Agenda

2. Agenda Welcome and Greetings Project Discussion and Q&ANetwork Driven Inquiry: Technological Pedagogy in Action Break - 5 min Network Driven Inquiry Group DiscussionQuestions/Concerns- 5min

4. What do we need to unlearn? Example:*I need to unlearn that classrooms are physical spaces.* I need to unlearn that learning is an event with a start and stop time to a lesson. The Empire Strikes Back: LUKE:  Master, moving stones around is one thing.  This is totallydifferent. YODA:No!  No different!  Only different in your mind.  You must unlearnwhat you have learned.

5. Let Go of Curriculum

6. Free range learners Free-range learners choose how and what they learn. Self-service is less expensive and more timely than the alternative. Informal learning has no need for the busywork, chrome, and bureaucracy that accompany typical classroom instruction.

7. FORMAL INFORMAL Yougowherethe bus goes You go where you choose Jay Cross – Internet Time

8. MULTI-CHANNEL APPROACH webcam SYNCHRONOUS Community platforms VoIP Conference rooms Instant messenger Worldbridges PEER TO PEER WEBCAST folksonomies Mailing lists email PLE f2f forums vlogs CMS wikis photoblogs blogs podcasts ASYNCHRONOUS

9. http://www.elearnspace.org/Articles/google_whitepaper.pdf

10. Shifts focus of literacy from individual expression to community involvement.

11. TPCK Model There is a new model that helps us think about how to develop technological pedagogical content knowledge. You can learn more about this model at the website: http://tpck.org/tpck/index.php?title=TPCK_-_Technological_Pedagogical_Content_Knowledge

12. SITE 2006IEA Second Information Technology in Education Study • 9000 School • 35,000 math and science teachers in 22 countries How are teachers using technology in their instruction? Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong: CERC-Springer, the report presenting results for 22 educational systems participating in the IEA SITES 2006, was released by Dr Hans Wagemaker, IEA Executive Director and Dr Nancy Law, International Co-coordinator of the study.

13. Findings Increased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology. How you integrate matters- not just the technology alone. It needs to be about the learning, not the technology. And you need to choose the right tool for the task. As long as we see content, technology and pedagogy as separate- technology will always be just an add on.

14. Teacher as Designer See yourself as a curriculum designer– owners of the curriculum you teach. Honor creativity (yours first, then the student’s) Repurpose the technology! Go beyond simple “use” and “integration” to innovation!

15. Spiral – Not Linear Development TechnologyUSE Mechanical Technology Integrate Meaningful Technology Innovate Generative

16. Shifts focus of literacy from individual expression to community involvement.

17. Connected Learning The computer connects the student to the rest of the world Learning occurs through connections with other learners Learning is based on conversation and interaction Stephen Downes

18. Connected Learner Scale This work is at which level(s) of the connected learner scale?Explain. Share (Publish & Participate) – Connect (Comment and Cooperate) – Remixing (building on the ideas of others) – Collaborate (Co-construction of knowledge and meaning) – Collective Action (Social Justice, Activism, Service Learning) –

19. Digital literacies • Social networking • Transliteracy • Privacy maintenance • Identity management • Creating content • Organizing content • Reusing/repurposing content • Filtering and selecting • Self presenting cc Steve Wheeler, University of Plymouth, 2010 http://www.mopocket.com/

21. Havewe replaced “doing” with “mastering skills”? Have we subordinated our student’s initiative to a schedule we designed according to pragmatic factors other than their creative needs? We require them to try and become interested in hours of listening to talking and there is little time for those students to express themselves.

22. Three Rules of Passion-based Teaching • Authentic task • Student Ownership • Connected Learning • Move them from extrinsic motivation to intrinsic motivation • Help them learn self-government and other-mindedness • Shift your curriculum to include service learning outcomes that address social justice issues http://bit.ly/lUxRIR

23. 21st Centurizing your Lesson PlansStep 1- Best Practice Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock.1. Identifying similarities and differences2. Summarizing and note taking3. Reinforcing effort and providing recognition4. Homework and practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives and providing feedback8. Generating and testing hypotheses9. Cues, questions, and advance organizers

24. Bloom's Taxonomy Blooms Digitally By Andrew Churcheshttp://edorigami.wikispaces.com/file/view/bloom%27s+Digital+taxonomy+v2.12.pdf http://www.techlearning.com/shared/printableArticle.php?articleID=196605124 Andrew has embedded 21st centurized verbs into the new levels of Bloom’s taxonomy.

