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Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
Technology Driven Differentiated Instruction
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Technology Driven Differentiated Instruction

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You can differentiate by planning ahead and building a classroom framework that engages all learners. Select tools that will reach everyone and make it manageable for you. As teacherpreneurs, we must …

You can differentiate by planning ahead and building a classroom framework that engages all learners. Select tools that will reach everyone and make it manageable for you. As teacherpreneurs, we must learn to customize and personalize the learning experience. Here's how.

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  • Today we’re going to talk about Driving Educational Excellence with TechnologyDifferentiated Instruction and Assessment with Technology Vicki Davis 5013 Spotlight Take a look at learning styles and today's most current Web 2.0 tools to understand what differentiation looks like in a technology enhanced classroom. Learn about the classroom structure that will reach all learners. Madera Wyndham Hotel
  • Classroom teacher. Some people know me as
  • , ”poster child for the beginner” Like my youngest son, who has just learned to read, I’m a relative newcomer to these technologies. In November 2005, I attended the
  • Georgia Educators Technology Conference in Atlanta with a commission from my curriculum director to bring technologies back to my classroom that would enable me to betterfacilitiate
  • Research based best practices such as
  • Authentic assessment
  • Cooperative Learning and
  • Project based learning. I must admit, I felt a little like this (pause)
  • Pause for them to get it.
  • And that is what I suggest for you to do today. Your assignment for this webinar today is to come up with your “Big Three” at the end of the webinar. Pick three things – start there!
  • In the 1920’s and 30’s radioactivity was “all the rage” and everyone assumed because springwater was radioactive that it must be good for you – so here comes the revigator. This revigator cured all kinds of things including arthritis, flatulence, senility, and poisoning. Over 200,000 people bought this clay pot lined with radioactive clay.
  • However when a team of researchers studied this, they found toxic levels of many chemicals including arsenic and lead from the pure lead spout!
  • But understand this – there is only one person you can control in your district and that person, my friends is YOU!
  • But, remember just as this child is climbing a very high rock climbing wall – that there are safe ways to do what some consider dangerous. This is being done. Get past the fear and learn vicariously through others by reading their blogs and watching their videos at the k12 online conference to let them prove it to you. If you’re a technology phobic person remember that you become like who you hang around – start letting yourself learn from what others are doing to move forward your creativity – you may also find that you’ll save money!
  • The technology misconception is that it is not about the technology.
  • The technology misconception is that it is not about the technology.
  • Programs like the 23 things are SO effective for teachers and librarians because it allows them to embed their professional development. Take time during the week.
  • Instead your professional development should be in small succulent bites – on a weekly basis through these global connections – reading our RSS reader. In fact,
  • Our professional development looks like this – we put so much into 10 hours that they cannot digest it all. It is too much and overloads them.
  • So, I embed my learning and take 15 minutes 2-3 times a week to learn and explore new technologies and this, has been the thing that has led to the complete transformation of my classroom! But you don’t have time – you say.
  • There is too much information and you need to rely on your friends as your filter. Additionally, this isn’t just about lifelong learning but about lifelong renewal – we have to keep relearning or we FORGET!! As Socrates said, “we lose the remembrance of them.” Additionally,
  • The Flat Classroom project and the
  • Horizon Projects which have linked
  • The technology misconception is that it is not about the technology.
  • We don’t teach blogging, wikis, podcasting for their sake, but for what they let us do.
  • We’re on a journey. However, we need to know that
  • In that movie, the “precious” ring was evil. In our cases, we must know that
  • most technologies are morality-neutral. It is how you use them that determines its use.
  • How many of you think cupcakes are good! Are they?
  • What about when it is used to hurt someone’s feelings?
  • Or how about when a compulsion to eat them makes a person obese? What do we do?
  • Ban cupcakes? That is preposterous! We teach people to be kind and to use cupcakes in good ways? Shouldn’t we do the same thing with?
