Agenda Welcome and Greetings Project Discussion and Q&A Network Driven Inquiry: Technological Pedagogy in Action Break - 5 min Network Driven Inquiry

Agenda Welcome and Greetings Project Discussion and Q&A Network Driven Inquiry: Technological Pedagogy in Action Break - 5 min Network Driven Inquiry Group Discussion Questions/Concerns- 5min

Shifting FromShifting To Learning at schoolLearning anytime/anywhere Teaching as a private eventTeaching as a public collaborative practice Learning as passive participant Learning in a participatory culture Learning as individuals Linear knowledge Learning in a networked community Distributed knowledge

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.

Let Go of Curriculum

6 Free range learners Free-range learners choose how and what they learn. Self-service is less expensive and more timely than the alternative. Informal learning has no need for the busywork, chrome, and bureaucracy that accompany typical classroom instruction.

FORMAL INFORMAL You go where the bus goesYou go where you choose Jay Cross Internet Time

MULTI-CHANNEL APPROACH SYNCHRONOUS ASYNCHRONOUS PEER TO PEER WEBCAST Instant messenger forums f2f blogsphotoblogs vlogs wikis folksonomies Conference rooms email Mailing lists CMS Community platforms VoIP webcam podcasts PLE Worldbridges

http://www.elearnspace.org/Articles/google_whitepaper.pdf

Shifts focus of literacy from individual expression to community involvement.

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 http://tpck.org/tpck/index.php?title=TPCK_-_Technological_Pedagogical_Content_Knowledge

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

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

See yourself as a curriculum designer owners of the curriculum you teach. Honor creativity (yours first, then the students) Repurpose the technology! Go beyond simple use and integration to innovation! Teacher as Designer

Spiral Not Linear Development Technology USE Mechanical Technology Integrate Meaningful Technology Innovate Generative

Shifts focus of literacy from individual expression to community involvement.

Connected Learning The computer connects the student to the rest of the world Learning occurs through connections with other learners Learning is based on conversation and interaction Stephen Downes

Connected Learner Scale This work is at which level(s) of the connected learner scale? Explain. Share (Publish & Participate) Connect (Comment and Cooperate) Remixing (building on the ideas of others) Collaborate (Co-construction of knowledge and meaning) Collective Action (Social Justice, Activism, Service Learning)

Digital literacies Social networking Transliteracy Privacy maintenance Identity management Creating content Organizing content Reusing/repurposing content Filtering and selecting Self presenting cc Steve Wheeler, University of Plymouth, 2010 http://www.mopocket.com/

Have we replaced doing with mastering skills? Have we subordinated our students initiative to a schedule we designed according to pragmatic factors other than their creative needs? We require them to try and become interested in hours of listening to talking and there is little time for those students to express themselves.

Three Rules of Passion-based Teaching Move them from extrinsic motivation to intrinsic motivation Help them learn self- government and other- mindedness Shift your curriculum to include service learning outcomes that address social justice issues 1.Authentic task 2.Student Ownership 3.Connected Learning http://bit.ly/lUxRIR

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 organizersClassroom Instruction That Works

Bloom's Taxonomy Blooms Digitally By Andrew Churches http://edorigami.wikispaces.com/file/view/bloom%27s+Digital+taxonomy+v2.12.pdf 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 Blooms taxonomy.

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.Essential Instructional Activities 4. Create a 21 st Century type instructional activity Think: Share, Connect, Collaborate, Collective Action

How do you do it?-- TPCK and Understanding by Design There is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before, during, and after instruction. Teacher and Students as Co-Curriculum Designers 1.What do you want to know and be able to do at the end of this activity, project, or lesson? 2.What evidence will you collect to prove mastery? (What will you create or do) 3.What is the best way to learn what you want to learn? 4.How are you making your learning transparent? (connected learning)

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. Its not just about right answers. It involves explanation and justification. It is not emotionally flat. It involves curiosity, discovery, creativity, and community. Its 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

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?

ASSESSMENT NEEDS TO CHANGE. WE KNOW THIS. Sheryl Nussbaum-Beach 21stcenturycollaborative. com NEW DIRECTIONS IN ASSESSMENT

KWL What do you know about assessment in the 21 st Century? How do you use formative assessment? What do you wonder?

