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    Yeswecan Yeswecan Presentation Transcript

    • Be the Match• miguel guhlinThursday, January 27, 2011
    • Thursday, January 27, 2011
    • How will he experience learning in school today?Thursday, January 27, 2011
    • Thursday, January 27, 2011
    • Thursday, January 27, 2011
    • How can we mix fire and water?Thursday, January 27, 2011
    • Focus the HEAT of many minds.Thursday, January 27, 2011
    • Thursday, January 27, 2011
    • Can we fix it, yes we can! “We’re up against forces that are not the fault of any one...but feed the habits that prevent us from being who we want to be....” --Barack ObamaThursday, January 27, 2011
    • What habits hold you back? List your “stop-doing” habits below: http://snipurl.com/sawecanThursday, January 27, 2011
    • Old Habits We FeedThursday, January 27, 2011
    • We Expect Technology to Raise Test Scores (by 10%...fairy dust)Thursday, January 27, 2011
    • Top-down purchases of expensive integrated learning systemsThursday, January 27, 2011
    • Central Office Purchases: Integrated Learning Systems • In a review of 100 studies of ILSes, Henry Jay Becker found that they “provide little evidence of ILS impact on student achievement.” Source: http://tinyurl.com/2flkjo Source: http://tinyurl.com/2xfbym Image Source: http://tinyurl.com/2e4xxvThursday, January 27, 2011
    • Old Habits We Feed • Implementing technology programs –without initial stakeholder support –sustained campus level support • Expecting technology to raise test scores • Lack of vision. • Lack of trustThursday, January 27, 2011
    • Think-Pair-Share “We must all make a ‘stop doing list.’ We must "stop doing anything and everything" that doesnt get us the results we want. -Jim Collins (2001), Good to GreatThursday, January 27, 2011
    • how do we use technology in schools now?Thursday, January 27, 2011
    • How can technology make learning more real? • The resulting inauthenticity of classroom activity makes it difficult for children to see how school learning applies to their lives (Perchman, 1992).Thursday, January 27, 2011
    • How can we use technology to collapse the distance between children in our classrooms and meaningful contributions that they can make? Dr. Tim TysonThursday, January 27, 2011
    • We need to stop simplifying this life experience of theirs into discreet, disconnected, learning experiences that have the maningfulness distilled right out of them. Our children have the untapped capacity to make the world a better place today. Dr. Tim TysonThursday, January 27, 2011
    • how do you start?Thursday, January 27, 2011
    • There is a process....Thursday, January 27, 2011
    • 1. Create a sense of urgency.Thursday, January 27, 2011
    • Face the brutal facts...Thursday, January 27, 2011
    • Achieve Level 5 of LOTI Technology extends learning BEYOND the classroom....Thursday, January 27, 2011
    • No HEAT = Failure in 8th grade technology literacy resultsThursday, January 27, 2011
    • "We sometimes feel that what we are doing is just a drop in the ocean. But the ocean would be less because of that missing drop."Thursday, January 27, 2011
    • 2. Pull together a guiding team.Thursday, January 27, 2011
    • 3. Develop change vision and straegy.Thursday, January 27, 2011
    • 4. Communicate for understanding and buy-in.Thursday, January 27, 2011
    • 5. Empower others to act.Thursday, January 27, 2011
    • 6. Produce short-term wins. (or, as Wiggins and McTighe share, long-term goals that are manifest in short- term work)Thursday, January 27, 2011
    • http://www.beatbob.com/images/dont-quit.jpg 7. Don’t let up.Thursday, January 27, 2011
    • http://www.brainbasedbusiness.com/uploads/fire%20CEO-thumb.gif 8. Create a new culture.Thursday, January 27, 2011
    • http://www.brainbasedbusiness.com/uploads/fire%20CEO-thumb.gif Be THE matchThursday, January 27, 2011
    • http://www.brainbasedbusiness.com/uploads/fire%20CEO-thumb.gif Problem-based Learning AcademyThursday, January 27, 2011
    • How we achieve LOTI Level 4, or Target Tech? • Use a process that guides students through solving real life, authentic problems that relate to a theme or overall concept. • Use the Problem Flow to Guide Development of Lessons You Use with Your Students. • Use an Information Problem-Solving Process (e.g. KWHL, Big6, FLIP IT) that is standard across your campus and/or district. • Feel free to move away from standardized software/hardware tools and use the tool that works for the purpose intended.Thursday, January 27, 2011
