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D Quadrant Learning Tie 09

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How to build powerful learning that integrates 21st Century Skills, using the International Center for Leadership in Education's Rigor & Relevance Framework as a guide.

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D Quadrant Learning Tie 09

  1. 1. Bump it Up ! Creating Powerful Learning with D-Quadrant Learning Nancy White, Information Literacy Specialist, Academy School District 20
  2. 2. Agenda - Objectives <ul><li>Changing world, changing students </li></ul><ul><li>Adapting to change </li></ul><ul><li>Overview: International Center for Leadership in Education Rigor & Relevance Framework </li></ul><ul><ul><li>Rigor </li></ul></ul><ul><ul><li>Relevance </li></ul></ul><ul><ul><li>Relationships </li></ul></ul><ul><li>Questioning </li></ul><ul><li>“ Bump up” your lessons/Units to D-Quadrant </li></ul><ul><li>Web 2.0 Tools you can Use </li></ul><ul><li>Workshop Time </li></ul>
  3. 3. Changing Students
  4. 5. Students Today Magner, Timothy. “Trends in Educational Technology: A National Perspective.”
  5. 6. Pay Attention You Tube, Posted by jsdt4 http://youtube.com/watch?v=aEFKfXiCbLw&amp;feature=related
  6. 7. Our Challenge <ul><li>Are our schools ready for this generation? </li></ul><ul><li>How do we create the learning environments that engage this generation to help them reach their full potential? </li></ul><ul><li>How do we equip these students with the skills and knowledge they need to be competitive in a global, information-based economy and contributing citizens? </li></ul><ul><li>What assumptions about education do we need to question? </li></ul>Magner, Timothy J. Director, Office of Educational Technology, US Dept. of Education. “Magner Millenials”
  7. 8. Changing World
  8. 9. 2 Million Minutes
  9. 11. Adapting to Change About Where to Begin, http://flickr.com Ed Cabic, http://flickr.com
  10. 12. Schools?
  11. 13. What Can We Do? Deeper Learning
  12. 14. Acquisition Application Assimilation Adaptation Knowledge Application ©International Center for Leadership in Education A Knowledge in one discipline B Apply knowledge in one discipline C Apply knowledge across disciplines D Apply knowledge to real world predictable situations E Apply knowledge to real world unpredictable situations Evaluation Synthesis Analysis Application Comprehension Knowledge
  13. 15. Rigor Big Idea: Action Word List
  14. 16. Brainstorm Activity: Action Word List <ul><li>On the wiki, each group will list process verbs and products for their assigned level of Blooms. </li></ul><ul><li>Example: </li></ul>Analysis Process Verbs Products Discover Questionnaire Group Database
  15. 17. Rigor Questioning
  16. 18. “ Questions and questioning might be the most powerful technologies of all.” -Jamie McKenzie
  17. 19. Intel Teaching Thinking With Technology Overview: Module 3: Creating Curriculum-Framing Questions to Support Thinking Skills
  18. 20. Creating Curriculum-Framing Questions to Support Thinking Skills <ul><ul><li>Understand different types of questions used in the classroom </li></ul></ul><ul><ul><li>Create and revise Curriculum-Framing Questions </li></ul></ul>
  19. 21. Ranking Questions <ul><li>With a partner, use the Intel Visual Ranking Tool to rank questions according to their potential for generating deeper thinking in the classroom </li></ul><ul><ul><li>Open Visual Ranking : www.intel.com/education/visualranking </li></ul></ul><ul><ul><li>Work with a partner </li></ul></ul><ul><ul><li>Log in with your team ID and password </li></ul></ul><ul><ul><li>Click Ranking Questions </li></ul></ul><ul><ul><li>Rank questions: </li></ul></ul><ul><ul><ul><li>Rank questions </li></ul></ul></ul><ul><ul><ul><li>Add comments </li></ul></ul></ul><ul><ul><ul><li>Compare your list with other teams’ lists </li></ul></ul></ul>
  20. 22. Ranking Questions <ul><ul><li>Step 2: Discuss Your Ranking </li></ul></ul><ul><ul><li>Discuss significant variations in rankings </li></ul></ul><ul><ul><li>Discuss your ranking experience – what you think of this tool </li></ul></ul>