  • Cell phones
  • Cell phones
  • Cell phones
  • We don’t ban scissors and they could kill someone! We teach kids not to run with them! To use them well and our schools are full of other dangerous weapons such as
  • Pens, pencils, and even the human hand. Just thinking of that, they are completely full of the most dangerous weapon ever invented…
  • Man. Men, women, boys, and girls can do irreparable harm, and yet we don’t ban humans. Instead, we teach the humans in our school out to behave appropriately. That is what we do in school and
  • But the question remains, why do we need to change? My husband always says that the only people who like change are babies with dirty diapers and even then, they cry the whole time! (click on the baby for the Movie.)
  • Some people feel like this when considering merging their classrooms with another. But you don’t get there overnight. As you take a look at what I’m sharing with you today, remember this…
  • Just remember, the lesson of the watermelon as you consider today’s menu. How do you eat a watermelon?
  • If you eat it whole, you’ll choke.
  • No, the way you eat a watermelon is one bit at a time.
  • And that is what I suggest for you to do today. Your assignment for this webinar today is to come up with your “Big Three” at the end of the webinar. Pick three things – start there!
  • The technology misconception is that it is not about the technology.
  • People in our society are counting the cost of everything, so when we implement technology, we’d better make sure it is.
  • That the things we used in school are efficient, effective, and transport us to a better education for our kids.
  • That the things we used in school are efficient, effective, and transport us to a better education for our kids.
  • That the things we used in school are efficient, effective, and transport us to a better education for our kids.
  • We can implement technology but it better be for a purpose and not just to look cute, so today we’re going to talk about technology driven differentiation and the other things to make our schools successful.
  • The technology misconception is that it is not about the technology.
  • The successful are increasingly individuals who take risks, are good at what they do, and are persistent. This is what we need to create in our classrooms.
  • This is what our student must be. But what must our teachers be?
  • This is what our student must be. But what must our teachers be?
  • I’d like to ask you if Helen Keller were in your school today, would she become Helen Keller? It took one of the greatest teacherpreneurs of all time, Anne Sullivan, to reach and unlock this student!
  • We can implement technology but it better be for a purpose and not just to look cute, so today we’re going to talk about technology driven differentiation and the other things to make our schools successful, first we’ll talk about the classroom and then a few remarks about administration, which I call the “pit crew”
  • So, today in pursuit of excellence driven education, we’re going to assemble the classroom car as we differentiate with technology.
  • So, today in pursuit of excellence driven education, we’re going to assemble the classroom car as we differentiate with technology.
  • Please share what you’re doing while I share what we’re doing to network educationally at our school this year.Private Ning – My students and I.School Wide Ning – parents, students teachers – also private.Public Nings for
  • Some sort of field of dreams. Some states are building networks for their teachers and finding that the teachers are rebelling and don’t want to go there. In fact, I know of one organization that build a ntework for their IT directors and the IT directors built their own and refused to let the administrators in! Instead,
  • Elementary schools use private tools (free) tools like think.com to create private spaces for students to network all over the world. Cheryl Oakes from Maine works with this school and tells me she has enjoyed think.com for some time. In fact, my good friend Cheryl couldn’t be here tonight because she’s on Seedlings Bit By Bit on Edtechtalk.com right now – I hope that after tonight, you’ll listen to her new show at www.edtechtalk.com
  • Elementary schools use private tools (free) tools like think.com to create private spaces for students to network all over the world. Cheryl Oakes from Maine works with this school and tells me she has enjoyed think.com for some time. In fact, my good friend Cheryl couldn’t be here tonight because she’s on Seedlings Bit By Bit on Edtechtalk.com right now – I hope that after tonight, you’ll listen to her new show at www.edtechtalk.com
  • Every course has a launch page on the wiki – the Google cal is embedded there. Also, if you paste hyperlinks into the description, the hyperlinks are live as well, but it has many more features as well.
  • For me, my RSS reader includes so much more than just learning but life management – in many ways it has evolved into a PLM – “personal life manager!”
  • For me, my RSS reader includes so much more than just learning but life management – in many ways it has evolved into a PLM – “personal life manager!”
