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21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
21st Century Classroom
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21st Century Classroom

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Workshop on today's classrooms. How to use technology resources.Why use them? Is relevance rigor?

Workshop on today's classrooms. How to use technology resources.Why use them? Is relevance rigor?

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  • Press F5 or enter presentation mode to view the poll\r\nIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:\r\nhttp://www.polleverywhere.com/multiple_choice_polls/LTg0MDQzMTM3MQmtIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
  • Kids between the ages of 8 and 18 spend 11.5 hours a day using technology — whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. That’s a big chunk of their 15 or 16 waking hours
  • Transcript

    • 1. Technology and 21st Century Curriculum<br />August 17, 2011<br />
    • 2. Awareness does not guarantee change, but most certainly there is no change without awareness.James Baldwin<br />Awareness<br />Understanding<br />Action<br />
    • 3. TODAY’S GOAL<br />Is to generate<br />Awareness<br />Reflection<br />Dialogue<br /> Debate<br />Action<br />within your classroom, department, and school <br />
    • 4. I can’t see the future but I know it’s coming fast<br />.<br />It’s not that hard to wind up knee deep in the past<br />Gary’s social meter<br />
    • 5. Technology in Perspective<br />Technology is not a substitute for high-quality teachers in every classroom<br />How technology is used is more important than whether it is used<br />Technology should not be a solution in isolation, but rather one aspect of curriculum being upgraded<br />Be realistic when advocating for technology <br />
    • 6. Back-Channels<br />Notetaking: Students can take their notes during a class in the backchannel. <br />Commenting: Students can also comment on the ideas being share or discussed in class<br />Questions: Backchannel provides students an additional way to ask and share questions<br />Helping One Another: When one student poses a question on the backchannel, another student might very well answer that question before the instructor can get to it.<br />Opening the Classroom: Some backchannels are private others like Today’s Meet and Twitter are public<br />Offer Suggestions: What is working and what is not working, also suggest useful readings, activities, or topics for subsequent classes.<br />
    • 7. Do we speak the same language as our students?<br />
    • 8. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.<br />
    • 9. Do you find change, things that are different, not always having the answer, putting yourself out there terrifying?<br />
    • 10. Are children and youth processing information differently? <br />
    • 11. http://edorigami.wikispaces.com<br />
    • 12. So what is 21st Century pedagogy?<br />http://edorigami.wikispaces.com<br />
    • 13. International Society for Technology in Education ITSEhttp://Internet4Classrooms.com/Buick Institute for Education BIEOutstanding for PBL<br />
    • 14. Help Students To Learn To Use Their Minds Well<br />The purpose of the schools should be to teach students to learn to develop good habits of mind and to develop skills of thinking across subject matter.<br />
    • 15. Value of a High School Diploma<br />There's only one valid measure of the high school curriculum: How well does it prepare students when they are launched into their adult lives?<br />Abolish it, if by diploma we mean that all students must graduate as though they were heading for the same 20th-century future.<br /> Grant Wiggins Educational Leadership March 2011 | Volume 68 | Number 6What Students Need to Learn    Pages 28-33<br />
    • 16. What is an Education?<br />The things taught in schools and colleges are not an education, but the means of education.<br />Ralph Waldo Emerson<br />
    • 17. Goal of Education?<br />To get our students to be independent learners, to enjoy learning,to develop good habits of mind and to develop skills of thinking and questioning across subject matter?.<br />
    • 18. “The biggest obstacle to school <br />change is our memories." <br />Allen Glenn<br />
    • 19. Class of 2024- this year’s preschool<br />
    • 20. They came to be because…? <br />Today<br />the future is here<br />
    • 21. What skills are most important for job success when hiring a high school graduate? <br />…business sector increasingly values people who can use their knowledge to communicate, collaborate, analyze, create, innovate, and solve problems." <br />Work Ethic 80%<br />Collaboration 75%<br />Good communication 70%<br />Social Responsibility 63%<br />Critical Thinking, Problem Solving 58%<br />AMA American Management Association<br />
    • 22.
