1-to-1 Across Disciplines<br />http://www.flickr.com/photos/rustybrick/283615021/sizes/o/in/photostream/<br />
Elizabeth HelfantMICDSSt Louis MO<br />E<br />Ehelfant/ehelfant@micds.org<br />
http://goo.gl/RMF1m<br />educollabor8tors<br />
Possible Agenda<br />Frameworks and Research<br />Tpack and SAMR<br />PBL<br />POGIL<br />Curriculum Design (UbD)<br />Bra...
Goals<br />A Project Idea<br />An Idea  of what your toolkit needs to be<br />A Tool(s) to Investigate Later<br />An Updat...
Great Integrations start with TPACK<br />http://tpack.org<br />
Content Bubble<br />Content  and Skills<br />
7 Cs + 3Rs<br />Content Understanding<br />Critical Thinking<br />Cross Cultural Understanding<br />Collaboration<br />Com...
Partnership for 21st Century Skills<br />http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120<br />
21st Century Skills (Engage)<br />Basic, Scientific and Technological Literacy<br />Visual and Information Literacy<br />C...
NETS<br />
CONSISTENT VOCABULARY<br />http://www.flickr.com/photos/l-e-e/3949211987/sizes/z/in/photostream/<br />
Skill Inventory<br />What skills do your students need more practice with?<br />Which 1-2 skills do you teach well and how...
Pedagogy Bubble<br />Differentiation<br />Formative Assessment<br />PBL<br />Executive Function<br />Learning Styles Diffe...
Technology Bubble<br />MICDS Tech Tool Kit<br />On the Web<br />
Creating Your Toolkit<br />
Your CMS<br />
Overlap is Important<br />Relationships <br />among <br />Bubbles<br />Portal as delivery system<br />Wikispaces as Curric...
Where the Bubbles Live<br />
Environment<br />CULTURE<br />Personality<br />Institutional Priorites<br />
Emerging Brain Research<br />http://www.flickr.com/photos/jj_judes/346850124/sizes/z/in/photostream/<br />
Your Brain should be treated like a garden, be aware of what you introduce into it…<br />Judy Willis<br />http://www.flick...
Seven BIG Learning Messages<br />Intelligence is not fixed<br />Effort (Motivation) is as important as ability<br />Learni...
Blooms, Daggett, Flow, ZPD<br />
Circle back to brain <br />“Whenever the learner’s working memory decides that an item does not make sense or have meaning...
Technology Transformation Scale<br />
Great Projects<br />What If…<br />Art and Politics<br />
UbD and DI<br />
Project Based Learning<br />
POGILElements<br />Students expected to work collaboratively<br />Activity is an intentional POGIL activity<br />Students ...
Rubrics <br />For Assessing Project Integrity<br />For Assessing Teacher Integration Level<br />For Assessing Student Lear...
Role of Peer and Self-Assessment<br />
Role of Reflection<br />
Tech Integration<br />Using Tech to Integrate Skills acorss disciplines<br />Well Crafted Projects that integrate tech<br ...
Skills Across Disciplines<br />Research – Noodle Tools, Diigo, Xotero<br />Writing – Google Docs, Blogging<br />Presentati...
Scaffolding research<br />Search and Evaluation<br />Diigo<br />YoLink<br />Providing Resource	<br />Livebinders<br />Path...
Search/Information<br />Databases<br />The Web<br />Print  and  Electronic Books<br />
YoLink – Refined Search<br />
Diigo<br />
LiveBinder<br />
WikiGuides/PathFinders<br />
Resource Collections<br />Diigo Bookmarks<br />Symbaloo<br />
Research<br />
Examples<br />Author Project<br />9th grade Imperialism<br />Endangered Elements<br />
Digital Writing<br />
Digital IS<br />
The Tools<br />Write for:<br />Improv<br />Reflection<br />Articulate Understanding<br />New Skills(?)<br />Multimodal<br ...
Examples<br />10th Grade Non Fiction Blogging<br />Creative Writing<br />Healthpedia<br />Technical Writing for Wikipedia ...
RAFTS Blog Prompts<br />
Scamper Prompts<br />
Totally 10<br />Totally 10 is a student choice format for differentiating projects or assessments. Each task a student cho...
