The document discusses trends in education including collaborative learning, mobile learning, social media, and shifting teacher roles. It provides perspectives from experts on how space shapes learning and engagement. Key themes discussed are the importance of relevance, authenticity, and depth in learning; competency-based curriculums focused on thinking, communicating and social responsibility; and transforming learning spaces and classrooms to support different learning styles in the digital age.
The Padagogy Wheel Presentation: China Dec 2015: The English VersionAllan Carrington
This is an English Version of a presentation given multiple times in China in December 2015. The Padagogy Wheel is a visual model which helps integrate good teaching, innovative thinking and student motivation with technology
Using the Concerns Based Adoption Model to underpinning planning for institutional professional development programmes. Workshop presentation I gave at the DEANZ14 conference in CHCH, 2 May 2014. Focus
The Padagogy Wheel Presentation: China Dec 2015: The English VersionAllan Carrington
This is an English Version of a presentation given multiple times in China in December 2015. The Padagogy Wheel is a visual model which helps integrate good teaching, innovative thinking and student motivation with technology
Using the Concerns Based Adoption Model to underpinning planning for institutional professional development programmes. Workshop presentation I gave at the DEANZ14 conference in CHCH, 2 May 2014. Focus
Global ed conf web2where gail_sue 15 nov11Gail Casey
Your Name and Title: Gail Casey: Classroom teacher, IT Co-coordinator and PhD student
School or Organization Name: Geelong High School and Deakin University, Australia.
Co-Presenter Name(s): Sue Dunlop: Classroom teacher, eLearning Trainer and Leader, Geelong High School, Australia.
Area of the World from Which You Will Present: Australia
Language in Which You Will Present: English
Target Audience(s): Teacher Educators, School Leaders, Teachers of middle years and high school.
Short Session Description (one line): Web2Where: Online Social and Participatory Media for the Global Classroom
Full Session Description:
The use of social and participatory media around the world continues to grow and it has started to show some powerful signs for efficient and effective teaching and learning; but, teaching and learning can look very different in such environments. This session will look at two different perspectives on the use of such environments in the classroom and how they could be used as a global classroom. These will support concepts such as fostering digital citizenship, developing student global competency and other 21st century skills, designing projects for student motivation and creating authentic learning experiences as well as examining technical infrastructure and resources for the global arena.
Gail Casey has been exploring the use of social media, Web2.0 and global projects in her classes for many years. What does social networking and Web 2.0 have to offer the global classroom environment? Why use it? What does the average teacher need to know in order to effectively introduce their students to such an environment? What are the pitfalls? Gail will walk you through her online social and participatory media work from the last 18 months, which forms the core of her PhD data collection, showing a wide range of classroom examples leading to eleven global classroom projects. Gail is a classroom teacher and has taught in both public and private schools in Australia. Her passion for global classroom projects has taken her to South Korea during 2007 where she developed a range of global projects while teaching ESL for 12 months. She has been an ICT mentor and trainer for 15 years and is now finalising data collection for her PhD.
Sue Dunlop is not a major user or promoter of such online environments, coming from a maths and traditional IT background, and feels uncomfortable (inexperienced) using social media to such an extent. She greatly admires the way that Gail has worked with her classes to develop safe codes of conduct in these environments and is learning to slowly and selectively incorporate more into the classroom. As a consequence will provide a good balance to Gail’s discussion and perspectives; teacher educators and school leaders, in particular, will find this to be valuable. Sue has been responsible for all computer related infrastructure and training in the teaching and learning area at Gee
Peeragogy presentation for E3Tech Conference July 28 - July 29
The purpose of Peeragogy and how we can successfully use new platforms and technologies with peer learning strategies to impact the way students learn
Situational ingenuity of teachers: The key to transformative, content-focused...Joan E. Hughes, Ph.D.
