007
Dear Sir or Madam:
This is a free introductory offer to select individuals
in this area
to get a chance to participate in a new paradigm for
21st Century
learning and teaching called:
SIMS TO STEM:
A simple, cost-effective plan to provide
inter-generational Learning Centers utilizing 21st
Century advances in
Theories of Bio-Synchronicity, Emergence, and Quantum
Physics, offering a new paradigm in educational
excellence called
MOM'S SOS (SCIENCE OF OPEN SYSTEMS) INCLUDING FREE
ACCESS TO ONLINE WEB QUESTS & DESIGN BY TEAMS
METHODOLOGIES
Creating team processes and early access to creative
technologies, using TEAMS and MUSIC and hands-on
processes in local centers and online action research
simulations that can effectively meet the need for
creating more minority entry into the realm of a
future generation of systems scientists capable of
meeting the technological needs of the 21st Century
workplace, MOM's SOS is
As a third-year Ph.D. student in Education &
Leadership, Self-Designed, at Walden University
online, I am conducting action research to demonstrate
the efficacy and simplicity of this METHODOLOGY, and
would be interested in meeting with Peter Moore, Vicki
Phillips, Bill and Melinda Gates or any of their
children who would be inteterested in participating in
a short lunch hour experience of this new paradigm. As
a member of BEA, I attended the NAB Conference in Las
Vegas recently. As a mother of five children ranging
in age from 13 to 29, I challenged Peter and everyone
present to create less violence, not more ratings!
Simluation games teaching two and up how to read using
music as the carrier, games emphasizing teamwork,
global cooperation, and compassionate democracy may
easily be created using software such as Shockwave
Creator and using the simluation games to create
Portfolios of creaative processes for every child on
the planet. The College of Synthesis will be available
free online to all, answering the needs outlined in
2003 by the National Science Foundation, thus making
any donations to this research qualify for matching
funds.
See:
This research proposal is already online @
in the form of a doctoral treatise,
hi5/aaadesignservices/Breadth.html
A co-author and e-publisher of a global warming paper
@
hi3/spiritualun/completecsiri.html
In cooperation with one of the Fathers of General
Systems Theory, Dr. Fred B. Wood, who passed on just
last year, I propose to re-form his CA non-profit,
CSIRI, to carry on this research in dedication to his
memory. He designated me as Head of the Compassionate
Democracy Division of CSIRI before his death. As
Lazslo carried on the work of Ludwig von Bertalanffy,
so I am working to carry on the visions of this humble
but brilliant scientist, who wrote the MIT Radiation
Lab Books, derived Maxwell's equations himself,
invented modern radar sets in WWII, and helped to stop
the artificial Energy Crisis in CA as the star of my
two-year half-hour weekly series in SC CA at the local , called
THE ENERGY CRISIS: FACT OR FICTION?
I am currently starting a film school for special
and creative (vs. problem)
teens in our area,
and a documentary will be included as part of my
dissertation on
THE MEDUSA EFFECT: HAS MEDIA TURNED OUR HEARTS TO
STONE?
If you have any questions, please feel free to call or
email me at your convenience. Thank you.
Cordially,
AAA DESIGN SERVICES GROUP
A DIVISION OF CSIRI
COMPUTER SOCIAL IMPACT
RESEARCH INSTITUTE
a 501 c 3 since 1978
ANDI BOWE
Appendix 1: Letters of Reference for Fellowship Applications:
Dear Friends and Co-workers for social change and systems science at Walden University:
I am pleased to recommend your favorable consideration of the proposal titled DESIGNBY TEAMS METHODOLOGY submitted to WALDEN UNIVERSITY FELLOWSHIP COMMITTEES for funding of 10K. I have known Andrea Bowe for about eight years, and am impressed with her commitment to the application of technology for humanitarian and peaceful purposes. Andrea is a highly intelligent, motivated, and capable individual. She served for several years as a research assistant to my father, the late Fred B. Wood, Sr., of San Jose and Flagstaff CA. I believe Andrea's current focus on how to apply Internet-based computer modeling and gaming to educational programming for youth is very important. Andrea hasa strong desire to integrate information technology and systems in community-based, grassroots programs for the youth audience. This could be an important contribution to balancing the predominant impact of TV, videos, and mainstream computer games that,
regrettably, tend to over emphasize violence, warfare, and conflict-oriented themes. Andrea's emphasis on peaceful conflict resolution and Earth-friendly approaches is very much needed. I have the seen the power of youth and the power of computer modeling and the Internet. Andrea would wish to combine these in the power of peace. She deserves the opportunity to apply her ideas. I believe that Andrea's proposal warrants funding at the earliest possible time.
