Title: Solutions for Creating Engaging Content in the 21st Century Cody Classroom a LoTi Perspective
1Solutions for Creating Engaging Content in the
21st Century Cody Classroom a LoTi Perspective
Todd A. Fishburn http//codywy.wikispaces.com/
2Are we doing the same thing differently?
3- Technology does not necessarily improve
education. Take a simple innovation like the
pencil One can use it to write a superlative
essay, to drum away the time, or to poke out
someones eye.
Shirley Veenema Howard Garner
4Day 1 Agenda
- Welcome
- This I believe..
- Did you know?
- How are we going to make this work?
- Possible roadblocks?
- Principles of good practice
- Break
- LoTi introduction
- LoTi videos
- Web resources
- Group activity
- Wrap-up
5Sliver Bullet?
6This I believe..
- It may not be WHAT we are teaching (curriculum),
but HOW we are teaching! - Emphasis on critical thinking and multiple
solutions (open-endedness) - Information Overload grab at least 3
- We are doing most of this
But Todd...this too shall pass!
7Whos a learner?
- We all are - by modeling our own learning
endeavors and sharing these endeavors with
others, we are thus creating a culture where
learning is valued, and supported by
participation - Work shifts from producing results, to
encouraging the growth of people who produce
results, Peter Senge, co-author of Presence
8Did you know?
- Change is happening.
- http//toddstest.wikispaces.com/13
9Our Students Today.
- Kansas, Chicago, Boston, and Alabama are places,
not groups - The Tonight Show has always been with Jay Leno
- They dont know who Mork is and where he was from
- Popcorn has always been cooked in the microwave
- Roller skating has always meant inline for them
10Volunteers Please
Video answers
- Questions to be answered at the end of the day
- Pick a principle of good practice that resonates
with you and describe what youre doing or going
to do about it - Summarize in your own words what Glassers
research reveals - What could make a lesson a Loti 3 or higher
- What are you going to do to make the laptop
initiative work for you
11How are we going to make our 1-1 initiative work?
- Get into groups and brainstorm whats going to
work and how this may help US grow - Listen for the timer to finish up your discussion
- http//html_help4u.tripod.com/javatime.html
- Share
12Possible Roadblocks?
- With your group write possible problems or
roadblocks on a sheet of paper - Crumble-up and throw in boxes
- Throughout the next two days we will ask people
to pull one out, toss it across the room - Whoever catches it will read it out loud
- Next, each group has 1 minute to brainstorm
possible solutions prizes will be given!
13Its Not the Technology.Its High-Level Thinking
Strategies!
- I have a spelling checker it came with my PC. It
clearly marks four my revue miss steakes I cannot
sea I ran this poem threw it, Im sure youre
please to no. Its let her perfect in its weight,
my checker tolled me sew. - Author Unknown
14We Remember.
100
Glasser, 1990
15Talk a Mile a Minute
- Get into groups of two (A B)
- A face the screen
- B turn your back
- The next slide will have 5 separate words and A
must give verbal clues while B tries to guess - Ready?
16Talk a Mile a Minute
- Canyon
- Butte
- Valley
- Mountain
- Plain
- Now switch rolesready?
17Talk a Mile a Minute
- Dances with Wolves
- The Sound of Music
- Saving Private Ryan
- Spiderman
- Shrek
Games engage!
18Principles of Good Practice
19Principles of Good Practice
- Good Practice 1 - encourages frequent contact
between students and teacher - Increases motivation and involvement
- Show a genuine interest in the students (show you
care) - Model appropriate behaviors and skills (practice
what you preach) - Builds relationships
- Find learner interests
20Relationships whats the learners perception
and feeling toward the instructor?
- Establish a relationship with the learner buy
sharing something of value - Listen to the learner with empathic regard
- Treat the learner with warmth and acceptance
- Use the two-minute intervention strategy
21Two Minute Intervention
- For a minimum of 3 days, once a day, give this
student your undivided attention - Keep it positive and light
- Move from talking to listening
- Give one sincere compliment for each two-minute
intervention and make each different
22Principles of Good Practice
- Good Practice 2 - develops reciprocity
cooperation among students - Learning is enhanced in team efforts
- Good work is collaborative and social, not
isolated and competitive (model) - Sharing ones ideas and responding to others
improves thinking and deepens understanding - Increases communication and social skills
- No one and done!