    • 23.
    • 24. Of the High School Students that you recently hired, what were their deficiencies?<br />Written communication 81%<br />Leadership 73%<br />Work Ethic 70%<br />Critical Thinking & Problem Solving 70%<br />Self-Direction 58%<br />“Prepare for School, or Prepare for life?”<br />Alan November<br />If we have to tell you what to do you can’t work here<br />AMA American Management Association<br />
    • 25. 21st Century Skills<br /> Critical Thinking <br /> Problem Solving<br /> Communication <br /> Collaboration<br /> Information Literacy<br /> Media Literacy<br />
    • 26. How does this translate to us, to our students? Where do these skills flourish in your class, school?<br />4 C’s<br />Creativity Collaboration<br />Communication Critical Thinking<br />HOTS<br />(Higher Order Thinking Skills)<br />
    • 27.
    • 28.
    • 29.
    • 30. The World of Schools<br />WE REWARD<br />Passive Learning<br />Convergent Thinking<br />Low Level Tasks<br />Competition<br />Knowledge of Facts<br />Memorization<br />Comprehension<br />Working Alone<br />Quick Answers<br />WE VALUE<br />Active learning<br />Divergent Thinking<br />Holistic Tasks<br />Co-operation<br />High Level Thinking<br />Problem Solving<br />Collection & Analysis of Data<br />Working Collaboratively<br />Reflection<br />
    • 31. What year are you preparing your learners for? <br />1991 ?<br /> 2000 ?<br />2025 ?<br />Amend your mission statement ?<br />
    • 32. Change<br />In times of change,<br />Learners inherit the earth<br />While the learned find themselves<br />Beautifully equipped to <br />deal with a <br />World that no longer exists.<br />Eric Hoffer<br />
    • 33. the basic elements in designing curriculum that need upgrading.<br />
    • 34. Students and teachers should be blogging, creating documentaries, <br />Skyping with kids in other countries, podcasting, and creating digital portfolios. <br />Create an online profile for Julius Caesar, Holden Caulfield, Atticus Finch, or John Wilkes Booth? <br />What interests would they put down for those figures? <br />How would they present themselves online? <br />Who would their friends be? <br />What events would be on their calendar? <br />What would their status updates be like? <br />Imagine the depth a student could go into developing such a project for a literary character or historical figure. <br />Or, as Dr. Heidi Hayes Jacobs says, <br />don't do that. <br />Have them do a poster or oral report instead. That'll hook 'em. And go ahead and laminate that poster, or in Dr. Jacobs words, mummify it.<br />
    • 35. WHAT TO CUT? WHAT TO KEEP? WHAT TO CREATE?<br />TIMELY AND TIMELESS<br />wallwisher<br />Wolfram Alpha<br />Gap Minder<br />Customized search engine<br />Skype in the classroom<br />
    • 36. Blog<br />Wiki<br />Podcast<br />A type of website or part of a website. Blogs are usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or video. Most blogs are interactive, allowing visitors to leave comments and even message each other.<br />A web site that allows users to add and update content on the site. Wikis end up being created mainly by a collaborative effort of the site visitors.<br />A multimedia digital file made available on the Internet for downloading to a portable media player, computer.<br />Silvia Tolisano<br />
    • 37. Recast content for timeliness:<br />Breakthroughs <br />Contemporary issues<br />International perspectives<br />Modern forms of expression<br />Be vigilant about technology <br /> in all aspects of learning<br />..A deliberate need to replace and to shed dated content, skills, strategies, and assessment<br />
    • 38. De- gimmickifcation of Web 2.0 tools<br /><ul><li>Visuwords
    • 39. Google art project
    • 40.  Quizlet
    • 41. Khan Academy</li></ul>http://tinyurl.com/4q97xmk<br />TAXEDO<br />
    • 42. WE need ...<br />Dictionaries<br />Responders<br />Calculators<br />Timers<br />what’s the cost?<br />
    • 43. Project Based Learning<br />a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks.<br />Groups<br />Class<br />Small group<br />Individual<br />How we educate our children is more important than how much work we require <br />