Presentation Skills<br />Google Presentation<br />
Frederick Douglas Project<br />
Tools<br />PPT<br />Prezi<br />Collection<br />
PechaKucha – Presentation Styles<br />
Teaching Collaboration<br />
Group Dynamics<br />Roles<br />Accountability<br />Transparency<br />Feedback<br />http://www.flickr.com/photos/lumaxart/2...
WIKI BOOKS<br />
WIKI LABS<br />
Wiki Literature<br />
WIKI Lesson Plans<br />
GOOGLE Writing Assignments<br />
Google Spreadsheets and Forms <br />
Collaborative Workspaces<br />
Scribe Blogs<br />
Embeddable and Shareable<br />
Organization and Study Skills <br />Notetaking<br />Graphic Organizers<br />BrainStorming<br />
NoteTaking<br />
Collaborative Notetaking<br />Google Docs<br />Wikis<br />Shared Notebooks<br />
Graphic Organizers<br />Templates (Google Templates)<br />Why Graphic Organizers?<br />
MindMapping-Brianstorming<br />CMAP<br />xMInd<br />FreeMind<br />Mindomo<br />Mindmeister<br />Webspiration ($)<br />Bubb...
Learning Aids<br />Flashcards<br />
Flashcards<br />Quizlet<br />
Classroom Tools<br />DyKnow<br />Clickers<br />Socratic<br />
Basic Literacy/Habits of Mind<br />
Teaching Empathy and Perspective<br />
Visual Literacy <br />ISSUU<br />
InterCultural Literacy<br />Student Video <br />
Networked Literacy<br />
Facebook 1800s<br />
Recognizing Audience<br />ENGLISH 10 Blogs<br />FREDERICK DOUGLAS SPEAKER SERIES<br />GLOBAL ISSUES AWARENESS PROJECT<br />
Project Based Learning<br /><ul><li>AP Museum
Adv History Documentaries
Frederick Douglass Debates
Global Climate Change Symposium
US History Graphic Novels</li></li></ul><li>
Integration around Pedagogy<br />
Considerations and Conversations<br />Flipped classroom<br />Meaningful HW<br />Importance of Choice<br />Copyright<br />D...
Flipped Classrooms<br />About Chunking<br />20 minutes-change activity, topic, environment<br />Screencasting<br />Kahn Ac...
Meaningful Homework<br />Discussions <br />Annotated, scaffolded reading<br />Writing <br />Practice – Exercises not Probl...
Importance of Choice<br />To Kill a Mockingbird (8th grade)<br />Passion Project  ( 7th grade)<br />Protests Elective (11/...
Differentiation<br />Diigo Group  Readings<br />Conditional Assignments<br />Canvas<br />LAMS<br />Moodle 2<br />LiveBinde...
Formative Assessment Strategies<br />Socratic <br />DyKnow<br />Google Forms<br />
Reflection<br />Blog journals<br />Shared Google Docs<br />Portfolios<br />
Copyright/Creative Commons Licensing<br />
Languages<br />Voxopop<br />ANVILL lab<br />Audioboo<br />Flashcards<br />Jibe<br />Online Conferences<br />
Fluid Math<br />
Fathom<br />
Stella<br />
Google’s Art Project<br />
eReaders Apps<br />
Music<br />Wolfram Tones<br />Note???<br />
Fred Douglas<br />What IF- Carla<br />Twitter cuban missile<br />10th blogs<br />Tex close reading passages<br />PE- video...
