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7 Steps to Flatten Your classroom


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Learn how to incorporate global collaboration into any classroom one step at a time. Students are the greatest textbook ever written for one another. Based upon Flattening Classrooms, Engaging Minds …

Learn how to incorporate global collaboration into any classroom one step at a time. Students are the greatest textbook ever written for one another. Based upon Flattening Classrooms, Engaging Minds coauthored by Vicki Davis and Julie Lindsay.

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  • 7 Steps to Flatten Your Classroom Vicki Davis 5010 Spotlight Connecting your classroom to other classrooms in the world need not be overwhelming. Learn the seven steps to successfully and safely connect your classroom in meaningful ways that will enhance your curriculum and excite your students. Madera Wyndham Hotel
  • Vicki – talks about Domingo Julie – talks about how this book is a journey and full of stories from classrooms around the world
  • Vicki -
  • Julie: as the students worked in teams with others throughout the world. Vicki:
  • Julie: We describe global collaboration in stages. GC 3.0 = more emphasis on co-created multimedia products, use of social media tools for communication, high expectations to connect in an ongoing manner, student-centered learning
  • Vicki: and the students produced multimedia while outsourcing a clip to their partner in another part of the world…
  • Julie: Flat classroom projects have been acknowledged over the past 5 years with awards and listed as exemplary
  • Julie: Our aim is to create projects and opportunities across all levels of education. Right now we have FCP and NetGenEd for high school, Digiteen for upper ES, MS and HS, AWL for upper ES, Eracism for MS HS and our new pilot this semester is Building Bridges to Tomorrow for K-2 level – over 40 classrooms from about more than 10 countries
  • Vicki:
  • Julie: And it is more than just students, it is about educators, preservice teachers, and experts merging together in a flattened learning environment Vicki: Where students and educators work together as one with mutually beneficial outcomes for all. Literally, the classroom has become…
  • Julie: Seven chapters in the book cover our 7-steps pedagogy to flatten your classroom. These steps have been literally well walked in over the last 5 years. We speak and share not from a theoretical point of view but from the trenches – from years of experience implementing global projects alongside other educators
  • Vicki:
  • Vicki: Did you know that you are here because of Web 2.0?
  • Julie: ?
  • Vicki:
  • Vicki: If we look at arguably the best education system in the world, the Finnish teachers pick books and customize lessons as they shape students to national standards. "In most countries, education feels like a car factory. In Finland, the teachers are the entrepreneurs," says Mr. Schleicher, of the Paris-based OECD, which began the international student test in 2000.
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  • Julie: Good teacherprenuers are not renegades, they are connectors. They connect curriculum and connect with their administrators.
  • Vicki:?
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  • Vicki: Julie:?
  • Vicki: Julie:
  • Julie: The Flat Classroom Project Framework shows the essential construct of this global collaborative project
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  • Julie: Ribble and Bailey define……..thanks to Mike Ribble for providing a workable entry into digital citizenship in the classroom
  • Julie: Today, citizenship needs to extended and expanded to include norms of behaviour that are expected for when people connect, communicate and work together in any way.
  • Vicki:
  • Vicki: - talk about Areas of Awareness Julie: Cover Rays of Understanding
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  • Vicki: The classroom teacher decides the appropriate action, which may include asking the student to apologize to the educational network or, in some cases, suspending or even banning the student from the network. One of the advantages of working as a global team on these projects is that the networks are monitored 24 hours a day, and RSS feeds make it easy to see new content as soon as it ’s posted. It is very rare that a student deliberately or maliciously sets out to be offensive when collaborating online as part of a project. In fact, we’ve suspended or banned fewer than 10 out of 3,000 students in more than three years.
