Connected Eric Frangenheim Keynote
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Transcript of Connected Eric Frangenheim Keynote
PO Box 2640 Toowoomba Queensland Australia 4350 Tel: 61-7-4638 8326 Fax: 61-7-4638 8366 www.itcpublications.com.au © ITC Publications Pty Ltd
Presented by Eric Presented by Eric FrangenheimFrangenheim
Presented by (insert presenter’s name)
How Accurate are we?How Accurate are we?Southwell SchoolSouthwell School
What a responsibility?What a responsibility?
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Check before operatingCheck before operating
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It is not …It is not …
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It is not …It is not …
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It is not ….It is not ….
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Teacher and the Teacher and the TeachingTeaching
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$?-make?
Recognition?Recognition?
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Standing out because of your teachingStanding out because of your teaching
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Dr John HattieDr John Hattie
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Proof, Prof John Hattie and Proof, Prof John Hattie and Meta AnalysisMeta Analysis
• 800 Meta Analysis
• 50,000 educational studies
• 83000000 students
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Variance of Student Variance of Student AchievementAchievement
Teacher
Student School… finances, buildings,
school / class sizes.
Peers – other students
Variance of Student Variance of Student AchievementAchievement
2. Teacher (30%)
1. Student (50%) 3. School… finances, buildings,
school / class sizes. (5-10%)
4. Peers (5-10%)
Source: Prof. John Hattie (2003)
Percentage of Achievement Variance
Source: Professor John Hattie 2003
Influence of the Teacher.Influence of the Teacher.Top effectsTop effects
• Micro teaching and feedback to teacher
• Teacher clarity
• Students-teacher relationship
• Professional Development
• Not labeling students/high expectations
• Quality of the teacher
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Influence of the teachingInfluence of the teaching
• Providing Formative Assessment
• Feedback –to and from students
• Cognitive strategies - HOT
• Problem-based teaching
• Co-operative vs individual learning
• Direct instruction
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Influence of CurriculaInfluence of Curricula
• Vocabulary programs
• Repeated reading programs
• HOT and Creativity programs
• Phonics instruction
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PedagogyPedagogy
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Accuracy Tip #1. Accuracy Tip #1.
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Tell them where we are going
RAS Alert (Reticular Activating RAS Alert (Reticular Activating System)System)
• Keeps you safe-comfort zone
• Filters out what is not important – notice danger or pleasure
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Waste Management
What do we really do here at
school?
•Measuring
•Predicting
•Reflecting on our actions
•Start an Action Plan – School – Local
•Working in small groups
•Listen and lookRAS ALERT
Sta
rting A
ctivity:
Sta
rting A
ctivity:
RA
S A
lert
RA
S A
lert 2 x instances of courage 3 x survival
2 x power of nature 4 x instances of altruism
RAS AlertReticular Activating System
In this video / poem / story - floods…you will notice:
FEATURES BENEFITS FOR YOU
Your Context. E.g. Year 10 Science – Forces
Relevance. Please do this now at top of your sheet.
Thinking Skills Framework
Purpose and unity. Over the page.
7 tips for accuracy Easy to use
Some active thinking
Owning your views
Some challenges WIIFM
How accurate are we?
Time for 1 minute of Reflection.Time for 1 minute of Reflection.Where do I/could I …..? RAS AlertWhere do I/could I …..? RAS Alert
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Challenge via Reflect:PairChallenge via Reflect:Pair
© Eric Frangenheim
Who is more important here?
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Reflecting on my teaching
Accuracy Tip # 2. Know yourself First
Time for 1 minute of Reflection.Time for 1 minute of Reflection.Where do I/could I …..? SWOT Where do I/could I …..? SWOT AnalysisAnalysis
© Eric Frangenheim
Accuracy Tip # 3. Be Clear. Be Accuracy Tip # 3. Be Clear. Be Explicit. Use a map, a Cognitive Explicit. Use a map, a Cognitive Framework!Framework!
Students dislike vague teaching
The importance of a map or The importance of a map or contextcontext
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Moral/spiritual/ethical/values
Family/Relationships
Career/Financial
Mr MajolaMr Majola’’s s QuestionQuestion
• “Excuse me teacher.Why are we learning this?”
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“Excuse me teacher. Why are we learning this?”
Common insurance language for floods?