  • So, the students in 9th grades and up haveigoogle pages, and after adding my google calendar to their Google Calendar, they can use the igoogle widget to show what the work is for that day (they can just show one class.) Also, when you do this, if you type in the hyperlink, they can just click from their igoogle widget to get to the assignment for the day. You can print lovely copies of your lesson plans for a manual or book if you have one. And if you need to move things around, you just click and drag it. Also,
  • For me, my RSS reader includes so much more than just learning but life management – in many ways it has evolved into a PLM – “personal life manager!”
  • For me, my RSS reader includes so much more than just learning but life management – in many ways it has evolved into a PLM – “personal life manager!”
  • For me, my RSS reader includes so much more than just learning but life management – in many ways it has evolved into a PLM – “personal life manager!”
  • Digiteen Island
  • Digiteen Island
  • Digiteen Island
  • Digiteen Island
  • Digiteen Island
  • Vicki: - talk about Areas of AwarenessJulie: Cover Rays of Understanding
  • Vicki:
  • So, today in pursuit of excellence driven education, we’re going to assemble the classroom car as we differentiate with technology.
  • So, today in pursuit of excellence driven education, we’re going to assemble the classroom car as we differentiate with technology.
  • So, today in pursuit of excellence driven education, we’re going to assemble the classroom car as we differentiate with technology.
  • So, today in pursuit of excellence driven education, we’re going to assemble the classroom car as we differentiate with technology.
  • So, today in pursuit of excellence driven education, we’re going to assemble the classroom car as we differentiate with technology.
  • Albert Einstein, a great mind and great teacher focused not on the facts of his textbook or theories but on the classroom environment and making it one in which students can learn.
  • So, today in pursuit of excellence driven education, we’re going to assemble the classroom car as we differentiate with technology.
  • Give students a starting point – all of your work must have a “home page” – one place to start online each day! Portal to the world.
  • So, today in pursuit of excellence driven education, we’re going to assemble the classroom car as we differentiate with technology.
  • Tools, learning styles, interests, readiness, content, process and environment as it relates to technology that will make our schools more efficient and justify what we are doing with technology.
  • 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.
  • Photo: - Today we’re talking about Teacherpreneurship to an audience of people I would consider teacherpreneurs. I’ve seen your videos and this is who you are, although you may not know it!
  • http://en.wikipedia.org/wiki/Image:Loutherbourg-Spanish_Armada.jpg – Wikimedia Commons – Teacherpreneurs are to the floundering educational system what the English were to the spanish armada – the agile, deal creators and makers. Teachers must be agile, able to customize their environment to the students they teach.
  • We’ll start off talking about the classroom and then make a few points for administrators..
  • Tools, learning styles, interests, readiness, content, process and environment as it relates to technology that will make our schools more efficient and justify what we are doing with technology.
  • So, when I came back to Camilla, I started using wikis with my students immediately and sat down in my classroom to begin blogging. I turned to a student and said, “I have to create a blog and I have to name the thing – what should I name it?” The students sitting there said, “Well, Mrs. Vicki, you’re cool and we’re the wildcats, so, why don’t you call it the cool Cat teacher blog
  • Let me ask you this? How many of you would like to reduce your chances of getting alzheimers?
  • And that is what I suggest for you to do today. Your assignment for this webinar today is to come up with your “Big Three” at the end of the webinar. Pick three things – start there!
  • Transcript

    1. Technology DrivenDifferentiated InstructionVicki Davis, Teacher Slides and Links posted at http://coolcatteacher.wikispaces.com www.coolcatteacher.com
    2. Teacher
    3. ResearchBased Best Practices
    4. AuthenticAssessment
    5. Cooperative Learning
    6. Project Based Learning
    7. Included in The World is Flat v3 Thomas FriedmanTaking IT GlobalCollaborativeProject ContestFirst Place 2007 ISTE SIGTel Online Learning Award Winner 2007 Included in Grown Up Digital By Don Tapscott
    8. The power of Three!
    9. Revigator “Restores lost element of radio-activity. Creates cellular energy and removes cellular poisons.” “Treats and cures arthritis, flatulence, seni lity, and poisoning.”