Thanksvery much for your consideration.
Sincerely,
Fred B. Wood, Jr., BSEE, MBA, DBA
2318 N. Trenton St.
Arlington VA 22207
cell: 703-615-4910
email: fbwood@
|May 8, 2007 |
|TO WHOM IT MAY CONCERN: |
|This is a recommendation for Andrea Bowe to continue to pursue graduate level work at Walden University. Andrea has worked alongside me as a team for the past several years on peace projects uniting many of the indigenous groups|
|of Northern Arizona. We have worked together on our non-profit organization creating grants and conducting research on the rise and fall of civilization and global warming and climate change, along with Dr. Frederick B. Wood. |
|Andrea is a published poet, chosen by for the anthologies: "Best Poems and Poets of 2000, 2001, 2002, 2003, 2004 & 2005" and for the 3 CD set "The Sound of Poetry" five years in a row. Only thirty-three poets each |
|year are chosen for this Editor's Choice Set! Her poems are available online at under Andrea and Andi Bowe and free on her web page, the spiritualun at . |
|Andrea was an independent producer at in Santa Cruz and was awarded Honorable Mention at the EarthVision Contest for a documentary and music video called Habitats 2002: Is Art and Music in Santa Cruz an |
|Endangered Species?, a 78-minute DOCUMENTARY shown at 9pm on New Year's Day, 2003. |
|Andrea produced a weekly half-hour show on CH 27 called "Energy Crisis: FACT OR FICTION?", shown at 6:30PM every Wednesday for two years in 24 parts. These shows may also be a new form of action research, documenting the days of|
|the Santa Cruz Art and Music and Dance and Quests that permeate the novel home school environment. |
|Andrea works well with various scientific and creative mechanisms for learning. She integrates mathematical applications with creative interactions to stimulate education at both elementary and college levels. This type of |
|relationship for learning spans generational and cultural differences and teaches the value of peace and cooperation for all involved.
I believe she would be an asset to any task she embarks on due to her ability to create new |
|and inspiring learning tools. I have enjoyed working with Andrea and look forward to working with her again in the future. |
|Sincerely, |
|Lorraine Ferrante L.P.N ,B.S.W, L.M. DONA. |
| |
| |
| |
|TO WHOM IT MAY CONCERN: |
|May 7, 2007 |
|This is a letter of reference for Andrea Bowe, as a fellow worker in the interests of peace and harmony for all our relations. I have been active in the push for cleaner air, water, and soils for many years, working |
|independently on research on ozone production and areas relating to climate change. Clean Power is one of my companies. |
|Andrea and I worked together as caretakers of The Four Corners Project in AZ, founding the spiritualUN together after the first Unity Festival in 1994, as a response to the desire of the Hopi elders for an entity who would |
|listen to and help to represent the poor and indigenous peoples of America and the world. |
|Since then, we have both worked with Dr. Fred B. Wood, III to implement the goals of his non-profit founded in 1978, csiri, or the Computer Social Impact Research Institute. Andrea has produced a series on a local TV station on |
|the "Energy Crisis:Fact or Fiction?" and we have co-sponsored three Global Crisis Solutions Conferences. Through education of the public online and on tv, we hope to recognize the ability of every American to stand for freedom |
|and prosperity without the onus of war. |
|Are not the wars we need to wage on poverty in America herself a big enough burden and challenge? Andrea is a National Merit Scholar and an outstanding spokesman for Freedom's Challenge and I hope to see her lead the way in her |
|chosen field as a forerunner of a more honest and efficient way of offering solutions to the major problems of our times. |
|Thanks, |
|Sincerely, |
|Dean House |
|ecocars@ |
| |
| |
|To Whom It May Concern: |
|May 5, 2005 |
|This is a letter of reference for Andrea Bowe. |
|We have worked together on several projects since 1997, including three Global Crises Solutions Conferences. Andrea has helped me to co-author and self-publish a paper on "Climate Change and Advanced Electromagnetics" that I |
|presented in Toronto in July, 2000 at the ISSS Conference. She has subsequently placed a copy of this paper on her website. I am a founding member of The Society for General Systems Research, now known as ISSS, (The |
|International Society for Systems Sciences), and I also co-founded The EARTH Regeneration Society. I am an EE Alumnus of University of California in Berkeley, with a Doctorate, worked for MIT and, later, for IBM for 35 years. I |
|founded the Computer Social Impact Research Institute, Inc., a 501(c)(3), in 1978, and am currently involved in research in the application of Compassionate Democracy to cope with the long-term effects of Global Warming and |
|environmental degradation. |
|Andrea has an ability to see and implement many approaches to design service solutions for more efficient communication between disciplines and among groups. Her website is near the top of an msn search on earth awareness. She |
|has helped me to implement the goals of my non-profit, the Computer Social Impact Research Institute, Inc. (CSIRI) |
|We are currently working on various solutions to the Energy Crisis in collaboration with AAA Design Services Group. |
|I feel Ms. Bowe has not only the ability to return to school as a Ph.D. candidate in Education and Leadership, specializing in Network Engineering, but also has many significant contributions to make to the educational and |
|environmental goals necessary for rapid advances in the Engineering and Systems Sciences. |
|Thank you, |
|Dr. Fred B. Wood, Sr. |
