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Bump it Up ! Creating Powerful Learning with  D-Quadrant Learning Nancy White, Information Literacy Specialist, Academy Sc...
Agenda - Objectives <ul><li>Changing world, changing students </li></ul><ul><li>Adapting to change </li></ul><ul><li>Overv...
Changing Students
 
Students Today Magner, Timothy. “Trends in Educational Technology: A National Perspective.”
Pay Attention You Tube, Posted by jsdt4 http://youtube.com/watch?v=aEFKfXiCbLw&amp;feature=related
Our Challenge <ul><li>Are our schools ready for this generation? </li></ul><ul><li>How do we create the learning environme...
Changing World
2 Million Minutes
 
Adapting to Change About Where to Begin, http://flickr.com Ed Cabic, http://flickr.com
Schools?
What Can We Do? Deeper Learning
Acquisition Application Assimilation Adaptation Knowledge Application ©International Center for Leadership in Education A ...
Rigor Big Idea: Action Word List
Brainstorm Activity:   Action Word List <ul><li>On the wiki, each group will list process verbs and products for their ass...
Rigor Questioning
“ Questions and questioning might be the most powerful technologies of all.” -Jamie McKenzie
Intel Teaching Thinking With Technology Overview: Module 3: Creating Curriculum-Framing Questions to Support Thinking Skills
Creating Curriculum-Framing Questions to Support Thinking Skills <ul><ul><li>Understand different types of questions used ...
Ranking Questions <ul><li>With a partner, use the Intel  Visual Ranking Tool  to rank questions according to their potenti...
Ranking Questions <ul><ul><li>Step 2: Discuss Your Ranking </li></ul></ul><ul><ul><li>Discuss significant variations in ra...
Asking Questions in the Classroom <ul><li>Understanding Open and Closed Questions </li></ul><ul><ul><li>Closed questions <...
Curriculum-Framing Questions <ul><li>Defining Curriculum-Framing      Questions  </li></ul><ul><li>Essential Questions </l...
Curriculum-Framing Questions <ul><li>Unit Questions </li></ul><ul><ul><li>Are unit-specific, open-ended questions  </li></...
Curriculum-Framing Questions <ul><li>Content Questions </li></ul><ul><ul><li>Are supporting, fact-based questions </li></u...
Subspace. Retrieved from Flickr:  http://www.flickr.com/photos/62973467@N00/1819936799 Witts, Jonno. Retrieved from Flickr...
American Memory:  http://memory.loc.gov/rbc/lprbscsm/scsm001/scsm0011/001q.gif   Abraham Lincoln’s Resolution on Slavery: ...
Relevance <ul><li>International Center for Leadership in Education: Gold Seal Lessons </li></ul><ul><li>Karl Fisch:  Wikif...
Relevance Scenario-based Learning WebQuests
Relevance <ul><li>How can you make it authentic?   </li></ul><ul><li>Instruction </li></ul><ul><li>Assessment </li></ul>
The Third Element: Relationships
Web 2.0 Tools You Can Use <ul><li>Voicethread </li></ul><ul><li>Blogs </li></ul><ul><li>Wikis </li></ul><ul><li>Podcasting...
Workshop Time Use template on wiki to draft lesson/unit plan Hook – Rigor - Relevance
Acquisition Application Assimilation Adaptation Knowledge Application ©International Center for Leadership in Education A ...
Questions? Nancy White Information Literacy Specialist IT- Educational Services [email_address]
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D Quadrant Learning Tie 09

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How to build powerful learning that integrates 21st Century Skills, using the International Center for Leadership in Education's Rigor & Relevance Framework as a guide.

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  • The core problem is that our education and training systems were built for another era, an era in which most workers needed only a rudimentary education. It is not possible to get where we have to go by patching that system…We can get where we must go only by changing the system itself.” – “Tough choices or tough times: The report of the new commission on the skills of the American workforce – Executive Summary. Available http://skillscommission.org/pdf/exec_sum/ToughChoices_EXECSUM.pdf
  • Brainstorm activity – links to word doc: How can schools better prepare students for their future? LOOK FORS: Deeper thinking – problem solving – creativity
  • A: Low level knowledge – not applied to anything “real life Knowledge= Rigor Application = Relevance Third dimension – running through the framework – RELATIONSHIPS -Making personal connections
  • Wikipedia: “ Technology is a broad concept that deals with a species &apos; usage and knowledge of tools and crafts , and how it affects a species&apos; ability to control and adapt to its environment .” New York: “ Technology - 1. Human innovation in action that involves the generation of knowledge and processes to develop systems that solve problems and extend human capabilities.”
  • Login: [email_address] User: PIE 101 – PIE 110
  • 15 minutes
  • OPEN NOTEBOOK – 3.04 Allow 5 minutes for small group discussion
  • Show Slide: Textbook: = passive learning Primary Sources = Active Learning Scenario1: Close your eyes &amp; imagine…teacher says “open your textbook to page 372 and read to page 395. Answer the questions at the end of the chapter. Active or passive learning? Or
  • Scenario 2: What do these primary sources make you wonder about? What questions do they raise in you? How can they help you understand this era in history? What clues can you follow to find more information? Active or passive learning? Can you start to see a connection between the AASL Standard: Inquire, Create, Participate, Grow – and working with primary sources? BACK TO THE STANDARDS DOCUMENT Let’s look a little closer at how the AASL Standards provide a roadmap for this kind of active learning. Looking at the organization of the Standards I’ll be walking your through a modified “unwrapping” process fairly quickly – to help lead you to a better understanding of just what these standards are saying students should know and be able to do. Four strands of learning are delineated in Standards for the 21st-Century Learner – Skills, Dispositions in Action, Responsibilities, and Self-Assessment Strategies. Examine these in the first standard. (Turn Page) Learners use skills, resources &amp; tools to Inquire, think critically, and gain knowledge. ASK: What is a phrase we might use to represent “inquire?” – ASK QUESTIONS
  • View: Election PBA, No Place Like Home, Opening an Internet Business SchoolNet Africa
  • WebQuests Search Science – 6-8 –The Apprentice Search “Nevada’s state insect”
  • Raising Small Souls Animal Story: Ask: What does this have to do with relationships? LUNCH
  • Transcript of "D Quadrant Learning Tie 09"

