Final examining research on learning and its implications for

Examining Research on Learning:
Implications for the Classroom
A Story

Elizabeth Helfant
ehelfant
Instructional Technology
Coordinator of Pedagogical Innovation
MICDS
Educational Collaborators
Introductions

Tell a Story – Power of Narrative
Any story requires the “willing
suspension of disbelief”
Samuel Taylor Coleridge
Story = Character
+Predicament
+Attempted Extrication
Nature of Story Changes with
new storytelling tools

How can I create a new learning
story – one that embraces
change?

Culture that is
Contemporary Childhood
Our
Protagonist

Informal Learner
Multi-Tasker
Can Focus when Motivated
Need to Learn Balance

Technology as Cognitive toolkit
How can Rebecca learn to use
tech to be a better thinker?
How can we as educators help
her reach higher thinking levels?

Thinking Frameworks
Bloom’s Taxonomy

Bloom’s According to Seinfiled
• http://www.youtube.com/watch?v=NsBna5IV
BYg

SOLO Taxonomy
Structure of Observed
Learning Outcome

Marzano’s Framework
Research on metacognition, particularly in literacy and mathematics, makes a
convincing case that instruction and support in the control and regulation of
thinking processes can have a strong impact on achievement
(Paris, Wasik, Turner, 1991; Schoenfeld, 1992).

The Journey of 1:1 AND Faculty Learning

Started with
Toolkit
But…..
It is NOT about
Technology

Skills
• Critical Thinking and Problem Solving
• Collaboration Across Networks and
Leading by Influence
• Agility and Adaptability
• Initiative and Entrepreneurship
• Effective Oral and Written
Communication
• Accessing and Analyzing Information
• Curiosity and Imagination

New
OR
Evolved/More Sophisticated
SKILLS?

Effective Oral and Written
Communication
Consume and Create

Writing Foundation for Expression

Hypertext
Image-Supported
Image as Necessary
Video
Multimodal/Multimedia
Audience
Writing

ResearchInformation Literacy

Partnership for 21st century learning

What Skills do you now teach that you
didn’t teach before?
Which skill(s) do you need to start
teaching more deliberately?

Innovation
“Change that creates a new
dimension of performance.”
management guru Peter Drucker

• Still focusing on
Product
• Need to focus on
Student Learning –
on Process…

“What all young innovators have in
common is the importance of play,
passion and purpose in their lives.” p. 139
“The value of explicit information is rapidly dropping. Today the
real added value is what you can do with what you know. And it is
in the doing and the probing of the universe, the pursuit of a query
that real learning takes place.” Paul Bottino – Technology and
Entrepreneurship Center at Harvard

Skillful Thinking
Needs to be taught intentionally!
Choice 1

Where to Document the Thinking

Student Centric,
Collaborative,
Differentiated

What Does the Research Say?
• grade, socioeconomic
status, race, or school
setting….When feedback
and corrective procedures
are used, most students
can attain the same level
of achievement as the top
20% of students.”
• ~ Bellon, Bellon & Blank
“Academic feedback is more strongly and consistently related
to achievement than any other teaching behavior….This
relationship is consistent regardless of
Choice 2

How Big is
Your Bubble?
Where do you need to set learning goals?
Which bubble(s) need to grow?

Story’s Structural Elements and
Conventions

The CABAL
A grassroots group – Caring About the Brain and
Learning
“A cabal is a group of people united in some
close design together, usually to promote their
private views or interests in a church, state, or
other community, often by intrigue. “
Image: http://bodyresolution.com/uncategorized/exercise-your-brain/

Brain Research
•Importance of metacognition/reflection
•Cultural changes impact how brain gets wired via
activities/uses culture demands/encourages (Rosen)
•We know very little (Judy Willis- Tokuhama-Espinosa)
•Stress can be good and bad (ZPD/Flow)
•Brain is a Garden- Control what you introduce into it
(Willis)
•Brains are unique and plastic
•Exercise for your brain and your body is good (Ratey)
http://www.flickr.com/photos/aussiegall/3203524576/sizes/m/in/photostream

