Technology Mediated Student Engagement


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AISI 2011 Conference Presentation

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Technology Mediated Student Engagement

  1. 1. Technology Mediated Student <br />Engagement<br />“If you always do what you’ve always done,<br /> you will always get what you always got.”<br />Albert Einstein<br />.<br />Joan Coy PAVE<br />FarouqHassanali PWA<br />PWSD#76<br />
  2. 2. Introductions…<br />Please share the following information<br /><ul><li>Your name
  3. 3. Your educational role
  4. 4. What brought you to this session
  5. 5. What you like to take away</li></li></ul><li>Our approach…<br />Questions anytime are welcome…<br />This is not so much a presentation<br />as it is <br />us working together.<br />
  6. 6. Learning Theory<br />
  7. 7. "All progress is precarious, and the solution of one problem brings us face to face with another problem." (Martin Luther King Jr., 1926–1968.) <br />PWSD staff and students talk about the blend of online and traditional approaches in the classroom.<br /><br />
  8. 8. What do you think?<br />
  9. 9. Disengagement<br />Students are sometimes labeled as lazy, unmotivated, off-task, and disrespectful. <br />We can do something about this!<br />
  10. 10. 8<br />Setting the stage…<br />A Metaphor <br />with permission from <br />Inquiry Learning<br />Chris Toy<br />
  11. 11. TWO WOLVES<br />Adapted from A First Nations Story<br />
  12. 12. An old chief and his grandson sat by a lake and talked about life.<br />10<br />
  13. 13. “A fierce battle is raging inside me.” he told his grandson.<br />“It is a terrible battle between two powerful wolves.”<br />
  14. 14. “One wolf is bad - filled with negativity, judgementalism, arrogance, and closed mindedness” <br />
  15. 15. “The other wolf is good - filled with courage, generosity, diligence, respect, and openness.”<br />
  16. 16. “This battle is raging inside everyone.”<br />“One wolf will win.”<br />
  17. 17. The old chief’s grandson thought for a moment then asked...<br />“But Grandfather,whichwolf will win?”<br />
  18. 18. The old chief gazed at the lake, smiled and replied simply…<br />
  19. 19. “The wolf you feed.”<br />
  20. 20. The boy nodded, then asked, <br />“But Grandfather, what happens when one wolf wins?”<br />
  21. 21. The chief asked, “What do YOU think happens when one wolf wins the battle inside of us?”<br />
  22. 22. The boy gazed at the surface of the lake, smiled, and exclaimed, “I know what happens!”<br />20<br />
  23. 23. “We become that wolf.”<br />
  24. 24. The chief smiled “Yes, each moment of our lives we decide which wolf to feed”<br />
  25. 25. Which wolf are you feeding… <br />At this moment?<br />
  26. 26. Which wolf will you feed...<br />Today?<br />
  27. 27. Which wolf will you feed...<br />this year?<br />
  28. 28. Which wolf will you become?<br />
  29. 29. “We must become the change we want to see in the world”-Mohandas Gandhi<br />
  30. 30. Student Engagement<br />Students<br /><ul><li> are involved in their work.
  31. 31. persist despite challenges and obstacles.
  32. 32. take visible delight in accomplishing work.</li></ul>Wikipedia definition<br />
  33. 33. One Simple Rule - Respect<br />When students feel valued, honored, and respected, there is an interest and energy in the process of learning that reaches far beyond the content we teach. <br />Isn’t that all anyone wants?<br />
  34. 34. Critical thinking<br /><ul><li>Successful learning is directly related to its relevance, purpose and authenticity.
  35. 35. A clear connection to the purpose and use motivates learning.
  36. 36. Successful student engagement requires a classroom culture that invites mutual inquiry.</li></li></ul><li>Collaboration<br /><ul><li>Opportunities to examine and explore topics in a collaborative way lead to understanding and engagement.
  37. 37. To have thinkers and innovators we need to bring FUN into our classrooms complete with giggles and laughter, and enthusiasm.
  38. 38. It is important to bring some of the students’ outside world into the classroom.</li></li></ul><li>Communication<br /><ul><li>Promote posing good questions.
  39. 39. Discuss with students what they already know.
  40. 40. Help students integrate their new experiences.
  41. 41. Peer assessments.
  42. 42. Communicate new knowledge in multiple ways.</li></li></ul><li>Engagement!<br />When learning involves wondering, dreaming, playing, interacting, communicating, exploring, discovering, questioning, investigating, creating - the disengaged become engaged.<br />
  43. 43. Flow - Measure of Student Engagement<br />(<br />
  44. 44. What we do matters<br />
  45. 45. What do you think?<br />
  46. 46. Student Engagement<br />Students Talk about Learning<br />Inquiry Learning<br />Personal Responsibility for Learning<br />Real Cooperation with Parents, Community<br />Why use Inquiry Learning?<br />
  47. 47. Inquiry Education<br /><ul><li>A student-centered method of education focused on asking questions.
  48. 48. Students are encouraged to ask questions which are meaningful to them, and which do not necessarily have easy answers.
  49. 49. Teachers are encouraged to avoid giving answers when this is possible.