Tips for Integrators<br />
Get Your<br />MUG <br />CLUB<br />Card<br />Its all about Relationships<br />
Support your<br />Rockstars<br />
DistributeExpertise/Leadership<br />
Be Subversive- <br />GoUndercover<br />
go<br />Boldly<br />
Serve 'em <br />Pancakes<br />
Do the Lion's share  <br />make it<br />look easy<br />
Buddy up with your librarian<br />
Model what you preach <br />
Share<br />Neverstop learning<br />
Upcoming SlideShare
Loading in...5
×

1 to-1 across disciplines-final

816

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
816
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
15
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Curriculum =content and skill- contemporary skills- contemporary updated content – relevancy and engagement
  • MoodleThickness of line = personailty
  • Tech tool kit is robust – two things to remember- what I need to be aware of and what I need to move from awareness into my personal toolkit
  • Need a sheet-
  • Context circle- for me-Context circle – institution- personality- institutional prioriteis-
  • Culture is internal and external cultureEnvironment we are 1-to-1 – so our context is different than a school that isn’t 1-to-1 – we are tablets Institutional priorities help shape focus- differentiation is focus of pedagogy bubble but we still need to
  • Justification for pblnad inquiry- along with skills
  • What do these have in common? What makes them gr8Well structureed, student choice, deep thinking
  • Group dynamics
  • http://docs.google.com/viewer?a=v&amp;q=cache:kSk8a_QGabgJ:www.sjboces.org/doc/Gifted/Differentiation%2520Tip_Scamper.doc+differentiation+scamper&amp;hl=en&amp;gl=us&amp;pid=bl&amp;srcid=ADGEESiFA_0c558sTruQEwnl2-eoX1YBmu6nXcZmYZ4BFBfIDsEKc4arK1DaBRnTq95qHqfiU_04TKQuGeL8hVm4JFawgp_0uq3N4q6vgj619-tjAmBln2MscG-5jWuVTSgDIYGiSLlj&amp;sig=AHIEtbSMfRyxvmn3oFQ_k-wJUqakIFVLlw
  • Wiki books, wiki labs,
  • Click on geography – discussion tab – venue for fromative assessment.feedbackHistory- accountabilty
  • http://wiki.micds.org/wiki/Sellers:Advanced_Chemistry/C-DiGasbarro-Finn
  • Metacognitive, diagnostic, english questions
  • Scribd, embedit, slideshare, http://www.scribd.com/
  • Onenote, zohonotebook,
  • Creativity- Xtimelines, many-eyes, chart gizmos, Google mapshttp://www.xtimeline.com/timeline/Revolution-Reform-and-Protest-19
  • Photoessay, Voicethread, Webspiration Mindomo, graphic novrl, obama, geometry angles project- creative commons, postcardshttp://voicethread.com/share/330578/
  • Sudan,
  • MICDS WHII, Facebook, PROFEssional Development Networks classroom 2.0 Global Collaboration…
  • Q&amp;A
  • Its about chunking – 20 minute learning span before change activity, topic., environment-
  • BlioKindleNook
  • Share Never, Never stop reading and learningDo the Lion&apos;s share - make it look easier than it isBuddy up with your librarianBe Intentional -Model what you preach
  • 1 to-1 across disciplines-final

    1. 1. 1-to-1 Across Disciplines<br />http://www.flickr.com/photos/rustybrick/283615021/sizes/o/in/photostream/<br />
    2. 2. Elizabeth HelfantMICDSSt Louis MO<br />E<br />Ehelfant/ehelfant@micds.org<br />
    3. 3. http://goo.gl/RMF1m<br />educollabor8tors<br />
    4. 4. Possible Agenda<br />Frameworks and Research<br />Tpack and SAMR<br />PBL<br />POGIL<br />Curriculum Design (UbD)<br />Brain stuff<br />Toolkits<br />Identifing an Institutional Goal<br />Importance of Scaffolding <br />Projects<br />Considerations and Conversations<br />Flipped classroom<br />Meaningful HW<br />Research Process<br />Ciopyright<br />Shifting away from grades – Assesment changes<br />TIPS going forward<br />