    • Problem Flow • Overview of the Problem Flow • Focus on Appropriate Assessments • Strategies and Tools • Reflection/ Debriefing on the Solution DevelopedThursday, January 27, 2011
    • What is PBL? • Problem-based learning is a system for organizing portions of a school’s curriculum around ill-structured problems that help students simultaneously acquire new knowledge and experience in wrestling with problems.Thursday, January 27, 2011
    • PBL Characteristics • Students meet an actual or simulated situation (based upon a real world model) at the opening of a unit. The situation is the envelope containing a problem to be solved. • The problem to work with is ill-structured. It must be analyzed through inquiry and investigation before it can be resolved. Ill-structured problems provide an effective learning environment because they: – lack important information when first encountered – require the learner to hypothesize, question, collect data, and thinkThursday, January 27, 2011
    • PBL Characteristics, continued • Only reveal their complexity through investigation and are liable to change as inquiry progresses. • Defy solution by simple formula requiring the application of reason, and • Require action (solution) even when the problem solver is not 100% sure of the “right” answer because data might be missing, in conflict or able to be interpreted from different perspectives. • Students must solve real problems; teachers coach for growth in metacognition and critical thinking. • Students must have a stakeholder to identify with.Thursday, January 27, 2011
    • Why a Stakeholder? • Real world problem solvers are not objective. • Real world problems are social constructions. • Students learn the importance of perspective (bias) in real-world problems • Increases ownership • Provides a form of apprenticeship in a discipline • In a PBL problem a Stakeholder is someone with authority, accountability, and responsibility to do something about the problem.Thursday, January 27, 2011
    • About the Scenario • When it is clear that a source has the potential to become a PBL unit, begin thinking about the situation or scenario students will meet at the opening of the unit. • The opening scenario is the way students meet their problem. It is the context for all the learning that takes places during the unit. • All the investigation, discussion, and embedded lessons flow from the opening scenario.Thursday, January 27, 2011
    • Problem Engagement On Thanksgiving Day, you pull into a subdivision near Goucher College. Its a beautiful day, the warm sun comes in through the car window. As the cool breeze wraps around you, you feel it like crispness of clean sheets. As you put your head down to take a nap, the car engines lulling you to sleep, a sudden thump on your door startles you awake. The car rushes to a swerving stop, and in the road, behind you, theres a dark brown shape. As the deer struggles to its feet, you see a small herd swirl past you. Pulling into the drive, you see a homeowner with a crossbow shooting at deer in his front yard, while a small group yells at him. A TV crew is pulling up behind you. The deer your car hit is gone, but theres trouble brewing just the same.Thursday, January 27, 2011
    • Hunches Questions for You: 1) What hunches do we have about the deer in Hollywood Park? •After the Unit 2) What do you know about the deer and Engagement, the sub division? ask students 3) What questions do we need answer in these questions. order to do something about this situation? • Have them use• After exploring and prioritizing the the KWHL questions, share with students that form. they will be exploring animal life cycles and human intervention in animal habitats.Thursday, January 27, 2011
    • Stakeholders • A critical feature of the unit’s opening scenario is the stakeholder’s role students will occupy throughout the problem. The stakeholder is the persona through which students will work on the problem. It gives the apprentice investigators the perspective, responsibilities, and authority they will use as the unit unfolds. • For example, the following stakeholder roles might be used with student groups: – Home Owner(s) – City Council member – Animal rights activist – Deer Hunter – Judge • Choose roles that will explore/investigate the content you want children to discover.Thursday, January 27, 2011
    • Ensuring Problem-Solving Ask 3 questions: • What is the connection between curriculum & real life? • How is technology connected and used? • How will students be assessed?Thursday, January 27, 2011
