Website

http://goo.gl/7YHs8J

Reality

• New Research on the brain• No longer College Prep

• Now 21st Century Workforce Prep

Why

•Need to know how to deal with difficulties, how to struggle and how to be confused.•The Growth mindset knows how to capitalize on mistakes and confront deficiencies.•Struggle means you are working towards something important, something you are passionate about.•All of this leads to growing neurons!

ExperienceComprehensionElaborationApplication/intention

• Experience provides the new data that will be used to construct new knowledge. Comprehension provides the content structure of the developing knowledge. Elaboration emphasizes the organizational component of comprehension by relating similar previous experiences. Application engages the brain in recall of the labeled and sorted data.

The more ways something is learned, the more memory pathways are built.

Effective teaching uses strategies to help students recognize patterns and then make the connections required to process the new working memory so they can travel into the brain’s long-term storage areas.

PredictionSketch the abstractExperiential learningRelational memoryPatternsGraphic organizersPersonal meaningCross-curricularVisualizationOpportunities to interact with the informationRepetition and consolidation

To take advantage of their engaged state of mind, students should have the opportunities to interact with the information they need to learn. The goal is for them to actively discover, interpret, analyze, process, practice and discuss the information so it will move beyond working memory and be processed in the frontal lobe regions devoted to executive function.

Amygdala safe areaFormative assessmentRubricsVariety of assessment modalitiesMetacognition

Seven Survival Skills for the 21st Century

• Critical Thinking and Problem Solving• Collaboration Across Networks and Leading by

Influence• Agility and Adaptability• Initiative and Entrepreneurialism• Effective Oral and Written Communication• Assessing and Analyzing Information• Curiosity and Imagination

21st Century Skills

Career and learning self-relianceCross-cultural understanding

Critical thinking and problem solvingCommunications, information and media literacyCollaboration, teamwork and leadershipCreativity and innovation

Innovation• There are essentially two very different

kinds of innovation in both the for-profit and nonprofit arenas: incremental and disruptive. Incremental innovation is about significantly improving existing products, processes, or services. Disruptive or transformative innovation, on the other hand, is about creating a new or fundamentally different product or service that disrupts existing markets and displaces formerly dominant technologies.

• Play, Passion, Purpose

Innovation• “If we are serious about preparing

students to be innovators, we have some hard work ahead. Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction. They need opportunities to practice these new skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks.”

World Class Learners by Yong Zhao

• Lady Gaga vs. Sausage Making

• Empires die when they homogenize

High Tech High Habits of Mind

1. To think about significance

2. Perspective: what is the point of view

3. Evidence: how do you know

4. Connection: how does it apply

5. Supposition: what if it were different

6. Others: persistence, inquiry, voice, audience

Met School 1. Communication: how

do I take in and express an idea?

2. Empirical Reasoning: How do I prove it?

3. Personal Qualities: What do I bring to this process?

4. Quantitative Reasoning: how do I measure, compare, or represent it?

5. Social reasoning: what are other people’s perspectives on this?

Coalition of Essential Schools

1. Learning to use one’s mind well

2. Less I more, depth over coverage

3. The same intellectual goals apply to all students

4. Personalization 5. Student as work,

teacher as coach 6. Demonstration of

mastery 7. A tone of decency

and trust throughout the school

8. Commitment to the entire school

9. Resources dedicated to teaching and learning

10. Democracy and equity

Habits of Learning: Francis W. Parker school

1. Inquiry 2. Expression 3. Critical thinking 4. Collaboration 5. Organization 6. Attentiveness 7. Involvement 8. reflection

Horizon Report 2010

The perceived value of innovation and creativity is increasing. Innovation is valued at the highest levels of business and must be embraced in schools if students are to succeed beyond their formal education. The ways we design learning experiences must reflect the growing importance of innovation and creativity as professional skills.

Thom Markham “The 21st Century Dilemma”

It’s not the ‘A’ category—that’s Mastery or Commended or a similar high-ranking indicator. The breakthrough column goes beyond the A, rewarding innovation, creativity, and something outside the formal curriculum. It’s a ‘show me’ category. Students like it, and so do teachers. It particularly appeals to high-end students who feel current offerings are drab, and to the middling student who will not work just for a grade, but seeks the psychic reward of creating something cool.

