Rising to the Challenge:
Promoting Collaboration in the 1:1 Classroom




Katie Morrow
O’Neill Public Schools
KATIE MORROW
www.mrsmorrow.com
O’Neill Public Schools
Technology Integration
Specialist
http://www.youtube.com/watch?
v=YOGKHa72LJ4&feature=PlayList&p=B965
B30704064839&playnext_from=PL&index=4
ISTE NETS*S
 2. Communication and Collaboration
  
 Students use digital media and environments to communicate and work co...
Give every student a
laptop...
Collaboration
Pieces




         Collaboration
Pieces               Projects




         Collaboration
Pieces       Process   Projects




         Collaboration
Collaboration Pieces
Collaboration Pieces
                  Pieces
VoiceThread




Kaitlyn’s Adv. Bio Example
Google Tools
iChat/Skype
iChat
OS X Server Tools
              Blogs & Wikis




Blog examples: http://ops.esu8.org/users/
Wiki examples: http://ops.esu8...
Podcast Producer




 http://ops.esu8.org/groups/teach42morrow/blog/
        http://ops.esu8.org/groups/
drop.io




http://drop.io/waterremix
TeachersConnecting.com
Collaboration Projects
Collaboration Projects

                         Projects
Examples of Collaborative
Learning
Freshman Health
iPhoto Science Nonfiction Books




 “Exploring Space” by Olivia
Earth Science Collaborative Project

Wikispaces Outline
Google Doc for Team planning
Example Glogster Poster
NEP Writing Forums




http://www.unl.edu/newp/news/2009/On_Line_Writing_Forum.shtml
NEP Writing Forums




http://www.unl.edu/newp/news/2009/On_Line_Writing_Forum.shtml
Take a Look Outside




http://ops.esu8.org/~katiemorrow/8TT_2010/Current_Projects.html
Life ‘Round Here




          http://liferoundhere.pbworks.com/
Collaborative Community PSAs




       http://ops.esu8.org/users/katiemorrow/weblog/1511a/
               Sexual_Assault_...
7th Grade World Cultures
Apple Learning Interchange - Polar Bears in a Changing Climate            http://edcommunity.apple.com/ali/story.php?itemI...
Rock Our World
     http://
rockourworld.org


                   http://www.youtube.com/watch?
                   v=AvhPv...
Impossible2Possible
Collaboration Process
Collaboration Process

                        Process
Apple Classrooms of Tomorrow -
           ACOT2
http://challengebasedlearning.org
Essential Elements
Essential Elements
  • Real-world   topic (relevance)
Essential Elements
  • Real-world topic (relevance)
  • Actionable Challenges
Essential Elements
  • Real-world topic (relevance)
  • Actionable Challenges
  • Students collaborating on teams
Essential Elements
  • Real-world topic (relevance)
  • Actionable Challenges
  • Students collaborating on teams
  • Stud...
Essential Elements
  • Real-world topic (relevance)
  • Actionable Challenges
  • Students collaborating on teams
  • Stud...
Essential Elements
  • Real-world topic (relevance)
  • Actionable Challenges
  • Students collaborating on teams
  • Stud...
Project Based Learning            Challenge Based Learning

      Interdisciplinary                   Interdisciplinary

 ...
Challenge Based Learning - Framework
Challenge Based Learning - Framework
                Big Idea
Challenge Based Learning - Framework
                  Big Idea

             Essential Question
Challenge Based Learning - Framework
                  Big Idea

             Essential Question

               The Chall...
Challenge Based Learning - Framework
                         Big Idea

                    Essential Question

          ...
Challenge Based Learning - Framework
                         Big Idea

                    Essential Question

          ...
Challenge Based Learning - Framework
                         Big Idea

                    Essential Question

          ...
Challenge Based Learning - Framework
                         Big Idea

                    Essential Question

          ...
Challenge Based Learning - Framework
                         Big Idea

                    Essential Question

          ...
Challenge Based Learning - Framework
                            Big Idea

                       Essential Question

    ...
Challenge Based Learning - Framework
                            Big Idea

                       Essential Question

    ...
http://ali.apple.com/cbl/index.html
Challenges




             38
Challenges
•   Reduce Your School’s Paper
    Waste



                                       38
Challenges
• Reduce Your School’s Paper
  Waste
• Increase recycling in your
  community

                                ...
Challenges
• Reduce Your School’s Paper
  Waste
• Increase recycling in your
  community
• Improve the online behaviors of...
Challenges
• Reduce Your School’s Paper      • Make your town more energy
  Waste                             efficient
• ...
Challenges
• Reduce Your School’s Paper      • Make your town more energy
  Waste                             efficient
• ...
Challenges
• Reduce Your School’s Paper      • Make your town more energy
  Waste                             efficient
• ...
Democracy
Create an authentic
   medium for
  strengthening