    5. 5. Goals<br />A Project Idea<br />An Idea of what your toolkit needs to be<br />A Tool(s) to Investigate Later<br />An Update on or a New Pedagogical Strategy<br />
    6. 6. Great Integrations start with TPACK<br />http://tpack.org<br />
    7. 7. Content Bubble<br />Content and Skills<br />
    8. 8. 7 Cs + 3Rs<br />Content Understanding<br />Critical Thinking<br />Cross Cultural Understanding<br />Collaboration<br />Communication<br />Computing Skills<br />Career and Civic Learning and Self-Reliance<br />
    9. 9. Partnership for 21st Century Skills<br />http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120<br />
    10. 10. 21st Century Skills (Engage)<br />Basic, Scientific and Technological Literacy<br />Visual and Information Literacy<br />Cultural Literacy and Global Awareness<br />Inventive Thinking:<br />Digital Age Literacy:<br /> Adaptability and Managing Complexity<br />Curiosity, Creativity and Risk Taking<br />Higher Order Thinking and Sound Reasoning<br /> Effective Communication:<br /> High Productivity:<br />Teaming, Collaboration and Interpersonal Skills<br />Personal and Social Responsibility<br />Interactive Communication<br />Prioritising, Planning and Managing Results<br />Effective Use of Real World Tools<br />High Quality, Meaningful Results<br />
    11. 11. NETS<br />
    12. 12. CONSISTENT VOCABULARY<br />http://www.flickr.com/photos/l-e-e/3949211987/sizes/z/in/photostream/<br />
    13. 13. Skill Inventory<br />What skills do your students need more practice with?<br />Which 1-2 skills do you teach well and how do you do that? <br />What skills do you teach really well across disciplines?<br />Individual Writing- Everyone contribute to the google doc- (we’ll do it anonymously but I’d have kids logged in)<br />http://goo.gl/o6Bbe<br />
    14. 14. Pedagogy Bubble<br />Differentiation<br />Formative Assessment<br />PBL<br />Executive Function<br />Learning Styles Differences<br />Trans-Disciplinary Traits<br />Danielson’s Domains<br />Portfolio Assessment<br />Brain Rules/Brian based research<br />Multiple Intelligences<br />
    15. 15. Technology Bubble<br />MICDS Tech Tool Kit<br />On the Web<br />
    16. 16. Creating Your Toolkit<br />
    17. 17. Your CMS<br />
    18. 18. Overlap is Important<br />Relationships <br />among <br />Bubbles<br />Portal as delivery system<br />Wikispaces as Curriculum Mapping tools<br />The Sweet Spot<br />Essential Questions as the driver <br />
    19. 19. Where the Bubbles Live<br />
    20. 20. Environment<br />CULTURE<br />Personality<br />Institutional Priorites<br />
    21. 21. Emerging Brain Research<br />http://www.flickr.com/photos/jj_judes/346850124/sizes/z/in/photostream/<br />
    22. 22. Your Brain should be treated like a garden, be aware of what you introduce into it…<br />Judy Willis<br />http://www.flickr.com/photos/aussiegall/3203524576/sizes/m/in/photostream/<br />
    23. 23. Seven BIG Learning Messages<br />Intelligence is not fixed<br />Effort (Motivation) is as important as ability<br />Learning is strongly influenced by emotion<br />We all learn in different ways<br />Deep learning is an active process<br />Learning is messy<br />Learning is Social <br />Photo Credit: Stockphoto/VasiliyYakobchuk)<br />
    24. 24. Blooms, Daggett, Flow, ZPD<br />
    25. 25. Circle back to brain <br />“Whenever the learner’s working memory decides that an item does not make sense or have meaning. the probability of it being stored is extremely low….<br />Of the two criteria, meaning has the greater impact ….”<br />Sousa<br />
    26. 26. Technology Transformation Scale<br />
    27. 27. Great Projects<br />What If…<br />Art and Politics<br />
    28. 28. UbD and DI<br />
    29. 29. Project Based Learning<br />
    30. 30.