• Intelligence is not fixed (Dweck)
• Effort /Motivation is as important as ability
• Deep learning is an active process
• Importance of “chunking”
• Teaching Focus
• Learning is Social
Photo Credit: Stockphoto/Vasiliy Yakobchuk )

Brain Timing
• Use Maximum Learning Times in Class
• Flash cards vs MC practice
• Closure
• Spaced Repetition

Key Ideas For Learning
• Need to develop metacognitive ability in kids
• Exercise is good
• Distinquish and address Types of Thinking
• Stress – manage it
• Focus – allow for it
• Differentiate
• Provide Feedback
• Change the way we Assess
• Time the Lesson for the Brain
• Increase Engagement and Motivation using Active
Learning and Student Centered Strategies

Brain Checklist- CeNTeReD C
Brain Checklist
Is this appropriately chunked? Brain can
manage 4 items in working memory-
Use graphic organizer to facilitate
chunking by helping establish patterns
Is there something Novel?
Is this on brain Time – (20 minute
increment, spaced repetition)
Is there something Relevant- a hook?
Is there Differentiation?
Is there an opportunity for Closure?
(reflective journal, exit cards, think-pair-
share)

Rank factors in order of importance to learning-
Self-Reporting Grades
Feedback
Microteaching
Formative Assessment
Class Size
Piagetian Programs
Teacher Credibility
Metacognitive Strategies
Concept Mapping
Cooperative vs Individualized Learning
Homework
Interactive Video Methods
Classroom Discussions

Rank factors in order of importance to learning-
Self-Reporting Grades 1.44 1
Feedback 0.72 10
Microteaching 0.82 6
Formative Assessment 0.9 4
Class Size 0.22 113
Piagetian Programs 1.28 2
Teacher Credibility 0.9 5
Metacognitive Strategies 0.69 14
Concept Mapping 0.6 27
Cooperative vs Individualized Learning 0.59 28
Homework 0.29 94
Interactive Video Methods 0.52 46
Classroom Discussions 0.82 7

SAMR in Practice:
Digital Storytelling
PSA
Three Acts and What Can You Do with That?

Creating a Digital World
History Course

Organizing Concepts
• Geographic Location
• Chronological Sequencing
• Knowledge Connections
• Skills – backed by Standards
Need these to get to Application/Analysis,
Synthesis, Creation

Knowledge Connections:
Use of Mind Maps
Collaborative Mind Maps – Matchware
Mindview+Shared Workspaces
Need to Export and
Import to Excel

Motivation = Value X Expectancy

Connections
• Connect to current events
• Connect to STEM
• Connect to Art
• Connect to Math
Choice 3 – Engagement
and Motivation

DyKnow Lectures
OneNote Student
Notes

Teaching Writing with Google Docs
(Canvas Collaborations)

Teaching Research with NoodleTools

Teaching Intellectual Property: TurnItIn

Creating Products
• Piktochart Infographics – Show data
• Livestream – Presentations with Prezi
• Adobe Premiere Documentary
• Glogster
• Photoshop and Comic Life

Assessment
Canvas Quizzes
Canvas Graded
Discussions

Student Portfolio and
Mapping in Chalk and Wire

The Last Piece: TimeMap
Requirements
• Tag events with type, location, time period
• Color code
• Add information
• Show on Map
• Show on Timeline
• Sort by tag, time period, location
• Student generated

BOOM
Brain Owner’s
Operating Manual

m.socrative.com/student
Choice 1 – Teaching Thinking
Choice 2- Power of Feedback
Choice 3- Engagement and Motivation Strategies
Choice 4 – More examples of TPACK certified curriculum
Time Ran Out

Perkin’s Thinking Classroom
Dimensions of Culture of Thinking
–Language
– Thinking dispositions
–Mental management
–Strategic spirit
–Higher order thinking
– Transfer (sense and meaning-Sousa)