This presentation was shared at a colloquium sponsored by the University of Houston, Victoria on April 28, 2014 (Please read the slide notes for generally what I said in the presentation). I share my vision for the use of digital technologies in education. I refer to it as transformative, content-focused classroom technology integration. I illustrate this concept through 3 stories of practice: from teachers, a school and its district, and a college of education. Tom is a mathematics teachers who designs a lesson with ropes, video, ipads, and graphing calculators to help students learn to write an equation for a trig function. Hilly High School began a iPad learning innovation in which all students got ipads - I share how they developed their vision which included both a technology-focus and a learning-focus. Finally, I share data on preservice teachers' use of social technologies and discuss how COEs could design a set of experiences that would develop preservice teachers to be connected educators. These will show the possibilities but also many of the challenges involved in this work. In these stories, I hope that you’ll discover ways that you, as a teacher, a school leader, a teacher educator, a parent, can assist in this transformation. I end by describing "situational ingenuity" and how I see teachers as most interested in this challenging work in their classrooms and how I see it as the key to designing content-focused, technology-supported innovations in classrooms.
Cover image by Tony Burnett under Creative Commons.
Empowering inquiry based learning with Web2.0 mash-ups.
Presentation for ECAWA Conference 2007.
'Web 2.0' and the new models of communication and research that it enables means teachers and students can embed and automate the inquiry based learning process. Instant messaging, blogging, podcasting, Skype, wikis, RSS are but some tools available in the 'participatory social web' that allow students to become become knowledge creators and teachers to become facilitators. And the impact that this has on education could be enormous.
Global Education Conference Keynote 2013Julie Lindsay
Emerging technologies and increased access to networks is the catalyst to embed global awareness, interaction and understanding into all learning opportunities, but has this really happened yet? What positive social change needs to take place to fully realize the goal of a connected and 'flattened' environment that supports personalized learning?
Join Julie for 'How to Go Global' as she describes, and shows through current examples, how leadership, collaborative learning that leads to true co-creation, and building 'leagues' of designers, innovators and communities can take learning to the next level. Our future is important, let's articulate and plan to go global now.
Knowledge Building in Senior Kindergarten and Grade 1Bodong Chen
This is a presentation in a CSCL2011 Symposium: Getting Started and Sustaining Knowledge Building. It introduces how to get knowledge building started in kindergarten and grade one classes.
A presentation and workshop about collaborative design with children in the Étui project, made by Richard Millwood and Dai Griffiths at the Contagious Creativity conference held by FutureLab in Bristol June 2002.
Global ed conf web2where gail_sue 15 nov11Gail Casey
Your Name and Title: Gail Casey: Classroom teacher, IT Co-coordinator and PhD student
School or Organization Name: Geelong High School and Deakin University, Australia.
Co-Presenter Name(s): Sue Dunlop: Classroom teacher, eLearning Trainer and Leader, Geelong High School, Australia.
Area of the World from Which You Will Present: Australia
Language in Which You Will Present: English
Target Audience(s): Teacher Educators, School Leaders, Teachers of middle years and high school.
Short Session Description (one line): Web2Where: Online Social and Participatory Media for the Global Classroom
Full Session Description:
The use of social and participatory media around the world continues to grow and it has started to show some powerful signs for efficient and effective teaching and learning; but, teaching and learning can look very different in such environments. This session will look at two different perspectives on the use of such environments in the classroom and how they could be used as a global classroom. These will support concepts such as fostering digital citizenship, developing student global competency and other 21st century skills, designing projects for student motivation and creating authentic learning experiences as well as examining technical infrastructure and resources for the global arena.
Gail Casey has been exploring the use of social media, Web2.0 and global projects in her classes for many years. What does social networking and Web 2.0 have to offer the global classroom environment? Why use it? What does the average teacher need to know in order to effectively introduce their students to such an environment? What are the pitfalls? Gail will walk you through her online social and participatory media work from the last 18 months, which forms the core of her PhD data collection, showing a wide range of classroom examples leading to eleven global classroom projects. Gail is a classroom teacher and has taught in both public and private schools in Australia. Her passion for global classroom projects has taken her to South Korea during 2007 where she developed a range of global projects while teaching ESL for 12 months. She has been an ICT mentor and trainer for 15 years and is now finalising data collection for her PhD.