Monkey See the Data – to remember
Monkey AHA the Data
Monkey uses the Data
More passive
More active
Monkey investigates the Data
Monkey rates the Data
Monkey improves the Data
Blo
om
’s and
Blo
om
’s and
Pedaggy
Pedaggy
Bloom’sTaxonom
y
Foun
dati
on T
hin
kin
g
Teach
er
ow
ners
hip
Bloom’sTaxonom
y
Hig
her
Ord
er
Thin
kin
g
Stu
den
t ow
ners
hip
Su
mm
arisin
g th
e
Su
mm
arisin
g th
e
Fram
ew
ork
Fram
ew
ork
The Framework serves three key purposes
1. Clear and Common Thinking Taxonomy
(no wishy washy stuff) – ‘The Why’
2. Provides Purpose and Meaning(by being specific with the
Language of Thinking ) – The ‘What’
3. Links Tools to the task(provides the scaffold for students to
create their response) – The ‘How’
Time for 1 minute of Reflection.Time for 1 minute of Reflection.Where do I/could I …..? A Where do I/could I …..? A Thinking Skills FrameworkThinking Skills Framework
© Eric Frangenheim
Blo
om
’s an
d q
uality
B
loom
’s an
d q
uality
Pe
dag
og
yPe
dagog
y
THE ‘WHY’
THE ‘WHAT’ THE ‘HOW’
Accuracy Tip #4. Create clear learning activities
• Science Unit - carbon emissions.
• Discuss the ALP’s carbon tax proposal by using an Extended PCQ
A g
ood
A g
ood
questio
n/a
ctivity
/task
questio
n/a
ctivity
/task
Anatomy of a question /activity / task
1. The Cognitive Outcome and Skill
(The purpose: Analyse –discuss)2. The Context, Cultural Content or
Concepts (discuss the topic : the stuff
you are teaching about)
3. The appropriate thinking tool (The evidence: the material on which
you will base your assessment e.g. a SWOT Analysis)
e.g. Discuss the ALP’s carbon tax proposal by using an Extended PCQ
Reflect on my teaching by using a SWOT Analysis
Signing offSigning offon lessons, on lessons, units of workunits of workand on and on assessment?assessment?
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Explicit La
ng
uage
Explicit La
ng
uage o
f of
Th
inkin
gTh
inkin
g
By the end of this lesson, students should be able to:
[Bloom’s verb – (The Why and What) the [Context] BY [Action – (The HOW)
Argue (Analyse) whether cash or hire purchase is their
preferred payment method (the Context driven by the
Verb ‘argue’) by completing a Decision Making Matrix
(the How – the Thinking Tool).
Determine (Bloom’s verb for Evaluate) the most
exciting activity undertaken during the holidays (the
context) BY completing an Elimination Draw ( The
How- The Tool-the Action)
Time for 1 minute of Reflection.Time for 1 minute of Reflection.Where do I/could I …..? Be very Where do I/could I …..? Be very clear about the structure of a clear about the structure of a question or activityquestion or activity
© Eric Frangenheim
Accuracy Tip # 5Accuracy Tip # 5. Know your unit’s destination. Know your unit’s destination
Four Choices for a Unit. p1
Choice 1. Largely information and skills based
Choice 2. Largely aimed at in-depth research/investigation/explanation
Choice 3. Largely at judging material investigated
Choice 4. Generating alternatives. Improvements, new ideas
Unit: Our Community
Four Choices for a Unit
Choice 1. Largely information and skills based
Choice 2. Largely aimed at in-depth research/investigation/explanation
Choice 3. Largely at judging material investigated
Choice 4. Generating alternatives. Improvements, new ideas
Unit: Our Community
Show the basic history, commerce and facts about our community/society and how it works
What is our community really about? Go beyond the obvious.
To what extent is this a great place to live? How does it compare to x?
Recommend improvements to your city council
Four Choices for a Unit
Choice 1. Largely information and skills based
Choice 2. Largely aimed at in-depth research/investigation/explanation
Choice 3. Largely at judging material investigated
Choice 4. Generating alternatives. Improvements, new ideas
Unit: Loggerhead Turtles
Show the basic knowledge and facts about the loggerhead turtle
Research all the variables involved in the challenges to the Loggerhead turtles
To what extent will the loggerhead survive? How does Qld policy c.f. other states / countries?
Recommend a policy to create awareness of the loggerhead turtle.
Pla
nnin
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r Pla
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r Thin
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Thin
king
Four Choices for a UnitChoice 4: Jesus the most influential person in History. Create a world without Jesus.