|(sadly, Dr. Wood passed on early in 2006) |
| |
|TO WHOM IT MAY CONCERN: This is a letter of reference in support of my daughter, Andrea Bowe, who is helping me to reside in my own home, although I am 96 years old. Andrea had nine years of training to be a piano teacher |
|through the Sherwood Music School in Chicago correspondence course by the time she graduated in 1969 from Notre Dame Academy Girls' High School in West Lost Angeles. She was on the basketball, baseball, and track varsity teams, |
|and has been an avid ocean swimmer and body surfer since her childhood growing up in Isadora Duncan's old Venice Beach apartment building, where her father and I were managers for the first five years of her life. |
|She graduated grade school at St. Mark's in Venice Beach. |
|Andrea was Valedictorian at her high school, President of the Debate Club, and won an award in a broadcast speech-writing contest from the VFW and Lion's Club as an Outstanding Spokesman for Freedom's Challenge as well as a Bank|
|of America Award in Science and Math, got Honors and Entrance and Early entrance at Loyola, where she was a National Honor Society Scholar for two years when she first attended college at Loyola University in Los Angeles, |
|majoring in Electrical Engineering. She graduated with High Scholarship in Liberal Studies from Oregon State University, minoring in Psychology & Nuclear Reactor Technology. |
|Andrea could use some financial assistance to complete her dissertation in the last two years of her graduate program with Walden University online, dedicated to social change. She raised five children, schooling them mostly at |
|home, then returned to school with Grand Canyon University Online and obtained a Master's Degree in Education, specializing in Instructional Technology in one year with an A average in 2004/5. Then she entered directly in Walden|
|University, seeking a Ph.D. degree in Education & Leadership, Self-Designed. Her many papers and free online Workshops and Web quests are available by Googling SPIRITUALUN. There is a paper there on climate change and advanced |
|electromagnetics she co-authored and e-published with Dr. Fred B. Wood, one of the Fathers of General Systems Theory, who passed on at 88 last year. He was her mentor, although she met him late in his life, and she produced a |
|two-year weekly half-hour series on , Santa Cruz, CA, called The Energy Crisis: Fact or Fiction? with Dr. Wood as the primary star of the show. She was an independent producer there for almost seven years. She |
|founded the spiritual United Nations in 1994 with a friend. Dedicated to a new paradigm for educational excellence, called Design by TEAMS, any money she obtains from fellowships or scholarships will be committed to educating |
|the public about theories of open systems, creating a new generation of systems scientists capable of reforming education and society into open systems for the benefit of the whole and magical child. She has been involved in |
|Global Crises Solutions Conferences, teaches workshops on subjects as diverse as piano, music, Native flutecarving, basket-making, cinematography, digital photography, web page design, solar oven construction, crocheting, |
|guitar, dance, curriculum design, and many other Old School Kid's Club techniques for helping problem children cope with closed systems. She has also placed my own memoirs online for me with a great photogallery! |
| |
|Thank you! |
|Clara Olive Bowe |
|10/25/2007 360-293-6229 |
|spiritualun@ |
Appendix 2: CAPSTONE,Reflections and Strategies
| |
|Reflection and Strategies |
|A comprehensive list of 15-20 strategies you use in the classroom to ensure the success of students in poverty follows below. Each strategy has the name of the strategy, the reason for choosing it, and the result you hope to |
|accomplish. |
|Most of these strategies are acquired by instinct in raising your own children and acting also as their teacher. Pointing out how these strategies resulted in increased interest in lifelong learning patterns that allow future success |
|to be catalyzed by past encouragement, anyone can use the strategies outlined. All the strategies below are included in any TEAMS process, as a matter of course, because choice and feedback become more important to the growth and |
|development of the whole child than any other factor. The results are always positive! |
|The classroom we all have, however, is the streets of America and the world, where her children every day are subjected to the need to survive in the face of an indifferent or concrete jungle. One of the best and most fruitful |
|strategies is, in the tradition of the granges and cooperative lifestyles of the past, to have a garden where the impoverished child may learn happiness from watching growth in the natural world. Learning that a high standard of |
|living may be attained through selfless service, not just by cut-throat corporations, is something the child knows instinctively but has been programmed by lies to forget. |
|Strategy One: Teaching Students to Make Questions and |
|Using the Adult Voice. |
|This strategy is one that can be implemented and modeled for the child even before they can speak. It allows the child to view their own processing of information from a viewpoint that allows cognitive interaction on a much more |
|focused level when they do begin to use speech. I have experienced that quite young children have interactive and telepathic skills that I believe are the normal functioning of a healthy adult that is replaced later by mistrust or |
|lies that cause the individual to forget their own unique essence and to seek safety in the camouflage of conformity, thus creating a lie that cuts one off from the higher faculties of reasoning. Patterning the adult voice leads to |