  • Vicki:
  • Julie: The 3R’s – without these there is no true collaboration or co-creation
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  • Transcript

    • 1. Join the Global Book Club – March
    • 2. Domingo’s classroom goes flat and he goes in a new direction. How one video changed a life. Domingo’s Story P 293-294
    • 3. Success in the 21st century: People andschools that will thrive and surviveP 294-295
    • 4. “Working withpeople across theworld has challengedme.”“The majority of my partnerswanted to contributesomethingmeaningful to theproject.”Horizon Project Students Casey tells her story P 29
    • 5. The Evolution of Global Collaboration in EducationP7
    • 6. Co-creation of two things WikiCollaboration: Encouraging High-Quality ContributionP 130-132
    • 7. ISTE SIGTel Online Learning Winner 2007 Net Gen Net Gen Education Education (with Don Tapscott) (with Don Tapscott) Short listed in 2009 Eracism Project Eracism Project Collaborative Project Contest First Place The Flat Classroom™ Story 2007 Flat Classroom™ Flat Classroom™ P 1-2 Conference Conference
    • 8. Flat Classroom™ Global Projects @flatclassroom @digiteen @flatclassroom @netgened @eracismproject @flatclassroom @flatclasskids
    • 9. “A week in the life…”
    • 10. ONE PURPOSE The InternetInvolving the global communityP 131
    • 11. Your Classroom1.CONNECT2.COMMUNICA TE3.CITIZENSHI P4.CONTRIBUT E & COLLABORA TE5.CHOICE the steps, p 31 Part II of the Book covers6.CREATE
    • 12. Step 1: Connect“Pull is the ability to“Pull is the ability toattract people andattract people andresources to you thatresources to you thatare relevant andare relevant andvaluable, even if youvaluable, even if youwere not even awarewere not even awarebefore that theybefore that theyexisted.”existed.”Brown, J. S., Davidson, L., & Hagel III, J. Brown, J. S., Davidson, L., & Hagel III, J.(2010). The Power of Pull (Kindle Edition ed.). (2010). The Power of Pull (Kindle Edition ed.).USA: Basic Books. Loc. 172-73, 183-85. USA: Basic Books. Loc. 172-73, 183-85. How to build the learning pathway P 41-42
    • 13. PULL Technology #1 The RSS Reader Personal Learning Network (PLN)• Classroom Monitoring Portal (CMP)• Brand Monitoring Portal (BMP) Efficient Learning Strategies for the 21st Century Teacher (PLN) p 35-38 CMP p 74, 77 Actions to Develop a Personal Brand in Education p 202-204
    • 14. Classroom Monitoring Portal (CMP) The Class Monitoring Portal (CMP) p 74 used for a whole project p 77
    • 15. 7 Pull Technologies1. RSS Reader2. Tablet-Sized Devices3. Handheld Devices4. Social Bookmarking5. Joining Online Conversations6. Networking Organizations7. Location Based Apps Pull Learning to help you easily embed learning in your weekly schedule p 36-41
    • 16. Teacherpreneurship“Finnish teachers pick books and customize lessons as they shape students to national standards… ‘. In Finland, the teachers are the entrepreneurs," says Mr. Schleicher, of the Paris-based OECD, which began the international student test in 2000.’“What Makes Finnish Kids So Smart”The Wall Street JournalBy ELLEN GAMERMANFebruary 2008 7.html Teacherpreneurship: Boost learning in the classroom p 45-47
    • 17. 1) Analyze Your ContextConnect with your Organization• Local School Policies and Procedures• Laws of the State and Nation• Relationships• Site Blocking and Unblocking• Parent Communication & Permissions• Past Experiences• Local Mentors & Advocates for Global Collaboration Guidelines and work habits that support and hold accountable p 45-50
    • 18. 2) Coordinate with Curriculum• Project Organizers: – Agree on mandatory outcomes and cooperation aspects• Local Curriculum – Standards Alignment – Augmentation of Project on Customized Basis Guidelines and work habits that support and hold accountable p 45-50
    • 19. Agreeing on core andoptional outcomes withstakeholders p 45-47
    • 20. Agreeing on core andoptional outcomes withstakeholders p 45-47
    • 21. Taxonomy of global©Vicki Davis and Julie Lindsay connection p 54-56
    • 22. Creating aConnectionStrategyp 51- 54
    • 23. Key Concepts of the Global Classroom• Teacherpreneurship• Teachersourcing• Community Habits• Connection Mapping• Dual Communication Modalities – Asynchronous – Synchronous
    • 24. P 10-11
    • 25. P 41
    • 26. Communications in the 21stCentury p 64-67
    • 27. Step 2: Communicate Step 2: Communicate Communications in the 21st Century p 64-67
