AEE Webinar - Engagement (2016) · “GAMIFICATION”101 • Application of game like mechanics to...
Transcript of AEE Webinar - Engagement (2016) · “GAMIFICATION”101 • Application of game like mechanics to...
CLASSROOM STRATEGIES THAT EMPOWER LEARNING
Teaching Digital Natives in a Flat World
THE FUTURE OF EDUCATION…?
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LEARNING OUTCOMES« Identify leading research
related to student engagement.
« Evaluate the relationship between experiential learning and cognitive and social-emotional skill development
« Evaluate how experiential learning prepares students to compete and cooperate on a global scale.
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BLUF: SO WHAT DOES THE 21STCENTURY LEARNER NEED« Learner Centric - Learning design that
is personalized and adaptive
« Participatory – Active, multi-sensory engagement in the learning event
« Social – Collaboration and connection to a human being/community
« Brain-Based – Learning design that amplifies cognition
« Growth Mindset – Belief in the ability to transfer knowledge and skills and apply them in new contexts
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HOW ARE WE DOING?
CHANGING TIMES: CAREERS & EDUCATION
By 2020, 65% of American jobs will require some level of post-secondary education.
Source: Center on Education & the Workforce at Georgetown University. (2013). Recovery: Job Growth and Education Requirements through 2020. Complete College America. (2014). Four0Year Myth.
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16% Certificate
5% Associate
19% Bachelors
(Non-Flagship)
36% Bachelors (Flagship)
39% Bachelors (Overall)
Who is Graduating in 100% of Institution Defined Time?
VIEWS ABOUT EDUCATION & WORK
0 10 20 30 40 50 60 70 80 90 100
I have found a career
I have enough education to succed in my job
I am satisfied with my job
My education was useful in preparing for my job
BA/BS Degree AA Degree HS Grad or Less
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Pew Research Center. (2014). The Rising Cost of Not Going to College
The % of employed adults ages 25-32 with each level of education saying….
Less that 50% of all employed young adults
believe that their education prepared them
for their career
TRENDING NOW…
Personalized / Adaptive
Blended Learning
Competency Based
Assessment
Brain-Based Teaching
Technology Infused
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“If public education systems don’t become customized, they will be
abandoned in favor of privately provided programs that are.”
(Joseph Cirasuola, Exec Director CAPSS)
“A highly technological and personalized blended learning environment will emerge as venture capitalists invest in new programs and tools that
foster any time, any place, and any pace learning.”
(Damian LaCroix, WI Superintendent)
EMPOWERING LEARNING 101
(HINT – IT’S ALL ABOUT ENGAGEMENT)
CENTRAL ARGUMENT«Proper instructional
methodology that maximizes student engagement (specifically higher order/deeper cognitive engagement) is akey to creating innovators---students with the ability to both compete and cooperate on a global scale.
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EMPOWERING LEARNING – CRITICAL RESEARCH INSIGHTS C.2016
The learner is the core
participant
The human brain is primed for interaction;
learning depends on
interacting with others
Emotional and cognitive
dimensions of learning are intimately
related
Formative assessment
practices are the bridge between teaching and learning (i.e.
transfer)
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MAPPING LEARNING – 3 NS KEYS
Event Memory
• Empowering the limbic system to drive memory
Multi-Sensory
Experiences
• Amplifies long term memory
Interaction• Active socialization
with humans and content moves info from memory to the frontal lobe
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WHY ENGAGEMENT MATTERS«Student Engagement and
Disengagement are clearly linked to student learning gains
«Upper Order Cognitive Engagement results in student academic success and 21st Century skill/knowledge acquisition
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DEFINING TERMS
«Engagement• Social: Sense of belonging / participation in the
school culture• Emotional: Participation in the formal
requirements of schooling• Intellectual: Emotional and cognitive investment in
learning
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ENGAGEMENT: STATE OF THE RESEARCH I« Two recent landmark studies• High School Survey of Student Engagement (HSSSE)• What Did You Do in School Today? (CEA)
« Summary of Select Findings• About 66% of students are disengaged every day at the
High School Level• Tends to be more variation within schools than among
schools• Effective usage of class time and “adaptive teaching”
critically impact student engagement• Significant disengagement begins around Grade 6
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ENGAGEMENT: STATE OF THE RESEARCH II« Instructional Practices Inventory• Developed by Jerry Valentine and Bryan Painter in 1996• Consists of six categories that assesses how the student is
engaging cognitively in the activity• www.ipistudentengagement.com
« Six Categories• 6-Student Active Engaged Learning• 5-Student Verbal Learning Conversations• 4-Teacher-Led Instruction• 3-Student Work with Teacher Engaged• 2-Student Work with Teacher not Engaged• 1-Student Disengagement
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STRATEGY #1: MACRO METHODS & RETENTION
IPI CATEGORIES & THE AMERICAN CLASSROOM: K-12 LEARNING TIME
5%
10%
30%
40%
5%
15%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Disengagement
Student Work / Teacher not EngagedStudent Work / Teacher EngagedTeacher Led Instruction
Student Verbal Learning
Student Active Learning
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WHERE IS COGNITIVE ENGAGEMENT THE HIGHEST?