    31. 31. POGILElements<br />Students expected to work collaboratively<br />Activity is an intentional POGIL activity<br />Students work on activity during class time with facilitator present<br />Dominant mode of instruction is not instructor-centered<br />Students have assigned roles within groups<br />Activity is designed to be first introduction to topic<br />Students aren’t expected to have worked on topic prior to introduction<br />Groups should complete all critical thinking questions during 40 min class- <br />
    32. 32. Rubrics <br />For Assessing Project Integrity<br />For Assessing Teacher Integration Level<br />For Assessing Student Learning<br />
    33. 33. Role of Peer and Self-Assessment<br />
    34. 34. Role of Reflection<br />
    35. 35. Tech Integration<br />Using Tech to Integrate Skills acorss disciplines<br />Well Crafted Projects that integrate tech<br />Pedagogical considerations that tech can enhance if integrated properly<br />
    36. 36. Skills Across Disciplines<br />Research – Noodle Tools, Diigo, Xotero<br />Writing – Google Docs, Blogging<br />Presentation – Google Presentation, Ustream<br />Collaboration and Teamwork<br />Organization<br />Graphic Organizers - <br />Note-Takning – OneNote, Zoho, Evernote<br />BrainStorming<br />
    37. 37. Scaffolding research<br />Search and Evaluation<br />Diigo<br />YoLink<br />Providing Resource <br />Livebinders<br />Pathfinders<br />Symbaloo<br />Noodle Tools<br />Zotero<br />
    38. 38. Search/Information<br />Databases<br />The Web<br />Print and Electronic Books<br />
    39. 39. YoLink – Refined Search<br />
    40. 40. Diigo<br />
    41. 41. LiveBinder<br />
    42. 42. WikiGuides/PathFinders<br />
    43. 43. Resource Collections<br />Diigo Bookmarks<br />Symbaloo<br />
    44. 44. Research<br />
    45. 45.
    46. 46. Examples<br />Author Project<br />9th grade Imperialism<br />Endangered Elements<br />
    47. 47. Digital Writing<br />
    48. 48. Digital IS<br />
    49. 49. The Tools<br />Write for:<br />Improv<br />Reflection<br />Articulate Understanding<br />New Skills(?)<br />Multimodal<br />Hypertext<br />Visual Additions<br />Google Docs<br />Ietherpad<br />Blogs<br />Portfolios<br />
    50. 50. Examples<br />10th Grade Non Fiction Blogging<br />Creative Writing<br />Healthpedia<br />Technical Writing for Wikipedia <br />Global Issues Textbook<br />
    51. 51. RAFTS Blog Prompts<br />
    52. 52. Scamper Prompts<br />
    53. 53. Totally 10<br />Totally 10 is a student choice format for differentiating projects or assessments. Each task a student chooses is given a score of 2,4,6, or 10, where the higher scores reflect greater challenge and complexity. Students must select either one project with a score of 10, or several that add up to a score of 10. Students will choose rigor to do fewer projects. Totally 10 may also be used to design an assessment. Students choose which questions they will answer as long as the total point score equals 10. This<br />gives students choice and lets them think they are making up their own test. (Heacox, 2002).<br />
    54. 54. Presentation Skills<br />Google Presentation<br />
    55. 55. Frederick Douglas Project<br />
    56. 56. Tools<br />PPT<br />Prezi<br />Collection<br />
    57. 57. PechaKucha – Presentation Styles<br />
    58. 58. Teaching Collaboration<br />
    59. 59. Group Dynamics<br />Roles<br />Accountability<br />Transparency<br />Feedback<br />http://www.flickr.com/photos/lumaxart/2137737248/sizes/z/in/photostream/<br />
    60. 60. WIKI BOOKS<br />
    61. 61. WIKI LABS<br />
    62. 62. Wiki Literature<br />
    63. 63. WIKI Lesson Plans<br />
    64. 64. GOOGLE Writing Assignments<br />
    65. 65. Google Spreadsheets and Forms <br />
    66. 66. Collaborative Workspaces<br />
    67. 67. Scribe Blogs<br />
    68. 68. Embeddable and Shareable<br />
    69. 69. Organization and Study Skills <br />Notetaking<br />Graphic Organizers<br />BrainStorming<br />
    70. 70. NoteTaking<br />
    71. 71. Collaborative Notetaking<br />Google Docs<br />Wikis<br />Shared Notebooks<br />
