THE SYNTHESIZING MIND

According to Webster's Dictionary, the definition of synthesizing is:

"to form a material or abstract entity by combining parts or elements"

Stopping to think about this definition, I have come to realize that many of the curriculum that I employ require the students to synthesize information.  They must gather information from the realms of communication, construction, production, transportation and bio-technology to complete or explain how items work or how processes are completed.

I am going to use an example from my Architectural Modeling class that works well with synthesis.

Wait a minute!

Architecture is simply building, right?

How can you study multiple items in Architecture?

Aside from the obvious answer:  Masonry, carpentry, electrician, plumbing, etc. (the parts that make up a house), there are also the less considered. 

These can include finance, design, decor, safety, codes & inspection, home ownership, etc.

While this lesson within the class is only a "Searchlight" project, as opposed to a "Laser" project (ref. Gardner, laser vs. searchlight intelligence), it is still a good synthesizing project.

Of the many websites that I use for my Architecture, one which covers a diverse range of topics not actually dealing with the design of the structure itself is from Ginnie Mae.

Click on image to visit this site!

This website provides a veritable wealth of information and activities for students.  Not only in the sense of building a home (the architect), but also as a homeowner, a banker, and even an inspector.  In addition to being used as a technology project, it can also be adapted into economics, personal finance, business, home maintenance or even history curriculum. 

Let's explore!

As Gardner states, "One might even speculate that various forms of intelligence gravitate toward different forms of synthesis."  He then goes on to describe the linguistic, logical, spatial and kinesthetic minds, and how they synthesize differently.  This website can actually accommodate each of those types of minds...

COOL STORIES talks to the linguistic mind...



...BRAIN FOOD talks to the logical and/or spatial mind

...and the GAME CENTER provides a kinetic balance between stories and straight up facts. 

According to Gardner, there are four components that are at minimum required to obtain synthesis:

A goal  -  A starting point  -  A strategy  -  A feedback / result

I find this to be very similar to a systems flowchart which I use and require students to maintain on their projects:

 Using this system flowchart, as well as a targeted assignment (ex: "How do you obtain a mortgage?", "What are the benefits of home ownership?", "How do you calculate equity?"), students can synthesize the information in whichever format (linguistic, logical, spatial or kinetic) best suits their style.

Digital Media

Blog on Digital Media

The topic which I am going to present for this assignment will be based on my structural engineering unit.  Specifically, the discussion of the forces which affect a structure of any type.

The goals for this unit will be to introduce students to the following forces: 

•  Compression
• Tension
• Bending
• Torsion
• Shearing

My use of Digital Media in this unit, especially at the beginning of the unit, is fairly extensive.  I use video streaming, both from online sources and from media which I have purchased myself.  I also use online labs, or "virtual labs", where the students can actually see the effects of forces.

As an introduction to the unit, I would pull a direct video feed from Discovery Education (DE):

STRUCTURES & FORCES

I have two options at this point:  (1) show the whole video (appx. 23minutes), or (2) show individual segments (appx. 2-4minutes each).  Usually, the entire video is used to introduce the students to the topic, then the segments to reinforce or review. 

TENSION                                                              BENDING

COMPRESSION                                   TORSION & SHEARING

 How does this, a simple video benefit the students?

If shown just by itself, and for itself, not much.  However, when paired with an active discussion and possibly a lab, it gives students the insight as to why such things as forces must be taken into consideration when dealing with structures.  It also introduces students to vocabulary, and shows them actual objects that they might be familiar with, but do not realize what they are or what forces they are under.  As the adage says:  "A picture is worth a thousand words."  In addition, it provides both the teacher and the student a foundation to build upon (structural pun) and a reference to go back to if there are questions.

In addition to the digital media through DE, Public Broadcasting System (PBS) has a wonderful library of videos, texts, and virtual labs that can be accessed for a very wide range of topics.  A site that is applicable for a structural unit is called

BUILDING BIG.

This site, and its various links, provides "hands-on" (virtual) labs that let students explore

FORCES    LOADS    MATERIALS    and    SHAPES.

These virtual labs provide students with a hands-on, minds-on experience that otherwise might not be available due to budget or space, as well as a safe learning environment.  It allows them to "physically" compress, or squeeze an item without having to worry about damage to the item or to the student.  In addition, each student (within reason) can work at their own pace.  They can focus more upon parts of the lab which interest them, and obtain other avenues for discovery.  This lab also allows the instructor to focus on a specific areas which the student is having trouble without a lot of equipment or the reconstruction of a full experiment.

To summarize, both online video streaming, and virtual labs, provide both visual stimulation, bringing into focus what students might see from day to day but not recognize, and a hands-on action, allowing them to virtually perform tasks that might not be possible in the classroom.

728 Challenge

The purpose of this blog is to answer questions using 25 words or less each, yet be concise.  I guess this just goes to show one of the differences between "Digital Immigrants" and "Digital Natives".  I was always taught to expand upon your answers...

1. Who are you and what do you do?
               Andrew Baker: Tech Ed Instructor-Jersey Shore PA, TSA advisor & Freemason
2. What is your primary goal for taking this course?
                  Work on Masters, discover new media for classroom
3. What is your philosophy on Education?
                  Teaching to live in a technical world
4. What do you see as being the greatest benefit of using technology and/or digital media in the classroom?
                  Hands-on / Minds-on teaching: students interact more with lessons
5. What is your biggest concern or challenge with using technology and/or digital media in the classroom?
                  Keeping systems functional & staying updated w/software
6. Provide an example of how you currently use technology and/or digital media in the classroom.
                  CAD, Graphic Design, Online Sims, Online testing, Promethean, YouTube...
7. How does your classroom today differ from when you were the same age as your students?
               RE/Apollo 13:  A computer that actually fits in a room...


I am much better at writing long, detailed answers.  One of the major drawbacks to being an immigrant...