    10. Revigator TOXIC LEVELS OF: • Radon • Arsenic • Lead • Vanadium • Radium • AND Radioactive! Applied Spectroscopy. Volume 63, Issue 12, pages 324A-354A, 1315-1442, 1406- 1409(4), December 2009. PysOrg.com 1/13/2009 7:00 pm
    11. Beware of the trendy, embracetechnology that buildson principles that you already know are effective.
    12. YOU!
    13. There aresafe waysto do what some considerdangerous.
    14. Successful technology integration ispeople-centric.
    15. Intentional R&D( Embedded PD)
    16. It shouldlook likethis
    17. Our PDlooks likethis
    18. 15 minutes2-3 times a week
    19. Learning capital• Created when you pilot or implement new technology programs.• Invest in people who can and will teach others to simulate vicarious learning (opinion leaders.)
    20. “ Rather than dealing with each technology in isolation, we would do better to take an ecological approach, thinking about the interrelationships among different communication technologies, the culture communities… the activities they support.” Confronting the Challenges of Participatory Culture, McArthur Report
    21. Flat Classroom
    22. Don’t change me!10/17/2012 Vicki A Davis, Cool Cat Teacher - 44 http://coolcatteacher.blogspot.com
    23. Eat awatermelon
    24. Notwhole!
    25. Smallbites!
    26. Pick threeThe power of Three!
    27. Theproblem with technology
    28. Efficient
    29. Effective
    30. Transport usto a bettereducation
    31. Technologyisn’t just tolook cute!
    32. The power oftechnology
    33. Every student learns differently!10/17/2012 Vicki A Davis, Cool Cat Teacher - 58 http://coolcatteacher.blogspot.com
    34. Different = Different iated Instruction Our10/17/2012 – Licensed Istock Photo Classrooms Vicki A Davis, Cool Cat Teacher - http://coolcatteacher.blogspot.com 59
    35. If HelenKellerwere inyourschool, would shebecomeHelenKeller?
    36. Autism in Austria
    37. Technology Driven Differentiation AClassroom BAdministration
    38. The Classroom Car 1 The Tools (Framework) Process 7 (engine)4 Readiness 5 Content 2 Level Learning Styles 6 Learning Environment 3 Interests (essential link)
    39. The Classroom Car 1 The Tools (Framework)
    40. The Classroom CarAssembling My Class Framework 2005 Social 2006 Student Personal Educational Network 2005 Wiki Learning Network X (Ning & Blogging) (iGoogle) 2006 Audio File 2006 Global 2006 Video creation creation collaboration 2011 Cloud Storage/ 2007 Virtual Worlds 2010 Apps / QR Codes Paperless
    41. Vicki A Davis, Cool Cat Teacher -10/17/2012 68 http://coolcatteacher.blogspot.com
    42. Educational Vicki A Davis, Cool Cat Teacher -10/17/2012 69 http://coolcatteacher.blogspot.com
    43. 1. Educational Network(Ning) – PRIVATE! Vicki A Davis, Cool Cat Teacher -10/17/2012 70 http://coolcatteacher.blogspot.com
    44. “If they help build it, they are already THERE.” Rule for Networking Teachers and Others
    45. Vicki A Davis, Cool Cat Teacher -10/17/2012 72 http://coolcatteacher.blogspot.com
    46. Vicki A Davis, Cool Cat Teacher -10/17/2012 73 http://coolcatteacher.blogspot.com
    47. Vicki A Davis, Cool Cat Teacher -10/17/2012 74 http://coolcatteacher.blogspot.com
    48. 2. Wiki-centric Classroom http://westwood.wikispaces.com/2008_2009_A_notes Vicki A Davis, Cool Cat Teacher -10/17/2012 75 http://coolcatteacher.blogspot.com
    49. a – Their List “To Do” Student PLN’s Include3. Personal a. Their List (Toodledo)LearningNetwork (PLN)
