End at 9.40. Break for 15 minutes and meet up at 9.55
By 9.45, we should be through.
Hand out poster board to complete this
Teachers have 45 minutes to do this
LBIS Professional Development Day 21/09/12
Professional Development Day 21st Century Education
Objectives• Education is changing; we need to change with it• Inquiry-based approach – it works• Not all students learn the same• Importance of technology• ECIS & IB DP Reports• Theory into practice!
The 5 senses of education If I walked into your class……..• What would it smell like?• What would it taste like?• What would it feel like?• What would it look like?• What would it sound like? You have 5 minutes, and no copying! (metaphorically speaking…)
A study done at the University of Texas foundthat people remember (Metcalf 1997):• 10 percent of what they read;• 20 percent of what they hear;• 30 percent of what they see;• 50 percent of what they see and hear;• 70 percent of what they say; and• 90 percent of what they do and say
"What I hear I forget,what I see I remember,what I do I understand." …….what took the Texans years and billions of $ to do, Confucius figured out 2500 years previously!
It’s OK to let go!Research shows that the amount of student learning that occurs in aclassroom is directly proportional to the quality and quantity ofstudent involvement in the educational program (Cooper and Prescott1989).Yet research studies indicate that teachers typically dominateclassroom conversation, consuming nearly 70% of classroom time.How accurate is this of your teaching style? What would I see if Iwalked into your classroom? How does your answer compare with thefive senses activity?Inquiry-based instructional approaches reverse this trend, placingstudents at the helm of the learning process and teachers in the role oflearning facilitator, coach, and modeler.
Inquiry Based Approach• Inquiry-based learning is a constructivist approach, in which students have ownership of their learning. It starts with exploration and questioning and leads to investigation into a worthy question, issue, problem or idea.• It involves asking questions, gathering and analysing information, generating solutions, making decisions, justifying conclusions and taking action.• The question is the key……….
Finding that questionGood questions are at the heart of good inquiry.They should be higher-order, rich, worthy, essentialand/or fertile. They are often open-ended (have noright or wrong answer) but are backed by subsidiaryquestions which are usually closed. Get the initialquestion right and the rest of the inquiry flows well.Activity: write down three questions that you canuse for an upcoming unit, or a unit that you plan todo next year. Does it fit all the above criteria?
The Benefits of Inquiry-Based Instruction• teaches problem-solving, critical thinking skills, and disciplinary content• promotes the transfer of concepts to new problem questions• teaches students how to learn and builds self-directed learning skills• develops student ownership of their inquiry and enhances student interest in the subject matter• encourages higher level thinking skills; does not restrict• promotes learning at different levels
Different learners• Auditory• Visual• Kinesthetic
So how does this work in practice with a Form 1 – 3 class? (this example comes courtesy of my wife!)What do they already know?If I am going to teach students about cells, I wouldfirst try to find out what they already know. Have ageneral class discussion with them kind of "leading"it. I would try to make a note of which kids have agood general knowledge and which ones reallyneed some extra guidance. This info can also beused when grouping students...
Visual & Auditory LearnersI would draw a diagram on the board of an animalcell, and explain it. I would draw and label the mainparts and have students take notes. This drawingand labeling activity can be enhanced withtechnology by the use of a Promethean or any typeof INTERACTIVE BOARD. In addition, there areLOADS of lesson plans on Promethean Planet (thesecan be utilized regardless of whether you have a"Promethean board" or any kind of Interactivewhite board.) Again, this helps the students whoare visual learners. A super cool website that hassome great cell (plant and animal) animations is: http://www.cellsalive.com/cells/cell_model.htm
Kinesthetic LearnersNext, I might assign an activity where students haveto create their own cells with a partner out of basicsupplies like styrofoam balls, etc. Or, to make itmore fun, you can open it up to a homeworkassignment where the kids can make the cell out ofanything they want. As long as it is an animal celland all the major parts are labeled properly. I oncehad a kid make a CAKE into a cell, then we ate it atthe end of class. Funny, but most kids rememberthe parts of the cell after these activities. A lotbetter than just reading about it in a book. Now, wehave also helped those students who arekinesthetic learners (hands-on).
