Making Connections: “LFS” & Business

Education/Technology

Making Connections: “LFS” & Business

Education/Technology

Brenda Monick, Dir. of Curriculum, Instruction & Technology

Southern Columbia Area School District

Spring 2014 Bloomsburg University, Education Teacher Seminar

Background: How I got here!Background: How I got here!“Technology” seemed to be MY path (written in the stars!)

Educator: Teacher in 3 districts in various grades

MS Technology Teacher & Tech Coordinator

Education: MS in Instructional Technology, MEd in Curriculum & Instruction; Superintendent’s Letter

Administrator 5 Years: “Marriage” of Technology & Curriculum!

“LFS” Training as coach/trainer and administrator (assess LFS)

Training in SAS and many areas of Curriculum, PA Core Standards, Teacher Effectiveness, Instructional Technologies....

How did YOU get here?How did YOU get here?

“Technology” or “Business” Story?

“LFS” Training? Are you “using” LFS currently?

PA Core Standards (PCS)

Teacher Effectiveness System

Danielson’s Framework for Teaching

Training in SAS (Standards Aligned System)

STEM Education

Why should technology & business educators care about

LFS?

Why should technology & business educators care about

LFS?

For him/her...the future graduate of 2033...and those that come before and after....THE FUTURE!

What Do We Need to Change?What Do We Need to Change?

Computational ThinkingComputational Thinkinghttp://www.iste.org/computationalthinking/

Exposure

Experience

Expertise

“Computation Thinking” is a NECESSITY!

Build Technological Expertise & Confidence!

Our

Responsibility!

APPLICATIONS

DESIGN & DEVELOPMENT

PROGRAMMING

FINANCE/ACCOUNTING

BUSINESS & MARKETING

ENTREPRENEURSHIP

ENGINEERING

OTHERS

“That Used To Be Us” (2011)“That Used To Be Us” (2011)

ThomasFriedmanThomas

Friedman

Author of: “The World Is Flat” (2007)Author of: “The World Is Flat” (2007)

TheRevolution

of Informational Technology

TheRevolution

of Informational Technology

How America fell behind in the world that it

invented & how we can come

back!

How America fell behind in the world that it

invented & how we can come

back!

In his pivotal work “Creating Innovators”, Harvard Professor Tony Wagner points out that the Chinese and other global economic competitors are attempting to challenge U.S preeminence in economic innovation, partly by reforming their education system to nurture more creative and entrepreneurial minds. Wagner argues that increased standardization in schools and universities is hindering creativity amongst American youth; it stymies risk-taking by penalizing failure, and thus keeps students from looking at the world in new and unique ways.

Think About This!Think About This!

eSchool News, 4.24.2014, Tom Daccord, Director of EdTechTeacher

The LFS StoryThe LFS Story

LFS = Learning Focused ‘Solutions’, ‘Schools’ or ‘System’

Founder: Dr. Maxwell Thompson, 10+ years ago

Major funding provided: US Dept. of Education, Pew Charitable Trust, Gates Foundation, and others.

“Foundational Skills” that improve student learning

Five focus areas: Planning, Curriculum, Instruction, Assessment, and School Organization

Based on exemplary practices & research-based strategies

Impressive Evidence: “90/90/90 (90/90) Schools” - 90% on or above grade level, 90% F/R Lunch, 90% Minority

“Persistent” & “Pervasive”((http://www.learningfocused.com))

“What is LFS?” (from Dr. Thompson)“What is LFS?” (from Dr. Thompson)

21st Century Teaching & Learning

21st Century Teaching & Learning

LFS + Technology =LFS + Technology =

What Does LFS Look Like?What Does LFS Look Like?PLANNINGPLANNING• A month aheadA month ahead

• Teams/IndividualTeams/Individual

• By Concept or SkillBy Concept or Skill

VOCABULARVOCABULARYY• Very EssentialVery Essential

• Every LessonEvery Lesson

• Varied ActivitiesVaried Activities

LITERACYLITERACY• Must Include!Must Include!

• Every ConceptEvery Concept

• Writing ActivitiesWriting Activities

RaiseRaiseAssignmentAssignmentLevels andLevels andExpectationExpectation

ss

ADAPADAPTT

DONDON’’TT

ADOPADOPTT

EXEMPLARYEXEMPLARY

PRACTICESPRACTICES

RaiseRaise

Standards forStandards for

EVERYONEEVERYONE!!

CONSISTENT CONSISTENT &&

PERVASIVE!PERVASIVE!