Questions for Reflection

• In our classrooms, how are we leveraging what we know about how children learn and how their brains work?

• How are we teaching our students to be innovative?

• How are we training our students for lives of purpose and service in the 21st century?

• What 21st century skills are we teaching in our classrooms?

Digital and Media Literacy

Existing paradigms in technology education must be shifted towards a focus on critical thinking and communication skills and away from “gee-whiz” gaping over new technology tools. We must consider the balance between protection and empowerment and respond seriously to the genuine risks associated with media and digital technology. We must better understand how digital and media literacy competencies are linked to print literacy skills and develop robust new approaches to measure learning progression. We must help people of all ages to learn skills that help them discriminate between high-quality information, marketing hype, and silly or harmful junk. We must raise the visibility and status of news and current events as powerful, engaging resources for both K–12 and lifelong learning while we acknowledge the challenges faced by journalism today and in the future.

• Develop proficiency with the tools of technology• Build relationships with others to pose and solve problems collaboratively and cross-culturally• Design and share information for global communities to meet a variety of purposes• Manage, analyze, and synthesize multiple streams of simultaneous information• Create, critique, analyze, and evaluate multimedia texts• Attend to the ethical responsibilities required by these complex environments

• Develop proficiency with the tools of technology• Students in the 21st century should have experience with and develop

skills around technological tools used in the classroom and the world around them. Through this they will learn about technology and learn through technology. In addition, they must be able to select the most appropriate tools to address particular needs.– Do students use technology as a tool for communication, research, and creation

of new works? – Do students evaluate and use digital tools and resources that match the work

they are doing? – Do students find relevant and reliable sources that meet their needs? – Do students take risks and try new things with tools available to them? – Do students, independently and collaboratively, solve problems as they arise in

their work? – Do students use a variety of tools correctly and efficiently?

• Design and share information for global communities that have a variety of purposes

• Students in the 21st century must be aware of the global nature of our world and be able to select, organize, and design information to be shared, understood, and distributed beyond their classrooms.

• – Do students use inquiry to ask questions and solve problems? – Do students critically analyze a variety of information from a variety of sources? – Do students take responsibility for communicating their ideas in a variety of ways? – Do students choose tools to share information that match their need and audience? – Do students share and publish their work in a variety of ways? – Do students solve real problems and share results with real audiences? – Do students publish in ways that meet the needs of a particular, authentic audience?

Non-Negotiables

• Reading• Writing• Close reading• Critical Thinking

What are we afraid we will lose if we move away from the five-paragraph essay?

UbD

Working on problems that are the right level of difficulty is rewarding, but working on problems that are too easy or too difficult is unpleasant.

Working memory has limited space, so thinking becomes increasingly difficult as working memory gets crowded.

Even if someone doesn’t tell you the answer to a problem, once you’ve had too many hints you lose the sense that you’ve solved the problem, and getting the answer doesn’t bring the same mental snap of satisfaction.

Thinking occurs when you combine information (from environment and long-term memory) in new ways. That combining happens in working memory.

Willingham Warning

“For material to be learned (that is, to end up in long-term memory), it must reside for some period in the working memory—that is, a student must pay attention to it. Further, how the student thinks of the experience completely determines what will end up in long-term memory” (63).

We do not devote sufficient time to developing questions.Thus your memory is not a product of what you want to remember or what you try to remember; it’s a product of what you think about.Memory is the residue of thought.

The smart way to go is to distribute practice not only across time but also across activities.

In sum, successful thinking relies on four factors; information from the environment , facts in long-term memory, procedures in long-term memory, and the amount of space in working memory. If any of these factors is inadequate, thinking will likely fail.

3-2-1 Bridge

• 3 words• 2 questions• 1 metaphor/simile• Bridge: Identify how your

new response connected to or shifted from your initial response.

Questions

goo.gl/HhIba9

Scarcity

• Focus Dividend• Tunneling• Bandwidth Tax

A Word on Collaboration

“All of these challenges require us to recognize that although human beings are individually powerful, we must act together to achieve what we could not accomplish on our own…The miracle of social networks in the modern world is that they unite us with other human beings and give us the capacity to cooperate on a scale so much larger than the one experienced in our ancient past” (304).