    50. b. Google Calendar Student PLN’s Include3. Personal a. Their List (Remember the Milk/ Toodledo) b. Class Calendar (Google Cal)LearningNetwork (PLN)
    51. Vicki A Davis, Cool Cat Teacher -10/17/2012 78 http://coolcatteacher.blogspot.com
    52. c. Links to Class Websites Student PLN’s Include3. Personal a. Their List (Remember the Milk/ Toodledo) b. Class Calendar (Google Cal)Learning c. Links to Class WebsitesNetwork (PLN)
    53. d. Email Student PLN’s Include3. Personal a. Their List (Remember the Milk/ Toodledo) b. Class Calendar (Google Cal)Learning c. Links to Class Websites d. EmailNetwork (PLN)
    54. e. Google Reader Student PLN’s Include3. Personal a. Their List (Remember the Milk/ Toodledo) b. Class Calendar (Google Cal)Learning c. Links to Class Websites d. Email e. Google Reader (RSS reader)Network (PLN) • Blogs • Wiki changes
    55. 4. Create Audio5. Create Video
    56. Do they understand visual grammar?• Storyboards• Screen Shots• Production Schedule• Editing• SoundTracks• Copyright
    57. ISTE Nets™ Standards  4. Technology communications tools  Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.  Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.6. Collaborate Globally
    58. 6. CollaborateGlobally Phase one - Intra-connection (within your own class) Phase two - Inter-connectionFlattening (within school/ district)your Phase three - Managed global connection classroom www.flatclassroombook.com Phase four - Student to Student (With Teacher Management) Phase five - Student to Student (with Student Management)
    59. 7th! Virtual Worlds 10/17/2012 Vicki A Davis, Cool Cat Teacher - 87 http://coolcatteacher.blogspot.com
    60. My virtual world “toolkit” • Open Sim (Reaction Grid) • Jibe • Creates a VW for use on computer (with no “viewer” required) • Android and iOS coming soon. Look at this if you’re using ipads. • Second Life • I used this to learn but not w/ students10/17/2012 Vicki A Davis, Cool Cat Teacher - 88 http://coolcatteacher.blogspot.com
    61. Google Sketchup http://sketchup.google.com/10/17/2012 Vicki A Davis, Cool Cat Teacher - 89 http://coolcatteacher.blogspot.com
    62. Blender www.blender.org10/17/2012 Vicki A Davis, Cool Cat Teacher - 90 http://coolcatteacher.blogspot.com
    63. Turbo Tour of Digiteen Island http://digiteendreamteam.blogspot.com
    64. #8 Apps / QR Codeshttp://tinyurl.com/qr-code-guide
    65. #8 Apps / QR CodesQR Code Implementation Guide –http://coolcatteacher.blogspot.com/2011/05/qr-code-classroom-implementation-guide.html
    66. #8 Apps / QR Codes http://tinyurl.com/qr-code-guide Firefox plug inQR Code Implementation Guide –http://coolcatteacher.blogspot.com/2011/05/qr-code-classroom-implementation-guide.html
    67. #9 Cloud Storage/ As Paperless as PossibleAdobe Acrobat Pro • Gmail • Google Docs • Google Sites
    68. The Classroom CarAssembling My Class Framework 2005 Social 2006 Student Personal Educational Network 2005 Wiki Learning Network X (Ning & Blogging) (iGoogle) 2006 Audio File 2006 Global 2006 Video creation creation collaboration 2011 Cloud Storage/ 2007 Virtual Worlds 2010 Apps / QR Codes Paperless
    69. This framework holds everything else I do!
    70. Assembling the Framework
    71. 2 Skills for Web 2:1. Hyperlinking 2- Embedded2. Embedding Multimedia 1 - Hyperlink
    72. URL Link Embed Codewww.youtube.com
    73. URL Link Embed Code www.toondoo.com
    74. URL Linkwww.classtools.net Embed Code
    75. 2 Skills for Web 2:1. Hyperlinking 2- Embedded2. Embedding Multimedia 1 - Hyperlink
