“…learning is not for later life but for living…” (Norton and Wiburg p. 28)<br />Kelly Escobar<br />EDTC 6341.60<br />Chap...
     Teacher Evolution<br />					Director <br />Facilitator			Designer<br />2<br />Kescobar Chapter 3 <br />
3<br />Kescobar Chapter 3 <br />
FACTS of DESIGN<br />F<br />A<br />C<br />T<br />S<br />4<br />Kescobar Chapter 3 <br />
FACTS of DESIGN<br />Foundations<br />Activities<br />Contents<br />Tools<br />System of Assessment<br />5<br />Kescobar C...
6<br />Kescobar Chapter 3 <br />
FOUNDATIONS<br />Overt Curriculum<br />Covert Curriculum<br />Five foundations of Learning<br />Knowledge<br />Problem Sol...
8<br />ACTIVITIES<br />ABCS of Activity<br />Authentic Activities<br />Building Knowledge Activities<br />Constructing Act...
ACTIVITIES<br />ABCS of Activity<br />Authentic Activities<br />Building Knowledge Activities<br />Constructing Activities...
CONTENTS<br />The “something” of learning<br />Student interests<br />Prescribed curriculum<br />Current events<br />Estab...
TOOLS<br />Tools determine possible learning outcomes<br />11<br />Possible learning outcomes<br />Possible learning outco...
12<br />ATTRIBUTIONS FOR PICTURES<br />http://www.hwatsangmonastery.org.au/boetuition.htm<br />http://munnjm.wordpress.com...
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Kescobar ch3 facts

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Ch 3 FACTS of Design pgs 42-52 Chapter Presentation

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  • This quote is actually from Chapter 2 but I thought it was very interesting and relevant and a good place to start. To me this quote defines the paradigm shift that is occurring in education, from a teacher led analytical framework to a learner led opportunity framework.
  • With this paradigm shift the teacher has evolved from director, standing at the front of the class supplying facts and information To a facilitator, which the authors also call “coach”, “cognitive mentor”, or “guide on the side” that assist learners in determining the best way for them to gather the information and facts To A designer providing opportunities for learners to discover the facts and information in their own way and on their own termsThe authors state teacher as designer means “designing opportunities for learning that meet the unique learning needs of your classroom”The teacher has evolved as they moved from the head of the classroom to the center of the learners
  • When something evolves it does not lose all of its previous characteristics but keeps those that are beneficial and so should the evolving teacher, they have to take the best of each role, director, facilitator, and designer and roll it into one
  • So how do we become this evolved species of teacher? Well one way the authors suggest is through the FACTS of design. If you read chapter 2 you will remember that there were six guiding questions the authors put forth to guide instruction design and there were 5 main parts. Does anyone recall what the F stood for? Foundations The A? Activities The C? Contents The T? Tools The S? System of assessment
  • Each of these is a puzzle piece at the center you have foundations, activities, content, and tools which are all surrounded by systems of assessment and these are all subsequently surrounded by the learning environment the authors state, “They have a unique shape and combination of colors. Each puzzle piece can fail to fit with the others, fit only when artificially shoved into place, or blend smoothly into an elegant pattern of inquiry and learning.”
  • The guiding question here is What foundations of learning do today’s students most need to learn?The authors refer to overt and covert curriculum, overt meaning what is obvious and visible and covert meaning the underlying message such as beliefs and attitudesthe authors refer to these foundations as habits of mind and they focus on Five foundations of LearningKnowledge, Problem Solving, Literacy, Information Using, and Community
  • The guiding question here is What activities should designers choose to ensure that students become actively engaged in learning through construction?The authors refer to the ABCS of ActivityAuthentic Activities: ordinary practices of a culture, real world activities that the learners can relate to Can anyone give me an example example counting coins make a store with cashiersBuilding Knowledge Activities: connect facts into webs of meaning, easiest example you could write down the directions for how to tie a shoe or demonstrate the processConstructing Activities: performance activities that ask students to expand or apply their knowledge by producing something example making a CD of the French RevolutionSharing Activities: allows students to test their understanding in public arenas, receive feedback Or be challenged with new or missing evidence can anyone give me an example
  • The guiding question here is What activities should designers choose to ensure that students become actively engaged in learning through construction?The authors refer to the ABCS of ActivityAuthentic Activities: ordinary practices of a culture, real world activities that the learners can relate to Can anyone give me an example examplecounting coins make a store with cashiersBuilding Knowledge Activities: connect facts into webs of meaning, easiest example you could write down the directions for how to tie a shoe or demonstrate the processConstructing Activities: performance activities that ask students to expand or apply their knowledge by producing something example making a CD of the French RevolutionSharing Activities: allows students to test their understanding in public arenas, receive feedback Or be challenged with new or missing evidence can anyone give me an example
  • The guiding question here is, What contexts, ideas, and/or concepts afford a context for student learning?The authors refer to this as The “something” of learning which can be drawn from student interests, Prescribed curriculum or Current events but most often is guided by established standards set by the stateThe challenge here is finding a way to follow the standards and curriculum while making the content interesting and relevant to the students
  • What tools might a designer choose to best support and enhance student learning?The authors point out that Tools determine possible learning outcomesIf you told students to make a presentation on dogs and gave one group a set of books and some paper and the other group a computer with internet access and various software the possible learning outcomes are different, the group with the books is limited to the information in the books they may learn some new vocabulary along with information about dogs but the opportunities for learning are limited The other group has access to more information sources as well as increasing their opportunities for learning not just about dogs but how to use the software available to create their presentation
  • Kescobar ch3 facts