C3B4Me
23Principles of Good Practice
- Good Practice 3 - uses active learning
techniques - Learning isnt a spectator sport
- Students must talk, reflect, relate and apply
learning experiences - They must make what they learn part of themselves
- Authentic learning experiences
- Multiple intelligences
24Principles of Good Practice
- Good Practice 4 - gives prompt feedback
- Knowing what you know and dont know focuses your
learning - Students need frequent opportunities to perform
and receive feedback - Students need chances to reflect what they have
learned, what they still need to learn, and how
to assess themselves
25Principles of Good Practice
- Good Practice 5 - communicates high expectations
- Expect more and you will get it
26Principles of Good Practice
- Good Practice 6 - respects diverse talents and
ways of learning - Many roads lead to learning
- Students need opportunities to show their talents
and learn ways that work for them - Differentiated instruction
Chickering, Arthur C. and Stephen C. Ehrmann.
Implementing the Seven Principles Technology as
a Lever. AAHE Bulletin
27 28Baby Name Wizard - Data
www.babynamewizard.com/namevoyager/lnv0105.html
29LoTi Levels of Technology Implementation
30Lower order thinking...
Higher order thinking...
31LoTi Level 0
- Lack of access or non-use
32LoTi Level 1
- Strictly teacher use
- Teacher may take students to lab
- Little or no links to curriculum
33LoTi Level 2
- Technology as a supplement
- The technology is employed either as extension
activities, enrichment exercises - Technology-based tools and generally reinforces
lower level activities
34LoTi Level 3
- Technology tools are integrated into activities
that reflect analysis, synthesis, and evaluation
levels - problem-solving
- decision-making
- reflective thinking
- experimentation
- scientific inquiry
35LoTi Level 4a
- Technology-based tools are integrated in a manner
that provides rich context for students'
understanding of the pertinent concepts, themes,
and processes - Technology is perceived as a tool to identify and
solve authentic problems as perceived by students - Emphasis on student action and resolving issues
36LoTi Level 4b
- Technology-based tools are integrated in a
routine manner that provides rich context for
students' understanding of the pertinent
instructional concepts, themes, and processes. - Teachers can readily design and implement
learning experiences (e.g., units of instruction)
that empower students to identify and solve
authentic problems (e.g., multimedia
applications, internet, databases, spreadsheets,
word processing) with little or no outside
assistance.
37LoTi Level 5
- Technology access is extended beyond the
classroom - Classroom teachers actively elicit technology
applications and networking from other schools,
business enterprises, governmental agencies
(e.g., contacting NASA to establish a link to an
orbiting space shuttle via internet), research
institutions, and universities to expand student
experiences directed at problem-solving, issues
resolution, and student activism surrounding a
major theme/concept.
38LoTi Level 6
- Technology is perceived as a process, product
(e.g., invention, patent, new software design),
and/or tool for students to find solutions
related to an identified "real-world" problem or
issue of significance to them. - At this level, there is no longer a division
between instruction and technology use in the
classroom. Technology provides a seamless medium
for information queries, problem-solving, and/or
product development.
39Welcome Back
- Walk throughs
- http//toddstest.wikispaces.com/14
40Our Students Today.
- Have never owned a record player
- Bottle caps have not only always been screw off,
but have always been plastic they have no idea
what a pull-top can looks like
- They have always had cable
- There have always been VCRs, but they have no
idea what BETA is - There has always been MTV
41(No Transcript)
42LoTi Levels
- Assigning a LoTi Level - videos
43Cool Google Tip!
- www.google.com
- Advanced search
- Enter search term (s)
- Choose file format - PowerPoint
44Cool Google Tip!
45Gliffy
http//gliffy.com
46Web Exploration
- http//codywy.wikispaces.com
47Engagement
- Graphic Organizer activity
- Staged scenarios
- Reflective Discovery
- Current events
- Contests/games
- Surveys
- Discrepant event
- Music
48Engagement
unit of study
culminating performance task
engage
49What we know about learners
- We know that learning happens best when a
learning experience pushes the learner a bit
beyond her independence level (Howard 1994,
Vygotsky 1966).
- We know that motivation to learn increases when
we feel a kinship with, interest in, or passion
for what we are attempting to learn (Piaget,
1978).
LoTi Levels 4-6
50Zone of Proximal Development (ZPD)
- Lev Vygotskys Social Development Theory
- Vygotsky (1978) maintained the child follows the
adult's example and gradually develops the
ability to do certain tasks without help or
assistance. He called the difference between what
a child can do with help and what he or she can
do without guidance the "zone of proximal
development" (ZPD).
