Purposeful Instruction 21st Century Learner (2010)
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Transcript of Purposeful Instruction 21st Century Learner (2010)
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Purposeful Instruction for the 21st-century Learner
HCSD Summer PD
June 7, 2010
Herb Higginbotham4th Grade Teacher
Hilliard Horizon Elementary
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Agenda
● Essential Questions● What a motivated learner needs● How I have supported learning● How the environment supported learning● Break? (5 minutes)● Examples of motivated learning● Reflection and setting goals
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Goals for today✦ “I know that a 21st-century learner needs choice,
collaboration, differentiated instruction, and access to creative tools to learn. This understanding will help me support my students.”
✦ “I know the classroom can support 21st-century learning by providing a safe, collaborative environment. This will help my students become risk-takers and problem solvers.”
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Essential Questions
✦ How can I support the needs of a 21st-century learner?
✦ How can the learning environment support the 21st-century learner?
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The times, they are a-changing’
Advice from Lincoln about CHANGE…
“The dogmas of the quiet past, are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise -- with the occasion. As our case is new, so we must think anew, and act anew.”
--Address to Congress, 1862
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A motivated 21st Century Learner needs…
✦ Awareness of BIG picture (myself in the world/how the world works)
✦ Sense of control of learning✦ Time to work out thinking✦ Collaborative learning
experiences✦ Access to technology to
create
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Creating learning targets: Purpose is everything!
✦ I consider what I want student to be able to do first.
✦ Then I think like a student and ask, “Why should I care?”. That helps me determine the purpose and connection to the real-world.
✦ If I get stuck, I go to the district curriculum guide or think about my essential questions/enduring understandings.
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How can we support this?✦ Rely on Inquiry/UbD/Quality Work frameworks for instruction
planning.
✦ Used guided learning approach when teaching skills; project/performance task approach to allow application/creation using skills. Allow students to choose activity in both situations.
✦ More problem-solving, investigative, and creative learning experiences. Shift focus of lesson to the “why” instead of the “what”.
✦ Let go of control and see what the students do. Maybe that means failure, but failure is just another opportunity to reflect.
✦ Anticipate all readiness levels and have support/enrichment activities ready.
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How can the classroom support this?
✦ Goals for day’s activities posted in specific “activity/purpose” format:
✦ “I know how to identify different cloud types (activity). This will help me predict the weather (purpose).”
✦ “I know what caused the Frontier Wars in Ohio (activity). This helps me explain what can happen when different cultures interact (purpose).”
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How can the classroom support this? (continued)
✦ Designated area where discussion and reflection takes place.
✦ Taught how to have a conversation. “I would like to add on to Michael…”
✦ Posted pictures of students demonstrating skill-based activities.
✦ eCampus!
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Examples of motivated learning: Social Studies
✦ Social Studies inquiry questions✦ Students are responsible for finding information that
supports a response to a BIG question.✦ Post response on chart paper.
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Examples of motivated learning: Science
✦ Science Inquiry…✦ “Does fruit size determine the number of
seeds inside?”✦ Students worked in groups and made
predictions based off of circumference of fruit.
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Examples of motivated learning: Math
✦ Math “Workshop”/Guided Math
✦ Follows literacy framework (10 minute mini-lesson/think along/demo, student practice, share/reflect)
✦ Guided groups are formed based off of short, formative assessments (homework, observations, bell-ringer question)
✦ Whole class responsible for main task (assessment of whole)
✦ When finished, student chooses an activity to continue practicing skill (game, enrichment, challenge problem)
✦ At the end of session, we gather at the carpet to share out what we did an some new understandings.
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Guided Math
✦ Show students multiple strategies for solving problems
✦ Use manipulatives✦ Use “Readiness”, “Enrichment”,
and “Open Response” activities in Everyday Math lessons
✦ NCTM “Illuminations” website
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Examples of motivated learning: Writing
✦ Narrative Nonfiction projects✦ Studied narrative nonfiction mentor
texts read aloud by me; looking for a writing style that suited them.
✦ Choose a topic relevant to Ohio✦ Researched information using various
sources✦ Wrote narrative using style of mentor
text.
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Narrative Nonfiction Titles
Abe’s Honest Words, by Doreen Rappaport
Surprising Sharks, by Nicola Davies
Atlantic, by G. Brian Karas
…and so many more!
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Living Anthology (Georgia Heard)
✦ Found areas/objects in the school to write a poem about
✦ Students created and published poems for display around the school.
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Poetry Motivates!
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Read Aloud Notebooks
✦ Students write, draw thinking in notebooks as teacher reads aloud
✦ Track characters, setting descriptions, figurative language, etc.
✦ Share thinking before, during, after reading.
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Response to BIG questions: Student choice
and reading response✦ After chapter book is finished, we generate a
list of questions that are still lingering, or ones that ask about themes we read about throughout the book.
✦ Students pick a question they’d love to discuss.
✦ Get into discussion groups to talk about question; take notes and rehearse what they will write to me.
✦ Write a response to the question for me to read. (assessment)
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Book Clubs: The ultimate control of learning!
✦ Students generated sign-up lists for books or themes they wanted to discuss.
✦ I taught them how to manage their schedule by using a calendar.
✦ Used an group evaluation rubric (posted on wall) to self-assess and reflect.
✦ I sat in on group to facilitate (if needed) or make observations.
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Reflections✦ Students are happier when learning this way; motivated, not
just compliant.
✦ Kids/parents had to get used to this.
✦ When I became frustrated with how students were working, I paused and listened to what they were saying to me and to each other.
✦ When a student wasn’t working, I conferred with them to seek out the problem so that I could help them.
✦ I have to take risks…I gave myself permission to fail. When I did, I was honest with myself and my students.
✦ I had to let go of control. I wasn’t so tired at the end of the day!