SUCCESS!SUCCESS! Raise Raise

StudentStudentAchievementAchievement

What does LFS do for students?LFS creates....

What does LFS do for students?LFS creates....

Interest

Engagement

Differentiatio

n

Inspiration

Empowerment

Motivation

Confidence

Scaffolding

Connections

Purpose

LFSLFSLFSLFS

LFS – Main Components LFS – Main Components

LFS Strategies: Include “Foundational Skills” -many are teaching strategies that you are already doing! Some are

just under different names! “Persistent” & “Pervasive”

Essential Questions: Helps identify the “critical

learning”

Activating Strategy: Why do they need it? Reason?

Curiosity?

Teaching: Organizing learning; collaboration,

interaction,...

Summarization: Presentations, review skills,

knowledge,...

LFS + Technology = 21st Century Teaching & Learning

LFS - E.A.T.S. #1:Essential QuestionsLFS - E.A.T.S. #1:Essential Questions

Posted in clear view throughout the lesson(s), revisited as needed throughout the lesson

Should ask for broad understanding of the whole unit

Most important learning that must take place

Students show understanding through performance or product

Gives students a reason for the learning: Why & How? (not: What, Where, When....only provides facts!)

At least one essential question for each major concept or skill

Provide the backbone and purpose for the learning plan

LFS - E.A.T.S. #1:Essential QuestionsLFS - E.A.T.S. #1:Essential Questions

#1: How can a spreadsheet assist you in accounting?

#2: How are robots helping humans live longer and better lives?

#3: Explain how images be edited in Photoshop to depict aging?

#4: Why is it important to understand the structure of a programming language? Provide Examples.

Sample “E.Q.s”

LFS - E.A.T.S. #2: Activating StrategiesLFS - E.A.T.S. #2: Activating Strategies

“Every encounter with something new requires the brain to fit it into an existing memory category (network of neurons).”

~ Pat Wolfe

LFS - E.A.T.S. #2:Activating StrategiesLFS - E.A.T.S. #2:Activating Strategies

LINK” to prior knowledge

Something they already know

• Connect to experiences students already have

• Create a new experience with students that provides a foundation for new information within the lesson

“HOOK” to motivate by engaging and involving the students from the beginning

Pose a world, school or district problem or issue that needs a solution

Show a poignant video or digital resource that inspires

Discuss a career that is essential in today’s economy

Demonstrate a programming problem that involves currently has no solution

Allow time for group discussion of an important issue to get student perspective and potential solutions

Samples:

LFS - E.A.T.S. #2: Activating StrategiesLFS - E.A.T.S. #2: Activating Strategies

Instructional Strategies Most Instructional Strategies Most EffectiveEffective

in Learning and Achievementin Learning and Achievement

LFS - E.A.T.S. #3: Teaching StrategiesLFS - E.A.T.S. #3: Teaching Strategies

Rank Strategy Effect SizePercentile Gains

Achieved

1 Extending Thinking Skills 1.61 45

2 Summarizing 1.00 34

3 Vocabulary in Context 0.85 33

4 Advance Organizers 0.73 28

5Non-Verbal Representations 0.65 25

LFS + Technology = 21st Century Teaching & Learning

Simulations

Project-Based

Demonstrations

Experiments

Investigations

Collaboration

Competitions

Guided learning

LFS - E.A.T.S. #3: Teaching StrategiesLFS - E.A.T.S. #3: Teaching Strategies

Producing/Creating

Programming

Designing

Exploring options

Problem solving

Application

Teaching Assistant

Presenting to others

Self-Assessingimage: http://toolhire.files.wordpress.com/2007/11/thinking.jpg

Higher levels of Bloom’s Taxonomy

Level 3 & 4 of Webb’s ‘DOK’ “Depth of Knowledge”

Compare & Contrast

Classify & Organize

Inductive and Deductive Reasoning

Analyze & Synthesize

Evaluate

Create & Design....

Should be used 2-3 times in each unit

LFS - E.A.T.S. #3:“Extended Thinking Skills”LFS - E.A.T.S. #3:“Extended Thinking Skills”

http://morethanenglish.edublogs.org/for-teachers/blooms-revised-taxonomy/

Bloom’s Taxonomy: Revised21st

Century Skills

21stCentury Tools

http://www.pinterest.com/ksmrwilliams/webbs-depth-of-knowledge/

Webb’s Depth of Knowledge-‘DOK’

LEVEL3 & 4

21stCentury Skills

LFS - E.A.T.S. #4:Summarization Strategies

LFS - E.A.T.S. #4:Summarization Strategies

Done throughout lessons to check for understanding

Provides evidence of student learning

Students answer the essential question

Solidifies learning

Find out what students have internalized, understood, and remembered

Confusions, misconceptions, or misunderstandings surface immediately

Teacher knows what to re-teach.

