Okay enough theory, let’s get creating! Below is the link to a “How to make a DIB” video tutorial. I chose a social science topic as this is an area that lends itself to broad use of physical artifacts, multimedia resources, textual information, primary sources, and 101 other learning components that just beg for coallation, intentional presentation, and 24-7 accessibility.
Let’s agree on one thing first; viewing, visiting, or handling a piece or place in history or present sociology is the BEST way to interact with the social sciences. However, for a variety of reasons, including limitations on funds, time, and space, we cannot always create first hand experiences for our students. Even when we can create first hand experiences there are individual students that are often unable to participate, into this learning gap we as teachers can still provide virtual access. Additionally, we take pictures and selfies of everywhere we go and everything we do as a record of activity and a prompt to memory. Why would we not have a similar source of digital record students can return to as they need in the learning process.
DIBs allows us to curate, catalog, and organize artifacts and instruction all in context of our classroom goals and activities. This framework for our classroom allows all students access to learning as they require.
Check out this installment below and stay tuned for “Making a Map” where we link out social science DIBs into a single learning map unit.
Matthew is the author of the book DIBs: Using Digital Instruction Blocks, available on Amazon.com. He is also a board member for the Flipped Learning Network and a Co-founder of the Illinois Flipped & Blended Learning Network. Matthew is a mathematics teacher with seventeen years of experience at the high school level and has also served as an adjunct instructor at the local community college for the since 2004. He can be followed at @matthew_t_moore and maintains a web site at matthewtmoore.wordpress.com