Consider Dispositions and Habits
Perkins Learning Dispositions for Good Thinking
• The Disposition to be curious and questioning
• The Disposition to think broadly and
adventurously
• The Disposition to reason clearly and carefully
• The Disposition to organize one’s thinking
• The Disposition to give time to thinking
– From The Thinking Classroom-Learning and Teaching in a
Culture of Thinking, Perkins, Tishman, Jay

Thinking Language
• Terms to share with kids about thinking and
thinking processes
• Typically more specific than what is often used
in classrooms

Teacher’s job is to make explicit
that which we had hoped would
be implicit to our students.
Carol Tomlinson

“Skillful thinking is the proficient and strategic
application of appropriate thinking skills and
productive habits of mind, as needed, to
develop thoughtful products, such as
decisions, arguments, and other analytical,
creative, or critical products.”
P1
What is Skillful Thinking?
Also includes the ability to
consume, collaborate and
create in a digital world.

Skillful Thinking- 3 Parts
THINKING SKILLS
HABITS OF MIND
METACOGNITION
And Struggles
of Mind

Grading
3P – Product, Progress, Process
Standards Based Grades–
• ActiveGrade
• Blue Harvest
• Jupiter Grades
• Canvas

Brown’s Model of Executive Function
And Struggles
of Mind

Types of “ Skillful” Thinking in a
Culture of Thinking
• Creative (Design)
• Critical
• Systems
• Strategic/Logical (Problem Solving)
• Empathetic
• Disciplinary
• Reflective
• Ethical

Levels of Thinking
Complexity
not Difficulty

Daggett’s
Rigor
Relevance
Framework
SKILLFULTHINKING
GAP
Frederick Douglas
Global Climate
Change
History Museum
PBL

Where are your Questions?
SKILLFULTHINKING

How do I teach thinking?
How do I teach student’s to take
responsibility for their learning?

Thinking Routines
Harvard Project Zero
http://goo.gl/HvYUv
Visible Thinking-
Use of the Senses
to “see” thinking

Thinking Routines (Teacher Directed)

Thinking Routines Matrix
Ritchhart, Ron; Church, Mark; Morrison, Karin (2011-03-25). Making Thinking Visible:
How to Promote Engagement, Understanding, and Independence for All Learners (p. 50).
John Wiley and Sons. Kindle Edition.

Teaching Types of Thinking
http://bigthink.com/inside-singularity-university/exponential-thinking

Jot Not
Keeping it
ELECTRONIC
but not
underestimating
the power of f2f
and traditional
methods!

Critical Thinking
Performance Task
CWRA/CLA  Assessing Critical Thinking
http://goo.gl/mA6VO
http://goo.gl/WK2Py

STEPS
• IDENTIFY SCENARIO
• Write Problem Statement (Real Life)
• Determine Evidence to use
– 2 Detractors
– 3 Pro position
– 3 Con Position
– 1 tipping the scale
– Student Job is to take evidence and identify a
solution

Systems Thinking
with ISEE STELLA

Blogs
Passion and Metacognitive

What is Feedback?
“Feedback is an objective description of a student’s
performance intended to guide future performance.
Unlike evaluation, which judges performance,
feedback is the process of helping our students
assess their performance, identify areas where they
are right on target and provide them tips on what
they can do in the future to improve in areas that
need correcting.”
~ W. Fred Miser

What is Feedback?
 “Research has shown that
effective feedback is not a
discrete practice, but an
integral part of an
instructional dialogue
between teacher and
student, (or between
students, or between the
student and him/herself).”
From “Providing Students with Effective
Feedback”

What is Feedback?
 “Feedback is not about praise or blame, approval or
disapproval. That’s what evaluation is – placing
value. Feedback is value-neutral. It describes what
you did and did not do.”
~ Grant Wiggins

What is Feedback?
 “Effective feedback, however, shows where we are
in relationship to the objectives and what we need
to do to get there.
 “It helps our students see the assignments and tasks
we give them as opportunities to learn and grow
rather than as assaults on their self-concept.
 “And, effective feedback allows us to tap into a
powerful means of not only helping students learn,
but helping them get better at learning.”
~ Robyn R. Jackson