Choice 3: Jesus rules. Which of Jesus’ personality traits do you most admire
Choice 2: The gospel according to Matthew and Luke. Jesus’ birth. Compare and Contrast
1: Describe in your own words why Jesus was crucified..
UNIT on Religion
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Four Choices for a Unit
Choice 4: Your in charge you fix it. If you were Prime Minister what would your solution/s be?Choice 3: Without it Australia is doomed. Decide whether or not the Murray Darling is worth preserving.
Choice 2: Pelicans lives are at risk. An in depth investigation of the effects of Low water flows on the mouthChoice 1: Largely information on the use of the Murray Darling basin.
UNIT or LESSON
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Four Choices for a UnitChoice 4: Sorry folks you’re going to die. Predict what would happen if Oxygen was the most abundant element. Choice 3: Carbon rules. Justify the statement. ‘Carbon is the most important element in the atmosphere’.Choice 2: Nitrogen and Oxygen go together like peas and carrots(F Gump). Compare and Contrast
Choice 1: List the main elements found in the atmosphere.
UNIT on Elements
Decisio
n M
akin
g
Decisio
n M
akin
g
Matrix
Matrix
1 2 3 4 5 6
Foundation Level
Choice 1
Higher Order Thinking
Choice 2.3 or 4
Natio
nal C
urricu
lum
Yr
Natio
nal C
urricu
lum
Yr
8.
8.
• Year 8 students listen to, read and view
• Summarise and synthesise the main ideas and viewpoints.
• They support their own opinions with specific textual evidence, and evaluate evidence.
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Four tasks4: Sorry folks you’re going to die. Develop an argument to persuade people that immortality is overrated. 3: Eternal Life, its not for me. Decide would you drink the spring water and have eternal life?
Choice 2: Winnie and Jesse Tuck. Two like minded souls. Compare and Contrast
Choice 1: Describe in your own words why Winnie ran away.
Unit on Tuck Everlasting
Choice 1: Describe in your own Choice 1: Describe in your own words why Winnie ran awaywords why Winnie ran away
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Choice 2: Winnie and Jesse Tuck. Two like Choice 2: Winnie and Jesse Tuck. Two like minded souls. Compare and Contrastminded souls. Compare and Contrast
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Winnie Jesse
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Cow Cat
Apply filters to improve depth of thought
1. Relationship with humans
2. Relationship to own species
3. Cultural/religiousGreater awareness of Distinction
Choice 2: Winnie and Jesse Tuck. Two like Choice 2: Winnie and Jesse Tuck. Two like minded souls. Compare and Contrastminded souls. Compare and Contrast
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Winnie Jesse
Choice 3: Eternal Life, its not for me. Decide if would you drink the Choice 3: Eternal Life, its not for me. Decide if would you drink the
spring water and have eternal life?spring water and have eternal life?
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Relationship to others
Adapting to change
Enthusiasm - boredom
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Monthly costs
Email and SMS
Screen
Security
Camera
My budget
Discuss and decide on buying x phone
Choice 4: Sorry folks you’re going to die. Choice 4: Sorry folks you’re going to die. Develop an argument to persuade people Develop an argument to persuade people that immortality is overrated.that immortality is overrated.
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Everlasting life
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Discuss the proposal to …..
Kjnios;a;so;sjoloaqjosqjsojsoijoijojojo;j;ij;
Kjnios;a;so;sjoloaqjosqjsojsoijoijojojo;j;ij;
Kjnios;a;so;sjoloaqjosqjsojsoijoijojojo;j;ij;
Kjnios;a;so;sjoloaqj
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Reflect on ……..
Kjnios;a;so;sjoloaqjosqjsojsoijoijojojo;j;ij;oijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijuo7t98yiy8p98p980[98u9pyp9y9y98y98yu98y[p9uygujn vgiuoh8
Kjnios;a;so;sjoloaqjosqjsojsoijoijojojo;j;ij;oijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijuo7t98yiy8p98p980[98u9pyp9y9y98y98yu98y[p9uygujn vgiuoh8
Kjnios;a;so;sjoloaqjosqjsojsoijoijojojo;j;ij;oijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijuo7t98yiy8p98p980[98u9pyp9y9y98y98yu98y[p9uygujn vgiuoh8
Kjnios;a;so;sjoloaqjosqjsojsoijoijojojo;j;ij;oijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijuo7t98yiy8p98p980[98u9pyp9y9y98y98yu98y[p9uygujn vgiuoh8
Time for 1 minute of Reflection.Time for 1 minute of Reflection.Where do I/could I …..? Plan for Where do I/could I …..? Plan for aiming a HOT purpose.aiming a HOT purpose.
