21st Centurizing Learning
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20-Oct-2014 -
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Transcript of 21st Centurizing Learning
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Let’s Discuss the Shifts
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Shifting From Shifting To
Learning at school Learning anytime/anywhere
Teaching as a private event Teaching as a public collaborative practice
Learning as passive
participant
Learning in a participatory culture
Learning as individuals
Linear knowledge
Learning in a networked community
Distributed knowledge
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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.
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Marzano’s Essential Strategies
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
http://www.middleweb.com/MWLresources/marzchat1.html
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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
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• 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.
SITE 2006IEA Second Information Technology in
Education Study
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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.
Findings
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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!
Teacher as Designer
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Spiral – Not Linear Development
Technology USE
Mechanical
Technology Integrate
Meaningful
Technology Innovate
Generative
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Shifts focus of literacy from individual expression to community involvement.
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According to Clay Shirky, there are four scaffolded stages to mastering the connected world: sharing, cooperating, collaborating, and collective action.
ShareCooperate (connect)CollaborateCollective Action
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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
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21st Centurizing your Lesson Plans
Step 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
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What are specific strategies you use in your classroom for a particular discipline?
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Step 2- What Tool Fits?Web 2.0 Tools and Marzano
Developed by Stephanie Sandifer (author of Change Agency)
Web2.0 that Workshttp://web2thatworks.com/index.php?title=Main_Page
NECC Presentation
http://web2thatworks.com/index.php?title=NECC
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Bloom's Taxonomy Blooms DigitallyBy 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.
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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
21st Century Learning – Check List
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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?
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Pick the Content
Choose the Strategy
Choose the Tool
Create the Learning Activity
Use Shirky to Make it 21st Century
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1. Get in groups by discipline. Electives (pick a group to join or work together in a group)
2. What are the Essential Instructional Activities you typically use in your discipline?
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