Yeswecan

Be the Match

• miguel guhlin

Thursday, January 27, 2011


How will he experience learning in

school today?




How can we mix fire and

water?


Focus the HEAT of many

minds.



Can we fix it, yes we can!

“We’re up against forces that are not the fault of any one...but feed the habits that

prevent us from being who we want

to be....”--Barack Obama


What habits hold you back?

List your “stop-doing” habits below:http://snipurl.com/sawecan


http://mguhlin.wetpaint.com

http://mguhlin.wetpaint.com

Old Habits We Feed


We Expect Technology to Raise Test Scores

(by 10%...fairy dust)


Top-down purchases of expensive integrated learning systems


Central Office Purchases: Integrated Learning Systems

• In a review of 100 studies of ILSes, Henry Jay Becker

found that they “provide little

evidence of ILS impact on student

achievement.” Source: http://tinyurl.com/2flkjo

Image Source: http://tinyurl.com/2e4xxvSource: http://tinyurl.com/2xfbym


http://tinyurl.com/2flkjo


http://tinyurl.com/2e4xxv

http://tinyurl.com/2e4xxv



Old Habits We Feed

• Implementing technology programs –without initial stakeholder support–sustained campus level support

•Expecting technology to raise test scores•Lack of vision.•Lack of trust


Think-Pair-Share

“We must all make a ‘stop doing list.’

We must "stop doing anything and everything" that doesn't get us the results we want.

-Jim Collins (2001), Good to Great


how do we use technologyin schools now?


How can technology make learning more real?

• The resulting inauthenticity of classroom activity makes it difficult for children to see how school learning applies to their lives (Perchman, 1992).


How can we use technology to collapse the distance between children in our classrooms and meaningful contributions that

they can make?

Dr. Tim Tyson


We need to stop simplifying this life experience of theirs into discreet,

disconnected, learning experiences that have the maningfulness distilled right out

of them.

Our children have the untapped capacity to make the world a better place today.

Dr. Tim Tyson


how do you start?


There is a process....


1. Create a sense

of urgency.


Face the brutal facts...


Achieve Level 5 of LOTITechnology extends learning BEYOND the classroom....


No HEAT = Failure in 8th grade technology literacy results


"We sometimes feel that what we are doing is just a drop in the ocean. But the

ocean would be less because of that missing

drop."


2. Pull together a guiding team.


3. Develop change vision and straegy.


4. Communicate for understanding and

buy-in.Thursday, January 27, 2011

5. Empower others to act.Thursday, January 27, 2011

6. Produce short-term wins.

(or, as Wiggins and McTighe share, long-term goals that are manifest in short-

term work)


7. Don’t let up.

http://www.beatbob.com/images/dont-quit.jpg




8. Create a new culture.

http://www.brainbasedbusiness.com/uploads/fire%20CEO-thumb.gif




Be THE match





Problem-basedLearning

Academy





How we achieve LOTI Level 4, or Target Tech?

• Use a process that guides students through solving real life, authentic problems that relate to a theme or overall concept.

• Use the Problem Flow to Guide Development of Lessons You Use with Your Students.

• Use an Information Problem-Solving Process (e.g. KWHL, Big6, FLIP IT) that is standard across your campus and/or district.

• Feel free to move away from standardized software/hardware tools and use the tool that works for the purpose intended.


Problem Flow

• Overview of the Problem Flow

• Focus on Appropriate Assessments

• Strategies and Tools• Reflection/ Debriefing

on the Solution Developed


What is PBL?• Problem-based learning is a system for

organizing portions of a school’s curriculum around ill-structured problems that help students simultaneously acquire new knowledge and experience in wrestling with problems.


PBL Characteristics• Students meet an actual or simulated situation (based

upon a real world model) at the opening of a unit. The situation is the envelope containing a problem to be solved.

• The problem to work with is ill-structured. It must be analyzed through inquiry and investigation before it can be resolved. Ill-structured problems provide an effective learning environment because they:– lack important information when first encountered– require the learner to hypothesize, question, collect data,

and think


PBL Characteristics, continued

• Only reveal their complexity through investigation and are liable to change as inquiry progresses.

• Defy solution by simple formula requiring the application of reason, and

• Require action (solution) even when the problem solver is not 100% sure of the “right” answer because data might be missing, in conflict or able to be interpreted from different perspectives.

• Students must solve real problems; teachers coach for growth in metacognition and critical thinking.

• Students must have a stakeholder to identify with.


Why a Stakeholder?• Real world problem solvers are not objective.• Real world problems are social constructions.• Students learn the importance of perspective (bias) in

real-world problems• Increases ownership• Provides a form of apprenticeship in a discipline• In a PBL problem a Stakeholder is someone with

authority, accountability, and responsibility to do something about the problem.


About the Scenario• When it is clear that a source has the potential to

become a PBL unit, begin thinking about the situation or scenario students will meet at the opening of the unit.

• The opening scenario is the way students meet their problem. It is the context for all the learning that takes places during the unit.

• All the investigation, discussion, and embedded lessons flow from the opening scenario.


Problem Engagement On Thanksgiving Day, you pull into a

subdivision near Goucher College. It's a beautiful day, the warm sun comes in through the car window. As the cool breeze wraps around you, you feel it like crispness of clean sheets. As you put your head down to take a nap, the car engines lulling you to sleep, a sudden thump on your door startles you awake. The car rushes to a swerving stop, and in the road, behind you, there's a dark brown shape. As the deer struggles to its feet, you see a small herd swirl past you.

Pulling into the drive, you see a homeowner with a crossbow shooting at deer in his front yard, while a small group yells at him. A TV crew is pulling up behind you. The deer your car hit is gone, but there's trouble brewing just the same.