|the child functioning more completely and authentically, as long as it is accompanied by the respect of unconditional love and acceptance. It is this, in my opinion, that creates a sanctuary where the growing brain may find surcease |
|from the street's constant need for vigilance (so that children who grow up on the streets often feel like veterans of a war in a foreign land where hate rather than love reigns supreme, suffering symptoms similar to PTSD, as well as |
|ADD and ADDH.) So, using the non-judgmental and inquiring adult voice in the home from an early age teaches the child by example and prepares them for a lifetime of learning. |
|Strategy Two: |
|Teaching Mental Models |
|Again, this is something I approach at an early age and every childish Why? is an opportunity to discuss and model the "big picture" of an interactive and musical uni-verse. I start the child at the end and work backward in a systems |
|science philosophy of education that sees the child as aware of universal concepts at an early age, and also, as able to consider anything the older children can, often with a unique viewpoint that delights in stimulating and |
|interacting with others. This is how my children learn best and why I love the new trends in actually caring about our children instead of giving them ritalin to suppress their creative urges. |
|Strategy Three |
|Cartooning (Or Sorting relevant from irrelevant cues) |
|This is a part of everyday life in the home school environment where access to art supplies is a major focus and even a political or societal comment by any child is worthy of a cartoon or collage to express their unique views, so |
|that the relevant cues come from their own ideals first, and they are able to see how others use these cues because they themselves have done so to communicate, through rap or art or music, something of importance and relevant to |
|them. This allows visual and hands-on learning to be a natural part of their lives, instead of the constraint of timetables that are artificial or predetermined. |
|Strategy Four |
|Using a kinesthetic approach |
|This is my major approach to learning and I prefer it over all others for efficacy and retention. The project makes the knowledge relevant to student experience in a direct and powerful manner. The major failing of my years of |
|schooling was the lack of "hands-on" projects to learn new skills rather than "book" learning. I had all the theory and no ability! Those who have hands-on learning skills also learn more self-esteem and common sense that is lacking |
|in books. Only apprenticeship teaches and passes on the skills of lifetimes of practice and learning (i.e. guilds, etc.). |
|Strategy Five: |
|Teaching Conceptual Frameworks as part of the content. |
|This is also something to do when teaching, because, if the student doesn't understand the concept and its ability to extrapolate to other problems (i.e. equations as compared to word problems), the student really hasn't mastered the |
|problem at all but has simply learned to plug in the right equation. Again, if the knowledge does not in some way associate with the student's own experience, it will not be retained. |
|Strategy Six: |
|Establishing Goal Setting and Procedural "self-talk" |
|If you saw me doing chores or mental calculations, you might think I was talking to myself. This is something an only child often does, but the way I do it is a little different than most. Instead of following a normal linear thought |
|process, I will simply ask myself a question and wait for the answer from the "universal wisdom", you might say. In a way, this is to "pray without ceasing," always being aware of an answer coming back to me, and knowing in faith that|
|the answer is already there if I accept that it is and merely experience this "still, small voice." Instead of requiring our children to "answer on demand", why not allow them the respect and compassion to pose their own intimate |
|questions and be answered "in their own closets" by that voice of love that is available 24/7, like a good computer that never breaks down or loses power? |
|Strategy Seven: |
|Using Graphic Organizers |
|I hope to accomplish interesting and challenging experiences and have the student learn by doing. If the graphic organizers are included in the lesson, the student both retains the information and makes it personal. In fact, letting |
|the students themselves design and produce their own art work that teaches this method of cue-ing the brain to retain and regurgitate facts or theories and using colors is also part of mnemonics that works! I used this method in my |
|own studies. |
|Strategy Eight: |
|Gathering Precise and Accurate Data: |
| |
|Children are encouraged to keep notebooks and portfolios over many years, as I myself have done since 1979. We do not enter information like a diary, but rather in level of importance to what we don't want to forget. The scientific |
|methods are an integral part of everyday life in home schooling, so that data that one does not want to forget is entered almost religiously, but at the impetus of the child. For instance, if the child likes raising animals, they may |
|have research over several years documenting each birth. All the names of the puppies and kittens we have raised as experiments in peaceful co-existence, the weights and names and descent charts, colors, peculiarities, and who they |
|sold them to, may also be something they choose to record. I help the child but allow them their own interests, just making sure they understand how and why science and invention and better dog breeds and all other disciplines owe |
|their advancements to just such research. |
|Strategy Nine: |