25. Pick the Content Choose the Strategy Choose the Tool Create the Learning Activity Use Shirky to Make it 21st Century ---------------------------------------- 1.Get in groups2. What are the Essential Instructional Activities you typically use?3. Have a discussion and list possible Web 2.0 tools that fit nicely with your disciplines essential instructional activities. 4. Create a 21st Century type instructional activity Think: Share, Connect, Collaborate, Collective Action

26. How do you do it?-- TPCK and Understanding by Design There is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction. Teacher and Students as Co-Curriculum Designers What do you want to know and be able to do at the end of this activity, project, or lesson? What evidence will you collect to prove mastery? (What will you create or do) What is the best way to learn what you want to learn? How are you making your learning transparent? (connected learning)

27. 21st Century Learning – Check List It is never just about content. Learners are trying to get better at something. It is never just routine. It requires thinking with what you know and pushing further. It is never just problem solving. It also involves problem finding. It’s not just about right answers. It involves explanation and justification. It is not emotionally flat. It involves curiosity, discovery, creativity, and community. It’s not in a vacuum. It involves methods, purposes, and forms of one of more disciplines, situated in a social context. David Perkins- Making Learning Whole

28. Academic Learning TimeDavid Berliner Pace- Is each learner actively engaged? Timing and delivery paced well? Focus Are learning activities within core content aqnd aimed at helping them get better at something? Stretch Are learners being optimally challenged? Not too easy or difficult. Stickiness Is activity designed such that it will stick and not be memorized and forgotten?

29. Assessment needs to change. We know this. NEW DIRECTIONS IN ASSESSMENT

30. KWL • What do you know about assessment in the 21st Century? • How do you use formative assessment? • What do you wonder?

32. Shift from emphasis on teaching… TO AN EMPHASIS ON CO-LEARNING NEW DIRECTIONS IN ASSESSMENT

33. Shift To Shift From Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html NEW DIRECTIONS IN ASSESSMENT

34. Summative vs. Formative assessment Summative assessment is commonly used to certify the amount that individuals have learned and to provide an accountability measure. Summative assessments hold teachers accountable for standardized performance. They measure how well the teacher taught the curriculum. Formative assessment, in which the assessment is integrated with the instruction (and sometimes serves as the instruction) with the purpose of deepening learning, can replace summative assessment in many cases. Formative assessment measures and supports learning, not teaching. NEW DIRECTIONS IN ASSESSMENT

35. Formative Assessment Can be used to: • Gauge students prior knowledge and readiness • Encourage self-directed learning • Monitor progress • Check for understanding • Encourage metacognition • Create a culture of collaboration • Increase learning • Provide diagnostic feedback about how to improve teaching NEW DIRECTIONS IN ASSESSMENT

36. Technological change is not additive, its ecological. A new technology does not change something, it changes everything" [Neil Postman] Source: Mark Treadwell - http://www.i-learnt.com

37. What does it look like? NEW DIRECTIONS IN ASSESSMENT

38. Feedback • Task -oriented- Provides information on how well the task is being accomplished . • Clarification- Looks at process. • How to improve the work. • Self-regulating - Encourages learner to evaluate their own work. • Appreciation- specific praise linked to affective growth. • What makes a difference to student learning? • Constant and meaningful feedback • -- The Student • --Teacher relationship • --Challenging goals John Hattie, University of Auckland 2003

39. Change is inevitable: Growth is optional Change produces tension- it pushes us out of our comfort zone. “Creative tension- the force that comes into play at the moment we acknowledge our vision is at odds with the current reality.” --Senge NEW DIRECTIONS IN ASSESSMENT