    76. Citizenship Chapter beginson p 98
    77. Online behavior has Offlineconsequences!
    78. All publicplaces I useAutomatedMonitoring(RSS)
    79. The Classroom Car 1 The Tools (Framework) 2 Learning Styles
    80. Learning IntrapersonalStyles Linguistic Logical Mathematical Interpersonal Naturalist Musical Bodily Kinesthetic Spatial Pictures
    81. Take a Vote!Which tool should we investigate as it relates to learning styles? 1. Educational Networking 2. Wikis 3. Digital Storytelling
    82. EducationalNetwork •Blogging(Ning) •Forums
    83. Social Network(Ning) •Blogging •Forums •Administration •Organizing Site •Linking sharer
    84. Social Network(Ning) •Blogging •Forums •Administration •Organizing Site •Linking sharer •Photography •Outdoor video •Gcast remotely •“Roving” reporter •Google Earth
    85. Social Network(Ning) •Blogging •Forums •Administration •Organizing Site •Linking sharer •Photography •Outdoor video •Gcast remotely •“Roving” reporter •Google Earth •Photography •Camera op. •VoiceThread •Animoto
    86. Social Network(Ning) •Blogging •Forums •Administration •Organizing Site •Linking sharer •Photography •Outdoor video •Gcast remotely •“Roving” reporter •Google Earth •Photography •Acting •Camera Op •Presenting •VoiceThread •(Get on film) •Animoto
    87. Social Network(Ning) •Blogging •Forums •Administration •Organizing Site •Linking sharer •Photography •Record audio files •Outdoor video •Audacity editor •Gcast remotely •VoiceThread •“Roving” reporter •Animoto •Google Earth •Photography •Acting •Camera Op •Presenting •VoiceThread •(Get on film) •Animoto
    88. Social Network(Ning) •Blogging •Forums •Forums •Cell phone enabled •Administration Blogging or pics •Organizing Site •Discussion facilitators •Linking sharer •Photography •Record audio files •Outdoor video •Audacity editor •Gcast remotely •VoiceThread •“Roving” reporter •Animoto •Google Earth •Photography •Acting •Camera Op •Presenting •VoiceThread •(Get on film) •Animoto
    89. Social Network(Ning) •Reflections •Blogging •Reading & •Forums opinion •Debates •Forums •Cell phone enabled •Administration Blogging or pics •Organizing Site •Discussion facilitators •Linking sharer •Photography •Record audio files •Outdoor video •Audacity editor •Gcast remotely •VoiceThread •“Roving” reporter •Animoto •Google Earth •Photography •Acting •Camera Op •Presenting •VoiceThread •(Get on film) •Animoto
    90. Wikis •Wiki Composition •Writing •Research
    91. Wikis •Wiki Composition •Writing •Research •Programming •Organizing •Widget finding •Mentoring
    92. Wikis •Wiki Composition •Writing •Research •Programming •Organizing •Widget finding •Mentoring •Outdoor dig storytlng or photography •Maps •Environmental research
    93. Wikis •Wiki Composition •Writing •Research •Programming •Organizing •Widget finding •Mentoring •Outdoor dig storytlng or photography •Maps •Environmental research •Camera •Photography •Graphic Design •“looks”
    94. Wikis •Wiki Composition •Writing •Research •Programming •Organizing •Widget finding •Mentoring •Outdoor dig storytlng or photography •Maps •Environmental research •Camera •Acting •Photography •Presenting •Graphic Design •(Get on film) •“looks”
    95. Wikis •Wiki Composition •Writing •Research •Programming •Organizing •Widget finding •Mentoring •Outdoor dig storytlng •Record audio files or photography •Audacity editor •Maps •VoiceThread •Environmental •Animoto research •Camera •Acting •Photography •Presenting •Graphic Design •(Get on film) •“looks”