51Excerpted from R.G. Tharp and R. Gallimore
(1988). Rousing minds to life (p.35).Reprinted
with the permission of Cambridge University
Press.
52ZPD - Scaffolding
- Scaffolding is an instructional technique whereby
the teacher models the desired learning strategy
or task, then gradually shifts responsibility to
the students. - Scaffolding supports ZPD as learning tools,
people, and resources - What are some tools (scaffolding) that can
support students to be successful in your
classroom?
53Tools to serves asScaffolding
- Research (searching)
- Web page evaluation
- PowerPoint
- Multi-media ethics
- Visual Literacy
- 21st Century Technology
- Publishing
- Feedback
- Graphic organizers
- Talking about thinking
- Reflection
- Differentiated Instruction
- Modeling
- Guided practice
- Its temporary
- Negative scaffolding
- Safe environment
- People (classmates, parents, teachers, ETC)
- Subtle hints
- Prompts
- Nudging
- Electronic resources
- Vocabulary
- Index cards
- Multiple Intelligences
- Choice
- Multiple assessments
- Student readiness
54Three Components of Effective Technology
Integration
- 1 Critical Thinking Students should be
engaged in higher level thinking while using
technology - 2 Content Students should gain content
knowledge while working with technology - 3 Technical Skills Students should gain
technical skills while using technology
(keyboarding, imaging, cutting/pasting,
searching) to acquire 21st Century Work Skills
55Solutions for Creating Engaging Content in the
21st Century Cody Classroom a LoTi
Perspective- Day 2
Todd A. Fishburn http//codywy.wikispaces.com/
56Day 2 Agenda
- Review from yesterday - videos
- Blooms Taxonomy
- LoTi Survey and results
- Choice, graphic organizers and vocabulary
- Differentiated Instruction
- Web Resources Wikis
- Path forward..
57When I grow up
- http//toddstest.wikispaces.com/15
58Cool Google Tip!
59(No Transcript)
60Review from yesterday - Pictionary
- Get into groups of two (A B)
- A face the screen
- B turn your back
- The next slide will have 5 separate words and A
must give written clues on a piece of paper while
B tries to guess - Ready?
61Review from yesterday - Pictionary
- Delaware
- Engagement
- LoTi Level 0
- Squirrel
- Wikipedia
- Switch..ready?
62Review from yesterday - Pictionary
- Delaware
- Baby Name Wizard
- Server
- LoTi Level 6
- Laptop
63Proverbs for the 21st Century
- What boots up must come down
- Give a man a fish and you feed him for a day
teach him to use the Web and he wont bother you
for weeks - Home is where you hang your _at_
64Blooms Taxonomy
65Blooms Taxonomy
- Knowledge arrange, define, duplicate, label,
list, memorize, name, order, recognize, relate,
recall, repeat, reproduce, state - Comprehension classify, describe, discuss,
explain, express, identify, indicate, locate,
recognize, report, restate, review, select,
translate - Application apply, choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, practice, schedule, sketch, solve, use,
write - Analysis analyze, appraise, calculate,
categorize, compare, contrast, criticize,
differentiate, discriminate, distinguish,
examine, experiment, question, test - Synthesis arrange, assemble, collect, compose,
construct, create, design, develop, formulate,
manage, organize, plan, prepare, propose, set up,
write. - Evaluation appraise, argue, assess, attach,
choose, compare, defend, estimate, judge,
predict, rate, core, select, support, value,
evaluate
66Blooms Taxonomy Exercise
67PowerPoint Jeopardy
www.hardin.k12.ky.us/res_techn/countyjeopardygames
.htm
68Winners of the worst analogies, high school
essay contest
- Her vocabulary was as bad as, like, whatever.
(unknown) - Her date was pleasant enough, but she knew if her
life was a movie this guy would be buried in the
credits as something like Second Tall Man.
(Russell Beland, Springfield)
69Winners of the worst analogies, high school
essay contest
- McBride fell 12 stories, hitting the pavement
like a Hefty bag filled with vegetable soup.
(Paul Sabourin, Silver Spring) - He was as tall as a six-foot three-inch tree.