  21. 23. Asking Questions in the Classroom <ul><li>Understanding Open and Closed Questions </li></ul><ul><ul><li>Closed questions </li></ul></ul><ul><ul><ul><li>Test factual knowledge </li></ul></ul></ul><ul><ul><ul><li>Contain limited range of correct responses </li></ul></ul></ul><ul><ul><li>Open questions </li></ul></ul><ul><ul><ul><li>Build upon factual knowledge </li></ul></ul></ul><ul><ul><ul><li>Promote higher-order thinking </li></ul></ul></ul><ul><li>Reflecting on Questions Used in Your Classroom </li></ul><ul><ul><li>Reflect on the questions used in a typical day in your classroom </li></ul></ul>
  22. 24. Curriculum-Framing Questions <ul><li>Defining Curriculum-Framing Questions </li></ul><ul><li>Essential Questions </li></ul><ul><ul><li>Are overarching, foundational “big idea” questions </li></ul></ul><ul><ul><li>Can help focus several units </li></ul></ul><ul><ul><li>Can be used over the course of a year </li></ul></ul><ul><ul><li>Example: </li></ul></ul><ul><ul><ul><li>What does it take to change the world? </li></ul></ul></ul>
  23. 25. Curriculum-Framing Questions <ul><li>Unit Questions </li></ul><ul><ul><li>Are unit-specific, open-ended questions </li></ul></ul><ul><ul><li>Help build understanding for the Essential Question </li></ul></ul><ul><ul><li>Example: </li></ul></ul><ul><ul><ul><li>Why leave one’s home to make a new life in a strange land? </li></ul></ul></ul>
  24. 26. Curriculum-Framing Questions <ul><li>Content Questions </li></ul><ul><ul><li>Are supporting, fact-based questions </li></ul></ul><ul><ul><li>Are categorized as closed questions </li></ul></ul><ul><ul><li>Help strengthen and develop students’ understanding of larger questions </li></ul></ul><ul><ul><li>Examples: </li></ul></ul><ul><ul><ul><li>What route did the early explorer’s take? </li></ul></ul></ul><ul><ul><ul><li>What were the explorers looking for? </li></ul></ul></ul>
  25. 27. Subspace. Retrieved from Flickr: http://www.flickr.com/photos/62973467@N00/1819936799 Witts, Jonno. Retrieved from Flickr: http://www.flickr.com/photos/16857236@N03/2399505874 ________ LEARNING Passive
  26. 28. American Memory: http://memory.loc.gov/rbc/lprbscsm/scsm001/scsm0011/001q.gif Abraham Lincoln’s Resolution on Slavery: http://memory.loc.gov/mss/mal/mal2/424/4249000/001.gif ________ Learning Active Antietam, Md. President Lincoln and Gen. George B. McClellan in the general's tent]. http://memory.loc.gov/service/pnp/cwpb/04300/04351r.jpg
  27. 29. Relevance <ul><li>International Center for Leadership in Education: Gold Seal Lessons </li></ul><ul><li>Karl Fisch: Wikified Research Paper </li></ul><ul><li>KWL Charts – Q-Tasks (examples) </li></ul><ul><li>Virtual Field Trips </li></ul><ul><li>International Collaboration </li></ul><ul><ul><li>Worldwise Schools </li></ul></ul><ul><ul><li>e-Pals </li></ul></ul>
  28. 30. Relevance Scenario-based Learning WebQuests
  29. 31. Relevance <ul><li>How can you make it authentic? </li></ul><ul><li>Instruction </li></ul><ul><li>Assessment </li></ul>
  30. 32. The Third Element: Relationships
  31. 33. Web 2.0 Tools You Can Use <ul><li>Voicethread </li></ul><ul><li>Blogs </li></ul><ul><li>Wikis </li></ul><ul><li>Podcasting </li></ul><ul><ul><li>Mr. Sprankle’s Room 208 </li></ul></ul><ul><ul><li>“Ace Kids” – Example </li></ul></ul><ul><li>Google Squared? </li></ul>
  32. 34. Workshop Time Use template on wiki to draft lesson/unit plan Hook – Rigor - Relevance
  33. 35. Acquisition Application Assimilation Adaptation Knowledge Application ©International Center for Leadership in Education A Knowledge in one discipline B Apply knowledge in one discipline C Apply knowledge across disciplines D Apply knowledge to real world predictable situations E Apply knowledge to real world unpredictable situations Evaluation Synthesis Analysis Application Comprehension Knowledge
  34. 36. Questions? Nancy White Information Literacy Specialist IT- Educational Services [email_address]

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