© Eric Frangenheim
Accuracy Tip # 6. Make it relevant Accuracy Tip # 6. Make it relevant – the Hook– the Hook
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© Eric Frangenheim
Some Hooks or Extensions.Some Hooks or Extensions.
•Heroes, heroines and villains – Do they still exist? What is their value to society? (Yr 8)
© Eric Frangenheim
Community and culture – Dead or alive? (Yr 4.5)
© Eric Frangenheim
Mata Mata
Sport:
Tennis, Soccer,Horse riding.Rodeo,Gykkhana,
Rugby Union.League Badminton, Table-Tennis,Cricket, Hockey, Netball, Golf etc
Clubs:
Bridge, Greek, Italian, Croat
Social Life
Shows, agric shows, competitions, school functions
Community and family
Shopping
2 supermarkets, etc, etc, etc, etc, etc,
Freedom
Bikes. Hunting. Fishing, exploring
© Eric Frangenheim
Community and Community and culture – Dead or culture – Dead or
alive?alive?
© Eric Frangenheim
• Ecology-The Case: Humans versus the Environment? (Year 9)
• Mining – Do we need it? (Yr 6)• Local area – Calamvale – Change, is it
necessary? (Yrs 4-6)
© Eric Frangenheim
• Science. Forces – When
does speed kill? (Year 10)
• Space exploration – is
• it worth it? (Year 9)
Time for 1 minute of Reflection.Time for 1 minute of Reflection.Where do I/could I …..? Where do I/could I …..? Consciously relate my content Consciously relate my content matter to the lives of my matter to the lives of my students.students.“Why are we learning this?”“Why are we learning this?”
© Eric Frangenheim
Accuracy Tip # 7. Have clear Accuracy Tip # 7. Have clear principles in mind for what you doprinciples in mind for what you do
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• There are three constants in life... change, choice and principles. Steven Covey
I like persons better than principles, and I like persons with no principles better than anything else in the world. Oscar Wilde
Effect on Student OutcomesEffect on Student OutcomesHow? How? Rank: Pair: ShareRank: Pair: Share
• Individual Learning – solo (774 studies)
• Co-operative Learning – > 2 students; 4 x principles (306 studies)
• Competitive Learning – e.g. ‘beat’ a standard e.g. a PB, curriculum targets. (1 024 studies)
• Source: Hattie (2009)
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Effect on Student OutcomesEffect on Student Outcomes1. Co-operative Learning – > 2 students; 4 x principles (d = 0.59, 306 studies)
2. Competitive Learning – e.g. ‘beat’ a standard e.g. a PB, curriculum targets. (d = 0.54, 1 024 studies)
3. Individual Learning (d= 0.24; 774 studies)
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d = 1.0; an increase of one SD on outcome (2 – 3 yrs)
Source: Hattie (2009)
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Co-operative Co-operative LearningLearning
PrinciplesPrinciples1. Positive Interdependence - Sink or Swim together! (cannot be completed by 1 person alone) - Clear & accepted common goal2. Individual Accountability - no place to hide! Involves Public performance3. Monitor the Group – Functioning & Skills?4. Equal Participation - 1 person cannot dominate
Acknowledgement: Johnson, D & Johnson, R
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Cre
ativ
e T
hin
king
1. Unexpected - divergent & / or Lateral Thinking
Principles
2. Deep Creative Thinking – process of critical analysis3. Requires an
appropriate Tool!”.
• Creative Problem-solving
• Creative Writing
• Creative Design
Cre
ativ
e
Th
inkin
g
Deep Creative & Critical Thinking
in Action!
High JumpHigh Jump
Parallel Straddle
Straddle Method
OR Diving Straddle
Cre
ativ
e
Th
inkin
gC
reativ
e
Th
inkin
g
Creativity – create the Creativity – create the unexpectedunexpected
Creative Problem-solving
Cre
ativ
e
Th
inkin
gC
reativ
e
Th
inkin
g
Creativity – create the Creativity – create the unexpectedunexpected
I was pulled over for speeding the other day!!
I thought I could talk my way out of it until…….
THE POLICEMAN LOOKED AT MY DOG IN THE BACK
SEAT!
