1.
The Classroom of the Future

2.
The Classroom of the Future
and the future starts today

3.
“Automated schoolmarm” at the 1964-65 New York World’s Fair (Source: Novak Archive)

4.
There’s never been a better time
to be a learner

5.
There’s never been a better time
to be a learner
And a more challenging time for schools

6.
DISRUPTION

7.
http://www.flickr.com/photos/scaar/4284117075/

8.
http://www.flickr.com/photos/scaar/4284117075/
“When a 14 year old kid can blow up your business in his
spare time, not because he hates you but
because he loves you, then you got a problem.”

9.
Chris Avenir

10.
Ryerson University sites 3 reasons for
the case against him.
1.Learning should be hard.
2.There is no structure of regulation
for online behavior and that makes it
incompatible with academic work.
3.It is our job to protect academic
integrity from any threat.
i.e. Unless learning is hard and is directed by others, it
fails to meet the standard for academic rigor.
Chris Avenir

11.
Instructor

12.
Designer Guide
Instructor
Creative Commons – Attribution (CC BY 3.0)
Teacher designed by Musavvir Ahmed from the Noun Project
Creative Commons – Attribution (CC BY 3.0)
Education designed by Travis Yunis from the Noun Project

13.
https://www.flickr.com/photos/bilg/326347413
“In teaching you
can't do the
Bloom stuff
until you take
care of the
Maslow stuff”
Author unknown

14.
tps://www.flickr.com/photos/wwworks/7170098685

15.
tests scores
conformity
mind your own
business
compliance
tps://www.flickr.com/photos/wwworks/7170098685

16.
tests scores
conformity
mind your own
business
compliance
tps://www.flickr.com/photos/wwworks/7170098685

17.
tests scores
conformity
mind your own
business
compliance
creativity
tps://www.flickr.com/photos/wwworks/7170098685
life long learning
engagement
collaboration

18.
“If you can crack the
problem of engagement –
not just ‘are you paying
attention?’, but ‘
are you
fascinated by
this?’ – if you can crack
engagement in deep
learning then you’ve cracked
21st century schooling.”
Mike Berrill Executive Principal, Biddenham International
School

19.
IT’S TIME TO
RETHINK
EVERYTHING

20.
IT’S TIME TO
RETHINK
SOME THINGS

21.
shifted view of

22.
#literacy
shifted view of

23.
http://www.flickr.com/photos/dkuropatwa/4554087615

24.
TEXT
What
is

25.
I’m eating bacon

26.
I like bacon

27.
I have skills eating bacon

28.
This is where I eat bacon

29.
Watch me eating bacon

30.
Here’s a vintage photo of my bacon

31.
Here’s a recipe with bacon

32.
I’m listening to music about bacon

33.
Spot the Difference

34.
Spot the Difference

35.
Spot the Difference

36.
Spot the Difference

37.
21cc licensed flickr photo by jayRaz: http://flickr.com/photos/shnakepup/2935979173/
The greatest digital divide is
between those who can read
and write with media, and
those who can't.
Elizabeth Daly

38.
How do we “read” this?

39.
How do we “read” this?

40.
If a student goes a year without
creating a video...

41.
If a student goes a year without
creating a video...
it would be like going
a year without writing a story

42.
renewed view of

43.
#community
renewed view of

44.
“Can you send me all the
assignments ahead of time?”