    • 28. Digital Citizenship “…the norms of behavior with regard to technology use” Ribble and Bailey
    • 29. NoteYour Definition CANNOT include the word “computer” Citizenship Chapter begins on p 98
    • 30. The strongest enemy of cyber criminals “Educators who arm their students with knowledge of common electronic crime issues of the day and teach them the steps to take if suspicious activity is noticed or offenses occur.” P 103
    • 31. Citizenship Chapter beginson p 98
    • 32. Step 3: Citizenship Step 3: Citizenship Technology AccessMap of world’s Facebook connections Source: Facebook December 2010 Citizenship Chapter begins on p 98
    • 33. Technical Awareness You can run into the 21st Century when you know how to use 21st century tools. P 101
    • 34. Individual Awareness “To blindly accept a website’s profile settings is to hand over your digital destiny.” P 101
    • 35. Social Awareness“The novelty and addictiveness of technologywill harm our relationships and productivityunless we take control.” Flat Classroom Book P 101
    • 36. Cultural Awareness  Everyone is not just like me.  Everyone is like me in some ways. P 101
    • 37. Global Awareness• Different countries have different laws – Copyright, legal – Taboo subjects• Nationality transcends culture – Every nation has multiple cultures – Never stereotype a nation P 101
    • 38. We need to be strong againstonline threats  Identity Theft  Cyberstalking  Viruses,  Malware  Spyware  Phishing  Pharming  Intellectual Property P 102 Thieves
    • 39. 5 Steps to Internet Safety1.Stop2.Screenshot3.Block4.Tell5.Share P 104-105
    • 40. How do we keep student participation levels high when in social networks students tend towards Klossner’s Theory? Building a vibrant community requires a higher standard of communication between participants and in Flat Classroom global collaboration all participants are expected/required to contribute, collaborate and be visible online. Klossner’s (2010) 90-9-1 principle P 128Step 4: Contribute &Collaborate
    • 41. What is co-creation? Can you have co-creation without the 3 R’s of global collaboration?•Receive•Read•Respond P 128-130
    • 42. Step 5: Choice Step 5: Choice Use Multiple Intelligences as a Planning Tool PLACES: Creating a physical environment conducive for learning p 171-173 Vicki A Davis, Cool Cat Teacher - 10/17/12 SPACES: Designing Electronic Spaces for Choice p 173- 186 42
    • 43. Step 6: Create P 162-163 Revised 2001 by Lorin Anderson
    • 44. Why Celebrate?Step 7: Celebrate• Ongoing Improvement – Kaizen• Retrospection• Closure• Sense of accomplishment• Provide feedback• Cement cooperative learning experiencesA thought about Retrospection…….• It would be sad to retire and have it said, “she didn’t teach 30 years, she taught 1 year 30 times.” The Chapter on Celebration, Kaizen and ongoing school-wide improvement begins on page 215
    • 45. P 216 – This chart gives an overviewof the many ways schools cancelebrate and improve the classroomand school
    • 46. Project Celebration: Student Summit“In addition to the in-class required assessment for a global project, it is advised that students are able to celebrate and reflect with others from the project, including teachers and students. ” P 266-267 Showcase: The Student Summit in Action
    • 47. Am I willing to redesign my curriculum to embed a global project into what my class does?“Designing a global collaborative experience involves transcending the obvious real time linkup, fostering higher order thinking and providing opportunities for cultural understanding while usually making a product that impacts others in a positive way. ” Overview of Designing and Managing a Global Collaborative project begins on p 236
    • 48. Project Design RelationshipsDesigning global collaborative projects forstudents Chapter 10 – p 236Designing challenge based professionaldevelopment Chapter 11 - 268
    • 49. P 236 – Chapter 10Designing a globalcollaborative project
    • 50. I am still wonderingabout…
    • 51. Published by PEARSON January 20 2012 Your step-by-step guide to creating a global classroom.Join the Flat Classrooms communityon Facebook to learn more, share Read the book and joinideas and be the community!
    • 52. Visit our Flat Classrooms Website! (Links to Projects) Join our Ning! Join our Conference! Join the Global Book Club – March 2012