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Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
Motivating Minds In Minnesota
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Motivating Minds In Minnesota

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Presented at the Staff Development Day, Oct. 22, 2012

Presented at the Staff Development Day, Oct. 22, 2012

Published in: Education
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  • http://zaraalexis.files.wordpress.com/2012/04/handsup.jpg
  • http://www.edutopia.org/images/graphics/fea_mi_anewframeofmind.jpg
  • http://www.caroltomlinson.com/images/CATImage.jpg http://www.youtube.com/watch?v=01798frimeQ
  • http://edorigami.wikispaces.com/ICT+and+LEARNING+STYLES
  • http://zaraalexis.files.wordpress.com/2012/04/handsup.jpg
  • Challenge of Differentiating
  • Consequently learners may employ half a dozen or more apps for one single project or piece of work, using software in an interactive and composite way. These ‘ App Learning Journeys ’ provide children and young people with effective, efficient and highly creative processes over which they have a high degree of control. The use of a double tap on the home button or 4 finger swipe upwards on the screen brings up the multitasking bar where learners can quickly skip from one app to another, following their thoughts, ideas and learning. In this sense it is not a linear or sequential workflow, but a journey which can be intuitive, flexible and richly creative.
  • http://nationalcurriculumreform.blogspot.com/2011/10/blooms-revised-taxonomy.html
  • http://nationalcurriculumreform.blogspot.com/2011/10/blooms-revised-taxonomy.html
  • http://nationalcurriculumreform.blogspot.com/2011/10/blooms-revised-taxonomy.html
  • From embedded, just-in-time information about student understanding to rich multimedia reflections or projects, there are numerous ways in which the iPad can reveal key assessment information.  In addition, students can use the iPad to document and reflect on their own learning journey in varied, engaging ways. 
  • Ideas that Matter: Dr. Ruben R. Puentedura breaks down how to think about the information from the 2012 NMC Horizon Report, and how the technologies outlined in it relate to us as humans. He brings to the forefront the connection between humans and technology, beginning with the first fully human skeleton. Ruben is the Founder and President of Hippasus, an educational consulting firm focusing on transformative applications of information technologies to education. While a teaching fellow at Harvard University, he co-developed new courses in the introductory sciences, aimed at increasing the breadth and depth of science understanding for majors and non-majors alike.
  • developed starting in the late 80s, early 90s, to answer the question of what types of technology use would have greater or lesser effects upon student learning. Are you using it as a substitution, augmentation, modification, or redefinition? There's a saying for a second, step back from what's happening in terms of content and pedagogy. Just look at the technology per se and compare it to traditional technological or earlier technological tools. Which level are you looking at? And finally, are you looking at technology tools that are a good fit to the task at hand or should you be looking for other tools?
  • A well designed course takes into account: pedagogical knowledge of the instructor, content knowledge of the instructor andtechnological knowledge of the instructor. As modern educators we must consider which technologies to use with what pedagogies for teaching specific content to particular students. This involves:Knowing the existence, components and capabilities of various technologies as they are used in teaching and learning settings;How teaching might change as the result of using particular technologies;Understanding that a range of tools exist for a particular task, the ability to choose a tool based on its fitness and affordances;Pedagogical strategies most suitable to use with particular technologies. The 20th century question was, ‘ Is there some form of technology readily available? ’   Whilst, the 21st century question is, ‘‘ Which one of an ever growing plethora of tools do I use? ” As technological change is a constant, we need to have some key frameworks to examine our teaching practice and the tools that we and our students may use.
  • We want them to become scholars of the field and we want them to share their scholarship with others. “ well now I want you to become scholars in a world community?” Each student contributed an article to Wikipedia as a key component of their work in the course. In other words, these students didn't just say, “well I'm going to write an essay and just my classmates and the professor will read it.” These students contributed articles that are now being read by people all over the world, are being evaluated by people all over the world, are being interacted with by people all over the world. And the interaction they got was not just from scholars, although certainly scholars looked at their articles and commented on them.
  • go to iTunes U!!
  • http://chronicle.com/blogs/wiredcampus/minnesota-gives-coursera-the-boot-citing-a-decades-old-law/40542 http://www.slate.com/blogs/future_tense/2012/10/19/minnesota_coursera_ban_state_won_t_crack_down_on_free_online_courses_after.html
  • Build your personal learning network
  • The people we connect with are extremely important for sharing our experiences.
  • developed starting in the late 80s, early 90s, to answer the question of what types of technology use would have greater or lesser effects upon student learning. Are you using it as a substitution, augmentation, modification, or redefinition? There's a saying for a second, step back from what's happening in terms of content and pedagogy. Just look at the technology per se and compare it to traditional technological or earlier technological tools. Which level are you looking at? And finally, are you looking at technology tools that are a good fit to the task at hand or should you be looking for other tools?
  • http://school.discoveryeducation.com/clipart/images/superteacher_color.gif
  • Transcript