A Word on Collaboration

“The great project of the twenty-first century—understanding how the whole of humanity comes to be greater than the sum of its parts—is just beginning. Like an awakening child, the human superorganism is becoming self-aware, and this will surely help us to achieve our goals. But the greatest gift of this awareness will be the sheer joy of self-discovery and the realization that to truly know ourselves, we must first understand how and why we are all connected” (305).

Classroom Examples

Personal Interest Blogs

Personal Interest Blogs

Personal Interest Blogs

Googledocs

Tweeting History

What If Project

Creating Websites

Frederick Douglas Speeches

American Voices

Podcasting

Vlogs

Vlog Directions

Nonfiction Vlog•What’s a vlog? Video + blog. A blog post in video form.

•Instructions: Create a three-to-five-minute vlog that addresses your final thoughts on the topic you’ve been blogging about. You may use PowerPoint or other tools or other images and video in your presentation if you like, but all that is needed for a great video is your beautiful face and some good energy. You will post this video and respond to each other's vlogs at a later date.

Presentation Skills

Hamlet Movies

Final Cut Pro

Flipped Classroom

Documentary as Close Reading

• Sergei Eisenstein was a Soviet filmmaker who proposed that meaning results from the "collision" of images and, in our case, sound and text. Using the following formula, discuss how various elements are edited and combined in Born into Brothels and what effect the film maker hoped to achieve.

• image+image+audio+text= possible meaning

RSA Video

RSA Video

Documentaries

Awakening Project

Awakening Directions

TED Talks

Prezi• Complete your graphic organizer that shows the liminal process for your

selected character. Recall the tips and features used by classmates in their Liminal Prezis. Specifically, continue to TINKER with the DESIGN of the CONTENT of your prezi.

• Add a path that highlights each of the items you have included so that your Liminal Prezi can be viewed as a show.

• You will be asked to review three of your peers' Prezis. Please offer at least one comment on each of the Prezis you are given. That comment should address on specific passage that referenced in the path. Specifically, comment on how the design or appearance or placement of that passage in the Liminal Graphic Organizer communicates your classmate's understanding of the character.

Prezi

Prezi

Prezi

InfographicCarlos Fuentes has an innovative style that is highly cinematic and has multiple focal points. This can be seen throughout his novella, Aura. Your challenge is to capture his work visually in an infographic. This is one example. Using either http://visual.ly/ or http://www.easel.ly/, you will be creating an infographic for Aura. Process:Determine the purpose of your infographic: is it to tell the story, illustrate the importance of the symbols, explain the uncanny, discuss the marvelous, or all of the above?List the pertinent information your viewer/reader will need in order to understand the points you are trying to communicate.Brainstorm how this information can be communicated visually.Sketch out how each piece of information relates to each other and how you will visually represent those relationships.Begin building Using either http://visual.ly/ or http://www.easel.ly/.Test your infographic on someone who has not read the novella.Write a page-long, double-spaced explanation of what you were trying to communicate, what choices you made and why, what problems you may have encountered. Evaluation:Infographics will be evaluated on creativity, use of space, color and special relationships to other elements. The detail and clarity of your message will be assessed.

Infographics

Easel.ly

Inforgraphics

Infographics

Visual Article Summaries

Graphic Novel

Photo Essays

Facebook Projects

Gaming

Global Action Project

Personal PassionGlobal IssuesDocumentary FilmmakingSocial Enterprise

Final Product

http://rubistar.4teachers.org/

Rubric

http://edorigami.wikispaces.com

Compass Points

• E= Excitements. What excites you about these ideas? What is the upside?

• W= Worries. What do you find worrisome about these ideas? What is the downside?

• N=Needs. What else do you need to know or find out?

• S= Steps. What should your next steps be be be when thinking about these ideas?

Step One: ExplanationStep Two: ApplicationStep Three: Synthesis• Reflection• Review• Reteach• Relevancy• Record notes• Recall for tomorrow

Managing Longer Blocks5 Skills Teachers Need to Teach a Blocked Schedule

1) PlanningThe ability to develop a pacing guide for the course in nine-week periods, which includes weekly and daily planning2) VarietyThe ability to use several instructional strategies effectively3) VisionThe skill to design and maintain an environment that allows for great flexibility and creativity4) ManagementThe desire and skill to be an effective classroom manager5) OpennessThe freedom to share the ownership of teaching and learning with the students