What is Feedback?
 “Effective feedback not only tells
students how they performed,
but how to improve the next
time they engage the task.
Effective feedback is provided in
such a timely manner that the
next opportunity to perform the
task is measured in seconds, not
weeks or months.”
~ Douglas Reeves, p. 227

Feedback Focus
 Academic
 Behavioral

Primary Purposes of
Feedback
 To keep students on course so they arrive
successfully at their predetermined destination.
~ W. Fred Miser
“It is one thing to collect feedback about students’
progress, but if you simply collect this feedback and
never use it to adjust your instruction, then you are
collecting it in vain. The data you receive from
grading your assignments and assessments will give
you feedback about the effectiveness of your own
instruction.”
~ Robyn R. Jackson

 grade, socioeconomic status,
race, or school setting….When
feedback and corrective
procedures are used, most
students can attain the same
level of achievement as the top
20% of students.”
 ~ Bellon, Bellon & Blank
“Academic feedback is more strongly and consistently
related to achievement than any other teaching
behavior….This relationship is consistent regardless of

“Feedback seems to work well in so many situations
that it led researcher John Hattie (1992) to make the
following comment after analyzing almost 8,000
studies:
‘The most powerful single modification that enhances
achievement is feedback. The simplest prescription for
improving education must be dollops of feedback.’”
~ Robert Marzano

“In a major review of the research on assessment, Paul
Black and Dylan Wiliam (1998) noted
The research reported here shows conclusively that
formative assessment does improve learning. The gains in
achievement appear to be quite considerable, and as noted
earlier, amongst the largest ever reported for educational
interventions. As an illustration of just how big these gain
are, an effect size of 0.7, if it could be achieved on a
nationwide scale, would be equivalent to raising the
mathematics achievement score of an ‘average’ country
like England, New Zealand or the United States into the ‘top
five’ after thee Pacific rim countries of Singapore, Korea,
Japan and Hong Kong.”
~ What Works in Schools, p. 38

Power of Accurate
Feedback
 Immediate impact on results
 Lower failures
 Better attendance
 Fewer suspensions
 Failure here undermines EVERY OTHER EFFORT in
curriculum, assessment, and teaching
~ Douglas Reeves, Asilomar Conference 2009 Powerpoint

Characteristics of Feedback
 Timely
 “The more delay that occurs in giving feedback, the less improvement there is in achievement.” (Marzano(1), p. 97)
 As often as possible, for all major assignments
 Constructive/Corrective
 What students are doing that is correct
 What students are doing that is not correct
 Choose areas of feedback based on those that relate to major learning goals and essential elements of the assignment
 Should be encouraging and help students realize that effort on their part results in more learning (Marzano(2), p. 105)
 Specific to a Criterion
 Precise language on what to do to improve
 Reference where a student stands in relation to a specific learning target/goal
 Also specific to the learning at hand
 Based on personal observations
 Focused on the product/behavior – not on the student
 Verified
 Did the student understand the feedback?
 Opportunities are provided to modify assignments, products, etc. based on the feedback
 What is my follow up plan to monitor and assist the student in these areas?)

Essential Elements of
Feedback
1. Recognition of the Desired Goal
2. Evidence about Present Position (current work)
3. Some Understanding of a Way to Close the Gap
Between the Two
~ Black & William

1. Recognition of the
Desired Goal Includes:
 Clarity of the Learning Goal
 Clarity about Content Area
 Clarity of Curricular Indicators
 Clarity of Mastery Objectives
 Clearly communicating the desired learning goal to
students through instruction.
 A “Vision of Excellence”

Methods to Ensure Student
Understanding of Learning Goals
 Have students define what successful achievement of the goals
looks or sounds like. (Developing a “criteria for success”)
 Provide several samples, models, exemplars, etc. of products
that achieve the learning goal in exemplary fashion.
 Lead students through an analysis of the criteria of successful
achievement in terms of the samples provided. Could be
through the use of rubrics or descriptions of the
practice/product.
 Compare students’ product to the criteria for success
(highlight/use “+” through criteria that were met by the
product)
 Have students continue working on a task until they succeed.

