Engineering the Classroom for Learning

1. Engineering the Classroom for Learning David Davis - david@fdlrstech.com

2. Engineering the Classroom for Learning Self Determination

3. Engineering the Classroom for Learning • The more a student can self-customize a variety of tools and strategies, the more intelligent that student will be perceived, and the more intelligent that student will become.

4. Engineering the Classroom for Learning • The more a teacher can self-customize a variety of tools and strategies, the more professional that teacher will be perceived, and the more professional that teacher will become.

5. Engineering the Classroom for Learning • The more a school can self-customize a variety of tools and strategies, the more successful that school will be perceived, and the more successful that school will become.

6. Joel Barker • “As we move into the most technologically sophisticated century in our planet’s history, it is imperative that we become more precise in our descriptions of what our technologies actually do. In a sense, we need a geography of technology so that we can better map our future.”

7. Technecologies • Super Tech • Limits Tech • Local Tech • Nature Tech • Human Tech

8. Super Tech • Slogan - Bigger is Beautiful • Examples • Fusion power • Undersea gas hydrates • Pet robots • Air taxis

9. Limits Tech • Slogan – Efficiency is Beautiful • Examples • Aerogel • Superconducting cable • Microlaser lights • Birth control

10. Local Tech • Slogan – Small & Local is Beautiful • Examples • Windmills • Solar chimneys • Underground housing • Straw bale homes

11. Nature Tech • Slogan – Nature is Beautiful • Ethanol • Colored Cotton • Plant Produced Plastic • Brittlestar Microlenses

12. Human Tech • Slogan – We are Beautiful • Examples • Bilateral Symmetry • Mother’s Milk • Chronobiology • Organizational Management • Leadership

13. Overview • Assistive Technology for Learning • Instructional Technology • Information/Content Technology • Expression/Productivity Technology • Self Determination/Student Standards Each area of technology reflects an active partnership.

14. Assistive Technology

15. Assistive Tech • Pencil Grip Partnership with Students

16. Assistive Tech • Pencil Grip Partnership with Students

17. AT - Memory • Engram

18. AT - Memory • Long Term Potentiation

19. AT - Memory • Long Term Potentiation

20. AT - Memory • Long Term Potentiation

21. AT - Memory • Long Term Depression

22. AT - Memory • Long Term Depression

23. AT - Memory • Long Term Depression

24. AT - Externalized Thinking • Sketching, drawing, writing, speaking, gesturing • Mindmaps, concept maps, diagrams, outlines • Supports contemplation, review, analysis, revision • Creates an external, “permanent” record • Supports assistive technology for cognition

25. John Tenny Study 15 min 45 min 1 hr 45 2 hr 45 23 hrs http://www2.edc.org/NCIP/library/ot/tenny.htm

26. AT Examples

27. Instructional Technology

28. Instructional Technology • Pencil Grip Partnership with Teachers

29. IT – Continuous Improvement • Analyze Data • Set Instructional Timeline • Set Instructional Focus • Assessment • Tutorials • Enrichment • Maintenance • Monitoring

30. IT – Continuous Improvement • Analyze Data • Spreadsheets • Internet • Graphing features/software • Set Instructional Timeline • Plan for an intervention process • Understand what software does • Plan for assessment and review

31. IT – Continuous Improvement • Set Instructional Focus • Engagement • Instructional Zone • Content • Data Collection • Assessment • Charts/Graphs • Spreadsheets • Gradebooks

32. IT – Continuous Improvement • Tutorials • Self-guided content software • Enrichment • Simulations • Problem Solving • Media Development • Maintenance • Monitoring

33. IT – Continuous Improvement • Maintenance/Monitoring • Journals • Reflection • Content Review • Mini Assessments

34. IT – Examples • Assessment • Skill Detective – Riverdeep • Skill Navigator - Riverdeep • Destination Success – Riverdeep • STAR Reading – Accelerated Reader • Let’s Go Learn – Let’s Go Learn • Instructional Zone/Focus • JumpStart Advanced Series • Learning Company Titles • Tools/Manipulatives • bright clique • Explore Learning

35. Information/Content Technology

36. Information Technology • Why Printed Information • Printed information offers consistency to a large audience. The same look, feel, and structure provides reliable dissemination. • Printed information is difficult to adapt for special needs. Rather than accommodate all students, it excludes some students.

37. Information Technology • Why Digital Information • Digital information separates content from structure and display. • Digital information can be “displayed” in various fonts and colors, as audio, as Braille, as icon enriched text, and as ASL. • Digital information can be tagged as; structural, semantic, and learning support elements.

38. Information Technology • Content • Structure • Presentation • Fluency • Diversity

39. IT – Fluency 8th grade student with low print and low auditory fluency due to cognitive disabilities. Probably on Alternate Assessment. Look at appropriate reading level materials, text to speech, graphic enhancements, multimedia.

40. IT – Fluency 8th grade student with low print and high auditory fluency due to dyslexia. Taking the FCAT. Look at auditory based learning environments for core content, text to speech, graphic enhancements, auditory FCAT accommodations, and appropriate reading level material to bridge/scaffold reading intervention.

41. IT –Diversity • Study – Students who received instruction in visual (diagram) and auditory modes scored higher than students who received redundant instruction by diagram, text, and audio. (Kalyuga, 2000) • Multiple cognitive processing modalities can increase the cognitive load a student can work. • However, redundant information provided in several modalities can result in an increased cognitive load and decreased performance compared to distributed processing.

42. Expressive Technology

43. Expression / Productivity • North Star Guide to Technology

44. Expression / Productivity • Creativity/Expression – art & music software • Crafting/Building – modeling & crafts • Exploration – online research • Communication – blogging, podcasting • Innovation/Problem Solving – simulations, virtual manipulatives • Publishing/Sharing – writing tools

45. Self-Determination

46. Self-Determination • Self-generated cues are more effective than external-generated cues (Sharifian, 2001). • Students that provide a self-explanation of their cue choices score higher than self-generated cues alone (Wong, Lawson, 1995) • Given choices, students will self-select appropriate tools (Ferry, Hedberg, Harper, 1999) • All students need to understand assistive technology and use it to problem solve learning challenges.

47. Engineering the Classroom for Learning • The more a student can self-customize a variety of tools and strategies, the more intelligent that student will be perceived, and the more intelligent that student will become.

48. Engineering the Classroom for Learning • The more a teacher can self-customize a variety of tools and strategies, the more professional that teacher will be perceived, and the more professional that teacher will become.

49. Engineering the Classroom for Learning • The more a school can self-customize a variety of tools and strategies, the more successful that school will be perceived, and the more successful that school will become.

50. Engineering the Classroom for Learning Self Determination