Reinvting Project-Based Learning 7 15 08

Reinventing Project Based Learning Designing and implementing real-world projects for digital-age learners July 15, 2008 1. Professional Learning Is Changing 2. “Big Ideas” Matter - Project Outline

Professional Learning Is Changing

The new For-Us By-Us PD, supported by technology

Educators are expecting more

Seek ‘just-in-time’, personalized learning experiences

Vote with their feet

Learn anytime, many channels

Form communities live and virtual

Give and get through peer-to-peer learning

Reflective, reactive

Learning mirrors experiences of today’s learners, tomorrow’s professionals

Professional Learning

Many emerging channels

Professional social networks - Classroom 2.0

EdTechTalk - An education interview Webcast w/ chat

Ustream - Live interactive broadcasting

Webinar “web seminar” platforms- Elluminate free for Clrm 2.0 members

Twitter - Chat on steroids - ‘just-in-time’ announcements and virtual note-passing in the ‘back channel’

Open PD : A collaboratively designed professional development program

‘ Unconferences ’ - Edubloggercon

Blogging

Professional Learning

Blogging

One to many, many to one

What Is a Blog? Common Craft Video

Random Blogs blogger

Four types

Personal journal

Reporting and opining ( edublogs )

Newsletter and class blogs

Commercial bleed-over from Web

Collaborating Teachers Julie Lindsay,Qatar Vicki Davis, Georgia

Collaborating Teachers Eugene, OR USA St. Jean Sur Richeleau, Quebec CA http://teacher102.edublogs.org

Conceptual Framework

Big Ideas Matter

BUT FIRST - Start tracking these assets

… look at Citation Machine http://citationmachine.net

… get del.icio.us “social bookmarking” going

http://del.icio.us

http://del.icio.us/jkrauss

Conceptual Framework

Big Ideas Matter - from splitting to lumping - NCTS example

“New literacies” defined by AASL, NCTE, ISTE, NCTM, AAAS, NSTA, Partnership for 21st. C Skills

What Content Is Worth Teaching?

Five Key Criteria

Utility - Will the knowledge or skill significantly enhance long-term employment or educational prospects and personal decision making?

Social responsibility - Will the content help citizens participate intelligently in making social and political decisions?

Intrinsic value of the knowledge - Does the content have pervasive cultural or historical significance?

Philosophical value - Does the content help individuals ponder the enduring questions of what it means to be human?

Childhood enrichment - Will the content enhance the unique experiences and values of childhood?

-American Association for the Advancement of Science

Outlining Content Worth Teaching 1. What important and enduring concepts are fundamental to each subject you teach? 2. Why do these concepts matter? Why are they important? 3. Outside of school, who cares about these topics? 4. Select one or two of the most promising of these topics and think about real-to-life contexts 5. As you begin to imagine working with these topics, how might you push past rote learning into analysis, evaluation and creation? Incorporate Bloom’s “rigor” verbs in your answer. 6. Imagine authentic ways students might engage in this topics within a project and the ways 21st century skills might be addressed. 7. What aspects of these topics will interest your students? 8. What learning dispositions should you cultivate and ask your students to pay attention to?

Outlining Content Worth Teaching