Cre
ativ
e T
hin
king
1. Unexpected - divergent & / or Lateral Thinking
Principles
2. Deep Creative Thinking – process of critical analysis3. Requires an
appropriate Tool!”.
• Creative Problem-solving
• Creative Writing
• Creative Design
ProsPros ConsCons QuestionQuestionss
Speed of Run
Angle of run
Method run
Take – off
Clearance
Perspectives
High Jump
‘Fosbury flop’
Principles of Critical Principles of Critical ThinkingThinking• A Clear definition: Analysis + Evaluation = Critical
Thinking
• Deep Critical Thinking requires Breadth and Depth of Analysis (OPV)
• Concludes with a decision (Evaluate)
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Principles on applying the Principles on applying the Thinking Skills Framework in Thinking Skills Framework in the classroomthe classroom• 1. Reference major tasks
(questions/activities) to the appropriate level on the Framework. Ask students “Which picture (Blooms icon) am I asking you to _______ like?”
• 2. Avoid the danger of ‘___________’. Be specific with the language of thinking. E.g. ‘remember’, ‘explain’, ‘discuss’ or to ‘improve’, Reflect:Pair:Share or Rank:Pair:Share
• 3. Link the cognitive task (e.g. Analyse) and activity to an appropriate cognitive or co-operative Tool (SWOT on your teaching)
© ITC Publications Pty Ltd
ACT
THINK
Time for 1 minute of Reflection.Time for 1 minute of Reflection.Where do I/could I …..? Have Where do I/could I …..? Have clear principoles for my teachingclear principoles for my teaching
© Eric Frangenheim
Habits of Minds and Thinking ToolsHabits of Minds and Thinking Tools• Intelligence – Fixed or a Behaviour?
© ITC Publications Pty Ltd
Managing ImpulsivitySWOT Analysis
Listening with Empathy and Undesrtanding.Think:Pair:Four:Share
Thinking Interdependently1:4:P:C:R
Questioning and Posing Problems.Know:Want to Know:Learnt.Pros:Cons:Questions
Impulsivity vs Patience?Impulsivity vs Patience?
© ITC Publications Pty Ltd
© ITC Publications Pty Ltd
© ITC Publications Pty Ltd
© ITC Publications Pty Ltd
© ITC Publications Pty Ltd
© ITC Publications Pty Ltd
NZ Key CompetenciesNZ Key Competencies
• Reflect
• How many of the elements are being addressed by the critical, creative and co-operative thinking tools?
• Managing Self (Aware of how their words and actions can effect self and others)
• Relating to Others (Listen, OPV, negotiate and share ideas
NZ Key Competencies.2NZ Key Competencies.2
• Participating and Contributing. Understand the importance of balancing rights, roles and responsibilities
• Thinking. Using creative, critical, metacognitive and reflective processes – questioning information, decision making, problem solving
• Using language, symbols and text
Twitterwww.twitter.comTwitter is a website, which offers a social networking and microblogging service, enabling its users to send and read messages called tweets. Tweets are text-based posts of up to 140 characters displayed on the user's profile page. Twitter is free! (http://en.wikipedia.org/wiki/Twitter)
• Captain Fitroy. I am quite sure that we are getting close
• Syms Covington. I do wonder who will find the first fossil. You or I? Care to make a bet
• CD. I’m at Galapagod Islands
• CD. There are many species of finches across the island, but they all look remarkably similar. Could it be that they have all descended from one type of finch, from the mainland
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Darwin’s twitter
Darwin’s twitter cont’.Darwin’s twitter cont’.
• CD (@georgesCuvier). I’m sorry I didn’t get to say goodbye. Your work was so important, and I will remember you always
• Father Darwin: I‘m sorry I ever tried to persuade you against your wishes. You;ve made me proud. I wonder when you will return?
• JD. Just saw the biggest tortoise I have EVER seen in my life. #ifeellikeimdreamung© ITC Publications Pty Ltd
© ITC Publications Pty Ltd
Jewish future and existence in Russia in 1905 ‘as precarious as a Fiddler on the Roof’
PogromsExpulsions
Reason to change?Reason to change?
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PM of TibetPM of Tibet
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Crazy
Jump!
Children are Children are the Future?the Future?
• No. Teachers are
the Future – NOW
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You simply have no idea …..You simply have no idea …..
© ITC Publications Pty Ltd
© ITC Publications Pty Ltd