Student Created Challenge Solution: Gov Love Ning

Student Cr...
Fitness
• Big Idea: Fitness
• Essential Question: How can kids lead a healthier lifestyle and be more
  physically fit?
• C...
http://web.me.com/mrsmorrow/Digital_Divas-Tolerance/Movie.html
Positive Effects
Positive Effects
•   Attendance
Positive Effects
•   Attendance
•   Engagement - (especially with traditionally less successful
    students)
Positive Effects
•   Attendance
•   Engagement - (especially with traditionally less successful
    students)
•   Empowerm...
Positive Effects
•   Attendance
•   Engagement - (especially with traditionally less successful
    students)
•   Empowerm...
Positive Effects
•   Attendance
•   Engagement - (especially with traditionally less successful
    students)
•   Empowerm...
Scalability
• Timeline/Duration
• Age/Grade levels
• CBL as a philosophy, not a recipe
Resources to “Continue Climbing”
•   http://challengebasedlearning.org

•   iTunesU - http://tinyurl.com/cblonitunesu
Collaboration
Pieces




         Collaboration
Pieces               Projects




         Collaboration
Pieces       Process   Projects




         Collaboration
Additional Resources
• 50 Free Collaboration Tools that are Awesome for Education:
  http://www.accreditedonlinecolleges.c...
Rising to the Challenge: Collaboration in 1:1 Classroom
Rising to the Challenge: Collaboration in 1:1 Classroom
Rising to the Challenge: Collaboration in 1:1 Classroom
Rising to the Challenge: Collaboration in 1:1 Classroom
Rising to the Challenge: Collaboration in 1:1 Classroom
Rising to the Challenge: Collaboration in 1:1 Classroom
Rising to the Challenge: Collaboration in 1:1 Classroom
Rising to the Challenge: Collaboration in 1:1 Classroom
Rising to the Challenge: Collaboration in 1:1 Classroom
Rising to the Challenge: Collaboration in 1:1 Classroom
Rising to the Challenge: Collaboration in 1:1 Classroom
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Rising to the Challenge: Collaboration in 1:1 Classroom

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  • Does it promote learning in isolation
    or networked learning?






  • Ability to do multiple video chats
    Screen Share
    Ability to record


  • Blog examples: http://ops.esu8.org/users/
    Wiki examples: http://ops.esu8.org/groups/teach42morrow/




  • can collaborate:
    as teams in class
    with students from another class
    with classes from other schools
    with experts in the field
    and all develop skills of:
    communication
    time management & division of skills
    adds meaning and relevance to learning
















  • TODAY
    What do schools need to make 21st century learning happen right now?
  • Phase 3 - “For Example” curriculum project -
    ACOT2 Curriculum Dvpmnt Team - our challenge was to simplify that relevant and applied curriculum, make it relevant, create a model that teachers could easily implement.









  • PBL statements are generalizations, and that some PBL projects may have pieces more similar to CBL than indicated by the chart.
  • The framework for Challenge Based Learning looks like this:

    You start with a big idea – water, energy, self-identity, justice, voting.
    Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
    Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.

    Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.

    A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”

    So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?

    They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.

    Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
    Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge



  • The framework for Challenge Based Learning looks like this:

    You start with a big idea – water, energy, self-identity, justice, voting.
    Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
    Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.

    Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.

    A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”

    So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?

    They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.

    Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
    Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge



  • The framework for Challenge Based Learning looks like this:

    You start with a big idea – water, energy, self-identity, justice, voting.
    Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
    Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.

    Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.

    A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”

    So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?

    They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.

    Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
    Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge



  • The framework for Challenge Based Learning looks like this:

    You start with a big idea – water, energy, self-identity, justice, voting.
    Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
    Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.

    Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.

    A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”

    So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?

    They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.

    Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
    Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge



  • The framework for Challenge Based Learning looks like this:

    You start with a big idea – water, energy, self-identity, justice, voting.
    Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
    Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.

    Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.

    A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”

    So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?

    They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.

    Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
    Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge



  • The framework for Challenge Based Learning looks like this:

    You start with a big idea – water, energy, self-identity, justice, voting.
    Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
    Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.

    Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.

    A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”

    So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?

    They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.

    Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
    Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge



  • The framework for Challenge Based Learning looks like this:

    You start with a big idea – water, energy, self-identity, justice, voting.
    Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
    Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.

    Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.

    A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”

    So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?

    They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.

    Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
    Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge



  • The framework for Challenge Based Learning looks like this:

    You start with a big idea – water, energy, self-identity, justice, voting.
    Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
    Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.

    Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.

    A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”

    So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?

    They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.

    Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
    Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge



  • The framework for Challenge Based Learning looks like this:

    You start with a big idea – water, energy, self-identity, justice, voting.
    Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
    Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.

    Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.

    A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”

    So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?

    They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.

    Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
    Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge



  • The framework for Challenge Based Learning looks like this:

    You start with a big idea – water, energy, self-identity, justice, voting.
    Come up with the essential question: What does water mean to me and my community? Who am I and who do I want to become? Why is it important to vote?
    Then you frame the challenge: Improve your school’s use of water. Build your dream team for life. Implement a plan to get more 18 year olds to vote.

    Let’s focus for a moment on the big idea of water. We did some work on this in the summer of 2008. Atlanta was within 30 days of running out of water; Iowa was suffering from flooding; California was fighting fires; and the Gulf Coast was preparing for hurricane season.

    A quick sidenote: We’ve been fortunate to be able to involve Adam and Jamie from the “Mythbusters” on some of the communications around Challenge Based Learning and when we were brainstorming essential questions about water, Adam said: “What water means to you depends on whether your thirsty, dirty or on fire.”

    So if the challenge around water was to improve your school’s use of water, the teams need to ask themselves what they need to know about water before they can tackle that challenge?

    They will need to do some research; they may need to do a few activities such as measuring their school’s use of water today and so on. The important thing here is that students can do the work.

    Then the students can create an actionable solution and do it. Assessment can focus on how well the solution addresses the challenge and how well the kids executed the plan.
    Then you can publish – sample solutions and also publish the documentation –what was it like to work on this challenge



  • Marco’s CBL Overview video (Miguel - voting)






  • AP
  • Guiding activities = Pedometers and Nike+ iPods and Google Maps
    Student Solutions = Video podcast of exercises and fitness facts,
    Before-school exercise club for kids
    Skit for an all-school assembly on being fit
  • Digital Divas Solution to Tolerance Challenge





  • Quotes from Kids
    I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. (Rachel PRice)
    It is a better way of learning when the teachers are learning with you. Learning is achieved faster and stored in our minds easier when everyone is learning together.
    Yes, some people in my class that usually aren't participating in class were really giving their best efforts and contributing to the group.
    I learned that there are more things to just knowing, you have to do something about it not just learn about it and let it go to waste.
    Doing challenge- based learning helped us learn time management, teamwork, and problems that we actually face on a daily basis.

  • Quotes from Kids
    I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. (Rachel PRice)
    It is a better way of learning when the teachers are learning with you. Learning is achieved faster and stored in our minds easier when everyone is learning together.
    Yes, some people in my class that usually aren't participating in class were really giving their best efforts and contributing to the group.
    I learned that there are more things to just knowing, you have to do something about it not just learn about it and let it go to waste.
    Doing challenge- based learning helped us learn time management, teamwork, and problems that we actually face on a daily basis.

  • Quotes from Kids
    I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. (Rachel PRice)
    It is a better way of learning when the teachers are learning with you. Learning is achieved faster and stored in our minds easier when everyone is learning together.
    Yes, some people in my class that usually aren't participating in class were really giving their best efforts and contributing to the group.
    I learned that there are more things to just knowing, you have to do something about it not just learn about it and let it go to waste.
    Doing challenge- based learning helped us learn time management, teamwork, and problems that we actually face on a daily basis.

  • Quotes from Kids
    I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. (Rachel PRice)
    It is a better way of learning when the teachers are learning with you. Learning is achieved faster and stored in our minds easier when everyone is learning together.
    Yes, some people in my class that usually aren't participating in class were really giving their best efforts and contributing to the group.
    I learned that there are more things to just knowing, you have to do something about it not just learn about it and let it go to waste.
    Doing challenge- based learning helped us learn time management, teamwork, and problems that we actually face on a daily basis.