The Language of
Assessment
 “As a result of understanding the learning
destination and appreciating what quality work and
success look like, students:
 Begin to learn the language of assessment. This means
students learn to talk about and reflect on their own
work using the language of criteria and learning
destinations.
 Gain the knowledge they need to make decisions that
help close the gap between where they are in their
learning and where they need to be.”
~ Anne Davies, p. 38

2. Evidence About Present
Position
 What student work/assignments/projects look like –
“what is”
 Current work samples

3. Ways to Close the Gap
between Goals & Current State
 Provide guidance on how to improve (strategies,
tips, suggestions, reflective questioning, etc.)
 Provide student-friendly version of learning targets
along with actual samples of student work
 Provide help to improve
 Provide time to work on the improvement, apply the
feedback

Sharing Feedback
 Oral, interactive (one-on-one) feedback is best whenever possible
 Use descriptive, not evaluative language
 Focus on what went well and what can be improved in language
students understand
 Seek consensus with the student(s) – do you agree on the assessment
of this product?
 Focus on the performance and/or behavior – not the student
 Focus on those behaviors that the student can do something about.
 Provide a demonstration if “how to do something” is an issue or if the
student needs an example.
 Group/class feedback works when most students missed the same
concept, providing an opportunity for reteaching.

Feedback Timing
Good Timing
 Returning a test or
assignment the next day
 Giving immediate oral
responses to questions of
fact
 Giving immediate oral
responses to student
misconceptions
 Providing flash cards (which
give immediate right/wrong
feedback) for studying facts
Bad Timing
 Returning a test or
assignment two weeks after
it is completed
 Ignoring errors or
misconceptions (thereby
implying acceptance)
 Going over a test or
assignment when the unit is
over and there is no
opportunity to show
improvement
~ Susan Brookhart

Amount of Feedback
 For students to get enough feedback so that they
understand what to do but not so much that the
work has been done for them (differs case by case)
 For students to get feedback on “teachable
moment” points but not an overwhelming number
~ Susan Brookhart

Amounts of Feedback
Good Amounts
 Selecting 2-3 main points
about a paper for comment
 Giving feedback on
important learning targets
 Commenting on at least as
many strengths as
weaknesses
Bad Amounts
 Returning a student’s paper
with every error in
mechanics edited
 Writing comments on a
paper that are more
voluminous that the paper
itself
 Writing voluminous
comments on poor-quality
papers and almost nothing
on good-quality papers
~ Susan Brookhart

Strategies to Help Students
Learn to Use Feedback
 Model giving and using feedback yourself.
 Teach students self- and peer assessment skills to:
 Teach students where feedback comes from.
 Increase students’ interest in feedback because it’s “theirs”.
 Answer students’ own questions.
 Develop self-regulation skills, necessary for using any feedback.
 Be clear about the learning target and the criteria for good work.
 Use assignments with obvious value and interest.
 Explain to the student why an assignment is given – what the work is for.
 Make directions clear.
 Use clear rubrics.
 Have students develop their own rubrics or translate yours into “kid-friendly” language.
 Design lessons that incorporate using the rubrics as students work.
 Design lessons in which students use feedback on previous work to produce better work.
 Provide opportunities to redo assignments. (Comparing a rough draft to the rubric/criteria/exemplar.)
 Give new but similar assignments for the same learning targets.
 Give opportunities for students to make the connection between the feedback they received and the
improvement in their work.
~ Susan Brookhart

Attaining Excellence
 “Students must have routine access to the criteria
and standards for the task they need to master; they
must have feedback in their attempts to master
those tasks; and they must have opportunities to
use the feedback to revise work and resubmit it for
evaluation against the standard. Excellence is
attained by such cycles of model-practice-perform-
feedback-perform.”
~ Grant Wiggins

