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Solutions for Creating Engaging Content in the 21st Century Cody Classroom a LoTi Perspective

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Title: Solutions for Creating Engaging Content in the 21st Century Cody Classroom a LoTi Perspective


1
Solutions for Creating Engaging Content in the
21st Century Cody Classroom a LoTi Perspective
Todd A. Fishburn http//codywy.wikispaces.com/
2
Are we doing the same thing differently?
  • Ironing

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
4
Day 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

5
Sliver Bullet?
  • Princess Bride Video

6
This 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!
7
Whos 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

8
Did you know?
  • Change is happening.
  • http//toddstest.wikispaces.com/13

9
Our 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

10
Volunteers 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

11
How 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

12
Possible 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!

13
Its 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

14
We Remember.
100
Glasser, 1990
15
Talk 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?

16
Talk a Mile a Minute
  • Canyon
  • Butte
  • Valley
  • Mountain
  • Plain
  • Now switch rolesready?

17
Talk a Mile a Minute
  • Dances with Wolves
  • The Sound of Music
  • Saving Private Ryan
  • Spiderman
  • Shrek

Games engage!
18
Principles of Good Practice
19
Principles 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

20
Relationships 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

21
Two 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

22
Principles 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
23
Principles 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

24
Principles 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

25
Principles of Good Practice
  • Good Practice 5 - communicates high expectations
  • Expect more and you will get it

26
Principles 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
  • 10 Minute Break

28
Baby Name Wizard - Data
www.babynamewizard.com/namevoyager/lnv0105.html
29
LoTi Levels of Technology Implementation
30
Lower order thinking...
Higher order thinking...
31
LoTi Level 0
  • Lack of access or non-use

32
LoTi Level 1
  • Strictly teacher use
  • Teacher may take students to lab
  • Little or no links to curriculum

33
LoTi 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

34
LoTi Level 3
  • Technology tools are integrated into activities
    that reflect analysis, synthesis, and evaluation
    levels
  • problem-solving
  • decision-making
  • reflective thinking
  • experimentation
  • scientific inquiry

35
LoTi 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

36
LoTi 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.

37
LoTi 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.

38
LoTi 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.

39
Welcome Back
  • Walk throughs
  • http//toddstest.wikispaces.com/14

40
Our 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)
42
LoTi Levels
  • Assigning a LoTi Level - videos

43
Cool Google Tip!
  • www.google.com
  • Advanced search
  • Enter search term (s)
  • Choose file format - PowerPoint

44
Cool Google Tip!
45
Gliffy
http//gliffy.com
46
Web Exploration
  • http//codywy.wikispaces.com

47
Engagement
  • Graphic Organizer activity
  • Staged scenarios
  • Reflective Discovery
  • Current events
  • Contests/games
  • Surveys
  • Discrepant event
  • Music

48
Engagement
  • Your turn
  • Tic-tac-toe

unit of study
culminating performance task
engage
49
What 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
50
Zone 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).

51
Excerpted from R.G. Tharp and R. Gallimore
(1988). Rousing minds to life (p.35).Reprinted
with the permission of Cambridge University
Press.
52
ZPD - 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?

53
Tools 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

54
Three 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

55
Solutions for Creating Engaging Content in the
21st Century Cody Classroom a LoTi
Perspective- Day 2
Todd A. Fishburn http//codywy.wikispaces.com/
56
Day 2 Agenda
  • Review from yesterday - videos
  • Blooms Taxonomy
  • LoTi Survey and results
  • Choice, graphic organizers and vocabulary
  • Differentiated Instruction
  • Web Resources Wikis
  • Path forward..

57
When I grow up
  • http//toddstest.wikispaces.com/15

58
Cool Google Tip!
59
(No Transcript)
60
Review 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?

61
Review from yesterday - Pictionary
  • Delaware
  • Engagement
  • LoTi Level 0
  • Squirrel
  • Wikipedia
  • Switch..ready?

62
Review from yesterday - Pictionary
  • Delaware
  • Baby Name Wizard
  • Server
  • LoTi Level 6
  • Laptop

63
Proverbs 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_

64
Blooms Taxonomy
65
Blooms 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

66
Blooms Taxonomy Exercise
67
PowerPoint Jeopardy
www.hardin.k12.ky.us/res_techn/countyjeopardygames
.htm
68
Winners 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)

69
Winners 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)

70
Winners 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
71
LoTi Survey
  • 38 questions
  • Pedagogy
  • Technology use and comfort ability
  • Classroom management
  • Approach to assessing student understanding
  • 35 minutes

72
LoTi Lounge
73
LoTi Level
74
LoTi Current Instructional Practice (CIP)
75
LoTi - Personal Computer Use (PCU)
76
LoTi Self Assessment Data
77
Welcome Back!
  • http//oneredpaperclip.blogspot.com/

78
LoTi Lounge
  • www.lotilounge.com

79
The Impact of Images!
  • www.johnstanczak.com/files/2005NBCPhoto_s.ppt

80
Choice 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

81
Menu 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.

83
Student 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 __________________________________
84
3-2-1 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.
85
Student 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
86
Way 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
87
Vocabulary 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

88
Tips 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
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90
Directions 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)
93
Web Site Evaluation
94
(No Transcript)
95
The 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.

96
Kinesthetic Board
97
MoreProverbs 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

98
Links
  • http//www.sfett.com//movie.php?mov5-parents
  • http//codywy.wikispaces.com

99
Cool Tools to Support the 21st Century Classroom
100
Carousel 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

101
Carousel
Student Outcomes or Product
Student
Student Outcomes or Product
Student
Student
Student
Student
Student
Student
102
Jigsaw
Student Roles
Student Roles
Principles of Good Practice.What works!
Student Outcomes or Product
Student Roles
Student Roles
103
Readiness 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)
105
21st 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
106
21st 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
107
21st 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
108
21st 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
109
The 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

110
So.what are some things you can do?
111
Web Resources
  • Surveys
  • www.zoomerang.com
  • www.surveymonkey.com
  • www.supersurey.com
  • www.coolsurveys.com

112
Wonderville
www.wonderville.ca
113
www.ikeepbookmarks.com/lotischools
114
National Library of Virtual Math Manipulatives
http//nlvm.usu.edu/en/nav/vlibrary.html
115
Assessment Rubrics
  • http//school.discovery.com/schrockguide/assess.ht
    ml
  • http//rubistar.4teachers.org
  • http//www.rubricbuilder.on.ca/

116
Grammar Bytes
http//chompchomp.com/menu.htm
117
http//illuminations.nctm.org/
118
Read, Write, Think
www.readwritethink.org/student_mat/index.asp
119
Xpeditions
www.nationalgeographic.com/xpeditions/
120
Multimedia 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

121
The Ultimate Refrigerator
  • Publishing on the web!
  • Wikis
  • www.wikispaces.com
  • Questions? E-mail me
  • tafishburn_at_comcast.net

122
Visual Impact in the Digital World
123
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124
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125
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126
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127
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128
Performance Analysis
  • What we want, what we have, the difference is our
    performance analysis
  • Students need to do a performance analysis during
    authentic tasks

129
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130
Wrap Up!
  • Share with a neighbor something you learned
    today..
  • What do you need help with?

131
OK 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

132
A 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
133
www.seaford.k12.de.us/it/dinj.htm
Thank You!
  • tafishburn_at_comcast.net

134
What 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
135
8 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.
136
What 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)
138
Authentic Tasks
139
Authentic 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!

140
Authentic 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

141
Authentic 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

142
Authentic 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)

143
www.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?
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