  • Quotes from Kids
    I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. (Rachel PRice)
    It is a better way of learning when the teachers are learning with you. Learning is achieved faster and stored in our minds easier when everyone is learning together.
    Yes, some people in my class that usually aren't participating in class were really giving their best efforts and contributing to the group.
    I learned that there are more things to just knowing, you have to do something about it not just learn about it and let it go to waste.
    Doing challenge- based learning helped us learn time management, teamwork, and problems that we actually face on a daily basis.

  • Quotes from Kids
    I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. (Rachel PRice)
    It is a better way of learning when the teachers are learning with you. Learning is achieved faster and stored in our minds easier when everyone is learning together.
    Yes, some people in my class that usually aren't participating in class were really giving their best efforts and contributing to the group.
    I learned that there are more things to just knowing, you have to do something about it not just learn about it and let it go to waste.
    Doing challenge- based learning helped us learn time management, teamwork, and problems that we actually face on a daily basis.

  • Quotes from Kids
    I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. (Rachel PRice)
    It is a better way of learning when the teachers are learning with you. Learning is achieved faster and stored in our minds easier when everyone is learning together.
    Yes, some people in my class that usually aren't participating in class were really giving their best efforts and contributing to the group.
    I learned that there are more things to just knowing, you have to do something about it not just learn about it and let it go to waste.
    Doing challenge- based learning helped us learn time management, teamwork, and problems that we actually face on a daily basis.

  • Quotes from Kids
    I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. I think it has helped bring us together more as a grade, school, and a community. This project will do, and has done, great things for us. (Rachel PRice)
    It is a better way of learning when the teachers are learning with you. Learning is achieved faster and stored in our minds easier when everyone is learning together.
    Yes, some people in my class that usually aren't participating in class were really giving their best efforts and contributing to the group.
    I learned that there are more things to just knowing, you have to do something about it not just learn about it and let it go to waste.
    Doing challenge- based learning helped us learn time management, teamwork, and problems that we actually face on a daily basis.