Finally, closer to the end of the unit, I assign abigger project where each student (or they canwork in pairs) in the class has to create a project on"How a School is Like a Cell". This requires muchmore higher level thinking skills and once againreaches all types of learners. Now, if kids work inpairs/groups, it is important to make sure theycomplete not only a self-evaluation form at the end,but they also need to complete group evaluationforms as well. This gives the teacher a much betterunderstanding of who did what to complete theproject and if someone in the group didnt do theirwork.
And finally…..At the end of the unit, students should present theirprojects to the class. Expressing their knowledge toothers not only helps their public speaking skills,but also helps them retain the information neededfor the unit.I would then create an end-of unit test to assess thestudents’ retention of information.Throughout, their textbook would be a resourceand a tool for their learning.
What about a DP class?Topic: Origins of Cold WarHow do allies become enemies?Inquiry-based Q&A: what do you know, what do you want to know, and how will we know?Approaches: Lecture-based approach; documentary/film; historiography study/debate; source-work; group work (ability); essay writing; reading assignments; presentationsFormative assessment tasks:• Source-work• Short answer responses• DebateSummative assessment tasks:• What were the origins of the Cold War?• To what extent can the policies of the US be attributed to the development of the Cold War?(Which question would you rather answer? Am I asking the same thing?)Tie-insRole of Mauritius in Cold WarImpact of Cold War on society (literature, film, sport)How origins impact us today
Be Honest…In your current unit of work you are doing, do you:• Cater to all student needs?• Use an inquiry based approach?• Assess continuously, using various methods, and provide consistent and prompt feedback?How much work would it take for you to include theabove? Do you think your students would benefit?
Technology for the 21stCentury Teacher & Student
How can technology help students learn?• Where LBIS is with their technology plan• What is technology?• How do the students use technology in your class?• How do you use technology in your class?• How would you like to use technology?• What tools do you need to do this?• What tools do your students need?Take 15 minutes to answer these questions, keeping in mindthe following:HOW DOES YOUR DEPARTMENT USE TECHNOLOGY? HOWWOULD YOU LIKE TO USE IT?
What IT applications and skills do we want our Form 5 students to have been exposed to after five years at LBIS?• Databases and spreadsheets• Graph plotting software• Dynamic geometry software• Programming languages• Subject content-specific software• The use of graphic display calculators• Use of internet search engines to source materials• Researching using CD Roms• Word processing of desktop publishing• Graphic organizers• Creating presentations• Use of computer aided design• Simulating stresses on bridge beams• Virtual battle re-enactments• Games as learning tools/facilitators• Video and video editing• Creating podcasts/MP3s/Audio files• Video conferencing
Technology is just for Technology teachers, right….?• Science – brainpop.com• History – activehistory.co.uk• English – ebooks• French – Rosetta Stone• PE – Nike workout app• Maths – khanacademy.com• Arts – painting app• Technology – self explanatory• Curriculum development – sharing• Assessment
Technology and differentiated learning using SAS Curriculum pathways (NC teachers attest to it!) Maths & Science Testimony Navigating the site: Science English Geography History
Let me rephrase my questions?• What is technology?• How could students use technology in your class?• How could you use technology in your class?• What tools do you need? Present your finding to the rest of the group. You have 15 minutes ladies and gentlemen!
Assessment as a learning toolWhat is assessment?Why do we assess?How do you assess?• Who can clap the best?• Why feedback is essential• Don’t give free marks• Peer and self assessment
Theory to PracticeChoose a topic you are teaching now or one that you will beteaching and design a unit making sure to address thefollowing:• How will you ascertain prior understanding?• How will it be an inquiry-based approach?• What do you want the students to learn from the unit?• How will you know if they have learned it?• How will you cater for the different learning/ability types?• What types of formative and summative assessment tasks will you give?• How will you/your students use technology in the unit and how will this benefit their learning experience?
Group/Peer Assessment How do you do this without worrying about ramifications?! Anonymity is a wonderful thing…… http://www.surveymonkey.com/s/KTD2ZNSHave a wonderful weekend and thank you for your attention.