Sue Dunlop is not a major user or promoter of such online environments, coming from a maths and traditional IT background, and feels uncomfortable (inexperienced) using social media to such an extent. She greatly admires the way that Gail has worked with her classes to develop safe codes of conduct in these environments and is learning to slowly and selectively incorporate more into the classroom. As a consequence will provide a good balance to Gail’s discussion and perspectives; teacher educators and school leaders, in particular, will find this to be valuable. Sue has been responsible for all computer related infrastructure and training in the teaching and learning area at Gee
Peeragogy presentation for E3Tech Conference July 28 - July 29
The purpose of Peeragogy and how we can successfully use new platforms and technologies with peer learning strategies to impact the way students learn
Situational ingenuity of teachers: The key to transformative, content-focused...Joan E. Hughes, Ph.D.
This presentation was shared at a colloquium sponsored by the University of Houston, Victoria on April 28, 2014 (Please read the slide notes for generally what I said in the presentation). I share my vision for the use of digital technologies in education. I refer to it as transformative, content-focused classroom technology integration. I illustrate this concept through 3 stories of practice: from teachers, a school and its district, and a college of education. Tom is a mathematics teachers who designs a lesson with ropes, video, ipads, and graphing calculators to help students learn to write an equation for a trig function. Hilly High School began a iPad learning innovation in which all students got ipads - I share how they developed their vision which included both a technology-focus and a learning-focus. Finally, I share data on preservice teachers' use of social technologies and discuss how COEs could design a set of experiences that would develop preservice teachers to be connected educators. These will show the possibilities but also many of the challenges involved in this work. In these stories, I hope that you’ll discover ways that you, as a teacher, a school leader, a teacher educator, a parent, can assist in this transformation. I end by describing "situational ingenuity" and how I see teachers as most interested in this challenging work in their classrooms and how I see it as the key to designing content-focused, technology-supported innovations in classrooms.
Cover image by Tony Burnett under Creative Commons.
Empowering inquiry based learning with Web2.0 mash-ups.
Presentation for ECAWA Conference 2007.
'Web 2.0' and the new models of communication and research that it enables means teachers and students can embed and automate the inquiry based learning process. Instant messaging, blogging, podcasting, Skype, wikis, RSS are but some tools available in the 'participatory social web' that allow students to become become knowledge creators and teachers to become facilitators. And the impact that this has on education could be enormous.
Global Education Conference Keynote 2013Julie Lindsay
Emerging technologies and increased access to networks is the catalyst to embed global awareness, interaction and understanding into all learning opportunities, but has this really happened yet? What positive social change needs to take place to fully realize the goal of a connected and 'flattened' environment that supports personalized learning?
Join Julie for 'How to Go Global' as she describes, and shows through current examples, how leadership, collaborative learning that leads to true co-creation, and building 'leagues' of designers, innovators and communities can take learning to the next level. Our future is important, let's articulate and plan to go global now.
Knowledge Building in Senior Kindergarten and Grade 1Bodong Chen
This is a presentation in a CSCL2011 Symposium: Getting Started and Sustaining Knowledge Building. It introduces how to get knowledge building started in kindergarten and grade one classes.
A presentation and workshop about collaborative design with children in the Étui project, made by Richard Millwood and Dai Griffiths at the Contagious Creativity conference held by FutureLab in Bristol June 2002.
My designs for a different kind of university looks at mission, vision, future students, customer service, emerging technologies, emerging pedagogies, dynamic curriculum, transdisciplinary inquiry, academic levels, administration, infrastructure, collaboration, resistance to change and costs.
Presentation exploring the rationale for change to ensure our schools are future focused and operate in ways that prepare young people for their future, not our past!
Presentation at the CORE Breakfast, Auckland
Anne-Marie Tarter: Our Common Future (SLA Weekend Course 2013)SLA
Anne-Marie Tarter – Our Common Future: What the Learning Commons approach could mean for school libraries. Plenary session at 2013 SLA Weekend Course in Belfast
Effective and Engaging Learning Environments Chantel Dunn
Scenario - You have recently joined the staff of a school that is about to undergo major renovations. The principal of the school not only wants to redevelop the school physically, but also wants to ensure that the new learning spaces are able to provide pedagogically sound environments for both students and staff. You have been given the task to research the five key learning spaces and to create a presentation for your colleagues about these spaces prior to the start of the renovations.
