4. Possible Agenda Frameworks and Research Tpack and SAMR PBL POGIL Curriculum Design (UbD) Brain stuff Toolkits Identifing an Institutional Goal Importance of Scaffolding Projects Considerations and Conversations Flipped classroom Meaningful HW Research Process Ciopyright Shifting away from grades – Assesment changes TIPS going forward
5. Goals A Project Idea An Idea of what your toolkit needs to be A Tool(s) to Investigate Later An Update on or a New Pedagogical Strategy
8. 7 Cs + 3Rs Content Understanding Critical Thinking Cross Cultural Understanding Collaboration Communication Computing Skills Career and Civic Learning and Self-Reliance
9. Partnership for 21st Century Skills http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120
10. 21st Century Skills (Engage) Basic, Scientific and Technological Literacy Visual and Information Literacy Cultural Literacy and Global Awareness Inventive Thinking: Digital Age Literacy: Adaptability and Managing Complexity Curiosity, Creativity and Risk Taking Higher Order Thinking and Sound Reasoning Effective Communication: High Productivity: Teaming, Collaboration and Interpersonal Skills Personal and Social Responsibility Interactive Communication Prioritising, Planning and Managing Results Effective Use of Real World Tools High Quality, Meaningful Results
13. Skill Inventory What skills do your students need more practice with? Which 1-2 skills do you teach well and how do you do that? What skills do you teach really well across disciplines? Individual Writing- Everyone contribute to the google doc- (we’ll do it anonymously but I’d have kids logged in) http://goo.gl/o6Bbe
14. Pedagogy Bubble Differentiation Formative Assessment PBL Executive Function Learning Styles Differences Trans-Disciplinary Traits Danielson’s Domains Portfolio Assessment Brain Rules/Brian based research Multiple Intelligences
18. Overlap is Important Relationships among Bubbles Portal as delivery system Wikispaces as Curriculum Mapping tools The Sweet Spot Essential Questions as the driver
21. Emerging Brain Research http://www.flickr.com/photos/jj_judes/346850124/sizes/z/in/photostream/
22. Your Brain should be treated like a garden, be aware of what you introduce into it… Judy Willis http://www.flickr.com/photos/aussiegall/3203524576/sizes/m/in/photostream/
23. Seven BIG Learning Messages Intelligence is not fixed Effort (Motivation) is as important as ability Learning is strongly influenced by emotion We all learn in different ways Deep learning is an active process Learning is messy Learning is Social Photo Credit: Stockphoto/VasiliyYakobchuk)
25. Circle back to brain “Whenever the learner’s working memory decides that an item does not make sense or have meaning. the probability of it being stored is extremely low…. Of the two criteria, meaning has the greater impact ….” Sousa
31. POGILElements Students expected to work collaboratively Activity is an intentional POGIL activity Students work on activity during class time with facilitator present Dominant mode of instruction is not instructor-centered Students have assigned roles within groups Activity is designed to be first introduction to topic Students aren’t expected to have worked on topic prior to introduction Groups should complete all critical thinking questions during 40 min class-
32. Rubrics For Assessing Project Integrity For Assessing Teacher Integration Level For Assessing Student Learning
35. Tech Integration Using Tech to Integrate Skills acorss disciplines Well Crafted Projects that integrate tech Pedagogical considerations that tech can enhance if integrated properly
36. Skills Across Disciplines Research – Noodle Tools, Diigo, Xotero Writing – Google Docs, Blogging Presentation – Google Presentation, Ustream Collaboration and Teamwork Organization Graphic Organizers - Note-Takning – OneNote, Zoho, Evernote BrainStorming
37. Scaffolding research Search and Evaluation Diigo YoLink Providing Resource Livebinders Pathfinders Symbaloo Noodle Tools Zotero
53. Totally 10 Totally 10 is a student choice format for differentiating projects or assessments. Each task a student chooses is given a score of 2,4,6, or 10, where the higher scores reflect greater challenge and complexity. Students must select either one project with a score of 10, or several that add up to a score of 10. Students will choose rigor to do fewer projects. Totally 10 may also be used to design an assessment. Students choose which questions they will answer as long as the total point score equals 10. This gives students choice and lets them think they are making up their own test. (Heacox, 2002).
110. Fred Douglas What IF- Carla Twitter cuban missile 10th blogs Tex close reading passages PE- video skills- health project stacy- legacy project Graphic novels
Curriculum =content and skill- contemporary skills- contemporary updated content – relevancy and engagement
MoodleThickness of line = personailty
Tech tool kit is robust – two things to remember- what I need to be aware of and what I need to move from awareness into my personal toolkit
Need a sheet-
Context circle- for me-Context circle – institution- personality- institutional prioriteis-
Culture is internal and external cultureEnvironment we are 1-to-1 – so our context is different than a school that isn’t 1-to-1 – we are tablets Institutional priorities help shape focus- differentiation is focus of pedagogy bubble but we still need to
Justification for pblnad inquiry- along with skills
What do these have in common? What makes them gr8Well structureed, student choice, deep thinking
MICDS WHII, Facebook, PROFEssional Development Networks classroom 2.0 Global Collaboration…
Q&A
Its about chunking – 20 minute learning span before change activity, topic., environment-
BlioKindleNook
Share Never, Never stop reading and learningDo the Lion's share - make it look easier than it isBuddy up with your librarianBe Intentional -Model what you preach