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Posts Tagged ‘videos

Some of the folks in special needs and inclusive education already know this: You can focus on the disabilities or the abilities of your learners.

This is not just a philosophical shift in perspective. The shift can determine curricula, programmes, and resources.


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More people need to be inducted into this more progressively oriented approach. Perhaps these two recent videos might pave the way by listening to the those with these abilities.

Contrary to popular belief, not all Singaporeans are rich. (We might have a disproportionate number of millionaires, but that does not mean we are all Crazy Rich Asians.)

Contrary to perception, not all so-called millennials are not self-serving.


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Contrary to mainstream messaging, not all video gaming is bad.


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One step towards developing nuanced thought is seeking out the contrary. This does not meaning accepting all that is contradictory. It means having a mind open enough so that rubbish does not fall in.

I reminded myself of two change principles after watching the videos below.


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The first principle is: Don’t preach, teach instead. The second is: Don’t sell a story, tell the story.

In both cases, you let your audience decide to learn and change. Tell the story well and without preaching, and you are more likely to get learners and changers.

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This is the original.


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It is impressive, but out-of-date and left out countries like Singapore.

This is the remake based on that original.


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The redux was not just copy and paste. A considerable amount of effort (of a different sort) went into making it.

What I shared on Saturday by citing the work of others also took effort. Other than connecting the two separate pieces, it required the ability to curate. This meant reading, evaluating, archiving, and republishing.

Here are two initial rules for anyone teaching kids about generating and sharing content. One, anything of significance is rarely unique. Two, we stand on the shoulders of giants — acknowledge them or risk getting flicked off.

Coding, however it is defined and implemented, will be taught at primary and secondary schools.

Whatever is taught, I hope that students will not learn the WHAT and HOW without knowing WHY of coding. If they need ideas or inspiration, they might watch this YouTube video.


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This group of dancers aged 11 to 13 code not just for an app or STEM. They code for artistic expression. They code to pursue a passion. They code to move people.

By some coincidence, I watched this video of Itzhak Perlman who was offering master classes online.


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Perlman said he would ask his students: Is there a difference between being intense and being passionate?

Our coding curriculum might be rigorous or even intense. But will it also be passionate? By this I ask if it will give learners ownership and nurture empathy.

Intensity is something we can subject students to. Introducing another possibly siloed subject into their lives will make learning intense even if we try to sell it as fun or forward-looking. We should not dance around this issue.

Passion is something we help students discover and develop. Nurturing passion starts with helping students identify with needs, both theirs and others. This opens the path to empathy. Students then take the responsibility to problem seek and problem solve.

If we rely on intensity, we will have to keep pushing students to learn. If we start with passion, students will push themselves to their own ends.

No, not the Singaporean utterance of “truck, lah” but the creation of a truck from a Tesla car.


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The video above is an “ad” for the Truckla. It is a product in the sense that it showcases a product (the Truckla) which was itself a product of collaboration.


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The second video is a behind-the-scenes look of how the Truckla product and the “ad” were created. It is a process video.

Like most process-product videos I feature in this blog, the process videos run long while the product videos are short.

This mirrors what we see in classrooms: People tend to judge and value the products of learning because they are easier to quantify. But it is the messier and more detailed processes that provide insights into how the product came to be. If we focus on processes more, we might reward even sub-par products because we can gauge how much learners actually do.

YouTube provides a constant flow of videos that help me illustrate the importance of looking at the processes behind products.

This product is about as viral as it gets.


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The inspiration and processes behind the polished product is not as well known.


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For the neutral observer, the second video provides insights into the processes that contributed to a viral video. For an educator, the behind-the-scenes processes are just as important, if not more so, than the final product.

Here is a bonus video of Lil Nas visiting an elementary school in the USA.


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