Feedback Levels
 Feedback may be directed at one of four levels:
1. The task
“The best task-level feedback corrects flawed
interpretations rather than a lack of knowledge and
helps students focus on using strategies to achieve their
learning goals.” ~ Center on Instruction
2. The processing of the task ~ facilitating depth in
learning (encouraging students’ use of strategies to
check their work, recognize errors, and self-correct)
3. Self-regulation ~ helping students internalize the
practice of self-monitoring their learning and work.
4. The student as an individual ~ least effective feedback

To reduce discrepancies
between current
understandings / performance
and a desired goal
The Discrepancy Can Be Reduced By
Teachers
Providing appropriate challenging and
specific goals
OR
Assisting students to reach them through
affective strategies
Students
Increased effort and employment of more
effective strategies
OR
Abandoning, blurring or lowering the
goals
EFFECTIVE FEEDBACK ANSWERS THREE
QUESTIONS
Feed Up
Where am I going?
(The Goals)
Feed Back
How am I going?
Feed Forward
Where to next?
PURPOSE
HATTIE&TIMPERLEY’SFEEDBACKMODEL

References
 Bellon, Jerry, Bellon, Elner, & Blank, Mary Ann. Teaching from a Research
Knowledge Base: A Development and Renewal Process, New York: Macmillan
Publishing Company, 1992.
 Black & William, “Inside the Black Box: Raising Standards through Classroom
Assessment” Phi Delta Kappan, October 1998.
 Brookhart, Susan M. How to Give Effective Feedback to Your Students. ASCD,
2008.
 Davies, Anne. “Involving Students in the Classroom Assessment Process”
Ahead of the Curve: The Power of Assessment to Transform Teaching and
Learning. Douglas Reeves, Editor. Solution Tree, 2007.
 Jackson, Robyn R. Never Work Harder Than Your Students & Other Principles of
Great Teaching. ASCD, 2009.
 Marzano(1), Robert. Classroom Instruction that Works. ASCD, 2001.
 Marzano(2), Robert. “Designing a Comprehensive Approach to Classroom
Assessment.” Ahead of the Curve: The Power of Assessment to Transform
Teaching and Learning. Douglas Reeves, Editor. Solution Tree, 2007.

References, page 2
 Marzano(3), Robert. What Works in Schools: Translating Research into Action.
ASCD, 2003.
 Miser, W. Fred. “Giving Effective Feedback”
 “Providing Students with Effective Feedback” Academic Leadership LIVE: The
Online Journal; Volume 4, Issue 4, February 12, 2007.
 Reeves, Douglas. “Challenges and Choices: The Role of Educational Leaders in
Effective Assessment.” Ahead of the Curve: The Power of Assessment to
Transform Teaching and Learning. Douglas Reeves, Editor. Solution Tree, 2007.
 Stiggins, Rick. “Assessment for Learning: An Essential Foundation of Productive
Instruction.” Ahead of the Curve: The Power of Assessment to Transform
Teaching and Learning. Douglas Reeves, Editor. Solution Tree, 2007.
 “Synopsis of ‘The Power of Feedback’” by Center on Instruction, 2008. [Hattie
& Timperley’s research]
 Wiggins, Grant. Educative Assessment: Designing Assessments to Inform and
Improve Student Performance. San Francisco: Jossey-Bass Inc., 1998.

MOTIVATION ACTIVE LEARNING ENGAGEMENT

expectancy × value = motivation
Brophy (2004) and Cross (2001) observe that much of
what researchers have found can be organized within
an expectancy × value model. This model holds that the
effort that people are willing to expend on a task is the
product of the degree to which they expect to be able
to perform the task successfully (expectancy) and the
degree to which they value the rewards as well as the
opportunity to engage in performing the task itself
(value).
Barkley, Elizabeth F. (2009-10-06). Student Engagement Techniques: A Handbook for College Faculty (Higher
and Adult Education Series) (Kindle Locations 475-478). John Wiley and Sons. Kindle Edition.