Shifting FromShifting To Learning at schoolLearning anytime/anywhere Teaching as a private eventTeaching as a public collaborative practice Learning as passive participant Learning in a participatory culture Linear knowledgeDistributed knowledge Learning as individualsLearning in a networked community Teacher driven (teacher gives knowledge)Student driven (student constructs knowledge) Summative assessmentFormative assessment Teacher is expertStudents knowledge is valid starting point PassiveActive Content driven (memorization and regurgitation of facts) Process driven (analysis, exploration, synthesis)

Shift from emphasis on teaching NEW DIRECTIONS IN ASSESSMENT TO AN EMPHASIS ON CO-LEARNING

Sheryl Nussbaum-Beach 21stcenturycollaborative. com NEW DIRECTIONS IN ASSESSMENT Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html Shift From Shift To

Summative vs. Formative assessment NEW DIRECTIONS IN ASSESSMENT Summative assessment is commonly used to certify the amount that individuals have learned and to provide an accountability measure. Summative assessments hold teachers accountable for standardized performance. They measure how well the teacher taught the curriculum. Formative assessment, in which the assessment is integrated with the instruction (and sometimes serves as the instruction) with the purpose of deepening learning, can replace summative assessment in many cases. Formative assessment measures and supports learning, not teaching.

Sheryl Nussbaum-Beach 21stcenturycollaborative. com NEW DIRECTIONS IN ASSESSMENT Formative Assessment Can be used to: Gauge students prior knowledge and readiness Encourage self-directed learning Monitor progress Check for understanding Encourage metacognition Create a culture of collaboration Increase learning Provide diagnostic feedback about how to improve teaching

Technological change is not additive, its ecological. A new technology does not change something, it changes everything" Source: Mark Treadwell - http://www.i-learnt.com [Neil Postman]

What does it look like? NEW DIRECTIONS IN ASSESSMENT

Feedback Task -oriented- Provides information on how well the task is being accomplished. Clarification- Looks at process. How to improve the work. Self-regulating - Encourages learner to evaluate their own work. Appreciation- specific praise linked to affective growth. What makes a difference to student learning? Constant and meaningful feedback -- The Student --Teacher relationship --Challenging goals John Hattie, University of Auckland 2003

Sheryl Nussbaum- Beach 21stcenturycollaborative.com NEW DIRECTIONS IN ASSESSMENT Change is inevitable: Growth is optional Change produces tension- it pushes us out of our comfort zone. Creative tension- the force that comes into play at the moment we acknowledge our vision is at odds with the current reality. --Senge

Evaluating Best Practice What do you look for during the walk through? How do you tell the difference between chaos and 21 st century best practice? Whats different? Whats shifted? Evidence that an administrator may be able to observe in three minutes would include: 1) the level of excitement in the classroom is it bubbly excitement, which may indicate some novelty in using the technology? or is it a humming excitement, which may indicate a comfort with technology which is driving student motivation? 2) the comfort level of the teacher with the technology is the teachers use of the technology fluid or choppy? 3) teacher/student collaboration does the teacher appear to be comfortable with having the students in the drivers seat? 4) student motivation are the students purpose-driven, using their time purposely to achieve their goals? 5) authentic experiences could the lesson be conducted just as well without the technology involved? NEW DIRECTIONS IN ASSESSMENT

Courage to Shift the way we teach and learn the art of release It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power. ~~Alan CohenAlan Cohen NEW DIRECTIONS IN ASSESSMENT

Project-Based Learning Rigor without sacrificing excitement ! Credit: Some slides from George Lucas Foundation

The biggest obstacle to school change is our memories. -- Dr. Allen Glenn Obstacles

Change We must be the change we want to see in the world. -- Mahatma Gandhi

Project-Based Learning (PBL)

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.

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, teachers 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., childrens 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.

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

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.

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

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.)

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.

Monitor Facilitate the process. Mentor the process. Utilize rubrics and peer assessment/relfections.

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)

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.

Man is so made that whenever anything fires his soul, impossibilities vanish. -- Jean de la Fontaine

Documents

Agenda Welcome and Greetings Project Discussion and Q&A Network Driven Inquiry: Technological Pedagogy in Action Break - 5 min Network Driven Inquiry