CUEBC 2010 - Redesigning Classrooms
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Here are the slides from my presentation titled Redesigning 21st Century Classrooms at CUEBC 2010 in Richmond, BC.
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CUEBC 2010 - Redesigning Classrooms
- 2. What are We Looking at?
- 3. Frameworks
- 18. Room 24
- 19. TIME COMPLEXITY Systems Increase in Complexity over Time
- 23. Modern Classroom
- 28. Compari son
- 30. Modern Student
- 32. ISSUES
- 33. Technology vs. not Technology Technology vs. not Technology
- 36. To Review: • View your class as a complex system • focus on the similarities in classrooms over time: community, structure, purpose • leverage the differences in students to advantage
- 37. Syllogism
- 38. All students are inputs Inputs are resources All students are resources Syllogism
- 39. Resources to: • Themselves • Their classmates • Their classrooms • Their larger communities • The world -------------------------------------<
- 42. Classroom Students Students+ Environment 1. People 2. Structures 3. Processes
- 43. People • Students • TA’s • Parents • Administrators • Experts (Scott and Lloyd) • Community Members
- 44. Structures • Desks and chairs • Computers • Tables • Website • Graphic organizers • Charts
- 45. Processes • Attendance • Homework • Agenda • Needing help • Class discussion • Note taking • ------------------------------------------------------------ -----------<
- 48. Analysis Development Management Design System Core Core Values Core Ideas Organizing Perspectives
- 51. Core Values Core Ideas Organizing Perspectives Students Students+ Environment
- 52. Rescipes AgentsSystems View of Technology Initiatives 2008-2009 to 2009-2010 People Processes Structures Before Teacher Irregular/Inconsistent First Class Dreamweaver ŅBlogsÓ Transformative After Entire Class Weekly/Consistent iWeb Wordpress Before Teacher Daily with no communication assurance Chalkboard Homework Board Improvement After Teacher Rotating Leaders Daily with communication assurance Chalkboard, Google Docs Before NA NA NA 26 Bikes Transformative After 26 Bikes Director Teacher Volunteers Volunteer discretion Word (HTML) First Class Before Teacher NA Chalkboard Paper Class Notes Improvement/ Transformative After Teacher Note Directors Archived, revisited, adjusted Volunteer discretion Whiteboard Smart Notebook .pdf First Class
Editor's Notes
- During one of our Pro-D days in August I gave a two part workshop to some of our staff. In the morning we looked at some of the theory behind how to implementing technology meaningfully into classrooms while in the afternoon we were a bit more practical and implemented online classroom homework calendars and blogs. In the next 20 minutes I’m going to try and tease out the salient ideas form that workshop and give you a peak into some of the learning and technology initiatives my class is currently working on. Aware of our limited time, if you’re able to get at least an inkling of what we are trying to do in Room 24 then I will have done my job. Beyond that, if you happen to agree with some of the directions my students and other teachers in and around the school are taking, and you’re not afraid of joining the geek club, we can always talk later. --------------------------------------- Core Ideas: 1. Students = Resources 2. Resources are agents (people, processes, structures) 3. Leverage agents to a) increase learning, b) student+, c) improve classroom community Classrooms are complex adaptive human activity systems in which technology has accelerated the adaptive component through increasing the access and flexibility to learning resources and allowing for innovative structures and processes of learning to emerge. As a result, the increased complexity and plethora of opportunities available to learning environments to improve and/or reform has made traditional definitions of what it means to teach insufficient. For classrooms intent on working toward capacity, it’s essential that teachers are open to technology and its self-organizing affect, and that they possess the skills to design for, develop, analyze and manage their classroom’s emergent properties and behaviors toward the core values, ideas and organizing perspectives of their room and the larger systems and communities of which they are a part. In short, teachers must change or risk making themselves and our education system irrelevant.