(Jack Bross, Chevy Chase)
70Winners of the worst analogies, high school
essay contest
- He spoke with the wisdom that can only come from
experience, like the guy who went blind because
he looked at a solar eclipse without one of those
boxes with a pinhole in it and now goes around
the country speaking at high schools about the
dangers of looking at a solar eclipse without one
of those boxes with a pinhole in it. (Joseph
Romm, Washington)
www.jasonohler.com/resources/educ-wisdom.cfm
71LoTi Survey
- 38 questions
- Pedagogy
- Technology use and comfort ability
- Classroom management
- Approach to assessing student understanding
- 35 minutes
72LoTi Lounge
73LoTi Level
74LoTi Current Instructional Practice (CIP)
75LoTi - Personal Computer Use (PCU)
76LoTi Self Assessment Data
77Welcome Back!
- http//oneredpaperclip.blogspot.com/
78LoTi Lounge
79The Impact of Images!
- www.johnstanczak.com/files/2005NBCPhoto_s.ppt
80Choice A Great Motivator
- Modes (multiple) of assessment
- Partners
- Roles
- Variety
- Personal word lists
- Design a day
- Bloom Days
- Student generated writing prompts
- Where to sit
- Order of tasks
- Negotiate rubrics
- Author studies
- Work alone or together
- Due dates
81Menu Planner For _____________ Due __________
All items in the main course and specified of
side dishes must be completed by the due date.
You may select among the side dishes and you may
decide to do some of the desserts as well.
Main Course (complete all)
1
2
Side dishes (select ____)
1
3
2
Desserts (optional)
3
1
2
How to Differentiate Instruction in Mixed-Ability
Classrooms, Carol Ann Tomlinson, 2001
3
82- Exit Cards Decimals Fractions
- Name __________________________ Date
________________ - How is a decimal like a fraction?
- How are they different?
- Whats a light bulb moment for you as you
thought about fractions and decimals? - Create a crazy scenario applying todays
concepts.
83Student Readiness
Knowledge Rating
- Never heard of before
- Heard of this, but unsure
- Know about this and how to use it
_____ Direct Noun _____ Direct object
pronoun _____ Indirect object _____ Indirect
object pronoun _____ Adjective _____ Add yours
here __________________________________
843-2-1 Card
Name _______________________ Date
______________ 3 things I learned from the
friction lab. 2 questions I still have. 1
way I see friction working in the world around
me..
Tomlinson, Carol Ann. "A Look at Differentiation
at the Middle and High School Levels." Seaford
School District. , Seaford. April 2005.
85Student Feedback Sheet (cooperative groups)
- Today, the topic that we investigated.
- My teacher should give me 5 4 3 2 1 (circle
one) bonus points today because - One thing I learned from my partner (s) was
- I could also use this information to/in
- The neatest thing I did today was
- One thing that I am still wondering about is
- A song or a movie that will remind me of today
is________ because .
Dr. Paul Vermette, Niagara University
86Way Out Cards
- Cable I got it and my connection is
blazing! - DSL I get it for the most part, but I still
havequestions (some downloads are slow). - Dial-up I still dont get it (I cant
connect)!
Or.Dip Stick Check full, half full, need
oilOr.Beaker Check full, half full,
emptyOr.create your own specific to your
content area
87Vocabulary Strategies 6 Steps
- Provide a description, example, or explaination
of the new term - Ask student to restate in own words
- Ask student to construct a picture, symbol,
graphic organizer of the term - Engage students periodically to extend their
knowledge beyond their notebook - Ask students to discuss new term with others and
share their thoughts - Involve these terms in games with students
allow them to play with the terms
88Tips for Technology Using Teachers
- Think differently step outside the box!
- Be kind to techies!
- Have a plan B, C, D.
- Dont be afraid of 7 year olds who know more than
you do! - Practice
89(No Transcript)
90Directions Complete the chart to show what you
know about Jazz. Write as much as you can.
Jazz Music
91- I like this class because theres something
different going on all the time. My other
classes, its like peanut butter for lunch every
single day. This class, its like my teacher
really knows how to cook. Its like she runs a
really good restaurant with a big menu and all. - Vary your delivery, allow students to show you
they know the material in different
ways.differentiate!
