21 mar 2011 learning is more than abc part 1
Upcoming SlideShare
Loading in...5

Like this? Share it with your network


21 mar 2011 learning is more than abc part 1



This presentation, given at Pearson Digital Learning's 2011 Pacific Executive Briefing in Desert Sands, CA, focuses on how well-designed instructional technology can be used to assist educators in ...

This presentation, given at Pearson Digital Learning's 2011 Pacific Executive Briefing in Desert Sands, CA, focuses on how well-designed instructional technology can be used to assist educators in creating learning experiences aligned to CAST's Universal Design for Learning framework. This is part 1 of 2.



Total Views
Views on SlideShare
Embed Views



1 Embed 1

http://www.linkedin.com 1



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

CC Attribution-NonCommercial-NoDerivs LicenseCC Attribution-NonCommercial-NoDerivs LicenseCC Attribution-NonCommercial-NoDerivs License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment
  • Stand up, close your eyes, and hold in your mind an image of a 2.0 Classroom. What do you see?
  • Somewhere between this classroom
  • And this virtual classroom in Second Life. But what do you think of when I say Classroom 2.0?
  • 1 to 1 laptops?
  • Interactive whiteboards
  • Handheld devices or inquiry-based learning?
  • Collaborative groups working together to solve problems?
  • Differentiation of output? Students creating their own content?
  • Use of Web 2.0 technologies to share information with a broader audience? Communication skills? Blogs? Wikis?
  • Cross-cultural networking? Social justice?
  • Probe with Clickers
  • Our experiences shape and define us. What experiences are shaping learners in your schools? Educators are continuously redesigning learning experiences in order to increase and deepen learning for all students, as evidenced by the recent literature on differentiated learning . Their efforts are much more likely to succeed when their work is informed by the latest research from the neurosciences (how the brain functions), the cognitive sciences (how people learn), and research on multimedia designs for learning. Optimizing learning for each student requires more fine-grained differentiation of instruction that takes into account – and leverages – each of the three areas mentioned earlier: how the brain functions, how people learn, and multimedia design. (Metriri Group) What research says is the best way to teach (or rather design learning) + professional development necessary to marry the two and effectively deliver in the classroom
  • College and career readiness in the 21 st century http://cast.org/
  • Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. http://cast.org/
  • Differentiated Instruction (Content, Process, Product, Learning Environment) – readiness and interest Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning so that students have multiple options for taking in information and making sense of ideas. The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjusting the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum. Classroom teaching is a blend of whole-class, group and individual instruction. Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process. Recent research in neuroscience shows that each brain processes information differently. The way we learn is as individual as DNA or fingerprints. CAST has identified three primary brain networks and the roles they play in learning: Recognition networks – differentiate the process Gathering facts. How we identify and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks—the "what" of learning. Multiple means of representation to give learners various ways of acquiring information and knowledge To support diverse recognition networks: Provide multiple examples Highlight critical features Provide multiple media and formats Support background context Strategic networks – differentiate the product Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks—the "how" of learning. Multiple means of action and expression to provide learners alternatives for demonstrating what they know To support diverse strategic networks: Provide flexible models of skilled performance Provide opportunities to practice with supports Provide ongoing, relevant feedback Offer flexible opportunities for demonstrating skill Affective networks – differentiate the learning environment How students are engaged and motivated. How they are challenged, excited, or interested. These are affective dimensions—the "why" of learning. Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn To support diverse affective networks: Offer choices of context and tools Offer adjustable levels of challenge Offer choices of learning context Offer choices of rewards http://cast.org/
  • Readiness (differentiate content) – based on readiness
  • 4x Problem Slide
  • The first step in closing the achievement gap is to fight against its natural tendency to widen. Keith Stanovich wrote an important article entitle the Matthew Effects in Reading, a phrase drawn from the scriptures in which the rich get richer and the poor get poorer, unless at risk students receive excellent early instruction. He pointed out that by middle elementary grades, at-risk students were reading 250,000 words per year versus 1 million and 30 million words read by students at the same age that start and progress properly in their reading development. Natural slope of these lines – At-risk students need to learn twice as fast to halt the erosion – 3 to 4 times as fast to catch up with their peers on grade level. This is by definition, nearly impossible for the disadvantaged student. As the gap between the average and weaker student grows, administrators often increase the number of additional tutors, curriculum materials, or teacher training to meet the needs of the disadvantaged students. Eventually these resources are exhausted – and most traditional reform methods fail in spite of the good intentions of all involved. Not only does it take more work to close the gap, the older the at-risk students gets before turning things around, the more it costs to do so. And worse yet, the likelihood of turning things around for that child also decreases with each passing year.
  • gaps in understanding are preventing student from being successful? Identify the gaps and prescribe an intensive individualized intervention plan for each student. Identify and fill gaps. Not all students have gaps in the same areas - Different students have different skills, abilities, and instructional gaps
  • Two different ways to approach solving the Matthew Effect problem. NCLB has forced educators to think tactically.
  • NCLB requirements have made educators focus on rescuing “at risk” students.
  • It is a short-term solution to a problem that is self-perpetuating.
  • Data-driven tactical exercise that forces educators to work in triage mode…Desperately trying to figure out which students should be served in order to make AYP and, in effect, leaving the rest behind.
  • But, beyond NCLB is a larger problem. US students who manage to score proficient or above on high stakes tests are still significantly behind their peers in other industrialized nations on international assessments like the TIMSS.
  • In order to solve this problem a different approach is required – a focus on prevention and early intervention.
  • However, this is a long term strategy
  • Educators are faced with a choice: rescue students in grades 2 and higher in order to make AYP or focus on preventing difficulties in PreK – 1.
  • Not really an either/or problem.
  • I challenge you to think differently about this issue.
  • Prevention and rescue are really two sides of the same coin.

21 mar 2011 learning is more than abc part 1 Presentation Transcript

  • 1.  
  • 2.  
  • 3.  
  • 4.  
  • 5.  
  • 6.  
  • 7.  
  • 8.  
  • 9.  
  • 10. Or perhaps this? e e
  • 11.  
  • 12.  
  • 13.  
  • 14.  
  • 15.  
  • 16.  
  • 17.  
  • 18. The 4x Work Problem
  • 19. 50 - 250 Hours 3000 Hours 3000+Hours
  • 20.  
  • 21.  
  • 22.  
  • 23.  
  • 24.  
  • 25.  
  • 26.  
  • 27.  
  • 28.  
  • 29.  
  • 30.  
  • 31.