    • Making the Connection • What real life problem or connection can we make to the TEKS we have to teach? • How do we introduce students to a problem, or project, that is based on the TEKS? • To make the connection, we can use: – A scenario/simulation students have to participate in character – Vignette – Play – Video, newspaper, or radio announcementThursday, January 27, 2011
    • Teachers Make the Connection • Be sure to share with students what is involved, such as: – Project/Problem Introduction – Student Grouping & Roles – Research Model Students will use – Student OutcomeThursday, January 27, 2011
    • Questions? • What questions would you like to explore? • Divide into groups and assign rolesThursday, January 27, 2011
    • Creation Checklist qProblem Engagement qProblem statement qCurriculum Map with TEKS Correlation qEngagement Activity qInquiry & Investigation qWhich process will you use? qCooperative Learning will occur how? qConsequences? qProblem Resolution qSolution ProductThursday, January 27, 2011
    • Day 2 • Housekeeping & Goals • Reflection on Status of Project • Information Acquisition / Investigation • Rubrics and Assessment • Group Work • Presentations to Large Group • Geometric ReflectionThursday, January 27, 2011
    • Objectives • Engage in understanding assessment • Find best possible solutions • Group work: (add to PPT) –One activity –Culminating activity –Think about assessments at each step • Present to large groupThursday, January 27, 2011
    • Information Problem- Solving Although students have access to a variety of resources, how will they make sense of them? • Use an Information Problem-Solving Process such as: – K.W.H.L (a modified KWL) – Big6 – FLIP IT!Thursday, January 27, 2011
    • Information Gathering BIG 6: v Task Definition v Information Seeking Strategies v Location & Access v Use of Information v Synthesis v Evaluation Thursday, January 27, 2011
    • Thinking about Assessment • How will you assess your students? – As individuals? – In small groups? – As a whole class? • Use rubrics to assess: – Content Knowledge – Products Created – Group Processes and CollaborationThursday, January 27, 2011
    • What goes on the walls? • As students do their work and work with information to make it their own…as Judi Harris says, Transformed it from public information to private knowledge... – How are they going to show what they know? – What products will you hang on the walls, whether virtual or actual? – How will you assess students as you consider use of cooperative groups?Thursday, January 27, 2011
    • Wall Decorations Products can include: • Graphic Organizers (created with • Inspiration) • Multimedia Presentations (created with Powerpoint or Kid Pix) • Desktop Publishing (e.g. Publisher, Print Shop, Print Artist) • Charts/Graphs • Web Page(s)Thursday, January 27, 2011
    • Assessments Products can include: • Graphic Organizers (created with Inspiration) • Multimedia Presentations (created with Powerpoint or Kid Pix) • Desktop Publishing (e.g. Publisher, Print Shop, Print Artist) • Charts/Graphs (Excel, GraphMaster) • Web Page(s)Thursday, January 27, 2011
    • Things to Consider • Why must we assess the learning? • What do you need to know to conduct the assessment? • What forms – product or performance – might assessment take? • How will the assessment take place? • Who will receive the information and how will they use it? (stakeholders)Thursday, January 27, 2011
    • Rubrics are a continuum, not a competition.Thursday, January 27, 2011
    • Assessment Websites • http://www.glef.org/Assessment/index.html • http://rubistar.4teachers.org/index.shtml • http://www.middleweb.com/rubricsHG.html • http://www.4teachers.org/projectbased/checklist.shtml • http://www.sdcoe.k12.ca.us/score/actbank/srubrics.htm • http://www.odyssey.on.ca/%7Eelaine.coxon/rubrics.htmThursday, January 27, 2011
    • Decision Making Matrix Strategy Pros Cons ConsequencesThursday, January 27, 2011
    • Present the Solution –A scenario/simulation students have to participate in character –Speech or debate –Play –Video, newspaper, or radio announcement –Expert ConventionThursday, January 27, 2011
    • Debrief the Problem • The goal is for learners to reflect on what they have learned • Sense of completion • Make connections to standards-based outcomes • Journal entries used to debrief PBL is authentic learning!Thursday, January 27, 2011
    • Creation Checklist qProblem Engagement Reminders: qProblem •Construct qCurriculum Map with TEKS Correlation assessments that qInquiry & Investigation will fit in along the way. qWhich process will you use? qCooperative Learning will occur how? •Feel free to ask qConsequences? facilitators for assistance. qProblem Resolution qSolution ProductThursday, January 27, 2011