ATTENTION + MEMORY = LEARNING
ENGAGEMENT  ATTENTION
ENGAGEMENT + MEMORY = LEARNING

STUDENT ENGAGEMENT TECHNIQUES
(They encourage Student-Centric practice,
Thinking, Closure)

Focused Reading Notes
Classroom Salon

Flash Cards
Brainscape, Quizlet, StudyBlue

Standards-Based Formative Assessment
Naiku

Academic Controversy
Classroom Collaborize

Concept Maps
Mindomo/Spiderscribe/Bubbl.us

Think Again – Blog or Docs Prompts

Insights, Resources, Applications –
Google Spreadsheets
Reading Assignment
Record on a shared google spreadsheet with
three columns- Insights, Resources, Application
• new perceptions or understandings (Insights)
• a resource they have found that amplifies the
reading’s themes or information (Resources)
• an example from the student’s personal
experience that relates to the reading
(Application).
RESOURCES

Circular Response/Fischbowl
TitanPad

Formative Quizzes
Learning Catalytics, Socrative, InfuseLearning

SELF-REFLECTION
Learning Journals/Blogs
Shared Google Doc
Shared Spreadsheet – Key Idea/ What I learned/What I still
wonder
Frederick Douglas Speaker Series – Ustream Presentations
WHY? Brain Closure – move to long term memory

Corner Stone Assessments
• Enhanced with Technology
• Performance Based

Writing
• Nonfiction Blogging
• Peer Review
• Drafts in Progress

Research and Writing:
Noodle Tools and Google Docs

Insights, Resources, Applications –
Google Spreadsheets
Reading Assignment
Record on a shared google spreadsheet with
three columns- Insights, Resources, Application
• new perceptions or understandings (Insights)
• a resource they have found that amplifies the
reading’s themes or information (Resources)
• an example from the student’s personal
experience that relates to the reading
(Application).

Creativity and Multimedia
http://goo.gl/Hu5Od

Dissecting Examples
• Fred Douglas
• Graphic Novel
• Video Essay _DBQ
• What can you do with that Math

Frederick Douglas Debates
Brainstorm – Mindiew Mind Map
Research – Noodle Tools
Write – Google Docs
Presentation - Creative Commons/Visual Literacy
Reflection – Ustream archive and blog (Learning
Journal)

http://www.topcoder.com/blog/21-amazing-stem-resources-you-can-use-right-now-to-
change-the-world/

POGIL – Student Centered Inquiry
http://ebookbrowse.com/football-problem-
pogil-ic-pdf-d93341912
https://www.youtube.com/watch?v=d-
XbjFn3aqE
https://www.youtube.com/playlist?list=PL0A5
590CEE7F2EC3B
https://www.youtube.com/watch?v=ogdeHzBi
4YM

Group Dynamics
• http://iatefl.britishcouncil.org/2011/sites/iatefl/files/se
ssion/documents/better_group_dynamics.pdf
• http://cte.uwaterloo.ca/teaching_resources/tips/group
_work_types_of_small_groups.html
• http://cte.uwaterloo.ca/teaching_resources/tips/group
_work_in_the_classroom_small_group_tasks.html
• Jigsaw
• Mixed ability
• Flexible
• Random generators

Differentiation with Technology
• Diigo Annotations
• LiveBinder

English Differentiated Assignment

Differentiation – Student Choice
VIsual Oral Research
Choose 1 per Category –

Teacher’s job is to make explicit
that which we had hoped would
be implicit to our students.
Carol Tomlinson
Teaching Thinking
To Frameworks

Brown’s Model of Executive Function

STUDENT ENGAGEMENT TECHNIQUES
(They encourage Student-Centric practice)

Flash Cards
CoboCards, Quizlet, StudyBlue

Metacognition/Self-Reflection
http://www.justshuddup.com/tag/self-reflection/

Objectives
• Examine some research on learning
• Look at Frameworks for tech implementation
– TPACK and SAMR
• Explore curriculum that heeds what research
says
• Consider ways in which technology can be
leveraged to implement research-aligned
practices

Final examining research on learning and its implications for

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