    1. 1. Bump it Up ! Creating Powerful Learning with D-Quadrant Learning Nancy White, Information Literacy Specialist, Academy School District 20
    2. 2. Agenda - Objectives <ul><li>Changing world, changing students </li></ul><ul><li>Adapting to change </li></ul><ul><li>Overview: International Center for Leadership in Education Rigor & Relevance Framework </li></ul><ul><ul><li>Rigor </li></ul></ul><ul><ul><li>Relevance </li></ul></ul><ul><ul><li>Relationships </li></ul></ul><ul><li>Questioning </li></ul><ul><li>“ Bump up” your lessons/Units to D-Quadrant </li></ul><ul><li>Web 2.0 Tools you can Use </li></ul><ul><li>Workshop Time </li></ul>
    3. 3. Changing Students
    4. 5. Students Today Magner, Timothy. “Trends in Educational Technology: A National Perspective.”
    5. 6. Pay Attention You Tube, Posted by jsdt4 http://youtube.com/watch?v=aEFKfXiCbLw&amp;feature=related
    6. 7. Our Challenge <ul><li>Are our schools ready for this generation? </li></ul><ul><li>How do we create the learning environments that engage this generation to help them reach their full potential? </li></ul><ul><li>How do we equip these students with the skills and knowledge they need to be competitive in a global, information-based economy and contributing citizens? </li></ul><ul><li>What assumptions about education do we need to question? </li></ul>Magner, Timothy J. Director, Office of Educational Technology, US Dept. of Education. “Magner Millenials”
    7. 8. Changing World
    8. 9. 2 Million Minutes
    9. 11. Adapting to Change About Where to Begin, http://flickr.com Ed Cabic, http://flickr.com
    10. 12. Schools?
    11. 13. What Can We Do? Deeper Learning
    12. 14. Acquisition Application Assimilation Adaptation Knowledge Application ©International Center for Leadership in Education A Knowledge in one discipline B Apply knowledge in one discipline C Apply knowledge across disciplines D Apply knowledge to real world predictable situations E Apply knowledge to real world unpredictable situations Evaluation Synthesis Analysis Application Comprehension Knowledge
    13. 15. Rigor Big Idea: Action Word List
    14. 16. Brainstorm Activity: Action Word List <ul><li>On the wiki, each group will list process verbs and products for their assigned level of Blooms. </li></ul><ul><li>Example: </li></ul>Analysis Process Verbs Products Discover Questionnaire Group Database
    15. 17. Rigor Questioning
    16. 18. “ Questions and questioning might be the most powerful technologies of all.” -Jamie McKenzie
    17. 19. Intel Teaching Thinking With Technology Overview: Module 3: Creating Curriculum-Framing Questions to Support Thinking Skills
    18. 20. Creating Curriculum-Framing Questions to Support Thinking Skills <ul><ul><li>Understand different types of questions used in the classroom </li></ul></ul><ul><ul><li>Create and revise Curriculum-Framing Questions </li></ul></ul>
    19. 21. Ranking Questions <ul><li>With a partner, use the Intel Visual Ranking Tool to rank questions according to their potential for generating deeper thinking in the classroom </li></ul><ul><ul><li>Open Visual Ranking : www.intel.com/education/visualranking </li></ul></ul><ul><ul><li>Work with a partner </li></ul></ul><ul><ul><li>Log in with your team ID and password </li></ul></ul><ul><ul><li>Click Ranking Questions </li></ul></ul><ul><ul><li>Rank questions: </li></ul></ul><ul><ul><ul><li>Rank questions </li></ul></ul></ul><ul><ul><ul><li>Add comments </li></ul></ul></ul><ul><ul><ul><li>Compare your list with other teams’ lists </li></ul></ul></ul>
    20. 22. Ranking Questions <ul><ul><li>Step 2: Discuss Your Ranking </li></ul></ul><ul><ul><li>Discuss significant variations in rankings </li></ul></ul><ul><ul><li>Discuss your ranking experience – what you think of this tool </li></ul></ul>
