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The Creative Agency Classroom
 

The Creative Agency Classroom

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  • Think Pair Share- Imagine a Classroom Teacher
  • Story of visiting teachers “Chaos and you won’t see me teach”
  • Lord of the flies
  • The power of framing- Metaphors
  • Archetype
  • Archtypes of teachers
  • Framing around Teaching- Metaphors
  • Distributing Attention StoryFlipping the classroom
  • Tax Relief
  • Draw Arrow

The Creative Agency Classroom The Creative Agency Classroom Presentation Transcript

  • The Creative Agency Classroom Justin Reich EdTechTeacher.org 4/26/2011 ACCEPT
  • Do Now!
  • Imagine a classroom teacher.What image do you conjure in your mind?
  • Go Dark
  • METAPHORS, ARCHETYPES, ANDMENTAL MODELS
  • • We devour a book, try to digest raw facts and attempt to regurgitate other peoples ideas, even though they might be half-baked.• But when talking about money, we rely on liquid metaphors. We say we dip into savings, sponge off friends or skim funds off the top.
  • • Republicans- Stern Father• Democrats- Nanny State
  • Images of a “Teacher”
  • “Real School” (Metz 1988) • “We dispense knowledge. Bring your own container.”Deliver a lessonGive a testPresent a lectureThat kid just doesn‟t get itBut that kid picks it up really quickly
  • This doesn’t look like a classroom; this looks like a creative agency on deadline.
  • Why the “Creative Agency Classroom?”• As Archetype – “Creativity” as 21st century skill – Agency as redefining students as autonomous, semi-independent “agents” – Creative agency as source of gainful employment in 21st century• As Framework – Students as Knowledge Workers – Teachers as Project Managers – Administrators as Agency Executives
  • Structure of the Creative Agency Classroom• Students as Knowledge Workers – Working individually or in small teams – Producing some meaningful performance of understanding for a public audience – Responsible (having agency) for their learning and for teaching others Do versus Get knowledge
  • Structure of the Creative Agency Classroom• Teachers as Project Managers – Creating projects and project structures for student learning – Providing an initial overview and just-in-time instruction – Develop structures so students receive individual/small group support – Managing students’ executive function • Helping students develop short and long term goals and measure progress • Identifying distracted students and refocusing them – Developing effective collaboration/communication skills
  • How do we project manage?
  • Structure of Creative Agency Classroom• Administrators as Agency Executives – Evaluating and developing management talent in the creative agency context – Providing forums for teachers to share best practices – Nurturing a culture supportive of creative agency teaching with students, parents, and teachers – Developing accountability structures for student and teacher learning
  • Cycle of Experiment and Experience Experiment Fear - Growth+ Review Plan (Experience) Institutional Capacity+
  • Imagine a classroom teacher.What image do you conjure in your mind?
  • • “It‟s the hardest work I‟ve ever done in my career. We‟re trying to effect change at scale, and we have to „play on two playing fields‟ at once. We‟re still being judged by the criteria for AYP and state accountability, while holding ourselves to a much higher standard. We have to succeed at both. It‟s hard, but it‟s the right work to be doing.” –Jim Merrill, Virginia Beach (quoted in Tony Wagner‟s Global Achievement Gap)
  • Join us for 21st Century SchoolLeadership, Leading Change in Changing Times July 21-22 edtechteacher.org/workshops.html
  • Getting to the Creative Agency Classroom• Why change?• What does change look like and how do you get there?• How do you assess progress towards the changes you want?
  • Getting to the Creative Agency Classroom• Vision: Re-frame archetypes and metaphors• Practice: Develop and harness instructional leadership – Supporting Skunkworks – Teacher-to-Teacher PD• Assessment: Identify goals and assess progress
  • Re-framing language• Assessments vs. Performances of understanding• What will you do? vs. What will students do?• Teacher evaluations vs. Class manager evaluations• Class websites vs. Student publishing
  • Assessing Change in Changing Times• Wiggins, Schooling by Design• NEASC, Schoolwide Rubrics
  • Logic ModelInstructional Learning Skill Performance Learning Goals Support Activities Benchmarks Assessments Design Causality