    1. 1. “…learning is not for later life but for living…” (Norton and Wiburg p. 28)<br />Kelly Escobar<br />EDTC 6341.60<br />Chapter 3 The FACTS of Design<br /> pages 42-52<br />1<br />Kescobar Chapter 3 <br />
    2. 2. Teacher Evolution<br /> Director <br />Facilitator Designer<br />2<br />Kescobar Chapter 3 <br />
    3. 3. 3<br />Kescobar Chapter 3 <br />
    4. 4. FACTS of DESIGN<br />F<br />A<br />C<br />T<br />S<br />4<br />Kescobar Chapter 3 <br />
    5. 5. FACTS of DESIGN<br />Foundations<br />Activities<br />Contents<br />Tools<br />System of Assessment<br />5<br />Kescobar Chapter 3 <br />
    6. 6. 6<br />Kescobar Chapter 3 <br />
    7. 7. FOUNDATIONS<br />Overt Curriculum<br />Covert Curriculum<br />Five foundations of Learning<br />Knowledge<br />Problem Solving<br /> Literacy<br />Information Using<br />Community<br />7<br />Kescobar Chapter 3 <br />
    8. 8. 8<br />ACTIVITIES<br />ABCS of Activity<br />Authentic Activities<br />Building Knowledge Activities<br />Constructing Activities<br />Sharing Activities<br />Kescobar Chapter 3 <br />
    9. 9. ACTIVITIES<br />ABCS of Activity<br />Authentic Activities<br />Building Knowledge Activities<br />Constructing Activities<br />Sharing Activities<br />9<br />Kescobar Chapter 3 <br />
    10. 10. CONTENTS<br />The “something” of learning<br />Student interests<br />Prescribed curriculum<br />Current events<br />Established standards<br />10<br />Kescobar Chapter 3 <br />
    11. 11. TOOLS<br />Tools determine possible learning outcomes<br />11<br />Possible learning outcomes<br />Possible learning outcomes<br />Kescobar Chapter 3 <br />
    12. 12. 12<br />ATTRIBUTIONS FOR PICTURES<br />http://www.hwatsangmonastery.org.au/boetuition.htm<br />http://munnjm.wordpress.com/2009/09/06/new-forms-of-assessment/<br />http://www.dailymail.co.uk/news/article-528835/Broken-families-mean-schools-left-teach-good-manners.html<br />http://www.parentingresponsiblekids.com/Classrom_Remedies.html<br />http://teachingtomorrow.wordpress.com/2008/08/20/multitasking/<br />http://www.sxc.hu/photo/987818<br />http://obsidian.gmu.edu/twt/opener.htm<br />http://www.learningpaths.org/papers/paperbeliefs.htm<br />http://www.admavericks.com/2010/11/10/in-advertising-there-are-no-boring-categories-just-boring-brands/<br />http://www.artworkscoop.co.uk/page8.htm<br />Kescobar Chapter 3 <br />
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