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IBInnovation?coreytopf
 

IBInnovation?coreytopf

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    IBInnovation?coreytopf IBInnovation?coreytopf Presentation Transcript

    • Innovate 2013 Corey Topf Colegio FDR Lima, Peru IB DP Language and Literature
    • The Less I Talk The More You Learn Corey Topf Colegio FDR Lima, Peru IB DP Language and Literature
    • I want to stress from thebeginning that this willnot be a sit and get. Youwill spend most of yourtime working, becausethat’s how REALLEARNING happens.
    • What were the three most- visited websites in 2012?Write them DOWN from 3rd to 1st, and You cannottalk to your neighbor oruse a device of any sort.
    • Your Name Your School Your PositionYour experience with filming and editing
    • Now you cancollaborate withONE other person,but you must filmeach other with a device you have.Explain WHY you think your answers are correct.
    • 3 According to Alexa & The Huffington Post
    • 2 According to Alexa & The Huffington Post
    • 1 According to Alexa & The Huffington Post
    • What might this tell us about ourselves, our students and how we should structure our classes? 1 2 3
    • What might this tell us about ourselves, our students and how we should structure our classes? Curious connecting 1 Mo Vies 2 3
    • What might this tell us about ourselves, our students and how we should structure our classes? Inquire Cre Ate collaborate 1 Sto Ries 2 3
    • These sites reveal a bit about who we are as learners. Inquire Cre Atecollaborate 1 Sto Ries 2 3
    • We are no longer passive and we need to structure our classes accordingly. Inquire Cre Atecollaborate 1 Sto Ries 2 3
    • Just like these sites give students the power to choose their content, students need this in the classroom so they can take ownership of their learning. Inquire Cre Atecollaborate 1 Sto Ries 2 3
    • Is this allowing for collaboration?Building curiosity? Improving our ability to tell and receive important stories?
    • Is using computers in a lecture hall--or any class--what we mean by innovation?
    • Technology should free usfrom this so we can engage inproject-based learning for real audiences.
    • Shift our mindset through modeling Research  a   question.Collaborate in small groups to find the answer. movie/story. Synthesize  conclusions  in  a  
    • But first...a story
    • The College of New Jersey Masters Educational Leadership Mallorca, Spain
    • Why so much theory and so little practice?
    • Why am I paying all of this money tobe lectured at from a PowerPoint?
    • If I’m bored listening to professorstalk at me, how must my students feel all day, every day?
    • Why is school so separated from life?
    • Is this really worth my money and my time?
    • Why do SCHOOLS at the upper levels kill creativity, innovation and motivation?
    • Does the Ib Diploma kill creativity and innovation?My own master’s and professional development.
    • Does the Ib Diploma kill creativity and innovation? PATTERN:the most innovative schools do not have a standardized curriculum.
    • Does the Ib Diploma kill creativity and innovation?No IB DP. No AP. No GCSE. In my perfect world we wouldn’t need any of these, but with high- stakes accountability in 11th and 12th grade, these programs are not going away any time soon.
    • Why?Because standardization often kills creativity and innovation.
    • Does the Ib Diploma kill creativity andBut many of usvation? inno find ourselves at schools that offer these programs. In my perfect world we wouldn’t need any of these, but with high- stakes accountability in 11th and 12th grade, these programs are not going away any time soon.
    • how can we promotecreativity and innovation in Ib diploma courses despite constraints?
    • PURPOSE: Real Project• Determine the ways in which IB Diploma courses hinder and/or foster creativity and innovation.• Develop ways to stimulate creativity and innovation in our courses.• Synthesize what we discover into a short video. (Real project)
    • REAL AUDIENCE •The IB Organization •IB DP teachers back at your school
    • Question #1: What does it mean for a student to be creative and innovative in high school? And why are these skills important today?Group 1
    • Question #2: How does the IB Diploma Programme hinder and/or fostercreativity and innovation? What should we be doing more of? Group 2
    • Question #3: What can teachers inspecific disciplines do to make their DP classes more innovative and creative, despite the emphasis on content? (T groups.) wo Groups 3 & 4
    • How do you film? Groups 3 & 4
    • Google Doc: https://docs.google.com/folder/d/0B5vlo5FFdSbzcnpOVnIwcEYyV2M/edit Twitter: cvtopf Groups 3 & 4
    • Video Length 3 min. or lessPlan Discuss and research the question: 3:15-3:35 (20 min.) Plan, film and edit your story/movie: 3:35-4:15 (40 min.) Share your film with the group: 4:15-4:30 (15 min.)
    • The Takeaway:How can we promote creativity and innovation?
    • 1) Collaborate more. Do this in the class and with studentsaround the world. We should also push the IB to set up a network for us to collaborate.
    • 2) Focus more on getting kids to ask relevant questions that allow for more inquiry than on providing answers through lectures. This will put the focus on SKILLS over content. Tony Wagner, Global Achievement Gap
    • 3) Allow students to show their understanding in a variety of formats.Allow for more project- based and story - based learning.
    • 4. Utilize technology as away to make learning more INDIVIDUALIZED, CUSTOMIZED, and ACTIVE.
    • WHAT COULD THE IB DO TO FOSTER INNOVATION AND CREATIVITY? Limit assessments and allow for more freedom and/or options as to how we assess. T the fat in terms of content. What’s REALLY rim important in each subject? My experience from Econ showed me that there is simply TOO much to cover.
    • Fleas in a Jar
    • How will you encourage more innovation and creativity in your classroom to keep your studentsfrom ending up like those fleas once they leave school?
    • A  BOLDER  OPTION