Nsdc 2009
description
Transcript of Nsdc 2009
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LCI, Ltd. (2009)
Changing The Way You Teach, Improving The Way Students Learn
Giselle Martin-KniepJoanne Picone-Zocchia
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LCI, Ltd. (2009)
WELCOME!!
Ice-Breaker
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LCI, Ltd. (2009)
Kristen
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LCI, Ltd. (2009)
Through what lenses should we teach?
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LCI, Ltd. (2009)
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LCI, Ltd. (2009)
Seeking coherence
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LCI, Ltd. (2009)
What knowledge matters most?
• Topics?• Themes?• Concepts?• Issues?• Phenomena?• Global concerns?
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How long do they
live?
What do we use whales
for?
Who are their
predators?
Where do they live?
What do they eat?
Whales
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LCI, Ltd. (2009)
Student work
• They eat fish • They live in the ocan• People kill them• Food, bluber• A long time, unless they get caught
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What will happen if
they disappeared?
Who protects these
animals?
What can we do about
this?
What does it mean to be
endangered?
Why are these
animals endangered?
What animals are
endangered?
Endangered species
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LCI, Ltd. (2009)
Student work• Rhinos, whales, some owls, rainforest animals like
orangutans and gorillas, some birds• People cut trees and build roads and houses, hunting,
fishing, pollution• The species will disappear like dinosaours• Create protected areas, educate people, stop buying some
foods• Groups of people • Lots of things like other animals will die or we will not be
able to see them or learn from them
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LCI, Ltd. (2009)
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LCI, Ltd. (2009)
How are these different?
• Is time a cultural concept?
• What is more constant than change?
• What makes writing worth reading?
• Is war inevitable?
• How many seconds are in a minute?
• What is the pattern that best represents the tides?
• Which countries have high rates of poverty?
• What were the causes of the Civil War?
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LCI, Ltd. (2009)
How can we diagnose, monitor and evaluate student learning?
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LCI, Ltd. (2009)
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LCI, Ltd. (2009)
Summative measures vary in terms of their authenticity
Low HighAssessments are contrived and divorced from real-life problems and audiences.
Students engage in real life problems to audiences that could benefit from their work.
Assessments are unrelated to students’ lives and needs.
Students can see the value of their learning.
Students are passive. Students are actively involved from beginning to end.
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LCI, Ltd. (2009)
ABCD
T
F
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LCI, Ltd. (2009)
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LCI, Ltd. (2009)
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LCI, Ltd. (2009)
How can we facilitate and maximize student learning?
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LCI, Ltd. (2009)
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LCI, Ltd. (2009)
Wagner’s Survival Skills
• Critical thinking and problem solving• Collaboration across networks and leading with influence• Agility and adaptability• Initiative and entrepreneurship• Effective written and oral communication• Accessing and analyzing information• Curiosity and imagination
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LCI, Ltd. (2009)
Other Significant Skills
• Design thinking• Problem finding• Weighing evidence• Assessing value-both socially and personally• Seeing connections and interdependencies
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LCI, Ltd. (2009)
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LCI, Ltd. (2009)
Self- regulated learners:
• Have high efficacy for learning• Attribute outcomes to factors within their
control (e.g., effort and strategy use)• Have a repertoire of effective learning and
problem-solving strategies that they apply appropriately
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LCI, Ltd. (2009)
What questions should we ask?