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Presentation for RPDS Mini-Grant Poster Session 9/29/11

Presentation for RPDS Mini-Grant Poster Session 9/29/11

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  • 1. Free cool tools (and a tech assistant!) for increasing student outcomes
    (with connections to the Common Core Standards and 21st-Century Skills)
    Heather Sheridan-Thomas, TST BOCES
    Cynthia Sarver, SUNY Cortland
    July 21, 2011
  • 2. Goals
    Begin developing a long-range, interdisciplinary, project-based unit plan that:
    Integrates Common Core “Standards for Literacy in History/Social Studies, Science, and Technical Subjects”; and
    Embeds 21st-century skills
    Play with, learn (and even take home!) a few “cool tools” that will help with the above:
    Flip video camera
    Ning
    Google docs
    Delicious
  • 3. Goals (cont’d)
    Clear up misconception that
    21st-century skills = technology (integration)
    21st-century skills ≠technology (integration)
  • 4. 21st-century skills or 21st-century learning =
    P21’s “4 C’s”:
    Communication
    Collaboration
    Communication
    Critical Thinking
  • 5. Web 2.0 Technology Enables 21st-Century Skills and -Learning
    Enhances:
    Your teaching
    Students’ learning
    By expanding and extending your:
    Personal Learning Network
    Classroom
    Pedagogical repertoire
    Disciplines’ relevance
    Students’ world
  • 6. Freewrite (6 mins)
    What is your definition of “learning community”?
    Can you describe a successful learning community, broadly defined, that you have been/are involved in?
  • 7. Flip Video
    Watch video http://www.youtube.com/watch?v=GEQ9xwdVZSs
  • 8. PLAY AND RECORD!
    Henry Jenkins and the New Media Literacies Collective http://newmedialiteracies.org/the-literacies.php
    Play
    Performance
    Simulation
    Appropriation
    Multitasking
    Distributed Cognition
    Collective Intelligence
    Judgment
    Transmedia Navigation
    Networking 
    Negotiation 
    Visualization 
  • 9. UPLOAD to YouTube/Vimeo, then UPLOAD to Ning
    http://www.google.com/search?sourceid=chrome&ie=UTF-8&q=vimeo
    Youtube.com
    http://www.youtube.com/watch?v=P6vErybZTh8
  • 10. Ninghttp://tst21stcenturylearning.ning.com/
    Tasks (to do now and throughout the day):
    i) Upload video
    ii) Answer Profile questions
    iii) Upload a photo (if you have one; otherwise do it later)
    iv) Add a link to one of your favorite apps or websites (try a textbox is you’re brave!)
    v) Comment on the profile of someone else (not your partner)
    vi) Set up a group for you and your partner (on the front page) OR do we want to set these up in advance
    vii) PLAY!!!
  • 11. Problem-Based Learning
    http://www.edutopia.org/project-based-learning-introduction-video
    http://olliebray.typepad.com/olliebraycom/2011/01/project-based-learning-from-commoncraft-.html
  • 12. Unit Planning
    Find local problem relevant to your team’s “content area”; outline a unit plan that will engage students in researching, analyzing, and making a “digital intervention” in the issue.
    -- Common Core Standards for ELA and/or Literacy in History/Social Studies, Science and the Technical Subjects (Focusing on Anchor Standards in Writing)
    -- Cool Tools #3 & #4: Google Docs and Delicious
  • 13. Common Core Standards
    http://www.p12.nysed.gov/ciai/common_core_standards/
  • 14. Project prompt & outline
    Students research and analyze the issue
    Write short research reports
    Transfer findings into a digital/online format (e.g., video, website, wiki, and/or social network) in order to make some sort of “digital intervention” in the issue.
  • 15. Student Process  
    Suggested Project Timeline:
    Presenting the problem (Anticipatory Set, Motivation, Inquiry, Constructivism)
    Students inquiring into the problem and developing essential questions (Asking Questions, Inquiry, Analysis, Multiple Perspectives, Constructivism)
    Seeing the problem through a disciplinary lens (Application, Synthesis)
    Students researching the issue: traditional research reports (Research Skills)
    Students sharing their research and reconsidering the problem (Synthesis, Evaluation, Reflection)
    Students acting on their understanding: What are we going to do about it? (Action, Application, Culminating Project)
  • 16. Brainstorm
    Your task: Locate a real-world problem related to the (curriculum of the) content area discipline that students can researching, analyze, and make a “digital intervention” in.
    Brainstorm a list of possible topics with your partner.
    Winnow this down to one-two ideas.
  • 17. Google Docs
    Google for educators http://www.google.com/educators/p_docs.html
    cynthia.sarver@gmail.com
  • 18. Delicious
    My delicious http://www.delicious.com/
    Delicious in education
    More on delicious
  • 19. Share unit so far
    Go to team Ning.
    A. Rename it;
    B. Link your Google Doc page to the toolbar; and
    C. Subscribe via email to their group’s Delicious feed
    D. Link this Ning to the TST learning community Ning (under your Group, which they also should rename, if need be).
  • 20. Wrap up
    Share work
    Next steps:
    Finish unit
    Plan for implementation (preferably in fall)
    Plan to work with students present today and those in the fall. Talk to your student partners today about this.
    Plan to stay connected through the Ning, and through other social media (including ENG 506 social network), which I will subscribe to on my page on the TST BOCES Ning
  • 21. Thank you!
    Have a great summer!
    Heather and Cynthia
    hsheridanthomas@tstboces.org
    cynthia.sarver@gmail.com
  • 22. Details
  • 23. Participants
    Three “teacher teams”: Two from South Seneca Schools and one TST BOCES Community School
    Graduate and undergrad students from SUNY Cortland
    Facilitators
    Future Participants (F2011): Graduate Students in AEN and New Media course
  • 24. Projects
    6th grade English + Math: A unit to help kids figure out what to do after they have eaten their lunch.  Instead of having nearly no options, we thought it would be a great idea to have the kids create and lead activities for their classmates to participate in.  
    High school ELA + High School “Living Environment” Science: A unit to help students explore and develop a sustainable agricultural project in response to inquiry guided by their reading of The Omnivore’s Dilemma.
    High school ELA + Yet-To-Be-Identified Content Area Teacher: Project details TBD
  • 25. Feedback
    “The workshop was fun in terms of being able to work with a colleague to plan an interdisciplinary unit.”
    “I would hope that BOCES would offer more programs that are suited to help teachers learn how to use 21st century skills.”
    “I feel teachers (myself included) need a better understanding of how 21st Century skills fit into the new CCLS. [….] Workshops such as this one help teachers to become comfortable with this kind of technology very quickly and efficiently.”
  • 26. Facilitators’ Reflections
    “Be ever mindful of my ‘expert blindspot’when it comes to introducing brand new social media to folks: I take for granted that the ‘concept of the tool’ (or its paradigm-shifting potential) and the tool are one in the same, but for new usersboth can take quite a while to get used to (just as they did for me!).”
    “[T]here is a large learning curve with most new technology and just getting comfortable with using it takes time. We will continue to create workshops that give teachers time to just ‘mess around’ with technology enough to figure out how it can support student learning with the new Common Core Learning Standards.”
  • 27. Plans for the Future
    After lunch activities (Math + ELA) to be implemented in Fall 2011
    Agriculture project (HS Science + ELA ) to be implemented in Spring 2012
    ELA +Yet-To-Be-Identified Content Area Teacher: implementation schedule TBD
    Student Teams from “ENG506: Computers and the Study of English” will assist teams as they move through/toward implementation