21stcenturizing Learning 2
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I. The agenda includes welcome, updates, a newsletter discussion, a project Q&A, two sessions of a network inquiry activity with setup and collaboration, a Diigo discussion, and closing questions. II. The document discusses shifting teaching from individual to collaborative practice, learning from linear to participatory, and the need to unlearn old approaches. III. It provides examples of technological pedagogical models and findings that effective technology use depends on good teaching approaches, not just the technology alone.
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21stcenturizing Learning 2
- 2. Agenda I. Welcome, Updates and – Newsletter- 10min II. Project Discussion and Q&A - 20 min III. Network Driven Inquiry: Technological Pedagogy in Action- 15 min of set up and 15 min of breakout activity IV. Break - 5-7 min V. Network Driven Inquiry: Technological Pedagogy in Action- 15 min set up - 20 min collaborative creation of unit VI. Diigo- 10 min VII. Questions/Concerns VIII. Dismiss
- 3. Learning in a networked community Distributed knowledge Learning as individuals Linear knowledge Learning in a participatory culture Learning as passive participant Teaching as a public collaborative practice Teaching as a private event Learning anytime/anywhere Learning at school Shifting To Shifting From
- 4. What do we need to unlearn? Example: * I need to unlearn that classrooms are physical spaces. * I need to unlearn that learning is an event with a start and stop time to a lesson. The Empire Strikes Back: LUKE: Master, moving stones around is one thing. This is totally different . YODA: No! No different! Only different in your mind. You must unlearn what you have learned.
- 5. TPCK Model There is a new model that helps us think about how to develop technological pedagogical content knowledge. You can learn more about this model at the website: http:// tpck.org/tpck/index.php?title =TPCK_-_ Technological_Pedagogical_Content_Knowledge
- 6. 9000 School 35,000 math and science teachers in 22 countries How are teachers using technology in their instruction? Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study . Hong Kong: CERC-Springer, the report presenting results for 22 educational systems participating in the IEA SITES 2006, was released by Dr Hans Wagemaker, IEA Executive Director and Dr Nancy Law, International Co-coordinator of the study. SITE 2006 IEA Second Information Technology in Education Study
- 7. Increased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology. How you integrate matters- not just the technology alone. It needs to be about the learning, not the technology. And you need to choose the right tool for the task. As long as we see content, technology and pedagogy as separate- technology will always be just an add on. Findings
- 8. See yourself as a curriculum designer– owners of the curriculum you teach. Honor creativity (yours first, then the student’s) Repurpose the technology! Go beyond simple “use” and “integration” to innovation! Teacher as Designer
- 9. Spiral – Not Linear Development Technology USE Mechanical Technology Integrate Meaningful Technology Innovate Generative
- 10. Shifts focus of literacy from individual expression to community involvement.
- 11. According to Clay Shirky, there are four scaffolded stages to mastering the connected world: sharing, cooperating, collaborating, and collective action. Share Cooperate (connect) Collaborate Collective Action
- 12. 21st Centurizing your Lesson Plans Step 1- Best Practice Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock. 1. Identifying similarities and differences 2. Summarizing and note taking 3. Reinforcing effort and providing recognition 4. Homework and practice 5. Nonlinguistic representations 6. Cooperative learning 7. Setting objectives and providing feedback 8. Generating and testing hypotheses 9. Cues, questions, and advance organizers
- 13. What are specific strategies you use in your classroom for a particular discipline?
- 14. Step 2- What Tool Fits? Web 2.0 Tools and Marzano Developed by Stephanie Sandifer (author of Change Agency ) Web2.0 that Works http://web2thatworks.com/index.php?title= Main_Page NECC Presentation http://web2thatworks.com/index.php?title=NECC
- 15. Bloom's Taxonomy Blooms Digitally By Andrew Churches http://edorigami.wikispaces.com/file/view/bloom%27s+Digital+taxonomy+v2.12.pdf http://www.techlearning.com/shared/printableArticle.php?articleID =196605124 Andrew has embedded 21 st centurized verbs into the new levels of Bloom’s taxonomy.
- 16. It is never just about content. Learners are trying to get better at something. It is never just routine. It requires thinking with what you know and pushing further. It is never just problem solving. It also involves problem finding. It’s not just about right answers. It involves explanation and justification. It is not emotionally flat. It involves curiosity, discovery, creativity, and community. It’s not in a vacuum. It involves methods, purposes, and forms of one of more disciplines, situated in a social context. David Perkins- Making Learning Whole 21 st Century Learning – Check List
- 17. Academic Learning Time David Berliner Pace - Is each learner actively engaged? Timing and delivery paced well? Focus Are learning activities within core content aqnd aimed at helping them get better at something? Stretch Are learners being optimally challenged? Not too easy or difficult. Stickiness Is activity designed such that it will stick and not be memorized and forgotten?