    96. Wikis •Wiki Composition •Writing •Research •Discussion mgt •Programming •Cell phone enabled •Organizing Blogging or pics, twitter •Widget finding •Live streaming •Mentoring •Outdoor dig storytlng •Record audio files or photography •Audacity editor •Maps •VoiceThread •Environmental •Animoto research •Camera •Acting •Photography •Presenting •Graphic Design •(Get on film) •“looks”
    97. Wikis •Reflecting •Wiki Composition •Opinion •Writing •Reporting on •Research group issues •Discussion mgt •Programming •Cell phone enabled •Organizing Blogging or pics, twitter •Widget finding •Live streaming •Mentoring •Outdoor dig storytlng •Record audio files or photography •Audacity editor •Maps •VoiceThread •Environmental •Animoto research •Camera •Acting •Photography •Presenting •Graphic Design •(Get on film) •“looks”
    98. DigitalStorytelling •Script Writer
    99. DigitalStorytelling •Script Writer •Call Sheets •Production Schedule •Asst Director
    100. DigitalStorytelling •Script Writer •Call Sheets •Production Schedule •Asst Director •Scene Scout •Scene set up •Storyboarding
    101. DigitalStorytelling •Script Writer •Call Sheets •Production Schedule •Asst Director •Scene Scout •Scene set up •Storyboarding •Camera •Editing •Lighting •Storyboarding
    102. DigitalStorytelling •Script Writer •Call Sheets •Production Schedule •Asst Director •Scene Scout •Scene set up •Storyboarding •Acting •Camera •Presenting •Editing •Lighting •Lighting •Flow & •Storyboarding movement
    103. DigitalStorytelling •Script Writer •Call Sheets •Production Schedule •Asst Director •Scene Scout •Audio Editing •Scene set up •Music Selection •Storyboarding •Sound Capture •Acting •Camera •Presenting •Editing •Lighting •Lighting •Flow & •Storyboarding movement
    104. DigitalStorytelling •Script Writer •Acting •Call Sheets •Directing •Production •Movie Ideas Schedule •Vision Casting •Asst Director •Scene Scout •Audio Editing •Scene set up •Music Selection •Storyboarding •Sound Capture •Acting •Camera •Presenting •Editing •Lighting •Lighting •Flow & •Storyboarding movement
    105. DigitalStorytelling •Reflecting •Script Writer •Status Reporting •Journal process •Acting •Ideas •Call Sheets •Directing •Production •Movie Ideas Schedule •Vision Casting •Asst Director •Scene Scout •Audio Editing •Scene set up •Music Selection •Storyboarding •Sound Capture •Acting •Camera •Presenting •Editing •Lighting •Lighting •Flow & •Storyboarding movement
    106. 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 - SPACES: Designing Electronic Spaces for Choice p 173- 186 10/17/2012 http://coolcatteacher.blogspot.com 136
    107. Voice Threadquick project •Write comment •Reflections •Social aspects •Uploading •AUDIENCE! photos •Organizing presentation •Nature/map •Audio related photos •Music •Opinions on such topics •Posing •Photography
    108. The Classroom Car 1 The Tools (Framework) 2 Learning Styles3 Interests
    109. The Classroom Car •Hobbies •Music •Theater •Sports •Poetry •Arts •Public Speaking •Reading •Academics •Themes! •“Causes”3 Interests
    110. Personal Interest Projects Deep Research “Invention” projects projects (proposed by student) Dramatic Backchannels Projects Opinion Oral Debates “voice” w/ follow up opportunities
    111. The Classroom Car 1 The Tools (Framework)4 Readiness 2 Level Learning Styles 3 Interests
    112. Readiness Level in Subject More ways to excel past the “100” Not Morequite Ready thanReady During projects Ready spend 1:1 time Specific Rubrics Mentors for others daily w/ student Awards (Hall of Fame) Sit beside Self Track Rubrics Competitions w/ other classrooms Over the Shoulder Make them “cool” Check off rubric and Verbal by teaching cool items with student Reporting to stuff Teacher Daily
    113. The Classroom Car 1 The Tools (Framework)4 Readiness 5 Content 2 Level Learning Styles 3 Interests