|Mediation |
|This is really several strategies at once and is how Reuven Feurstein taught children. |
|Mediation builds cognitive strategies and these strategies are best accomplished in the manner of an apprentice, who approaches a profession of interest by learning from one who has already mastered the craft. The teaching of a craft |
|thus involves constant mediation until the student can use these strategies more and more in an unsupervised capacity. This is innate in the field trip or hands-on, constructivist, style of learning, as the excitement of learning |
|stimulates rather than the onus of grades, using natural creativity to focus detailed learning. |
|Strategy Ten: |
|Orient Data in Time |
|You can use common household tasks to teach this information, making it a matter of everyday experience to catalog in our own minds when to water the flowers (early morning), when to punch down the bread so it will rise again, when to|
|feed the animals, start breakfast, etc. We assign abstract values to time and it's measurement when we design "sign-i-up" sheets for chores or perhaps brainstorm of some future trip to the beach or the museum. Then, when a timetable |
|is needed, the student knows already how to assemble one based on experience and far outstrips a student who has not as wide a background in "uncoverage and understanding" that a stimulating and novel home environment can provide. |
|Strategy Eleven: |
|Organize Space with Stable System of References |
|As above, the home school ensures that a student gains these abilities at the earliest age possible and the older siblings seem to increase the child's abilities through stimulation and example. A child will learn to speak and act |
|coherently by imitation and instinctive role playing. The eight year old may play at being the teacher, showing the younger child through innovative methods of personal design and inclination, the differences between right and left, |
|up and down, etc., becoming "teacher-trained" at the same time! Video games are more and more focusing on 3-D approximation of spatial learning without naming but rather through experience. "Go up one level" will probably enter the |
|language as much as right and left, as computer games increase in popularity due to more tv and computer-literate generations to come. Multimedia is also becoming as easy to master for the M-Generation (Multi-Tasking), as a new cell |
|phone with picture capacity. |
|Strategy Twelve: |
|This is my own strategy. I call it: MOM's SOS or: Learning through Movement and Music. It can also be labeled under: Teaching the Structure of Language |
|This strategy encourages natural reserves of creativity and love to emanate from the growing child, stimulating and increasing mnemonic retention through access to technology and instruments, "rap" or poetry or songs. (i.e. Alphabet |
|Song) I will design a video game for children 2+ to teach reading through interactive maze and coloring games where the child may enter a "Learning Room" for any language (i.e. Hebrew, Tibetan, Sanskrit, Spanish, French, English, |
|German etc.) and "experience" the poem/song in that language while they color or follow a maze game, etc. Then this will teach, through graphic organizers and sacred geometry, the principles of sound variation and phonics and vowel |
|and consonant pronunciation in that language. When the child has mastered the game for a particular letter of each alphabet, then the actual visual word stimulation will be "added" to the game and the child will move automatically to |
|the next "level." There the input will be more challenging each time. This sort of audio/visual learning is, I believe, the "wave of the future" that will launch the child on a course of a lifetime "love of learning", like a surfer |
|looking to catch a better, bigger wave. |
|Strategy Thirteen: |
|Elaboration Strategies |
|"Using the Data". |
|I use the Design Process I learned in a college Electrical Engineering course at Loyola University. Now, I teach this process by example and at the earliest possible age, when the child's growing brain accepts such stimulation as |
|though it is a good dinner recipe. This encourages the brain to grow. Does anyone else use the time they spend feeding their bodies to also feed their minds? I don't consider it "rude" to read at the dinner table. In fact, it's better|
|than watching TV. I like to eat and read at the same time and don't feel really satisfied unless I can do both. It is as though there is little time for true relaxation and learning and every second is precious. The child learns that |
|reading is important through example and the parent or teacher that reads to the young child can help them see how comprehension is a function not only of retention but also of attention. I learned to read at three my memorizing the |
|books my loving Muzzie read me as many times as I asked. Golden Books with heroes like Tarzan and Lone Ranger and were my bread and butter. By being read to whenever I asked from an early age, by three I "remembered" how to read. Much|
|later, I learned the alphabet at school, but not how to read! |
|The Design Process shows the child how to pass through the stages of brainstorming and critiquing to decisions and actual project implementation. This translates into an ability to apply this "design process" to any discipline or |
|subject they wish to master. Also, I challenge Microsoft to create games for free that teach these skills and make them and technology available at a local level to select teachers in small communities to prove the efficacy of the |
|process, giving the teacher a home with at least a two-car garage to set up on of these Science of Open systems Learning Centers. voluntary attendance and inter-generational TEAMS are the Key to reforming education, eliminating |