- 18. Pick the Content Choose the Strategy Choose the Tool Create the Learning Activity Use Shirky to Make it 21 st Century ---------------------------------------- 1. Get in groups 2. What are the Essential Instructional Activities you typically use? 3. Have a discussion and list possible Web 2.0 tools that fit nicely with your disciplines essential instructional activities. 4. Create a 21 st Century type instructional activity Think: Share, Connect, Collaborate, Collective Action
- 19. Project-Based Learning Rigor without sacrificing excitement ! Credit: Some slides from George Lucas Foundation
- 20. “ The biggest obstacle to school change is our memories.” -- Dr. Allen Glenn Obstacles
- 21. Change “ We must be the change we want to see in the world.” -- Mahatma Gandhi
- 23. What is Project-Based Learning? PBL is curriculum fueled and standards based. PBL asks a question or poses a problem that ALL students can answer. Concrete, hands-on experiences come together during project-based learning. PBL allows students to investigate issues and topics in real-world problems. PBL fosters abstract, intellectual tasks to explore complex issues.
- 24. How Does Project-Based Learning Work? Select and research topic: Make sure the topic is of personal interest to you and the students and that it is based on their needs and developmental levels. Consult the state and local curriculum guides, teacher’s editions of textbooks, trade books on the topic, and other expert learners. Involve the children in planning. Identify concepts/brainstorm topic: Identify key concepts or subtopics related to the theme of the project. A semantic map is an excellent way to visualize and brainstorm content related to a theme. Use K-W-L with the children for their input about what they want to know. Get ownership through their questions. Locate materials and resources: Locate diverse materials and resources related to the topic, i.e., children’s literature, films, manipulatives, music, arts/crafts, resources, and people from your Web community. Utilize diverse global perspectives. Plan learning experiences: Develop a variety of learning experiences related to the topic. Include hands-on activities using concrete objects. Plan for small and large group activities, learning centers/stations, independent research, exploration, problem-solving, using both divergent/convergent learning activities.
- 25. Use Internet resources and models when gathering materials and planning learning experiences. Online Correspondence and Exchanges: Involves setting up keypal (e-mail penpal) connections between your students, their online peers, and subject matter experts (SMEs) like scientists and engineers working in the field. Also includes the formation of learning communities. Information Gathering: These projects challenge students to use the Internet to collect, analyze, compare, and reflect upon different sources of information. Problem-Solving and Competitions: Online competitions are projects through which students must use the Internet and other sources to solve problems while competing with other classrooms. Student created learning products are an outcome. WebQuests and Treasure Hunts: Online learning activities in which students explore and collect a body of online information and make sense of it – from an inquiry-driven approach. Online Conferencing : Students use asynchronous and synchronous learning environments or audio or video conferencing software to collaborate and complete various project objectives
- 26. Guidelines to PBL Continued Integrate content areas: Use a webbing approach to organize concepts and activities into content areas: the arts, sciences, social studies, mathematics, literature, and technology. The goal is seamless integration of all content area learning within the planned activities. Organize the learning environment: Consider space, time, materials, learning experiences, teacher/learner roles, methods of assessment and evaluation. Initiate integrated/interdisciplinary study: Arouse students’ curiosity and interest with stimulating introduction. Consider visual display of theme as well as introductory activities. Culminating activity: Bring closure to the theme by concluding with an event. Incorporate parent involvement, collaboration with other classes both in the school and the blogosphere, and allow students to use technology to enhance learning and celebrate success! Assessment and authentic evaluation: Use assessment and evaluation which may include the following: “kidwatching,” observations, anecdotal records, checklists, conferences, informal interviews, rubrics and digital portfolios.
- 27. Question Take a real-world topic and begin an in-depth investigation Start with the Essential question(s). Have students do a concept map with you around the topic. (You have already created one during your planning) KWL Questions from group to research
- 28. Plan Plan which content standards will be addressed while answering the question. (I start with my concept map, then I break into a topic map, then I match standards) Involve students in the questioning, planning, and project-building process. (I decide which areas I will teach and then I put them in cooperative learning groups of mixed ability and let them choice their area to become experts) Teacher and students brainstorm activities that support the inquiry.(I use a tic tac toe activity chart. Groups will choose three to do.)
- 29. Schedule Teacher and students design a timeline for project components. Set benchmarks--Keep it simple and age-appropriate. Learning contracts help with individual passions. Learning stations help support exploration and discovery Schedule individual and group meetings with you. Schedule initiating and culminating events well in advanced.
- 30. Monitor Facilitate the process. Mentor the process . Utilize rubrics and peer assessment/relfections.
- 31. Assess Make the assessment authentic. Know authentic assessment will require more time and effort from the teacher. Vary the type of assessment used. Electronic portfolios work well (video, podcasts, and digital pics of work)
- 32. Evaluate Take time to reflect, individually and as a group. Share feelings and experiences. Discuss what worked well. Discuss what needs change. Share ideas that will lead to new inquiries, thus new projects.
- 33. Let’s Begin Photo Credit: George Lucas Foundation Think BIG! The Question is the Answer! What is the Question or Theme?