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• Teacher lecture• Class discussions
(whole group T-led)• Laboratory (Hands-on
work)• Group work• Individualized (seat)
work• Presentation
(creating/making)Sources: Yair, Educational Administration Quarterly, Vol. 36, #4 (October 2000); Valentine (NSDC Conference, December, 2009)
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INSTRUCTIONAL METHODS & RETENTION RATES
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« 1. Practice by Doing« 2. Reading« 3. Lecture« 4. Demonstration« 5. Discussion Group« 6. Audio-Visual« 7. Teach Others and/or
Immediate Use of Learning
Instructional Method
Warren (1989) “New Movement Seeks to Replace Rivalry in Class with Team Spirit,” Education.
3 2 6 4 5 1 7
RESOURCES: INTRODUCING THE BSCS 5E MODEL
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EngagementPromote Curiosity
Elicit Prior KnowledgeImagine
ExplorationGenerate Ideas
Explore Questions / PatternsDesign, Conduct, Investigate
ExplanationDemonstrate SkillArticulate PatternsPropose Solutions
ElaborationExtend Skills / Knowledge
Broaden UnderstandingCollaborate, Innovate
EvaluationAssess Abilities
Measure ProgressImplement Learning
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STRATEGY #2: LEARNING ECOSYSTEM – RIGOR, RELEVANCE & RELATIONSHIPS
ENGAGEMENT IN RELEVANT AND CHALLENGING LEARNING EXPERIENCES• The odds of students being engaged during the “most
relevant” lessons were 108% higher than the lessons the students described as “least relevant.”
• The odds of students being engaged during the “most challenging” lessons were 90% greater than when students identified the lessons as “least challenging.”
• Relevance and challenge were the two most important lesson design strategies linked to student engagement in the study.
Source: Yair, Educational Administration Quarterly, Vol. 36, #4 (October 2000)
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FLIPPING THE SCRIPT ON PROGRAM DESIGN
Creating
Evaluating
Analyzing
Understanding
Remembering
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Creating
Evaluating
Analyzing
Understanding
Remembering
Focus of American Education @ 2016
Needs of the 21st
Century Workforce
RESOURCES: RIGOR & RELEVANCE FRAMEWORK
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STRATEGY #3: “GAME BASED LEARNING” & “GAMIFICATION”
“GAME BASED LEARNING” & “GAMIFICATION” 101
• Application of game like mechanics to non-game entities
• Encourages certain behaviors
• Examples include badging, leader boards, point systems, “unlocks”, etc.
Gamification
• Learning through games
• Encourages critical thinking
• Examples include simulations, rule based gaming (virtual and live),
Game Based Learning
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Architecture & Experience
SAMPLE EMERGING PLATFORMSGlass Lab Everfi Knowledge Matters
Platform Focus Expansive breadth of digital games
STEM; Financial Literacy; Health; Leadership; Diversity
Business; Financial Literacy
Feature SimCityEDU: Pollution Challenge
Radius (Grades 8-10) Virtual Business: Sports & Entertainment
Overview Several missions where students clean up and grow polluted cities; Fairly Adaptable
16 Missions; 8-10 hours of learning time
Fully Adaptable by lesson or simulation
Outcome Understanding of Systems and how humans impact the environment
Connecting STEM skills to career trajectories
Business skill development
Alignment NGSS, CCSS CCSS CCSS
Research/Support Dynamic Assessment (ECD) Static Assessment Static Assessment
Price Free Free (if adopted) $35+ per student
Pro ECD Data; Breadth of Authorship; Multi-Variable Decision Making
Rigor of Design; Unlocking Career Cards; Breadth of Skills
Graphics; Competitive Play; Robust Curriculum
Con Pacing Restrictive Authorship Tech Compatibility
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WHAT DO WE KNOW – EARLY RESEARCH
« Cognitive• Improve attention, focus, and strategic planning
skills
« Emotional• Induce positive mood states
« Social• In some cases with multi-player games, empathy
and an appreciation for diversity increased
« Motivational• Increase likelihood of a “growth mindset”
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Sources include “The Benefits of Playing Video Games (APA); “Online Gaming & Youth Cultural Perceptions”; and Glass Labs Research et al
FIRST STEPS TO A “GAMIFIED” CLASSROOM
Change the Language
• Players• Game Masters• Quests
Create Roles &
Rules
• Levels• Badges/Points• Bosses
Simulate & Assess
• Story• Social• Success
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RESOURCES
Recent Books
• (2014) Digital Games and Learning: Research and Theory – Nicola Whitton
• (2012) Games, Learning, and Society: Learning and Meaning in the Digital Age – Constance Steinkuehler, et al, Eds.