- Comment from a course evaluation written by a 7th
grader
92(No Transcript)
93Web Site Evaluation
94(No Transcript)
95The way we do things around here
- This is my company. I spend 40 of my waking
hours here and I know that what I do contributes
to its success or failure. - Nothing in life can be accomplished alone, but
my efforts influence what we can achieve together
and how successful we can be. I take pride in my
work. Quality is important to me because it is a
reflection of how I see myself. Theres a part
of me in everything I touch and this is no
exception. - Thank you for choosing this product and I hope
you enjoy using it as much as I enjoyed making
it. This is made with pride in Americas
Heartland. - _________________
- Employees signature RADA Mfg. Co.
96Kinesthetic Board
97MoreProverbs for the 21st Century
- The geek shall inherit the earth
- C\ is the root of all directories
- Dont byte off more than you can view
- Pentium wise pen paper foolish
98Links
- http//www.sfett.com//movie.php?mov5-parents
- http//codywy.wikispaces.com
99Cool Tools to Support the 21st Century Classroom
100Carousel Activities
- Builds on the knowledge of the entire group
- Review for an assessment in the computer lab
(or classroom computer), students open a word
processor and type for 5 minutes what they know
about the particular topic - Switch computers, and read the content and add to
it - Continue
- Print
- Use music to signal the stop and switch
101Carousel
Student Outcomes or Product
Student
Student Outcomes or Product
Student
Student
Student
Student
Student
Student
102Jigsaw
Student Roles
Student Roles
Principles of Good Practice.What works!
Student Outcomes or Product
Student Roles
Student Roles
103Readiness Grouping
Group 2 Students with some understanding of the
skill or concept
Group 1 Students who are struggling with the
concept or skill
Group 3 Students who understand the skill or
concept
104(No Transcript)
10521st Century Nursery Rhymes
- Jack be nimble,
- Jack be quick
- Jack jump over
- The candle stick.
- Jack be nimble,
- Jack be quick
- Jack browse, surf,
- And double-click.
21st Century
10621st Century Nursery Rhymes
- Rain, rain, go away,
- Come again another day,
- Little Johnny wants to play.
- Rain, rain, go to Spain,
- Never show your face again.
- Pop-up, Pop-up go away
- Come again some other day,
- All I want is to view this site.
- Pop-up, Pop-up, go to Spain,
- Never show your face again.
21st Century
10721st Century Nursery Rhymes
- Hickory, Dickory, Block!
- The network made a lock.
- The site froze up,
- The network went down,
- Hickory, Dickory, Block!
- Hickory, Dickory, Dock!
- The mouse ran up the clock.
- The clock struck one,
- The mouse ran down,
- Hickory, Dickory, Dock.
21st Century
10821st Century Nursery Rhymes
- Star light,
- Star bright,
- First star
- I see tonight,
- I wish I may, I wish I might,
- Have the wish
- I wish tonight.
- Giga-byte,
- Giga-byte,
- First giga,
- I used tonight,
- I wish I may, I wish I might,
- Have the wish
- Of more giga-byte.
21st Century
109The Teacher!
- Know your strengths and weaknesses as a teacher
reflection - Choices
- Trusting climates (for teachers and students)
- By saying nothing, we are saying something
- Learners need time to share their ideas/thoughts
- Share your enthusiasm with your learners
- Learn with
- With hold information Upward Learning -
Empowerment - Dont talk so much
- Fib
- Negotiate rubrics
- Course menu planner
110So.what are some things you can do?
111Web Resources
- Surveys
- www.zoomerang.com
- www.surveymonkey.com
- www.supersurey.com
- www.coolsurveys.com
112Wonderville
www.wonderville.ca
113www.ikeepbookmarks.com/lotischools
114National Library of Virtual Math Manipulatives
http//nlvm.usu.edu/en/nav/vlibrary.html
115Assessment Rubrics
- http//school.discovery.com/schrockguide/assess.ht
ml - http//rubistar.4teachers.org
- http//www.rubricbuilder.on.ca/
116Grammar Bytes
http//chompchomp.com/menu.htm
117http//illuminations.nctm.org/
118Read, Write, Think
www.readwritethink.org/student_mat/index.asp
119Xpeditions
www.nationalgeographic.com/xpeditions/
120Multimedia Scrap Book
- Open-ended topic that is student-centered
- Use cooperative groups
- Negotiate the rubric with students
- Let them go!
- Photos
- Maps
- Stories
- Facts
- Quotes
- Sound
- Video
- Blogs
121The Ultimate Refrigerator
- Publishing on the web!