|obsolete methodologies in favor of perfection of form and song possible to miraculous beings we call our children! |
|Strategy Fourteen: |
|Input Strategies |
|Like Marie Montessori, my input strategies are based on the observation of the ways a child learns best. I do not use stress, as this does not ever seem to me to result in a positive or healthy outcome for the student. Rather, I |
|control behavior through positive methods that invoke the student's own interests and motivations and may positively affect their home lives (even if the children are not my own). |
|I like to work backward from a designed "Learning Center", that will teach the needed skills while ensuring student's willing participation by methods of choice and feedback, refining the models or hands-on "games" through the child's|
|own critical thinking skills and input strategies, allowing art or music or dance or video productions, etc. to be the models and the impetus for learning group skills of interaction and behavioral control. If a student cannot control|
|their behavior, the entire class will stop everything and give the child who needs help the nurture and support they need. However, I should point out that I had one son and four daughters and therefore my observations are more about |
|the feminine gender. Instruction for boys, especially younger ones might need to be more physically oriented around cooperative rather than competitive sports, team spirit, etc. For some boys, the hormonal change occurs later than in |
|girls. It is found that requiring a child who has not undergone this change to sit still or learn to read in the ways we traditionally teach is almost like torture because sitting still or learning to read at this age and until this |
|change occurs is physically impossible and may be one reason the use of ritilin has so increased in younger children, not because of the child, but simply in the system's ignoring the child's essential uniqueness. |
|Strategy Fifteen: Output Strategy |
|My take on these strategies is the same as that above: Work backward from a particular design and master the skills needed through the process of actually creating a visual or auditory record of the design experience. In my school, |
|assessment will be through project outcomes and the child will only be "graded" on participation and increase in self-fulfillment. Organizing data as a rubric of understanding is natural and teaching the actual design process to a two|
|year old can be as simple as letting them watch and participate in design processes that others might consider too advanced or challenging for that age group. Consider this, however: |
|The Brain wants and needs stimulation, the more challenge, the better! The child loves to master and to be appreciated for this natural desire is the goal and fulfillment that the child's social nature craves! |
|Any group project stimulates positive behavioral outputs, if the child is allowed and encouraged but not forced to learn! Let the children at the beginning of the year decide their own strategies for feedback and behavioral |
|modification, where positive discipline uses stories and parables to understand the other person's point of view and emotions, and sets personal goals for growth and interaction (Winters, 1980). |
| |
| |
|Below is a short synopsis of research in the 20th Century: The differences between qualitative and quantitative research, major steps involved in conducting a research study, and examples of research with significant deficiencies: |
| |
|Deficiencies in Educational Research |
| |
|In studying any research for the purposes of increasing knowledge about sources of creativity and other subjects affecting the educational forum consisting of educators, students, parents and administrators, one must consider several |
|variables. First, is the research of a qualitative or a quantitative nature and, second, is it what may be considered good research or is it deficient in any of several ways? |
|These are the questions I will attempt to answer in the following pages. |
|The wide range of research subjects may seem daunting to some and a source of instant inspiration to others. The research you can find online is virtually unlimited, but may not always include refereed (or pre-judged, like a piano |
|recital), articles. These research projects may be qualitative or quantitative, may be grounded in theory or may be entirely action research in the field. The type of research will affect results and their significance, as |
|quantitative research may begin with an hypothesis or even two or three, and qualitative research may more generally be seen to start with a perceived need for change in any system that needs to grow as a viable entity. |
|It may be seen that the researcher is the research in a qualitative approach and also studies have shown that the otherwise "perceived to be unbiased" observer is actually constantly affecting their environment with conscious or |
|unconscious direction of vibrational energy (also referred to in quantum physics and systems science as the "quantum flux"). Have you ever thought about what a research study on "quantum flux" might look like? Would you be able to |
|arrive at a solution with less than four possibilities? This was a solution proposed in the equations attributed to de Broglie. |
|In analyzing the data in a quantitative study, one may see several variables being ignored or questions that address more than one concern or answer. Also, studies show that the same exact data and conclusions may be used to prove |
|either side of the issue at hand, often depending on the whim or personal bias of the analyzer. |