    • 44. Characteristics of PBL are Authentic Learning Activities<br />Real-world relevance: Activities match as nearly as possible the real-world tasks of professionals in practice rather than decontextualized or classroom-based tasks.<br />Ill-defined: Activities require students to define the tasks and subtasks needed to<br /> complete the activity <br />Complex, sustained tasks: Activities are completed in days, weeks, and months rather than minutes or hours. They require significant investment of time and intellectual resources.<br />Multiple perspectives; Provides the opportunity for students to examine the task from different perspectives using a variety of resources, and separate relevant from irrelevant information.<br />Collaborative; Collaboration is integral and required for task completion.<br />Value laden: Provide the opportunity to reflect and involve students; beliefs and values.<br />Interdisciplinary: Activities encourage interdisciplinary perspectives and enable learners to play diverse roles and build expertise that is applicable beyond a single well-defined field or domain.<br />Authentically assessed: Assessment is seamlessly integrated with learning in a manner that reflects how quality is judged in the real world.<br />Authentic products: Authentic activities create polished products valuable in their own right rather than as preparation for something else.<br />Multiple possible outcomes: Activities allow a range and diversity of outcomes open to multiple solutions of an original nature, rather than a single correct response obtained by the application of predefined rules and procedures.<br />(From Reeves, T. Cl., Herrington, Jl, & Oliver, R. (2002).Authentic activity as a model for web-based learning. 2002 Annual Meeting of the American Educational Research Association, New Orleans, LA, USA.)<br />
    • 45. <ul><li>Sustainability</li></ul>Interdisciplinary Issues and Themes <br /><ul><li>Urban Planning: Gateway Cities
    • 46. Global Ambassadors;
    • 47. Lifelong Fitness
    • 48. Financial Literacy
    • 49. Arts Fusions</li></li></ul><li>Mercator Map<br />1569!<br />
    • 50. Peter’s Map<br />
    • 51.
    • 52. the basic elements in designing curriculum that need upgrading.<br />
    • 53. Social Media<br />wikis <br />Facebook<br />Twitter <br />blogs <br />digital poster tools <br />chat rooms <br />photo sharing<br />podcasts<br />txts<br />generally it refers to websites that allow their users to share information about themselves. <br />refers to the online tools that promote easy transmission of ideas and conversations<br />
    • 54. Replace dated PD practices with new ones<br />We meet by habit...not by purpose.<br />
    • 55. PLN<br />PERSONAL LEARNING NETWORK<br />
    • 56. Differentiating Professional Development<br />Adult learners in professional settings have various needs for different types of work.<br />We fall prey to RUTS in staff development.<br />Randomness does not serve the learner nor their students.<br />Cafeteria style fits today’s adult learners.<br />Strategic Professional Grouping: vertical, gravel level, expanded local, global teams, feeder pattern, extended team, targeted cross grade<br />
    • 57. Consider a range of venues and tools<br /><ul><li>Various groupings
    • 58. Labs
    • 59. Workshops
    • 60. Work sessions
    • 61. On-line courses
    • 62. Staff development days based on data
    • 63. Observations
    • 64. Coaching
    • 65. Video conferencing
    • 66. PLN</li></li></ul><li>What will you alter, change, upgradefor learner engagement?Make a commitment.<br />Screenplays<br />Teleplays<br />Pod casts<br />Documentaries<br />Facebook historical<br /> figures<br />Text messaging<br />IPAD<br />Skype<br />Kindle<br />Wikis<br />Media criticism<br />Web quests<br />Digital portfolios<br />Blogs<br />Curriculum 21:  New Essential Curriculum for 21st Century Learners  (ASCD) Alexandria, VA; January 2010 Heidi Hayes Jacobs, editor.<br />
    • 67. <ul><li>Start every meeting with a new web 2.0 application or site to share with the group.
    • 68. Instructionally targeted
    • 69. Every teacher bring 2 students
    • 70. http://www.curriculum21.com/</li></li></ul><li>On the Horizon<br />Mobile computing<br />Cloud<br />Two to three years: Game-based learning and open content.<br />Four to five years: Learning analytics and personal learning environments<br />The abundance of resources and relationships made easily accessible via the internet is increasingly challenging educators to revisit roles;<br />As IT support becomes more decentralized, the technologies used are increasingly based not on school servers, but in the cloud;<br />The perceived value of innovation and creativity is increasing; and<br />Technology continues to profoundly affect the way educators and students work, collaborate, communicate, and succeed<br />
    • 71. Failed in business, 1831<br />Defeated for legislature, 1832<br />Again failed in business, 1833<br />Elected to legislature, 1834<br />Defeated for Speaker, 1838<br />Defeated for Elector, 1840<br />Defeated for Congress, 1843<br />Elected to Congress, 1846<br />Defeated for Congress, 1848<br />Defeated for Senate, 1855<br />Defeated for Vice-President, 1858<br />Defeated for Senate, 1858<br />Elected President of the United States, 1860<br />Abraham Lincoln<br />
    • 72. Great Educators<br />May we know them.<br />May we learn from them.<br />May we be one of them.<br />
    • 73. Thank you <br />Mark R. Truitt<br />954-483-4566<br />mtruitt33029@bellsouth.net<br />

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