By test time, students have already answered questions multiple times.

LFS - E.A.T.S. #4:Summarization Strategies

LFS - E.A.T.S. #4:Summarization Strategies

‘Walk through’ a solution or process in teams

“student teacher” explain in small groups

‘Partner-share’ a process or feature

Learning Log/note review

Reflection Questions

Review ‘steps’ to a process

Demonstrate on computers (share visually with class)

Use Social Media: Post to Blog or Wiki; Tweet

Text a response to teacher or student

Examples for Technology or Business:

LFS Strategies in the21st Century:

LFS Strategies in the21st Century:

Decide on desired learning outcomes firstLink to appropriate standards: PA Science & Technology, Business, PCS-PA Core StandardsTarget 21st Century Skills & “NETS”-National Education Technology StandardsIdentify students’ learning styles and needsChoose a technology that will enhance LFS strategiesKeep it simpleReview, Revise, Reinvent, Redo

Planning - Technology & Business Education:

21st CenturyInstructional Practices:

21st CenturyInstructional Practices:

Offer varied levels for styles of learning and attainmentEngage students in high levels of interactivityUse effective digital technology tools and formatsProvide productive opportunities for learningCreate collaborative environmentsOffer high levels of varied communicationSupport and reinforce the core standards and digital / technology competenciesAlways be prepared for challenges & alternate routesBe flexible; be willing to detour with the learnersIt is NOT about the TOOLS! It’s about the learning!

21st CenturyInstructional Practices:

21st CenturyInstructional Practices:

Appeal to the millennial learners

Develop 21st Century literacy skills

Teach outside the box

Project -based Learning

Solving Real-World Problems

Integrate technology transparently

Integrate technology seamlessly

Teach digital citizenship

Create effective and efficient information managers

PDE - Standards Aligned System

PCS - PA Core Standards for Literacy (Technology)

PCS - PA Core Standards for Literacy (Technology)

From SAS - Standards Aligned System

Standards- Critical for learning and using technology effectivelyIn science and technical subjects, students must be able to write precise

enough descriptions of the step-by-step procedures they use in their

investigations or technical work that others can replicate them and

(possibly) reach the same results.

CC.3.6.11-12.D: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or

trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CC.3.6.11-12.E: Use technology, including the Internet, to produce, publish, and update individual or

shared writing products in response to ongoing feedback, including new arguments or information.

CC.3.6.11-12.F: Conduct short as well as more sustained research projects to answer a question

(including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation.

CC.3.6.11-12.G: Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of the specific

task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,

avoiding plagiarism and overreliance on any one source and following a standard format for citation.

NETS for Students - ISTE

21st Century Skills

STEM (STEAM) Skills

Next Generation Science Standards

How to connect Standards & Technology to LFS

Components/Lesson?

How to connect Standards & Technology to LFS

Components/Lesson?SAS - Standard-linked resources - http://www.pdesas.org

eSchool News - http://www.eschoolnews.com• Edutopia - http://www.edutopia.org• GooRu Learning - http://www.goorulearning.org

CK-12 - http://www.ck12.org

Tch - The Teaching Channel - https://www.teachingchannel.org

• Khan Academy - http://www.khanacademy.org • Discovery Learning Videos -

http://www.discoveryeducation.com *

Defined STEM - http://www.definedstem.com *

Other Web sites specific to Business Education & Technology

* subscription-based

How Can We Meet The Challenge?How Can We Meet The Challenge?•Do SOMETHING...ANYTHING!

•Try Something NEW!•Raise Your EXPECTATIONS

•Research BEST Practices

•Explore NEW Technologies

•Use Project-Based Learning

•Provide EXPERIENCES•Integrate Other Learning

•Make Learning MEANINGFUL!

•Make Learning EXCITING!

•COLLABORATE with Others

• PLEASE DON’T WAIT!

Thank You!Thank You!Contact Information:

Brenda MonickDirector, Curriculum, Instruction & Technology, (CIT)

Southern Columbia Area School District

bjmonick@scasd.ushttp://www.scasd.us > curriculum

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