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Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
Immersion training 1st half day
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Immersion training 1st half day

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  • Update site name and date on this slide prior to the training day.
  • Please add your name and email into this slide before presenting. Also mention the One-to-One Institute, what we do, and how we intend to support the school.
  • Please add site name on the slide. Kate will provide you with the pre-assessment results. Review the results with the participants in light of the agenda and what everyone hopes to accomplish during the Immersion Training.
  • Anonymous Introduction Exercise Everyone writes one dream and one concern on an index card (no names). Get into a circle and on the coaches count, throw cards into middle. Everyone picks up a card and take turns reading what is on the card. Presenter writes everything on large sticky post-it – 1 post-it for dreams and 1 post-it for concerns.
  • Create a tentative agenda prior to the training day. Make adjusts to the agenda at this point in the training based on the conversation you have during the review of the pre-assessment, the Anonymous Exercise and the Digital Coach Expectations slide.
  • Explain to the participants that this educational transformation is a journey, not a quickly achieved destination. The process should be taken slowly and steadily over the period of several years.
  • Moving from Teacher-centered, Artificial, basic skills to Student-Centered, Rea;-World, High-Order Thinking. This is a journey; do not expect to go from drill and practice to problem solving immediately. Just keep moving in the right direction. One way to do so is to use online tools. We will spend the remainder of the day providing you with several online tools; it is your job to sample from the buffet and determine which you think you can use in your classroom, in your lessons, with your students.
  • After you show the video, ask participants to describe what they saw. You will probably get pretty superficial answers. That is o.k. because you will discuss in more depth over the next couple of slides.
  • Start with a brief sharing of their throughts about their own lessons and the conversations they had with their table partner. Then discuss the following in conjunction with this slide: How do teachers know what content to teach and when to teach it? Is there a structure in place to help teachers share teacher-created lessons and projects? How can we ensure that instruction is less textbook driven and more driven on student inquiry?
  • Discussion: Class sizes are rising, students learn at different rates, and teachers are expected to teach more content. How can 1:1 computing help teachers do more with less resources and more challenges?
  • How can you involve parents? Community members? Ideas may include websites, podcasts, PTA meetings, invitations to help with projects, etc.
  • Discussion: Professional development has many forms…. Online webinars, collaborative teams looking at assessment data and designing lessons based on needs, book studies, iTunes U, etc. You’ll be asked to set your own learning goals and define what you will do to get there. Who will you work with? Who can you ask for help?
  • Give everyone a minute to read the cartoon (do not read it to them). When they start giggling, ask them to share what they feel about the current climate of standardized testing.
  • Discussion: There are many strategies to collect data. Brainstorm a list of possibilities of how you might collect data. Ideas may include: ticket out the door, surveys (Google forms or other), polls, multiple choice tests, projects assessed with a rubric, observation forms.
  • Find a unique way to engage participants in conversation or an activity around the elements of formative and summative assessment. There is a full description of Formative and Summative Assessment for your use in your Digital Coach Resources folder.
  • Explain to the participants that this educational transformation is a journey, not a quickly achieved destination. The process should be taken slowly and steadily over the period of several years.
  • Use the 21 st Century Skills PDF in your Digital Coach Resources folder to go over in depth each of the 21 st century skills in the chart above.
  • Transcript