- Wikis
- www.wikispaces.com
- Questions? E-mail me
- tafishburn_at_comcast.net
122Visual Impact in the Digital World
123(No Transcript)
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125(No Transcript)
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127(No Transcript)
128Performance Analysis
- What we want, what we have, the difference is our
performance analysis - Students need to do a performance analysis during
authentic tasks
129(No Transcript)
130Wrap Up!
- Share with a neighbor something you learned
today.. - What do you need help with?
131OK then!
- ZPD
- Differentiated Instruction
- Multiple Intelligences
- Student Readiness
- Few Computer Classroom
- Lesson Development
- Using the Internet to support content
- Graphic Organizers
- Cooperative Learning
- Assessment Building
- Extreme Technology Makeovers
- LoTi Mentor Certification
132A Connection.
- Push me! See how far I go!
- Work me till I drop. Then pick me up.
- Open a door and make me run to it before it
closes. - Teach me so that I might learn, then let me enter
the tunnel of experience alone. - And when, near the end, I turn to see you
beginning anothers journey, - I shall smile.
How to Differentiate Instruction in Mixed-Ability
Classrooms, Carol Ann Tomlinson, 2001
133www.seaford.k12.de.us/it/dinj.htm
Thank You!
- tafishburn_at_comcast.net
134What do students want?
- Programs that teach keyboarding, computer, and
Internet literacy skills - Better availability of online information that is
free and accessible without undue limitations on
students freedom - Educators to understand that the digital divide
creates inequities among students
The Digital Disconnect, Pew Internet and American
Life Project 2002
1358 Shifts of Interactive Learning
- From linear to hypermedia learning
- From instruction to construction and discovery
- From teacher-centered to learner centered
education - From absorbing material to learning how to
navigate and how to learn - From school to life-long learning
- From one-size-fits-all to customized learning
- From learning as a torture to learning as fun
- From the teacher as transmitter to the teacher as
facilitator and coach
Tapscott, Don. Growing Up Digital The Rise of
the Net Generation. New York McGraw-Hill. 1998.
136What we know about learners
- We know that learning happens best when a
learning experience pushes the learner a bit
beyond her independence level (Howard 1994,
Vygotsky 1966).
- We know that motivation to learn increases when
we feel a kinship with, interest in, or passion
for what we are attempting to learn (Piaget,
1978).
Authentic
LoTi Levels 4-6
137(No Transcript)
138Authentic Tasks
139Authentic a definition
- Conforming to fact and therefore worthy of trust,
reliance, or belief an authentic account by an
eyewitness. - Having a claimed and verifiable origin or
authorship not counterfeit or copied an
authentic medieval sword.
- If the teachers negotiates the task with
students, the task becomes more
authenticnegotiate rubrics!
140Authentic What does it look like?
- Realistic task or event
- Task transfer
- Interconnectedness
- Students identify with problem and become
actively involved in generating a solution - Searching for meaning
- Tasks are something an adult would do
- Eliminate fear of failing, yet challenge the
learner - Self criticism
- Make an emotional connection (the learner to the
task) - Let the students uncover, then you cover
- Allow student responses to drive lessons, shift
instructional strategies and alter content
Upward Learning
141Authentic What does it look like?
- Walls become transparent
- Call the actual tasks into question
- Pull the rug out!
- Introduce experiences that are _at_ odds with
student perceptions
- Examples
- Mulch
- PowerBall
- Playground erosion
- Simple machines pulley to lift heavy materials
(kit) to a shelf - Local Events
- School/Classroom Issues
142Authentic What does it look like?
- 1st grade students do posters
- When students know that they will be displayed at
parent night, the task becomes authentic
- A planned trip around the world
- Actually take the trip or someone in the learning
environment takes the trip (a students family
trip, the teachers spring break trip, ETC)
143www.seaford.k12.de.us/it
Thank You!
- tfishburn_at_seaford.k12.de.us
144- Avoid Conventionality
- When was the last time you had pancakes for
dinner? - When was the last time you ate cold pizza for
breakfast? - When was the last time you ate something other
than turkey or ham at Thanksgiving? - When was the last time you danced with someone
without any music? - When was the last time you went to the movies
without knowing what was playing?
145- Avoid Conventionality
- When was the last time you modeled for a teacher
how to differentiate instruction using
technology? - When was the last time you laughed so hard that
your sides hurt at the office? - When was the last time you modeled for a teacher
how to use student questions to guide both the
process and product of an instructional unit? - When was the last time you modeled a lesson for a
teacher involving higher order thinking aligned
to the WY Performance Standards?