    114. ContentFacts / Dates / Timelines/ Events / DefinitionsClasstools.net, dipity.comFlashcard Exchange, Quizlet,Group document creation on Google Docs, BackchannelsCRAM App, Flashcard apps on mobile devices, Mobl21Details /Significant IndividualWiki Group ProjectsLink sharing (Diigo)Fake Facebook (www.myfakewall.com)LivebindersEventsOpinion Question Blog PostsRole PlayingVideo search and embeddingInterviews of people who experienced it. (Video)
    115. The Classroom Car 1 The Tools (Framework)4 Readiness 5 Content 2 Level Learning Styles 6 Learning Environment 3 Interests (essential link)
    116. “I never teach my pupils, I only provide the conditions in which they can learn"Albert Einstein 10/17/2012 Vicki A Davis, Cool Cat Teacher - 147 http://coolcatteacher.blogspot.com
    117. Cooperative Groups Learning Centers• Harnesses power of all • Equipped workstation Pit Crew• Each has their own ID (and e-mail) (webcam, audio, headsets)• Group cooperation, individual • Specialty centers Pit Crew contribution (scanner, digital film, tripod)Choice Boards Class Rules• Wiki Assignments with choices • Discuss Netiquette• Question of the week with choice of text response (blog post), audio • Student Contribution response (podcast) or video • Safety response (digital storytelling) • Administrative Support for Rule Breaking Pit Crew Materials/ Supplies/ Resources • Functional Equipment Pit Crew • Textbook Pit Crew • Consistent ACCESS Pit Crew • Knowledgeable Teacher Learning Environment
    118. Collaborationwithindividualcontribution
    119. Accountability:Every studenthas their own ID!
    120. Students need a “home base”
    121. The Classroom Car 1 The Tools (Framework) Process 7 (engine)4 Readiness 5 Content 2 Level Learning Styles 6 Learning Environment 3 Interests (essential link)
    122. Is the teacherneeded?
    123. What does the best educationin the world look like? “What Makes Finnish Kids So Smart” The Wall Street Journal By ELLEN GAMERMAN February 200810/17/2012http://online.wsj.com/public/article/SB120425355065601997.html Vicki A Davis, Cool Cat Teacher - 165 http://coolcatteacher.blogspot.com
    124. http://flickr.com/photos/prittibaby/4770
    125. 10/17/2012 Vicki A Davis, Cool Cat Teacher - 167 http://coolcatteacher.blogspot.com
    126. Process Start management Curricular Involvement blogging Plan Next Teach how to Step Embed video Weekly blog Monitoring Post with research Peer review Admin involvment Weekly Comments votingSample Teacher Flow Chart for embedding the framework
    127. AClassroomBAdministration
    128. A Administrators 1 “Pit Crew” 2 Car Designers
    129. Cooperative Groups Learning Centers• Harnesses power of all • Equipped workstation Pit Crew• Each has their own ID (and e-mail) (webcam, audio, headsets)• Group cooperation, individual • Specialty centers Pit Crew contribution (scanner, digital film, tripod)Choice Boards Class Rules• Wiki Assignments with choices • Discuss Netiquette• Question of the week with choice of text response (blog post), audio • Student Contribution response (podcast) or video • Safety response (digital storytelling) • Administrative Support for Rule Breaking Pit Crew Materials/ Supplies/ Resources • Functional Equipment Pit Crew • Textbook Pit Crew • Consistent ACCESS Pit Crew • Knowledgeable Teacher Learning Environment
    130. Technology is ourvehicle!But not the ONLYvehicle!
    131. Secret of Driving EducationalExcellence
    132. You’re teachingstudents to drive theirown learning!
    133. Then…
    134. You’re worth the price!
    135. Vicki Davis@coolcatteacher http://tinyurl.com/cct-differentiate www.flatclassroombook.com

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