40. Evaluating Best Practice … • What do you look for during the walk through? • How do you tell the difference between chaos and 21st century best practice? • What’s different? What’s shifted? • Evidence that an administrator may be able to observe in three minutes would include: • 1) the level of excitement in the classroom – is it “bubbly” excitement, which may indicate some novelty in using the technology? or is it a “humming” excitement, which may indicate a comfort with technology which is driving student motivation? • 2) the comfort level of the teacher with the technology – is the teacher’s use of the technology fluid or choppy? • 3) teacher/student collaboration – does the teacher appear to be comfortable with having the students in the “driver’s seat”? • 4) student motivation – are the students purpose-driven, using their time purposely to achieve their goals? • 5) authentic experiences – could the lesson be conducted just as well without the technology involved? NEW DIRECTIONS IN ASSESSMENT

41. Courage to Shift the way we teach and learnthe art of release… It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power. ~~Alan Cohen NEW DIRECTIONS IN ASSESSMENT

42. Project-Based Learning Rigor without sacrificing excitement ! Credit: Some slides from George Lucas Foundation

43. Obstacles “The biggest obstacle to school change is our memories.” -- Dr. Allen Glenn

44. Change “We must be the change we want to see in the world.” -- Mahatma Gandhi

45. Project-Based Learning (PBL)

46. What is Project-Based Learning? • PBL is curriculum fueled and standards based. • PBL asks a question or poses a problem that ALL students can answer. Concrete, hands-on experiences come together during project-based learning. • PBL allows students to investigate issues and topics in real-world problems. • PBL fosters abstract, intellectual tasks to explore complex issues.

47. How Does Project-Based Learning Work? Select and research topic: • Make sure the topic is of personal interest to you and the students and that it is based on their needs and developmental levels. Consult the state and local curriculum guides, teacher’s editions of textbooks, trade books on the topic, and other expert learners. Involve the children in planning. Identify concepts/brainstorm topic: • Identify key concepts or subtopics related to the theme of the project. A semantic map is an excellent way to visualize and brainstorm content related to a theme. Use K-W-L with the children for their input about what they want to know. Get ownership through their questions. Locate materials and resources: • Locate diverse materials and resources related to the topic, i.e., children’s literature, films, manipulatives, music, arts/crafts, resources, and people from your Web community. Utilize diverse global perspectives. Plan learning experiences: • Develop a variety of learning experiences related to the topic. Include hands-on activities using concrete objects. Plan for small and large group activities, learning centers/stations, independent research, exploration, problem-solving, using both divergent/convergent learning activities.

48. Use Internet resources and models when gathering materials and planning learning experiences. • Online Correspondence and Exchanges: Involves setting up keypal (e-mail penpal) connections between your students, their online peers, and subject matter experts (SMEs) like scientists and engineers working in the field. Also includes the formation of learning communities. • Information Gathering: These projects challenge students to use the Internet to collect, analyze, compare, and reflect upon different sources of information. • Problem-Solving and Competitions: Online competitions are projects through which students must use the Internet and other sources to solve problems while competing with other classrooms. Student created learning products are an outcome. • WebQuests and Treasure Hunts: Online learning activities in which students explore and collect a body of online information and make sense of it – from an inquiry-driven approach. • Online Conferencing: Students use asynchronous and synchronous learning environments or audio or video conferencing software to collaborate and complete various project objectives

49. Guidelines to PBL Continued Integrate content areas: • Use a webbing approach to organize concepts and activities into content areas: the arts, sciences, social studies, mathematics, literature, and technology. The goal is seamless integration of all content area learning within the planned activities. Organize the learning environment: • Consider space, time, materials, learning experiences, teacher/learner roles, methods of assessment and evaluation. Initiate integrated/interdisciplinary study: • Arouse students’ curiosity and interest with stimulating introduction. Consider visual display of theme as well as introductory activities. Culminating activity: • Bring closure to the theme by concluding with an event. Incorporate parent involvement, collaboration with other classes both in the school and the blogosphere, and allow students to use technology to enhance learning and celebrate success! Assessment and authentic evaluation: • Use assessment and evaluation which may include the following: “kidwatching,” observations, anecdotal records, checklists, conferences, informal interviews, rubrics and digital portfolios.

50. Question • Take a real-world topic and begin an in-depth investigation • Start with the Essential question(s). • Have students do a concept map with you around the topic. (You have already created one during your planning) • KWL • Questions from group to research