    21. 23. Asking Questions in the Classroom <ul><li>Understanding Open and Closed Questions </li></ul><ul><ul><li>Closed questions </li></ul></ul><ul><ul><ul><li>Test factual knowledge </li></ul></ul></ul><ul><ul><ul><li>Contain limited range of correct responses </li></ul></ul></ul><ul><ul><li>Open questions </li></ul></ul><ul><ul><ul><li>Build upon factual knowledge </li></ul></ul></ul><ul><ul><ul><li>Promote higher-order thinking </li></ul></ul></ul><ul><li>Reflecting on Questions Used in Your Classroom </li></ul><ul><ul><li>Reflect on the questions used in a typical day in your classroom </li></ul></ul>
    22. 24. Curriculum-Framing Questions <ul><li>Defining Curriculum-Framing Questions </li></ul><ul><li>Essential Questions </li></ul><ul><ul><li>Are overarching, foundational “big idea” questions </li></ul></ul><ul><ul><li>Can help focus several units </li></ul></ul><ul><ul><li>Can be used over the course of a year </li></ul></ul><ul><ul><li>Example: </li></ul></ul><ul><ul><ul><li>What does it take to change the world? </li></ul></ul></ul>
    23. 25. Curriculum-Framing Questions <ul><li>Unit Questions </li></ul><ul><ul><li>Are unit-specific, open-ended questions </li></ul></ul><ul><ul><li>Help build understanding for the Essential Question </li></ul></ul><ul><ul><li>Example: </li></ul></ul><ul><ul><ul><li>Why leave one’s home to make a new life in a strange land? </li></ul></ul></ul>
    24. 26. Curriculum-Framing Questions <ul><li>Content Questions </li></ul><ul><ul><li>Are supporting, fact-based questions </li></ul></ul><ul><ul><li>Are categorized as closed questions </li></ul></ul><ul><ul><li>Help strengthen and develop students’ understanding of larger questions </li></ul></ul><ul><ul><li>Examples: </li></ul></ul><ul><ul><ul><li>What route did the early explorer’s take? </li></ul></ul></ul><ul><ul><ul><li>What were the explorers looking for? </li></ul></ul></ul>
    25. 27. Subspace. Retrieved from Flickr: http://www.flickr.com/photos/62973467@N00/1819936799 Witts, Jonno. Retrieved from Flickr: http://www.flickr.com/photos/16857236@N03/2399505874 ________ LEARNING Passive
    26. 28. American Memory: http://memory.loc.gov/rbc/lprbscsm/scsm001/scsm0011/001q.gif Abraham Lincoln’s Resolution on Slavery: http://memory.loc.gov/mss/mal/mal2/424/4249000/001.gif ________ Learning Active Antietam, Md. President Lincoln and Gen. George B. McClellan in the general's tent]. http://memory.loc.gov/service/pnp/cwpb/04300/04351r.jpg
    27. 29. Relevance <ul><li>International Center for Leadership in Education: Gold Seal Lessons </li></ul><ul><li>Karl Fisch: Wikified Research Paper </li></ul><ul><li>KWL Charts – Q-Tasks (examples) </li></ul><ul><li>Virtual Field Trips </li></ul><ul><li>International Collaboration </li></ul><ul><ul><li>Worldwise Schools </li></ul></ul><ul><ul><li>e-Pals </li></ul></ul>
    28. 30. Relevance Scenario-based Learning WebQuests
    29. 31. Relevance <ul><li>How can you make it authentic? </li></ul><ul><li>Instruction </li></ul><ul><li>Assessment </li></ul>
    30. 32. The Third Element: Relationships
    31. 33. Web 2.0 Tools You Can Use <ul><li>Voicethread </li></ul><ul><li>Blogs </li></ul><ul><li>Wikis </li></ul><ul><li>Podcasting </li></ul><ul><ul><li>Mr. Sprankle’s Room 208 </li></ul></ul><ul><ul><li>“Ace Kids” – Example </li></ul></ul><ul><li>Google Squared? </li></ul>
    32. 34. Workshop Time Use template on wiki to draft lesson/unit plan Hook – Rigor - Relevance
    33. 35. Acquisition Application Assimilation Adaptation Knowledge Application ©International Center for Leadership in Education A Knowledge in one discipline B Apply knowledge in one discipline C Apply knowledge across disciplines D Apply knowledge to real world predictable situations E Apply knowledge to real world unpredictable situations Evaluation Synthesis Analysis Application Comprehension Knowledge
    34. 36. Questions? Nancy White Information Literacy Specialist IT- Educational Services [email_address]
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