    • 1. Teaching & Learning in a One-to- One Environment San Marcos May 22, 2012® Igniting 21st century learning ® 1 © One-to-One Institute
    • 2. Tammy Stephens, Ed.D. tstephens@eClass4learning.com About the One-to-One Institute http://www.one-to-oneinstitute.org/® Igniting 21st century learning ® 2 © One-to-One Institute
    • 3. Get Acquainted: Tell us about you What is your name? Where do you teach? How long you have been teaching?® Igniting 21st century learning ® 3 © One-to-One Institute
    • 4. Review of Pre-Assessment Survey Results Results were used to put together an agenda that we hope meets your needs in Sunnyside.® Igniting 21st century learning ® 4 © One-to-One Institute
    • 5. Pre-Assessment Survey Results Identified Needs: • Implementing 1:1 in your classroom • Online Resources • Project-Based Learning • Lesson Planning® Igniting 21st century learning ® 5 © One-to-One Institute
    • 6. ® Igniting 21st century learning ® 6 © One-to-One Institute
    • 7. Digital Coach Expectations • Adjust content to meet your unique requirements • Get daily feedback to monitor and adjust throughout sessions • Respond to all questions, comments, and issues • Provide resources and ongoing support® Igniting 21st century learning ® 7 © One-to-One Institute
    • 8. Training Agenda • Setting the context • Online exploration • Project-Based learning • Lesson planning® © One-to-One Institute Igniting 21st century learning ®
    • 9. Objectives for Today • Explore and identify at least two online tools that could be used in your lesson • Work with colleagues to create common expectations for student technology use • Participate as a learner in a PBL lesson and compare your experience to a more traditional lesson. • Identify a focus topic you will use to create a PBL lesson tomorrow.® Igniting 21st century learning ® 9 © One-to-One Institute
    • 10. Journey to Change • How do we get from here to there? • Traditional classroom to an 1:1 classroom?® © One-to-One Institute Igniting 21st century learning ®
    • 11. Levels of Technology Use in Education ld or Higher- Problem-Solving w/ Real -W g in al Order Data Complexity of Learning rn Re a Thinking Le of Games, Virtual Environments & it y Simulations ic nt he Online Creating & ut Social Media & A Publishing Collaboration l Online ia ic Productivity Research t if Tools Ar Basic Drill & Skills Practice Teacher-Centered Student Centered Instructional Approach to Learning® Igniting 21st century learning ® 11 © One-to-One Institute
    • 12. Leading to a more effective pedagogical model Learning in the 21st Century® © One-to-One Institute Igniting 21st century learning ®
    • 13. ® © One-to-One Institute Igniting 21st century learning ®
    • 14. ® © One-to-One Institute Igniting 21st century learning ®
    • 15. ® Igniting 21st century learning ® 15 © One-to-One Institute
    • 16. Instructional Approach 1 • Teacher as content expert • Focus on subject mastery • Students organized in rows • All students engage in same tasks® Igniting 21st century learning ® 16 © One-to-One Institute
    • 17. Instructional Approach 1 in the 1:1 Environment • Students use laptop for word processing • Students use informational websites as a primary resource® © One-to-One Institute Igniting 21st century learning ®
    • 18. Instructional Approach 2® Igniting 21st century learning ® 18 © One-to-One Institute
    • 19. ® Igniting 21st century learning ® 19 © One-to-One Institute
    • 20. Instructional Approach 2 • Teacher as facilitator of learning • “Just in Time” direct instruction • Technology enables self-direction and pacing • Classroom environment is flexible • Students engaged in a variety of individualized and collaborative tasks® Igniting 21st century learning ® 20 © One-to-One Institute
    • 21. Transitioning to Instructional Approach 2 Key questions 2. What beliefs do students, teachers, administration, parents in your community have about learning and teaching? 2. Who holds the power to make decisions about learning and teaching in your school and in your classroom?® © One-to-One Institute Igniting 21st century learning ®
    • 22. ® Igniting 21st century learning ® 22 © One-to-One Institute
    • 23. ® Instructional Approach 3 Igniting 21st century learning ® 23 © One-to-One Institute
    • 24. ® Igniting 21st century learning ® 24 © One-to-One Institute
    • 25. Lesson Plan Review 1. Pull out the lesson (s) that you brought to the session today. 2. Use the assessment rubric to review your lesson. 3. Discuss with your neighbor ways that you can make your lesson more student-centered with appropriate integration of technology.® Igniting 21st century learning ® 25 © One-to-One Institute
    • 26. LUNCH® Igniting 21st century learning ® 26 © One-to-One Institute
    • 27. Instructional Best Practices® Igniting 21st century learning ® 27 © One-to-One Institute
    • 28. Curriculum and Instruction • Aligned with learning expectations • Rigorous & challenging • Students actively involved • Performance assessments® Igniting 21st century learning ® 28 © One-to-One Institute
    • 29. High Standards and Expectations • Each teacher believes “all students can learn and I can teach them.” • High standards of performance are clear and consistent • Conditions for learning are modified and differentiated® Igniting 21st century learning ® 29 © One-to-One Institute
    • 30. Parent/Community Involvement • Involve parents and community members as goals are made • Communicate efforts using many formats • Provide ways for parents and community members to offer continued support® Igniting 21st century learning ® 30 © One-to-One Institute
    • 31. Professional Development • Ongoing • Collaborative • Instructional support • Resources® Igniting 21st century learning ® 31 © One-to-One Institute
    • 32. Assessment® Igniting 21st century learning ® 32 © One-to-One Institute
    • 33. Assessment • Collect data in a variety of ways • Analyze, change, improve® Igniting 21st century learning ® 33 © One-to-One Institute
    • 34. Formative Assessment • Part of the instructional process • Student also involved as assessor • Ongoing data teacher and student uses to make adjustments • Use as form of “practice”® Igniting 21st century learning ® 34 © One-to-One Institute
    • 35. Summative Assessment • Determine what students know at a particular period in time • Relate to content standards • Accountability measure/grading process • Determine the effectiveness of teaching approach or a program • Determine student placement® Igniting 21st century learning ® 35 © One-to-One Institute
    • 36. Essentials of the 1:1 Environment • Families and Community – Communicate – Involve • Classroom Management – Establish rules, norms, and routines – Consider the physical environment® © One-to-One Institute Igniting 21st century learning ®
    • 37. Partnership for 21st Century Skills® Igniting 21st century learning ® 37 © One-to-One Institute
    • 38. Bloom’s Taxonomy of Higher Order Thinking Skills Creating ↑ Evaluating ↑ Analyzing ↑ Applying ↑ Understanding ↑ Remembering® © One-to-One Institute Igniting 21st century learning ®

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