Quote before the presentation begins:
“Hello everyone, Today I will be discussing how to effectively re-develop our schools learning spaces addressing both the physical and pedagogical aspects. I am from the drama department and I will be speaking about how to effectively design our new drama classrooms to engage and teach our high schools drama students. I will also be talking about 5 different learning spaces that we need to consider as a school to benefit our students”.
Workshop discussing Personalized Learning, developing ideas for group to take to home school to begin trying something new to meet the needs of their learners.
Presentation / Keynote for The Aalborg University Teaching Day 2015Thomas Ryberg
Presentation titled "Changing Conditions for PBL? A Critical View on Digital Technologies as a Springboard to Unfold the Potentials.
Given at the annual Teaching Day in Aalborg University
Open cross institutional academic cpd: unlocking the potential Sue Beckingham
Chrissi Nerantzi and Sue Beckingham presenting at the 19th Annual SEDA Conference 13-14 November 2014, Nottingham
Redecker et al (2011, 9) note that “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ Our world is changing rapidly. Educators need to quickly adapt and change and develop new learning and teaching strategies that are fit for our times. Informal networks and open development opportunities enabled and extended through digital technologies are valuable to connect with other practitioners, share practices, support each other and innovate in collaboration with others within and beyond their own institutions.
Seely Brown (2012, 14) talked about the “Big Shift” driven by “digital innovation” and characterised by “exponential change and emergence, socially and culturally”. Can we afford to stay where we are and do what we always did? Or is there a need for academic development to maximise on opportunities to remain current, innovate but also model flexible, forward facing and sustainable practices which connect, engage and have the potential to transform practices and enhance the student experience. The European Commission(2013) calls institutions to join-up and open-up. Could this be a sustainable solution for academic CPD?
Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?
20 Clever Ways to Teach Creativity in the ClassroomLiveTiles
Creativity and intelligence go hand in hand. Teaching creativity in the classroom can significantly benefit a students education. Use these twenty ways to institute creativity in your classroom.
My closing keynote address at the 2011 International Association of School Librarianship (IASL) 40th Annual Conference incorporating the 15th International Forum on Research in School Librarianship.
Conference Theme: School Libraries: Empowering the 21st Century Learner
Date: 7 to 11 August 2011
Venue: The University of West Indies in Kingston, Jamaica
TCF Mentor Training 2020 presentation for The Cmolik Foundation. Overview of the importance, purpose, guiding principles and tools for mentoring post-secondary students.
Creating partnerships between K-12 public education, post-secondary institutions, community agencies and philanthropy for the benefit of the common good.
Our Journey into Pedagogical Documentation is the story of a team of educators in the Surrey School District who engaged in an professional inquiry into Reggio inspired teaching and learning.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Basic Civil Engineering Notes of Chapter-6, Topic- Ecosystem, Biodiversity Green house effect & Hydrological cycle
Types of Ecosystem
(1) Natural Ecosystem
(2) Artificial Ecosystem
component of ecosystem
Biotic Components
Abiotic Components
Producers
Consumers
Decomposers
Functions of Ecosystem
Types of Biodiversity
Genetic Biodiversity
Species Biodiversity
Ecological Biodiversity
Importance of Biodiversity
Hydrological Cycle
Green House Effect
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This presentation provides an introduction to quantitative trait loci (QTL) analysis and marker-assisted selection (MAS) in plant breeding. The presentation begins by explaining the type of quantitative traits. The process of QTL analysis, including the use of molecular genetic markers and statistical methods, is discussed. Practical examples demonstrating the power of MAS are provided, such as its use in improving crop traits in plant breeding programs. Overall, this presentation offers a comprehensive overview of these important genomics-based approaches that are transforming modern agriculture.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. Schools face one such important question:
What is a great learning environment in
the Wikipedia age?
Bruce Mai
3. How does space shape
how we learn, work & engage with others?
4. Mobile learning
The New Electricity
Web 2.0
21st Century Learning
Teacher as Co-learner
Social Media
Shifts Impacting Education
5.
6. I am entirely certain that 20 years from
now we will look back at education as it is
practiced in most schools today and
wonder how we could have tolerated
anything so primitive.
John W. Gardner
7.
8. Kids Are Wired Differently
And Therefore Learn Differently
10. The issue here is that a lot of people talk
about getting back to basics, but they’re
basing this argument on the old economy.