    • 1. Motivating Minds in Minnesota October 22, 2012Handout:http://tinyurl.com/mmm-epub
    • 2. Adlai E Stevenson High School, Lincolnshire, IL Student enrollment: 4,000Charlene Chausis, Retired
    • 3. Aptakisic-Tripp District 102 http://d102.org
    • 4. That’s me!http://zaraalexis.files.wordpress.com/2012/04/handsup.jpg
    • 5. Back Channel Type your namehttp://todaysmeet.com/motivatingminds
    • 6. Back Channel 140 characters!http://todaysmeet.com/motivatingminds
    • 7. 3 +1 Meeting the needs of all learners: technology and learning styles Achieving mastery through the joy of learning Future trends: SAMR — Redefining Lessons, Creating New Tasks It Takes a Village: Teaching and Learning in a Community
    • 8. Learning Styles & M.I. ■ Spatial ■ Linguistic ■ Logical- mathematical ■ Bodily-kinesthetic ■ Musical ■ Interpersonal Howard Gardner ■ Intrapersonal ■ Naturalistic
    • 9. Differentiated Instruction ■ Responsive teaching ■ Student-centered ■ Multiple approaches to accommodate multiple Carol Tomlinson intelligences
    • 10. Mission of D.I.•To design learning experiences that are respectful of and honor students’ unique abilities, talents, interests, and learning styles.   http://edorigami.wikispaces.com/ICT+and+LEARNING+STYLES
    • 11. That’s me!http://zaraalexis.files.wordpress.com/2012/04/handsup.jpg
    • 12. Challenge of Differentiating http://www.youtube.com/watch?v=kn8faeuQjE0
    • 13. Role of Technology•Technology can provide a variety of experiences for authentic learning.•Technology can support students’ construction of knowledge through the use of resources such as video, webquests and interactive software applications and websites.•Technology can provide real-world and real-time connections online.
    • 14. iPad = Flexible learning: Image Credit: Ian Wilson http://ipadineducation.co.uk
    • 15. Turn and Talk•Identify one lesson or activity that provides students with an authentic or experiential learning task — and that would not be possible without technology.
    • 16. Meeting the needs of all learners: technology and learning stylesAchieving mastery through the joy of learning
    • 17. Joy of Learning•"Every day, every student will come to school and be met with learning opportunities at his or her personal developmental level in all subject areas. He or she will leave school having been challenged, feeling successful, and looking forward to tomorrow." •– District 102 Learning Vision
    • 18. 20th Century Learning Grade 1
    • 19. 21st Century Students http://www.youtube.com/watch?v=DCZ5Vy9BgSeY
    • 20. Teaching and Learning Evaluation Synthesis Analysis Application Comprehension Benjamin Bloom Knowledge
    • 21. Teaching and Learning Evaluation Creating Synthesis Evaluating Analysis Analyzing Application Applying Comprehension Understanding Benjamin Bloom Knowledge Remembering Digital Taxonomy = New Terms (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
    • 22. Teaching and Learning Benjamin Bloom Kathy Schrock http://www.schrockguide.net
    • 23. Bloom’s & Technology
    • 24. Bloom’s & Technology
    • 25. Technology for Assessment•Consider tools such as: Student Response Systems, Google Forms, Edmodo/Schoology and Socrative.•Multimedia reflections or projects, students can document and reflect on their own learning journey Image credit: in varied, engaging http://learninginscience.blogspot.com/2011/01/ assessment-in-inquiry-classroom.html ways. 
    • 26. Socrative.com Free *ANY* Internet connected device 50 students per session
    • 27. Meeting the needs of all learners: technology and learning stylesAchieving mastery through the joy of learningFuture trends: SAMR — Redefining Lessons, Creating New Tasks
    • 28. Future trends:•BYOT (BYOD)•1:1 Initiatives (Project RED)•Virtual classrooms•“Flipped” classrooms•Video learning (Khan Academy)•TPCK & SAMR
    • 29. Technology Standards for Students:http://www.iste.org/standards/nets-for-students
    • 30. SAMR ■ Substitution - Technology acts as a direct tool substitute with no functional improvement ■Augmentation - Technology acts as a direct tool substitute with functional improvement ■Modification - Technology allows for significant task redesign ■Redefinition -Ruben R. Puentedura Tech allows for the creation of new tasks, previously inconceivable
    • 31. SAMR • Developed late 80s, early 90s Source: Ruben Puentedura
    • 32. TPCK• TPCK: designed by Mishra and Koehler in 2006
    • 33. Source: Ruben Puentedura
    • 34. Always use the good workyouve done thus far, andask, “What can I add ormodify about this so I cantake it to the next level?”
    • 35. Source: Ruben Puentedura
    • 36. Source: Ruben Puentedura
    • 37. TPCK and SAMR
    • 38. Meeting the needs of all learners: technology and learning styles Achieving mastery through the joy of learning Future trends: SAMR — Redefining Lessons, Creating New TasksIt Takes a Village:Teaching and Learning in a Community
    • 39. Future of Learning
    • 40. TeachHub.com http://www.teachhub.com/
    • 41. Edutecher.net http://www.edutecher.net/
    • 42. K12 Online Conference Begi ns to day! 4 Strands: •Getting Started •Visioning New Curriculum •Kicking it up a Notch •Student Voices http://k12onlineconference.org/
    • 43. DEN Virtual Conference 10/2 0/12 https://new.livestream.com/DEN
    • 44. “Hang-out” Education on Air 10/2 1/12https://sites.google.com/site/eduonair/hangout-schedule
    • 45. Twitter https://twitter.com/TeachHUB
    • 46. Twitter “Chats” http://edchat.pbworks.com
    • 47. http://www.aharef.info/static/htmlgraph/
    • 48. Back ChannelMotivating Minds in Minnesota...•Think of how these ideas and informationmay be connected to what you alreadyknew?•I used to think ... but, now I think ....
    • 49. Teachers are like gardeners
    • 50. SAMR • Developed late 80s, early 90s Source: Ruben Puentedura
    • 51. Teachers!YOU are your students’ best app! http://school.discoveryeducation.com/clipart/images/superteacher_color.gif

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