|The issue of bias may also come up in the discussion of the action research proposal, not only from the researchers themselves, but also from participants in the study, who may have preconceived notions that may affect the reliability|
|of the study. A large study and a larger population may have more significant results, but, here again, there are many factors that, not considered, may effect outcome or interpretation of hypothesis or theory. |
|The major steps in conducting a research project are dependent on the nature of the study itself. If the research is quantitative in nature, the researcher may first pick a topic and then review the literature concerning that topic in|
|order to narrow the project to one small enough to be accomplished within the allotted time span and to further limit the hypothesis or theory they wish to consider. However, one deficient result may affect the outcome of the study to|
|such an extent that the research may not produce accurate readings. If the topic is either too broad or too narrow, the results may also be insignificant. If the research is historical in nature, data may begin to be gathered in the |
|course of conducting the survey of relevant literature. If the researcher has not significantly researched their topic, they may re-use a topic that has already been thoroughly discussed, or they may not have an overview that will |
|give them an objective picture of what they wish to accomplish. These personal biases are some of the primary deficiencies in any project. However, in qualitative action research, one may not study the literature as much as the chosen|
|population for the study. The group may be much smaller and more selective for this type of research. Not getting to know the population chosen for a small study of a qualitative nature is one of the deficiencies in this type of |
|project. |
|Other deficiencies may occur in either form of research study, such as errors in data input, collection of statistics, setup of questions on surveys (not clear or more than one answer), and data analysis. These tend to be more evident|
|in research of a quantitative nature, where facts and figures are more important than in comparable studies of a qualitative nature, where the topic and the hypotheses will often change and evolve as the study progresses. The four |
|steps in action research are similar to those in quantitative research plans, but the order may differ. |
|These four steps include |
|(1) selecting a topic or issue to study, |
|(2) collect pertinent data related to the topic, |
|(3)analyze and interpret the data and |
|(4) application of the research results. |
|An action research proposal involves a good topic if it addresses directly a problem or question that may be effectively changed for the better in the course of conducting this research. |
|This is what appeals to me most, as I prefer "doing" to planning and often feel that planning becomes procrastination or control of intuitive understandings to the detriment thereof. But in order to replicate the resultant |
|information, one must outline or plan the process so as to add much needed validity to one's research. Maybe this is not reducing your intuitive understanding but simply providing an atmosphere of replication for your intuition. |
|The more broad the chosen study group is in a quantitative research project, the better the results may be seen to address the topic, but other variables can also affect this type of survey analysis, such as a failure on the part of |
|the researcher to address differences in gender bias or preferences or balances of age or skills or even cultural biases or ignorance based in the population itself or in the researcher's own lack of information about these issues, |
|especially in studies related to ethnography, where language and cultural differences may create unknown biases that will affect the final outcome and the testability of the hypothesis. If the hypothesis is not capable of being proved|
|or disproved by the methods invented or used by the otherwise unbiased or independent observer, then the resulting study will also be rated as deficient even if other methodologies are followed correctly. After a study has been |
|conducted and the literature researched and quoted correctly, the study or research project will be written in APA format and submitted to the appropriate venue and may even be published in a journal that is known to "referee" its |
|authors so that these sources may be trusted above what one finds online or self- published. |
|These major steps in conducting research are slightly different in the two approaches but basically have all the ingredients for a successful study or testable hypothesis. The paper will begin with an abstract and end with a |
|conclusion and offer of suggestions for further studies, and the body of the report will document the size and nature of the population under study and the methodology used to do the research and gather the data. The quantitative |
|approach will address the conclusion based on numerical data, while the qualitative approach will grow and change with immersion in the environment and evolve as the study progresses. All these reflections show that one must consider |
|all sides (and even "wild card solutions") to analyze the complex interactions and relative benefits and effectiveness of any research project. Using only primary sources of information may help the initial investigation of research |
|proposals and offer directions to improve the observed systems of interaction within the educational matrix. Self-examination of prevailing mental models may avoid bias in the final report. I am interested in pursuing action research |