45.
The Walls Are Gone

46.
The Walls Are Gone

47.
“Mind-Your-Own-Business Learning”
http://www.flickr.com/photos/cristic/359572657

48.
https://www.flickr.com/photos/courosa/9481007180

49.
Relationships then content

50.
Relationships then content
Both matter.
So does the order.

51.
Be a Connector

52.
The Ukulele Project

53.
The Ukulele Project

54.
http://www.flickr.com/photos/mcleod/3105191883

55.
Give them Their Own Space

56.
Give them Their Own Space

57.
Show them How to Network

58.
Show them How to Network

59.
Show them How to Network

60.
Expectations of Community
“Class size only matters if the
teacher does everything”
Mark Prensky

61.
Expectations of Community

62.
Expectations of Community
What did you learn from others?
!
What did you contribute to the
learning of others?

63.
teacher as

64.
#researcher
teacher as

65.
Who’s responsible for PD and R&D?
https://www.flickr.com/photos/catspyjamasnz/3176577386 https://www.flickr.com/photos/gcmcphotos/15478593142

66.
“...the pattern has been that as children grow up and
become more proficient at making sense of the
environment in which they live, their world seems to
become more stable. Thus, as a child grows and
becomes accustomed to the world, the perceived need
for play.”

67.
“As we watch the world move to a state of near-constant
change and flux, we believe that connecting play
and imagination may be the single most important
step in unleashing the new culture of learning.”
“...the pattern has been that as children grow up and
become more proficient at making sense of the
environment in which they live, their world seems to
become more stable. Thus, as a child grows and
becomes accustomed to the world, the perceived need
for play.”

68.
Why evidence-based teaching methods are a bad idea.

69.
Why evidence-based teaching methods are a bad idea.
“My argument is not with educational research
but with the imperative of evidence-based
education policy. At its best, educational
research can provide important
insights into the relationship
between various social and cultural
variables and pedagogic outcomes.”

70.
Why evidence-based teaching methods are a bad idea.
But the principal problem educators face today is not the dearth of
educational research or a lack of evidence about ‘what works’, but
rather the increasing absence of any
opportunity for them to exercise
professional judgment and to learn the value of
what Aristotle call phronesis – the virtue of judgment.
Experimentation in education should
be part of a teacher’s everyday life.

71.
“What can I do with “these” cellphones?”

72.
“What can I do with “these” cellphones?”

73.
“Failure is free, high-quality
research, offering direct evidence
of what works and what doesn’t.
Cheap failure, valuable as it is on
its own, is also a key part of a more
complex advantage: the exploration
of multiple possibilities.”
Clay Shirky

74.
http://blog.kylewebb.ca/2015/01/11/dont-just-consume-things-create-things-hour-of-code-2014/

75.
http://blog.kylewebb.ca/2015/01/11/dont-just-consume-things-create-things-hour-of-code-2014/
“Until that point in the year, I had not seen such a
high level of engagement and interest from every
student in my classroom. This was differentiation
and engaging learning at it’s best (for me anyways!).
Students that have a tough time getting excited
about anything at school were ecstatically sharing
their games and apps with classmates.
Collaboration and the desire to share and work
with one another quickly emerged as each student
learned something “cool” that they needed to share
with everyone, so they could use it.”

76.
Learn
Share

77.
Speaking personally, I realized one day that without intending to I had
developed a critical community around my blog, a
group of people who were willing to save me
from my own lousy classroom design
choices. They got better at giving criticism and I got better at receiving it. I also
got better at posting the kind of rich, multimedia artifacts of classroom practice —
photos, videos, handouts, etc. — that facilitated that criticism. I started to plan lessons
while wondering at the same time, "What about this is gonna be worth sharing?"
Lesson planning and blogging became
hopelessly and wonderfully tangled up.
!
!
!
!
!
Dan Meyer
@ddmeyer
http://blog.mrmeyer.com

78.
“It forces you to explain yourself”

79.
“It forces you to explain yourself”

80.
SAGE ON
THE STAGE

81.
SAGE ON
THE STAGE

82.
GUIDE ON
THE SIDE

83.
GUIDE ON
THE SIDE

84.
MEDDLER IN THE
MIDDLE

85.
http://ideasandthoughts.org/

86.
http://www.lisadabbs.com/ntchat

87.
Can I find
work online?
your best

88.
Can I find
work online?
any of your

89.
1,028

90.
15,171

91.
302

92.
94,282

93.
shareski.ca
@shareski
shareski@gmail.com
Thanks