  • Rising to the Challenge: Collaboration in 1:1 Classroom

    1. 1. Rising to the Challenge: Promoting Collaboration in the 1:1 Classroom Katie Morrow O’Neill Public Schools
    2. 2. KATIE MORROW www.mrsmorrow.com O’Neill Public Schools Technology Integration Specialist
    3. 3. http://www.youtube.com/watch? v=YOGKHa72LJ4&feature=PlayList&p=B965 B30704064839&playnext_from=PL&index=4
    4. 4. ISTE NETS*S 2. Communication and Collaboration   Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:   a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems.
    5. 5. Give every student a laptop...
    6. 6. Collaboration
    7. 7. Pieces Collaboration
    8. 8. Pieces Projects Collaboration
    9. 9. Pieces Process Projects Collaboration
    10. 10. Collaboration Pieces
    11. 11. Collaboration Pieces Pieces
    12. 12. VoiceThread Kaitlyn’s Adv. Bio Example
    13. 13. Google Tools
    14. 14. iChat/Skype
    15. 15. iChat
    16. 16. OS X Server Tools Blogs & Wikis Blog examples: http://ops.esu8.org/users/ Wiki examples: http://ops.esu8.org/groups/teach42morrow/
    17. 17. Podcast Producer http://ops.esu8.org/groups/teach42morrow/blog/ http://ops.esu8.org/groups/
    18. 18. drop.io http://drop.io/waterremix
    19. 19. TeachersConnecting.com
    20. 20. Collaboration Projects
    21. 21. Collaboration Projects Projects
    22. 22. Examples of Collaborative Learning
    23. 23. Freshman Health
    24. 24. iPhoto Science Nonfiction Books “Exploring Space” by Olivia
    25. 25. Earth Science Collaborative Project Wikispaces Outline Google Doc for Team planning Example Glogster Poster
    26. 26. NEP Writing Forums http://www.unl.edu/newp/news/2009/On_Line_Writing_Forum.shtml
    27. 27. NEP Writing Forums http://www.unl.edu/newp/news/2009/On_Line_Writing_Forum.shtml
    28. 28. Take a Look Outside http://ops.esu8.org/~katiemorrow/8TT_2010/Current_Projects.html
    29. 29. Life ‘Round Here http://liferoundhere.pbworks.com/
    30. 30. Collaborative Community PSAs http://ops.esu8.org/users/katiemorrow/weblog/1511a/ Sexual_Assault_Awareness_PSA.html
    31. 31. 7th Grade World Cultures
    32. 32. Apple Learning Interchange - Polar Bears in a Changing Climate http://edcommunity.apple.com/ali/story.php?itemID=19605&ve... Polar Bears in a Changing Climate Home Polar Bears in a Changing Climate Member Directory Group Directory Home > Apple Distinguished Educators Showcase Climate Change Lessons from the Arctic 1.Raise awareness about the effects Polar Bears, Climate Change, and Challenge Based Learning of climate change on polar bear habitat (and the polar bears). 2.Reduce your carbon footprint Big Idea - "The Changing Climate" either at home, at school, or in your community. In Challenge Based Learning, the "Big Idea" is a broad concept that can be explored in multiple ways, is engaging, and has importance to students and the larger society. In this unit of study, the "Big Idea" is "The Changing Climate." 3.Find a disappearing habitat in Essential Questions The "Big Idea" allows for the generation of a wide variety of essential questions that should reflect the interests of the students and the needs of their community. Essential questions identify what is important to know about the your community and work to big idea and refine and contextualize that idea. Below are two such possible essential questions relevant to "The Changing Climate," the "Big Idea" above. Alternative or additional essential questions can be formulated to meet one's curricular goals. protect it. "How does climate change impact animal habitats and people?" "How do our actions impact the world?" The Challenge - Three Exemplary Models From each essential question, a "Challenge" is articulated that asks students to create a specific answer or solution that can result in concrete, meaningful action. Taking action as part of the process and solution is an important aspect of Challenge Based Learning. While a variety of challenges can be developed that are unique to different learning environments, curricular goals, student interests, and community needs, three exemplary models are presented in relation to the "Big Idea" and 1 of 2 4/6/10 10:25 AM
    33. 33. Rock Our World http:// rockourworld.org http://www.youtube.com/watch? v=AvhPv5mNzmU&playnext_fr om=TL&videos=A1fNeS9aP4E
    34. 34. Impossible2Possible
    35. 35. Collaboration Process
    36. 36. Collaboration Process Process
    37. 37. Apple Classrooms of Tomorrow - ACOT2
    38. 38. http://challengebasedlearning.org
    39. 39. Essential Elements
    40. 40. Essential Elements • Real-world topic (relevance)
    41. 41. Essential Elements • Real-world topic (relevance) • Actionable Challenges
    42. 42. Essential Elements • Real-world topic (relevance) • Actionable Challenges • Students collaborating on teams
    43. 43. Essential Elements • Real-world topic (relevance) • Actionable Challenges • Students collaborating on teams • Students asking good questions
    44. 44. Essential Elements • Real-world topic (relevance) • Actionable Challenges • Students collaborating on teams • Students asking good questions • Teachers as Co-Collaborator
    45. 45. Essential Elements • Real-world topic (relevance) • Actionable Challenges • Students collaborating on teams • Students asking good questions • Teachers as Co-Collaborator • Leverage existing technologies
