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Active Learning and 21 st Century Skills. Berkeley Preparatory School PLP Presentation April 2009. Importance of Active Learning. Methods of Active Learning. Measuring Active Learning. A steam drill got John Henry. A Computer got Kasparov. The future belongs to….
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Active Learning and 21st Century Skills Berkeley Preparatory School PLP Presentation April 2009
Importance of Active Learning Methods of Active Learning Measuring Active Learning
tap student energy
Cross-Class Communication • ICT Trends research papers posted • students research one Web 2.0 tool using three published sources and teacher and student interviews and post their findings • AP argument essay • each student is responsible for one point (see template) • template serves as exam review • A Thousand Splendid Suns Groups • posting of guided reading questions by group members • historical and literary timelines posted • Rhetorical Precis, Abstract Postings • collaborative research for spring term paper • Pleasantville Allusion presentations • Students analyze, post, and present film allusions
Online Tutoring: Google Docs • Realtime; anytime/anywhere learning • Shattering stereotype of online tutoring • Steps required to “sell” this program to the student body: • Creation of OWL committee • Deciding on Google Docs • Tutor trouble shooting • Creation of Berkeley Group on Google Docs • Writing clear instructions for tutors and tutees • OWL email • Publicity: convo, posters, bulletin board, mass emailing • Classroom visitation and tutorials • Edline posting
OWL Session • In order to gain different perspectives, the E-Newsletter talked with both Stefan, an OWL tutor, and Kathyrn, an OWL tutee. • Could you explain, in your own words, what the OWL program does? • Stefan: The OWL program allows Berkeley students to take the Writing Center to their homes. Sometimes, students come in the Writing Center during a busy period only to wait for a tutor and to sometimes leave with an untutored paper. Some students simply don’t have enough time during a school day to stop by the Writing Center. The OWL resolves all of these dilemmas. OWL uses the very accessible Google Docs program in order to create a virtual writing center. The program allows for both the tutor and the tutee to simultaneously view and evaluate a word document. • Kathyrn: The OWL program allows a student to be tutored on an online chat session. The paper is uploaded into a specific chat room where both the tutor and student can type on the same document, making comments or corrections. However, it does take a couple of minutes for the messages written to show up/ upload on the other person’s screen. We could also change the color of our words in order to decipher which comments were from whom. • Was the google document difficult to manage at first? • Stefan: Yes, at first the program took some time to fully understand; however, during my tutorial with Kathyrn , the set up took only five minutes. • Kathyrn: No, the Google document was not difficult to manage at first. To create the account and set up the chat between Stefan and me was not hard because the directions were very specific, making this process easy. The actual Google document featured the same commands as Microsoft Word.
Writing Center E-News • Communication of Writing Center news via E-newsletter • Semester review of WC news • Articles include interviews, op-ed pieces, reviews of outreach programs • Articles written by interns and directors • E-newsletter is posted on Berkeley’s website
MD One-Unit Challenge Rationale, SY ‘08 – ‘09 • Promote collaboration across disciplines • Encourage use of technology • Begin asking essential questions • Teach 21st Century skills - critical thinking - problem solving - creativity - communication and collaboration
MD One-Unit Challenge Guidance, SY ‘08 – ‘09 • Address a portion of an existing unit • Consider an existing unit that lends itself to an inter-disciplinary approach • Consider a unit that will be enhanced by technology • Consider a unit that lends itself to the teaching of Challenge-specific skills • Begin the Challenge unit with an essential question • Share the work and the wealth • Capture the work on a One-Unit Challenge curriculum map
How does knowledge of relevant history and geography enhance understanding and appreciation of a novel’s setting? • Cross-curricular connection: literary setting, U.S. geography, 19th and 20th Century history, library research, computer skills • Classes: Language Arts, Geography • Teachers: Josh Beckwith, Meghan Weddle, Judy Callahan, Dave Schumacher • Technology: Google Maps • Skills: creativity, problem solving, technology integration
Collaborative Google Map Travels of Ulysses
What mathematical patterns are found in nature? How are math, art and nature related? • Cross-curricular connection: tessellations, M.C. Escher’s art, nature’s art • Classes: Math 6, Art 6 • Teachers: Brenda Gerding, Bonnie Liedman, Anna Arcuri • Technology: tessellation drawing software • Skills: creativity, technology integration, critical thinking
How do myths come to life? • Cross-curricular connection: physical fitness (running) and the story of Atalanta, Meleager, and Meilion • Classes: Physical Education, Latin • Teachers: Suzanne Marfise, Phil Dillinger • Technology: Movie Maker • Skills: creativity, technology integration, communication, collaboration
How do plot, theme and the characters of today’s literature connect to those of past literature? • Cross-curricular connection: Ulysses, Go Big or Go Home, web 2.o applications • Classes: Language Arts, library • Teachers: Liz Stevens, Dave Schumacher • Technology: Blackboard blogging feature • Skills: critical thinking, technology integration, communication, collaboration
How do you calculate the horizontal projection of a ball vs. the angular projection of a ball? • Cross-curricular connection: quadratic functions and parabolic motion • Classes: Honors Algebra I and Physical Science • Teachers: John MacConnell and Carol Piser • Technology: graphing calculator usage and video production • Skills: collaboration (group work), creativity, problem solving
What is a meteorite, and can it carry life-threatening bacteria? (An exploration of Will Hobbs’s novel Go Big or Go Home) • Cross-curricular connection: meteorite science and recovery, fiction writing and blogging • Classes: Earth Science, library • Teachers: Susan McLaughlin, Dave Schumacher • Technology: Blackboard blogging feature • Skills: technology integration, communication, collaboration, problem solving, and critical thinking
One-Unit Challenge 2.O, SY ’09 – ‘10 • Address a portion of an existing or new unit • Plan a Challenge unit lending itself to an inter-disciplinary approach • Devise a Challenge unit enhanced by web 2.0 applications (wikis, blogs, etc.) • Construct a Challenge unit lending itself to the teaching of select Berkeley Identified Skills • Begin the Challenge unit with an essential question • Collaborate with colleagues • Capture the work on a SY ‘09 – ’10 One-Unit Challenge curriculum map
Berkeley 21st Century Skills Ethical Curious Diligent Flexible Learner Problem Solving Reflective 21st Century Learner Creator Collaborator
Functions of Assessment • Strengthen student teacher relationships • Students determine whether they are “getting” it • Clarify content connections • Engage students in assessing their work • Help teachers plan their next steps • Help students plan their next steps
Authentic Assessment • Promote real world skills • Reflect student progress over time • Assessment is in context • Assessment standards are known • Builds mastery of the subject • Speaks to an authentic audience
Planning Assessments • Learning is constant; the secret is to document it • Identify the activity most appropriate to a particular situation • Identify what is valuable to the student, the teacher, and the school • Use multiple forms of assessment and multiple assessors