|that may reform the school system as we know it, (while making the least waves of resistance) so that the balance will shift toward the positive influences in society and less weight be given to competition with others and more toward|
|individual measures of growth such as portfolios and project implementation as assessment and grade. This, in my opinion, will help to increase interest and curiosity and decrease depression and violence that I see as A direct result |
|of learned helplessness and low self-esteem. In conclusion, a research topic must be testable using the collection and analysis of data, whether it be collected by sampling or as interviews, and the topic must have theoretical or |
|practical significance to make sure it contributes in some way to improving the educational process." (Gay, 2003, 67) |
|Every good proposal begins with a research plan that typically includes an introduction, a method section, a data analysis description and a time schedule. If these are not considered ahead of time, more and more deficiencies may |
|occur in the course of conducting the applicable research (Varela, 1999), (Vertosick, 2002). Any research that addresses as many of these variables as possible in its analysis and implementation will avoid the pitfalls associated with|
|research that is deficient in some manner and therefore may not be of service in educating the educators. "Love longs to be known. All we have to do is clear the way for it." (From A Traveling Peoples' Feild Guide by W. T Feild). My |
|plan of action will be carried out online as I offer workshops and web quests on my free web pages (Simonson, 2003). I will be asking for feedback and comments from anyone who chooses to participate in my Design by TEAMS Methodology. |
|I will use msn groups and anonymous chat-rooms and ask for informal feedback from workshop participants. This will let me test the efficacy of my TEAMS Method as a tool for constructing a pedagogy or theory of Learning by doing |
|(Chiras, 1998), (Coles, 2005), (Cousins, 1989), (Dancy, 2000). This is also called Problem or Project Based Learning (Wiggins & McTighe, 1998), (Tomlinson, 1999). For example, there are hands on kits that teach everything from |
|Basketmaking 101 to complete instructions for becoming a songwriter: |
|"This complete music instruction studio will develop and strengthen your ability to write songs in a variety of popular styles. ...focuses on songwriting workshop[ sessions, which are specially designed to make your creative time |
|productive and funÉYour goal as a songwriter is to touch the listener with a subject of importance to his or her life" (Appleby, 1995, 3). |
| |
|To develop over time, TEAMS show community businesses and |
|schools how to work together as teams |
|will also train new mentors with increasing mastery |
|due to the power of accomplishment (Bruner, 1996), (Jensen,1998), ( Noll, 2005). |
|It is ultimately the dedication to creating a universal tool |
|that will help everyone, no matter their age or gender or level of mastery, |
|to accomplish Projects of a global nature with only simple teamwork |
|as the yeast for the dough, that will guide us to seal the output of vision |
|with the crystal tone of cooperation (Webster, Phalen, & Lichty, 2006), (Chen, 2002). |
|As feedback improves communication and critical thinking skills develop with mastery, teamwork will be the necessary ingredient to produce a universal mind that seeks greatness and has compassion for all (Dils, 2004), (Alessi & |
|Trollip, 2001), (Vygotsky, 1978). |
|A letter of introduction that teaches a student how to use and update |
|their skills by researching web pages of local businesses |
|will also aid in connecting schools with their communities (Bly, 1999) |
|Helping them to connect with businesses and non-profits within their communities to effect these goals, anyone who participates in one of these Design by TEAMS workshops can then model and scaffold the learning curve for new |
|participants and can hone their own skills of metacognition at the same time they mentor to others, thus making the knowledge more concrete and hands-on. |
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|Vertosick, F.T. (2002). The genius within: Discovering the intelligence of every living thing. New York: |
| Harcourt. |
| |
|Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, |
| Massachusetts: Harvard University Press. |
| |
|
|
|Webster, J.G. Phalen, P.F. & Lichty, L.W. (2006). Ratings analysis: The theory and |
| practice of audience research (3rd ed.). Mahwah New Jersey: Lawrence Erlbaum |
| Associates, Inc. |
| |
| |
|Wiggens, G., & McTighe, J. (1999). Understanding by design. |
| Alexandria, Virginia : ASCD |
| |
|Winters, K. (1980). The teacher's copebook: How to end the year better than you started, a |
| personal handbook of nearly 100 anti-stress strategies. Belmont, CA: Pitman Learning, Inc. A |
| Fearon Teacher-Aid Book |
| |
|Wood, F. B., Sr. (1998). The n-dimensional knowledge proximity approach to technology assessment: |
| The case of electromagnetic systems. ISSS Proceedings. |
| |
|Wood, F. B., Sr. (1992). Climate cycles and the development of civilization: Whose world to lose? |
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| |
|Acknowledgements: |
| |
|The idea for Design TEAMS Methodology goes in part to Loyola's Associate Dean, Dr. Ritter, who, in 1970, offered the Course in EE called Introduction to Design, in which our team designed and built an educational toy called the |
|Pattern Generator, learning and modeling the Design Process and also producing a closed-loop video of the Model and its Generation through the Design Process itself for showing with the toy at the Detroit Science Fair that year. |
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