    72. 72. Graphic Organizers<br />Templates (Google Templates)<br />Why Graphic Organizers?<br />
    73. 73. MindMapping-Brianstorming<br />CMAP<br />xMInd<br />FreeMind<br />Mindomo<br />Mindmeister<br />Webspiration ($)<br />Bubbl.us<br />Personal Brain<br />TopicScape<br />Author Project Concept Map<br />
    74. 74. Learning Aids<br />Flashcards<br />
    75. 75. Flashcards<br />Quizlet<br />
    76. 76. Classroom Tools<br />DyKnow<br />Clickers<br />Socratic<br />
    77. 77. Basic Literacy/Habits of Mind<br />
    78. 78. Teaching Empathy and Perspective<br />
    79. 79. Visual Literacy <br />ISSUU<br />
    80. 80. InterCultural Literacy<br />Student Video <br />
    81. 81. Networked Literacy<br />
    82. 82. Facebook 1800s<br />
    83. 83. Recognizing Audience<br />ENGLISH 10 Blogs<br />FREDERICK DOUGLAS SPEAKER SERIES<br />GLOBAL ISSUES AWARENESS PROJECT<br />
    84. 84. Project Based Learning<br /><ul><li>AP Museum
    85. 85. Adv History Documentaries
    86. 86. Frederick Douglass Debates
    87. 87. Global Climate Change Symposium
    88. 88. US History Graphic Novels</li></li></ul><li>
    89. 89. Integration around Pedagogy<br />
    90. 90. Considerations and Conversations<br />Flipped classroom<br />Meaningful HW<br />Importance of Choice<br />Copyright<br />Differentiation<br />Formative Assessment<br />Shifting away from grades – Assesmentchanges<br />Reflection/Metacognition<br />
    91. 91. Flipped Classrooms<br />About Chunking<br />20 minutes-change activity, topic, environment<br />Screencasting<br />Kahn Academy as a Model<br />
    92. 92. Meaningful Homework<br />Discussions <br />Annotated, scaffolded reading<br />Writing <br />Practice – Exercises not Problems<br />Self-Grading (quia, webassign, Canvas, Google quiz templates)<br />
    93. 93. Importance of Choice<br />To Kill a Mockingbird (8th grade)<br />Passion Project ( 7th grade)<br />Protests Elective (11/12th grade)<br />
    94. 94. Differentiation<br />Diigo Group Readings<br />Conditional Assignments<br />Canvas<br />LAMS<br />Moodle 2<br />LiveBinders<br />Electronic Shared Writing with Comments<br />Choice Boards<br />Portfolios<br />
    95. 95. Formative Assessment Strategies<br />Socratic <br />DyKnow<br />Google Forms<br />
    96. 96. Reflection<br />Blog journals<br />Shared Google Docs<br />Portfolios<br />
    97. 97. Copyright/Creative Commons Licensing<br />
    98. 98. Languages<br />Voxopop<br />ANVILL lab<br />Audioboo<br />Flashcards<br />Jibe<br />Online Conferences<br />
    99. 99. Fluid Math<br />
    100. 100. Fathom<br />
    101. 101. Stella<br />
    102. 102.
    103. 103.
    104. 104.
    105. 105. Google’s Art Project<br />
    106. 106. eReaders Apps<br />
    107. 107. Music<br />Wolfram Tones<br />Note???<br />
    108. 108.
    109. 109.
    110. 110. Fred Douglas<br />What IF- Carla<br />Twitter cuban missile<br />10th blogs<br />Tex close reading passages<br />PE- video skills- health project stacy- legacy project<br />Graphic novels<br />
    111. 111. Tips for Integrators<br />
    112. 112. Get Your<br />MUG <br />CLUB<br />Card<br />Its all about Relationships<br />
    113. 113. Support your<br />Rockstars<br />
    114. 114. DistributeExpertise/Leadership<br />
    115. 115. Be Subversive- <br />GoUndercover<br />
    116. 116. go<br />Boldly<br />
    117. 117. Serve 'em <br />Pancakes<br />
    118. 118. Do the Lion's share <br />make it<br />look easy<br />
    119. 119. Buddy up with your librarian<br />
    120. 120. Model what you preach <br />
    121. 121. Share<br />Neverstop learning<br />
    122. 122.
    123. 123.
    124. 124. 1 - http://www.flickr.com/photos/nicocavallotto/1039824553/sizes/m/<br />4-http://www.flickr.com/photos/54821292@N00/409126594/<br />6-http://www.flickr.com/photos/67511222@N00/3518359517/<br />7-http://www.flickr.com/photos/68188294@N00/2247834038/<br />8-http://www.flickr.com/photos/8070463@N03/516337010/<br />10-http://charlesshyblosky.files.wordpress.com/2008/05/preacher20small-756593.gif<br />11<br />
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×