  50. 50. In any case, teachers avoid giving direct answers in favor of asking more questions. </li></ul>Wikipedia<br />
  51. 51. Project Based Learning (PBL)<br /><ul><li>Attention to relationships in the classroom
  52. 52. Attention to work that is relevant, meaningful and authentic for students
  53. 53. Thoughtful, intentional designs for learning
  54. 54. Guide students from prior knowledge to new knowledge
  55. 55. Encourage creative ways to present new understandings</li></li></ul><li>PBL The Seven Essentials<br />Need to Know<br />A Driving Question<br />Student Voice and Choice<br />21st Century Skills<br />Inquiry and Innovation<br />Feedback and Revision<br />A Publicly Presented Project<br />
  56. 56. PBL Making it Happen – the “gear up”<br /><ul><li>Entry document
  57. 57. Clarify expected outcomes and final product
  58. 58. Know and need to know list
  59. 59. Prior knowledge and content needed
  60. 60. Requires detailed look at project (beginning of unit)
  61. 61. Driving question
  62. 62. What to do
  63. 63. Task list</li></li></ul><li>PBL Making it Happen – Work time<br /><ul><li>Social contract
  64. 64. Roles and responsibilities of group members
  65. 65. Journals & scaffolding
  66. 66. Checks for understanding
  67. 67. Helps both learners & facilitators
  68. 68. Workshops (direct teaching)
  69. 69. Collaboration
  70. 70. Find strengths & weaknesses to produce best product
  71. 71. Presentation & celebration
  72. 72. Creativity & fun to demonstrate learning</li></li></ul><li>Project Based Learning (PBL)<br /><ul><li>Let’s take a look at the Spray Park Project designed for Pure Math 20 Quadratics</li></li></ul><li>Project Based Learning (PBL)<br />
  73. 73. Project Based Learning (PBL)<br />Physics 20: ROLLER COASTER PROJECT<br />Criteria:<br /><ul><li>Max height;max length; one loop minimum; g-forces; thrill; marble needs to drop into cup which is a fixed distance away from end of track</li></ul>Math:<br /><ul><li>Work and power needed for raising coaster to the top; acceleration down the track; potential energy anywhere on the track; kinetic energy anywhere on track (therefore speed); horizontal and vertical velocity components anywhere on the track; centripetal force on loop (which includes centripetal acceleration); apparent weight at bottom and top of loop (g-forces); apparent weight on hills and dips (g-forces); projectile motion (maximum height above ramp and time of motion)</li></ul>Research:<br /><ul><li>What makes a roller coaster thrilling?What are designers aiming for?; g-forces that humans can sustain (horizontal and vertical g-forces); recommended g-forces for roller coasters; possible roller coaster injuries while on the ride; types of tracks used in roller coasters (and the reasons for using them)</li></ul>Presentation of research:<br /><ul><li>Report; PowerPoint presentation; video with explanations; poster/diagrams</li></li></ul><li>Project Based Learning (PBL)<br />Math 31: VASE or GOBLET PROJECT<br />The Goblet Project (1) To reduce the cost, the wineglass will be molded using a symmetric mold: therefore, the goblet must be a solid of revolution.(2) The goblet must hold 150 mL of wine.(3) It requires no more than 150 mL of glass to manufacture the wine goblet.The goal of the project is to design the most visually appealing vase.<br />OR<br />Design a visually appealing vase. You must compute its volume and surface area. Include a 2-D plot of the prole to be revolved and a 3-D model of the vase.<br />
  74. 74. How on-line courses support learning<br />We will take you to a couple of the on-line courses and show some of the features of these Moodle courses we are finding very productive.<br />Farouq – Math 8 (Example of collaborative glossary)<br /><br />Joan - Pure Math 30<br /><br />
  75. 75. To summarize…<br /><ul><li>Critical thinking, Collaboration and Communication are critical for student engagement.
  76. 76. three important features of inquiry Learning and Project Based Learning
  77. 77. Blend of on-line and classroom enriches resources easily available to students
  78. 78. On-line courses support assessment FOR and AS learning
  79. 79. help teacher guide effective differentiation
  80. 80. Respect efforts and encourage small successes so that the students know what praise and responsibility feel like so they’ll want more.</li></ul> <br />
  81. 81. Questions?<br />
  82. 82.<br />Interested participants<br />Moodle Mini Summit<br />Our goal is to find a way to share courses so we are not ‘recreating the wheel’.<br />Participants could upload courses to share to a common site.<br />Participants could download fully editable courses they need from the common site<br />Open Sharing – not ownership.<br />
  83. 83. Moodlemoot 2011May 1 - 5, Edmonton<br />Open Learning & Open Collaboration in Canada<br />Call for proposals open until Feb 25, 2011<br />Early Bird Registration until Feb 27, 2011 <br />
  84. 84. Credits<br />Slide 1 & 2 Clip art<br />Slide 3<br />Slide 4<br />Slide 5 My Photo<br />Slide 6,7 PWSD students FOIP clear<br />Slides 8 to 27 With permission from Chris Toy<br />Slides 28 to 33 PWSD students FOIP clear<br />Slide 34<br />Slide 35, 36 PWSD<br />Slide 37 Joan Coy<br />Slide 43, 44 PWSD student work<br />Slide 49 PWSD<br />Slide 50 Adapted from Alberta Education<br />Slide 51 With permission from Eric Merrill Flickr<br />