HunchesQuestions for You:1) What hunches do we have about the

deer in Hollywood Park?2) What do you know about the deer and

the sub division?3) What questions do we need answer in

order to do something about this situation?

• After exploring and prioritizing the questions, share with students that they will be exploring animal life cycles and human intervention in animal habitats.

•After the Unit Engagement, ask students these questions.• Have them use the KWHL form.


Stakeholders• A critical feature of the unit’s opening scenario is the stakeholder’s role

students will occupy throughout the problem. The stakeholder is the persona through which students will work on the problem. It gives the apprentice investigators the perspective, responsibilities, and authority they will use as the unit unfolds.

• For example, the following stakeholder roles might be used with student groups:– Home Owner(s)– City Council member– Animal rights activist– Deer Hunter– Judge

• Choose roles that will explore/investigate the content you want children to discover.


Ensuring Problem-Solving

Ask 3 questions:• What is the connection between curriculum &

real life?• How is technology connected and used?• How will students be assessed?


Making the Connection• What real life problem or connection can we make to

the TEKS we have to teach?• How do we introduce students to a problem, or project,

that is based on the TEKS?• To make the connection, we can use:

–A scenario/simulation students have to participate in character

–Vignette–Play–Video, newspaper, or radio announcement


Teachers Make the Connection

• Be sure to share with students what is involved, such as:–Project/Problem Introduction–Student Grouping & Roles–Research Model Students will use–Student Outcome


Questions?

• What questions would you like to explore?• Divide into groups and assign roles


Creation ChecklistqProblem Engagement

qProblem statementqCurriculum Map with TEKS CorrelationqEngagement Activity

qInquiry & InvestigationqWhich process will you use?qCooperative Learning will occur how?qConsequences?

qProblem ResolutionqSolution Product


Day 2

• Housekeeping & Goals• Reflection on Status of Project• Information Acquisition / Investigation• Rubrics and Assessment• Group Work• Presentations to Large Group• Geometric Reflection


Objectives• Engage in understanding assessment• Find best possible solutions• Group work: (add to PPT)

–One activity –Culminating activity–Think about assessments at each step

• Present to large group


Information Problem-Solving

Although students have access to a variety of resources, how will they make sense of them?

• Use an Information Problem-Solving Process such as:–K.W.H.L (a modified KWL)–Big6 –FLIP IT!


Information Gathering

BIG 6:vTask Definition v Information Seeking Strategies v Location & Access vUse of Information vSynthesisv Evaluation


Thinking about Assessment

• How will you assess your students?–As individuals?–In small groups?–As a whole class?

• Use rubrics to assess:–Content Knowledge–Products Created–Group Processes and Collaboration


What goes on the walls?• As students do their work and work with information

to make it their own…as Judi Harris says, Transformed it from public information to private knowledge...–How are they going to show what they know?–What products will you hang on the walls, whether virtual

or actual?– How will you assess students as you consider use of

cooperative groups?


Wall DecorationsProducts can include:• Graphic Organizers (created with• Inspiration)• Multimedia Presentations (created with Powerpoint or

Kid Pix)• Desktop Publishing (e.g. Publisher, Print Shop, Print

Artist)• Charts/Graphs• Web Page(s)


AssessmentsProducts can include:• Graphic Organizers (created with Inspiration)• Multimedia Presentations (created with Powerpoint or

Kid Pix)• Desktop Publishing (e.g. Publisher, Print Shop, Print

Artist)• Charts/Graphs (Excel, GraphMaster)• Web Page(s)


Things to Consider• Why must we assess the learning?• What do you need to know to conduct the

assessment?• What forms – product or performance – might

assessment take?• How will the assessment take place?• Who will receive the information and how will

they use it? (stakeholders)


Rubrics are a continuum, not a competition.


Assessment Websites• http://www.glef.org/Assessment/index.html

• http://rubistar.4teachers.org/index.shtml

• http://www.middleweb.com/rubricsHG.html

• http://www.4teachers.org/projectbased/checklist.shtml

• http://www.sdcoe.k12.ca.us/score/actbank/srubrics.htm

• http://www.odyssey.on.ca/%7Eelaine.coxon/rubrics.htm


http://www.glef.org/Assessment/index.html

http://www.glef.org/Assessment/index.html

http://rubistar.4teachers.org/index.shtml

http://rubistar.4teachers.org/index.shtml

http://www.middleweb.com/rubricsHG.html

http://www.middleweb.com/rubricsHG.html

http://www.4teachers.org/projectbased/checklist.shtml

http://www.4teachers.org/projectbased/checklist.shtml

http://www.sdcoe.k12.ca.us/score/actbank/srubrics.htm

http://www.sdcoe.k12.ca.us/score/actbank/srubrics.htm

http://www.odyssey.on.ca/%257Eelaine.coxon/rubrics.htm

http://www.odyssey.on.ca/%257Eelaine.coxon/rubrics.htm

Decision Making Matrix

Strategy Pros Cons Consequences


Present the Solution–A scenario/simulation students have to participate in character

–Speech or debate–Play–Video, newspaper, or radio announcement

–Expert Convention


Debrief the Problem

• The goal is for learners to reflect on what they have learned

• Sense of completion• Make connections to standards-based

outcomes• Journal entries used to debrief

PBL is authentic learning!


Creation ChecklistqProblem Engagement

qProblemqCurriculum Map with TEKS Correlation

qInquiry & InvestigationqWhich process will you use?qCooperative Learning will occur how?qConsequences?

qProblem ResolutionqSolution Product

Reminders:•Construct assessments that will fit in along the way.•Feel free to ask facilitators for assistance.


Education

Yeswecan