    46. 46. Project Based Learning Challenge Based Learning Interdisciplinary Interdisciplinary Collaborative Collaborative Learning Focused Learning Focused on Student–Designed on Expected Outcomes Questions and Solutions Problem Oriented Authentic, Real–World Problems Sometimes Simulated Teacher Directed Student Directed Teacher as Co–Collaborator Limited Access to Information 24/7 Access to Tools, Experts, and with Technology Resources with Technology Activities and Solutions Creative and Open–Ended may be Somewhat Scripted Activities and Solutions Concept–Oriented Action–Oriented Not Easily Scalable Easily Scalable Solution Shared Locally Solution Published Online (Global Access) and Put Into Action
    47. 47. Challenge Based Learning - Framework
    48. 48. Challenge Based Learning - Framework Big Idea
    49. 49. Challenge Based Learning - Framework Big Idea Essential Question
    50. 50. Challenge Based Learning - Framework Big Idea Essential Question The Challenge
    51. 51. Challenge Based Learning - Framework Big Idea Essential Question The Challenge Guiding Questions
    52. 52. Challenge Based Learning - Framework Big Idea Essential Question The Challenge Guiding Questions Guiding Activities
    53. 53. Challenge Based Learning - Framework Big Idea Essential Question The Challenge Guiding Resources Guiding Questions Guiding Activities Web and iTunes U
    54. 54. Challenge Based Learning - Framework Big Idea Essential Question The Challenge Guiding Resources Guiding Questions Guiding Activities Web and iTunes U Solution - Action
    55. 55. Challenge Based Learning - Framework Big Idea Essential Question The Challenge Guiding Resources Guiding Questions Guiding Activities Web and iTunes U Solution - Action Assessment
    56. 56. Challenge Based Learning - Framework Big Idea Essential Question The Challenge Guiding Resources Guiding Questions Guiding Activities Web and iTunes U Solution - Action Assessment Publishing - Student Samples
    57. 57. Challenge Based Learning - Framework Big Idea Essential Question The Challenge Guiding Resources Guiding Questions Guiding Activities Web and iTunes U Solution - Action Assessment Publishing - Student Samples Publishing - Student Reflection
    58. 58. http://ali.apple.com/cbl/index.html
    59. 59. Challenges 38
    60. 60. Challenges • Reduce Your School’s Paper Waste 38
    61. 61. Challenges • Reduce Your School’s Paper Waste • Increase recycling in your community 38
    62. 62. Challenges • Reduce Your School’s Paper Waste • Increase recycling in your community • Improve the online behaviors of 38
    63. 63. Challenges • Reduce Your School’s Paper • Make your town more energy Waste efficient • Increase recycling in your community • Improve the online behaviors of 38
    64. 64. Challenges • Reduce Your School’s Paper • Make your town more energy Waste efficient • Increase recycling in your • Tell the story of War community • Improve the online behaviors of 38
    65. 65. Challenges • Reduce Your School’s Paper • Make your town more energy Waste efficient • Increase recycling in your • Tell the story of War community • Cultural Shift: Disprove a • Improve the online behaviors of misconception about your 38
    66. 66. Democracy Create an authentic medium for strengthening Student Created Challenge Solution: Gov Love Ning Student Created Challenge Solution: Operation iVote Demo Student Created Challenge Solution: The Ideal Voter Site Student Created Challenge Solution: The Democracy of Tomorrow Site Student Created Challenge Solution: What Up, Gov! Facebook Group
    67. 67. Fitness • Big Idea: Fitness • Essential Question: How can kids lead a healthier lifestyle and be more physically fit? • Challenge: Change the fitness behaviors of youth to help them be more physically fit. http://tinyurl.com/pepcorocks
    68. 68. http://web.me.com/mrsmorrow/Digital_Divas-Tolerance/Movie.html
    69. 69. Positive Effects
    70. 70. Positive Effects • Attendance
    71. 71. Positive Effects • Attendance • Engagement - (especially with traditionally less successful students)
    72. 72. Positive Effects • Attendance • Engagement - (especially with traditionally less successful students) • Empowerment - Giving students a voice
    73. 73. Positive Effects • Attendance • Engagement - (especially with traditionally less successful students) • Empowerment - Giving students a voice • Communication and Collaboration skills
    74. 74. Positive Effects • Attendance • Engagement - (especially with traditionally less successful students) • Empowerment - Giving students a voice • Communication and Collaboration skills • Community Connections
    75. 75. Scalability • Timeline/Duration • Age/Grade levels • CBL as a philosophy, not a recipe
    76. 76. Resources to “Continue Climbing” • http://challengebasedlearning.org • iTunesU - http://tinyurl.com/cblonitunesu
    77. 77. Collaboration
    78. 78. Pieces Collaboration
    79. 79. Pieces Projects Collaboration
    80. 80. Pieces Process Projects Collaboration
    81. 81. Additional Resources • 50 Free Collaboration Tools that are Awesome for Education: http://www.accreditedonlinecolleges.com/blog/2010/50-free- collaboration-tools/ • Authentic Assessment with Google Forms: http:// teach42morrow.blogspot.com/2010/04/google-forms-for- authentic-assessment.html • Katie’s Delicious Links for Collaboration: http://delicious.com/ kmorrow/collaboration • Katie’s iWeb site for iCollaborate Workshop: http:// web.me.com/mrsmorrow/iCollaborate/Home.html
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