Your SlideShare is downloading. ×
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
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
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
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
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
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
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
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
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
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Rising to the Challenge: Collaboration in 1:1 Classroom

1,080

Published on

NETA 2010 Presentation on promoting collaboration in 1:1 classrooms

NETA 2010 Presentation on promoting collaboration in 1:1 classrooms

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

No Downloads
Views
Total Views
1,080
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
13
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide





  • 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.







  • Transcript

    • 1. Rising to the Challenge: Promoting Collaboration in the 1:1 Classroom Katie Morrow O’Neill Public Schools
    • 2. KATIE MORROW www.mrsmorrow.com O’Neill Public Schools Technology Integration Specialist
    • 3. http://www.youtube.com/watch? v=YOGKHa72LJ4&feature=PlayList&p=B965 B30704064839&playnext_from=PL&index=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. Give every student a laptop...
    • 6. Collaboration
    • 7. Pieces Collaboration
    • 8. Pieces Projects Collaboration
    • 9. Pieces Process Projects Collaboration
    • 10. Collaboration Pieces
    • 11. Collaboration Pieces Pieces
    • 12. VoiceThread Kaitlyn’s Adv. Bio Example
    • 13. Google Tools
    • 14. iChat/Skype
    • 15. iChat
    • 16. OS X Server Tools Blogs & Wikis Blog examples: http://ops.esu8.org/users/ Wiki examples: http://ops.esu8.org/groups/teach42morrow/
    • 17. Podcast Producer http://ops.esu8.org/groups/teach42morrow/blog/ http://ops.esu8.org/groups/
    • 18. drop.io http://drop.io/waterremix
    • 19. TeachersConnecting.com
    • 20. Collaboration Projects
    • 21. Collaboration Projects Projects
    • 22. Examples of Collaborative Learning
    • 23. Freshman Health
    • 24. iPhoto Science Nonfiction Books “Exploring Space” by Olivia
    • 25. Earth Science Collaborative Project Wikispaces Outline Google Doc for Team planning Example Glogster Poster
    • 26. NEP Writing Forums http://www.unl.edu/newp/news/2009/On_Line_Writing_Forum.shtml
    • 27. NEP Writing Forums http://www.unl.edu/newp/news/2009/On_Line_Writing_Forum.shtml
    • 28. Take a Look Outside http://ops.esu8.org/~katiemorrow/8TT_2010/Current_Projects.html
    • 29. Life ‘Round Here http://liferoundhere.pbworks.com/
    • 30. Collaborative Community PSAs http://ops.esu8.org/users/katiemorrow/weblog/1511a/ Sexual_Assault_Awareness_PSA.html
    • 31. 7th Grade World Cultures
    • 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. Rock Our World http:// rockourworld.org http://www.youtube.com/watch? v=AvhPv5mNzmU&playnext_fr om=TL&videos=A1fNeS9aP4E
    • 34. Impossible2Possible
    • 35. Collaboration Process
    • 36. Collaboration Process Process
    • 37. Apple Classrooms of Tomorrow - ACOT2
    • 38. http://challengebasedlearning.org
    • 39. Essential Elements
    • 40. Essential Elements • Real-world topic (relevance)
    • 41. Essential Elements • Real-world topic (relevance) • Actionable Challenges
    • 42. Essential Elements • Real-world topic (relevance) • Actionable Challenges • Students collaborating on teams
    • 43. Essential Elements • Real-world topic (relevance) • Actionable Challenges • Students collaborating on teams • Students asking good questions
    • 44. Essential Elements • Real-world topic (relevance) • Actionable Challenges • Students collaborating on teams • Students asking good questions • Teachers as Co-Collaborator
    • 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. 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. Challenge Based Learning - Framework
    • 48. Challenge Based Learning - Framework Big Idea
    • 49. Challenge Based Learning - Framework Big Idea Essential Question
    • 50. Challenge Based Learning - Framework Big Idea Essential Question The Challenge
    • 51. Challenge Based Learning - Framework Big Idea Essential Question The Challenge Guiding Questions
    • 52. Challenge Based Learning - Framework Big Idea Essential Question The Challenge Guiding Questions Guiding Activities
    • 53. Challenge Based Learning - Framework Big Idea Essential Question The Challenge Guiding Resources Guiding Questions Guiding Activities Web and iTunes U
    • 54. Challenge Based Learning - Framework Big Idea Essential Question The Challenge Guiding Resources Guiding Questions Guiding Activities Web and iTunes U Solution - Action
    • 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. 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. 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. http://ali.apple.com/cbl/index.html
    • 59. Challenges 38
    • 60. Challenges • Reduce Your School’s Paper Waste 38
    • 61. Challenges • Reduce Your School’s Paper Waste • Increase recycling in your community 38
    • 62. Challenges • Reduce Your School’s Paper Waste • Increase recycling in your community • Improve the online behaviors of 38
    • 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. 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. 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. 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. 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. http://web.me.com/mrsmorrow/Digital_Divas-Tolerance/Movie.html
    • 69. Positive Effects
    • 70. Positive Effects • Attendance
    • 71. Positive Effects • Attendance • Engagement - (especially with traditionally less successful students)
    • 72. Positive Effects • Attendance • Engagement - (especially with traditionally less successful students) • Empowerment - Giving students a voice
    • 73. Positive Effects • Attendance • Engagement - (especially with traditionally less successful students) • Empowerment - Giving students a voice • Communication and Collaboration skills
    • 74. Positive Effects • Attendance • Engagement - (especially with traditionally less successful students) • Empowerment - Giving students a voice • Communication and Collaboration skills • Community Connections
    • 75. Scalability • Timeline/Duration • Age/Grade levels • CBL as a philosophy, not a recipe
    • 76. Resources to “Continue Climbing” • http://challengebasedlearning.org • iTunesU - http://tinyurl.com/cblonitunesu
    • 77. Collaboration
    • 78. Pieces Collaboration
    • 79. Pieces Projects Collaboration
    • 80. Pieces Process Projects Collaboration
    • 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

    ×