2013 Partners in Learning Innovation Workshop session 4
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2013 Partners in Learning Innovation Workshop session 4

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2013 Partners in Learning Innovation Workshop session 4 2013 Partners in Learning Innovation Workshop session 4 Presentation Transcript

  • Innovation Workshop2013Session 4:21st CenturyLearningDimensions
  • 2Session 4:21st CenturyLearning DimensionsBy the end of this session you will:• Know which six dimensions of 21stCentury Learning are worth aiming toinclude in your Learning Activities• Have a deeper understanding ofthese dimensions• Have looked at some LearningActivities to see how they haveincorporated the dimensions.Tweet about it!Which Learning Dimension sdo you think are the mostimportant? Which ones are themost challenging to include?#msedu
  • CollaborationStudents work together to…• Discuss an issue• Solve a problem• Create a product• Students share responsibility for the outcome –they collectively own the process and theproduct.• Students make substantive (meaningful)decisions – ones that shape the content andproduct – with other people
  • Knowledge ConstructionHappens when students:• go beyond just reproducingknowledge• generate ideas andunderstandings that are new tothem (at their age or level)• interpret, analyse, synthesize,or evaluate information orideas (use higher orderthinking skills)These activities should take the bulk of the time and count for asubstantial portion of the marks in a true knowledge constructionactivity.
  • Use of ICTBig ideas:• Students use ICT to complete all or part of the learning activity.• Use of ICT helps knowledge building to take place• The activity would be impossible or impractical without the use of the ICT.Do students use ICT to support knowledgebuilding? Is ICT necessary for theknowledge building to take place?The teacher’s use of ICT to present materials does not count -students need to have control over the ICT use themselves.
  • Would these activities be possible orpractical without ICT?Six and seven year olds collected eight tons of wastein six weeks. They used social media to get themessage out and Skype to communicate. Using theinternet to research recycling, a wiki to collatefindings creating their own e-books generatedexcitement and understanding for the recycling drive.Grade 8 + 9s have got people from 11 countriesspending an hour each to record and upload storiesas MP3 files that can be played for blind children tolisten to. They are collecting stories in a range oflanguages and across cultures.Grade ten learners used a cell phone app to plotfunctions so that they could focus on analysing theeffects of changing the variables. Using the appmade it quick and easy to plot lots of functions – somore time could be spent on the analysis.
  • Comparing two LearningActivities: 5 minute activity!Look at the two Learning Activities that involvedlearners creating AutoCollages on the next slideanddiscuss these questions in pairsKnowledge Building• Which of the activities uses the AutoCollage activity to build knowledge?Use of ICT• Has each AutoCollage activity been an effective use of ICT as a teachingtool?Collaboration• Are these projects collaborative? How could the teachers have made themcollaborative activities?
  • Mathe City Grade 5 learners built a model of „MATHECITY‟ that integrated Geometrycontent. Learners folded nets of 3D shapes to form buildings and decorated these usingtessellations created using MS Paint. Here an AutoCollage is used to start a discussion ontessellations and then learners are required to make their own AutoCollage using photos oftessellations that they photograph or find online.Lazily LearningLearners watch their favorite television programsand compare and contrast their conclusions withlearners from the United States. Secondly theydraw up time management tables and sharethese. Thirdly they create posters and act outpuppet shows, dramas, poems and songs ondifferent subject content as alternativeentertainment to watching TV. Here learnerspractice making an AutoCollage.
  • Self-RegulationIs the learning activity long-term? Do students plan andassess their own work, and revise their work based onfeedback?Self-regulation happens whenlearners:• Have at least a few lessonsto work on something• Know the goals and criteria(e.g. rubric) in advance• plan their own work: who,when, how, where• Get feedback and can makechanges before finalsubmission
  • Skilled CommunicationAre students required to communicatetheir own ideas regarding a concept orissue? Must their communication besupported with evidence and designedwith a particular audience in mind?Skilled-communication happens when learners:• Produce extended communication (a video, a few paragraph,a podcast – not a tweet or SMS)• Produce multi-modal texts that are stronger than one form ofcommunication would be on its own (e.g. a photo in a blogpost, some text within a video)• Provide evidence to support their claims• Shape their text for a specific audience (e.g. their city councilor school SGB, not “people on the internet” or just the teacher.
  • Real-World ProblemSolving and InnovationDoes the learning activity require solving authentic,real-world problems? Are students’ solutionsimplemented in the real world?Happens when learners:• complete tasks for which they doNOT already know a response orsolution• work on solving real problems• implement their ideas, designs orsolutions for audiences outsidethe classroom
  • Comparing two LearningActivities: 5 minute activity!Look at the two Learning Activities thatinvolved learners using MovieMaker on thenext slide and discuss these questions inpairsSelf-Regulation• How could these teachers have ensured some self-regulation in theiractivities?Skilled Communication• Were the texts that were produced examples of skilled communication?Real-World Problem Solving and Innovation• Are the activities solving real problems? Could they have been implementedand shared with an audience outside of the classroom?
  • How aware is our community about HIV/Aids?Grade 9 students engage with the topic ofHIV/Aids by selecting an angle for theirresearch – anything including stigmas totransmission to prevention. They were thenrequired to use Moviemaker to make aninfomercial that could be used to educateothers about their findings.Fun with Class MusicGroups of grade sevens wrote stories andselected songs to enhance their plots.They performed the songs, recorded themwith their cell-phones and imported thesongs into their stories using Moviemaker.They also viewed a soundless video clipand added in the sound based on theirinterpretation of the clip – learning how touse music to manipulate mood.
  • 20 minute activity:Explore great 21CLD Learning Activities• In pairs orgroups of threeselect one ofthese sampleLearningActivities to lookat.• Why is theLearning Activitya good exampleof the LearningDimension itrepresents?• What otherdimensionsdoes it do well? See great 21CLD learning activity examples
  • Something to do after the workshopFind out more about 21st Century Learning Design