Dr. Baked Potato: How can we scaffold complexity?
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- Опубликовано: 6 окт 2019
- Welcome to Season 2! In this episode we break down the barrier of complexity through the metaphor of baked potatoes! How can we help learners to start together rather than trying to get everyone to end int he same place. It is the secret to teaching to a diverse range of students and can even help us plan our next family dinner!!!
For recommended resources to support inclusion, including books by Shelley Moore check out: www.amazon.ca/shop/tweetsomem...
What's your favorite topping? How did the baked potato experiment go for you?
You and your metaphors! Loved baked potatoes and I love Season 2 is starting!
Shelley! You've done it again! This is a brilliant metaphor for supports in education...and I'm definitely bringing baked potatoes to my next staff meeting!
Absolutely brilliant and engaging. You nailed it as always. Thank you.
Brilliant as always!
as always...love love love your analogy.....:)
Love ❤️ this metaphor!
I love this one. This episode inspires me a lot on how to design my own lessons. Thank you, Shelley!
This was such a great watch! Your energy is amazing, this metaphor is awesome and the point is so true!
I love your videos Shelley, and I was looking forward to the new season! I love how you've broken it down for us EAs! I don't like baked potatoes but I will eat mashed with baked potato toppings! BACON, chives, sour cream, and cheese.
FABULOUS! I am in awe of how you were able to explain so much in so little time - that was brilliant. I am honestly having the BEST time (and it is hurting my brain, but that's okay ;) planning for my students. I am just trying out what I learned from you in the summer, and although I have a LONG way to go, you are right... The best part is sitting back and watching where they each decide to take it. Some are really okay with just a bit of butter and salt. Some cannot stop themselves from putting on lots of bacon. And others want it fully loaded - and then some! I have been re-writing all of our rubrics and assignments with my colleagues, and while difficult, we are learning so much. I am also getting lots of practice in thinking about goals for all as I have a student with profound hearing loss and another student with profound vision loss in my class this term, as well as several other students with various needs. I could go on and on with what I am learning, but just needed to say THANK-YOU! And it is all coming true. The world is a kinder place because of you and your shining. :)
You may not know this Shelley, but my daughter is a potato scientist and we live in Boise, Idaho! We will make sure you have the best potato bar and rainbow cake when you come down here to speak!
You are amazing, and I love you!😊
It was lovely to watch your video about Baked potatoes, it is a right topic for my module. Regards.
lovely! I enjoy my baked potatoes with lotsa butter, salt, sour cream, chives, bacon bits, and a little bit of cheese!
I shared this video with my online classmates for our equity or equality unit.
This video is amazing
AWESOME! This video hilariously resonates with me because I’m on a ketogenic diet and can’t eat root vegetables. 🤣 Planning for maximum choice and personalization in class for my students is a challenge I love, and I’ll always be learning how to get better at this. Throughout your video, my brain kept going to “too bad that even modern curriculum mandated by many governments still is often framed as ‘here are all the toppings you need on your potato by the end of each grade-and thus, many teachers believe everything you say but still feel pressured to force feed content at aggressive rates like they were prepping ducks for foi gras.’” How long until we hear an ‘official’ message from the ‘big bosses’ that we have ‘permission’ to pace learning in meaningful ways without a volume deadline...even if that means missing some Learning Standards?
Quick Summary:
1. Get to know the learners and identify what supports they need to meet the goal BEFORE they are tasked with the goal
2. Make sure that ALL the learners understand the MOST IMPORTANT part of the goal, and that goals are connected to "concepts" and not "activities" ... Takeaway is that learners are diverse, and they may have different learning needs
3. Teach the different challenge options to ALL of the learners "scaffolding complexity"
4. Let ALL the learners choose their level of challenge about how they meet the goal - they way the learner can drive engagement based on their own capabilities "no need for adaptions or modifications"
I'd like to see what research supports this, and what teaching paradigms / styles this is a part of.
Haha! Ok. Let’s be more realistic... 35 baked potatoes 😂😂😂
You are amazing
I love the idea of having to know your students before you decide your goals, yet, I'm finding it so difficult to do with over 110 kids in secondary. Advice?
start with one class :)
Awesome!! Hopefully the oven doesn't break....
😂❤
Thanks Shelley, as a newish EAG I appreciate the metaphor a lot. I'm also thinking, though, about the opportunity to ask those kids *why* they don't eat meat and dairy.
There are an increasing number of vegan kids, and a lot of good reasons for it. It's likely they know that animal protein is actually very unhealthy for the human body (see nutritionfacts.org, gamechangers or what the health on netflix), and that raising animals (and food for animals) requires a lot of land and water resources and contributes greatly to the climate crisis they're facing (see cowspiracy on netflix or www.cowspiracy.com/facts). It's also likely that those veggie kids have been educated about goes on behind the scenes - the small confined spaces animals are forced to live in, the painful body modifications and forced pregnancies and theft of babies, the final frightening moments they experience at the slaughterhouses (see mercyforanimals.org) - and they make their food choices thoughtfully. Older kids might be exploring the spiritual and philosophical aspect of a vegan lifestyle (see ruclips.net/video/C66-srODXQw/видео.html).
It's interesting that pretty much every kid (and adult) will say they love animals, but very few understand that their food choices are the result of tremendous pain and suffering that's imposed on those cute animals we read about in story books.
Please understand my intention is not to shame or blame ... I too was raised by well intentioned parents within a society where the idea of raising and killing animals for food, clothing, and entertainment is normalized. But there's a gentler, healthier way to live and many many people around the world are embracing it. After 19 years as a vegan I have also come to believe very strongly that behaviour issues are connected to the food energy we put into our bodies. I do appreciate your work, and I'm writing from a friendly vegan perspective to suggest that maybe it's useful, in addition to changing the toppings, to ask the kids why they don't choose the toppings they're presented with.
What about the baked potatoes that are only half cooked. Recently planted? Early intervention
What are EA
EAs are Educational Assistants
@@FiveMooreMinutes I got that. Is that for gen Ed or special ed? I agree that we in Ed wear out our educators
@@andeesignsable an Education Assistant is there to support the student(s) needs first - we are not an assistant to the teacher (we don't photocopy or put up hallway art displays). Be it a diagnosed or undiagnosed leaning issue, behavioural, medical needs, social and emotional supports, and so on.