• (2007) What Video Games Have to Teach Us About Learning and Literacy - James Paul Gee
Recent Research
• (2014) “Level Up Learning: A National Survey on Teaching with Digital Games”
• (2014) “The Mind Shift Guide to Games and Learning”
• (2013) “Psychometric Considerations in Game-Based Assessment”
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STRATEGY #4: TAMING TECHNOLOGY
SO WHAT ABOUT TECHNOLOGY?« The simple presence of
technology does not promote learning
« Technology amplifies the range of instructional methods• Empowers learner centric methods• Provides a platform for frequent
formative / summative assessment• Enables instruction across
multiple sensory modalities• Can promote and sustain attention• Creates opportunities for social
and emotional connection
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FLIPPING LEARNING NOT CLASSROOMS« Conversations around the “flipped classroom” should
really be focused on “flipped learning”. We might attempt to define this as a pedagogical approach that emphasizes at least two critical components as opposed tosimply a different classroom structure:• Personalized Learning – Pedagogy that can be individualized
and differentiated, that empowers self-regulation of learning towards the goal of high achievement via multiple trajectories.
• Inquiry Based Learning – Exploration, questioning, and guided dialogue are the primary tools in this pedagogical approach as opposed to a pedagogy dominated by didactic instruction.
« Basically, we are looking to increase the volume of active learning by driving up student engagement and personal investment in the activity of learning.
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VIRTUAL LEARNING« ePals and In2Books• Virtual learning space
focused on collaboration• http://www.epals.com/
« The Virtual Congress• Avatar based experience of
Capitol Hill• http://www.tpscongress.org/t
opics/compromise/?/teachers/virtual_congress.php
« Dream Ecosystem Project• Avatar based project to
design imaginary ecosystems« Social Media Applications• Rome-Net Example from
NAIS
« Quizstar• QuizStar enables teachers to
create virtual quizzes that can be accessed through any internet connected device. The resource includes student tracking and scoring mechanism, and allows the teacher to incorporate movies, images, and audio with every question if desired.
• http://quizstar.4teachers.org« Virtual Tours• Library of Congress• UC Berkeley Online Tour
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AUGMENTED REALITY & VR« World of Warcraft has over 12 million users
that have logged over 50 billion hours
« River City• Augmented reality game where students apply
knowledge to solve problems like stopping the spread of malaria
• http://muve.gse.harvard.edu/rivercityproject/« Digital Bodies
• Leading database for VR and wearable tech and the intersection with education
• https://www.digitalbodies.net/« Wolf Quest
• Students assume the role of a wolf in Yellowstone Park
• http://www.mnzoo.org/education/education_wolfQuest.asp
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RESOURCES: CAN TECHNOLOGY BOLSTERED INSTRUCTION IMPROVE HIGHER ORDER COGNITIVE
SKILLS & RESULT IN LEARNING GAINS? « Jody Clark-Midura. “Assessment, Technology,
and Change”, Journal of Research on Technology in Education 42, no. 3 (2010).• Gains in problem solving and experimental design• Increased engagement resulted• Self-efficacy skills increased
« Darrel West. Digital Schools. (2012)• Virtual Cell shows 30-63% learning gains• Geography Explorer shows 15-40% gains• Rivers City boosted D student test scores by 370%
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WRAPPING UP
SO WHAT DOES THE 21ST CENTURY LEARNER NEED« Learner Centric - Learning design that
is personalized and adaptive
« Participatory – Active, multi-sensory engagement in the learning event
« Social – Collaboration and connection to a human community
« Brain-Based – Learning design that amplifies cognition
« “Mastery” – The ability to transfer knowledge and skills and apply them in new contexts
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GET INVOLVED« Envision partners with
educators around the world to support their efforts and our joint passion to • Engage students through
interactive and age appropriate experiences;
• Equip students for success in college, career, and life in the global 21st Century; and
• Empower students to assume responsibility for their future and their world
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QUESTIONS
«Andrew H. Potter: Chief Academic Officer, Envision• [email protected]• www.envisionexperience.com
«Become part of the Envision Educator Network today! Learn more at: http://www.envisionexperience.com/for-educators
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