The future economies, and the present
economy, absolutely depend on innovation
and creativity.
Doorley & Witthoft, Make Space (2012)
16. The Message Has Been Clear
…students do not want learning made easy,
they want it to mean something. They want
to feel something, to be moved by what they
learn; they want to connect deeply with
things that matter to the world and matter to
them; and they want the chance to make a
difference.
From Imagine a school… Design for Learning
Wilms, Friesen & Milton (2009)
17. What are these big 3 core
competencies?
• Thinking Competency
• Critical thinking
• Creative thinking
• Reflective thinking
• Personal and Social Competency
• Positive personal and cultural identity
• Personal awareness and responsibility
• Social awareness and responsibility
• Communication Competency
• Use of language and symbols
• Digital literacy
B.C. Ministry of Education
Curriculum
Transformation &
Assessment
18. Making the Shift
• Covering curriculum
• Subjects and courses
• Learning outcomes
• Measuring & assessing
student work
• Evaluation and grading
• Engaging students in deep
learning
• Interdisciplinary, relevant &
meaningful learning experiences
• Big ideas, learning standards
• Descriptive feedback, developing
competencies
• Learner profiles, communicating
student learning
From… To…
20. Common Competencies and Content
• Reduced in scope
• Balance with personalized
content
• Old: binders with unending
learning outcomes
• New: simple one page
overviews of
competencies, big ideas,
learning standards,
concepts and content.
21. Core Competencies
• Thinking, Communicating,
Personal & Social Responsibility
Big Ideas:
• Patterns represented in various
ways show repeated
regularities.
Learning Standards:
• Students will be able to
problem-solve:
• Representing: Develop
mathematical understanding
through concrete, pictorial, and
symbolic representations
Concepts & Content:
• Student will know and
understand the following
concepts and content
• repeating patterns with two or
three elements
23. Marshall McLuhan in
What did you do in school today?
Learning is now driven through student inquiry
“Education must shift
from instruction
to discovery-
to probing
and
exploration…”
24. What Matters?
Three critical ingredients: Relevance, Authenticity, &
Depth:
• Relevance: How do we ensure learning provides
opportunities for real-world problem solving?
• Authenticity: What opportunities do we provide for
outcomes to be showcased or recognized by a local
& global audience?
• Depth: Do we offer ways to extend learner
engagement beyond the curriculum & school day?
From What Matters Now? Michael Furdyck (2014))
25. Collaborative learning,
according to experts on the subject,
unleashes a unique intellectual & social energy.
TheThirdTeacher: 79 Ways You Can Use Design
To Transform Teaching & Learning (2010)
27. Doorley & Wittholft,
make space (2012)
Collaboration & creation aren’t
bound to designated areas;
they evolve throughout a
space, absorbing different
people, places, and
perspectives.
28. Doorley & Wittholft,
make space (2012)
…think of space primarily as
a way to change behavior,
not as a facilities project or a
showpiece for our brand.
29. Doorley & Wittholft,
make space (2012)
Make space is a tool for using
space to shape the culture &
habits of a creative community.
Building a space is tough, but
shaping culture is
an absurd act of daring.
32. Space is the “body language”
of an organization.
Chris Flink in
Doorley & Wittholft (2012),
make space
33.
34. Art and science need each other.
Discoveries-great and small-happen
when the two come together;
so give students places for cross-disciplinary work,
and who knows what
creative genius
will flourish.
TheThirdTeacher:
79 Ways You Can Use Design
To Transform Teaching & Learning (2010)
35. Make Peace with Fidgeting:
Think of it as brain development,
which it is.
Then think of how to make room for it in
the classroom.
TheThirdTeacher:
79 Ways You Can Use Design
To Transform Teaching & Learning (2010)
36. Give students furniture
that lets them twist &
learn safely.
The movement will
increase their ability to
concentrate.
ThirdTeacher:
79 Ways You Can Use Design
To Transform Teaching & Learning (2010)
37. A learning space that can be
reconfigured on a dime
will engage different kinds of
learners and teachers.
TheThirdTeacher:
79 Ways You Can Use Design
To Transform Teaching & Learning (2010)
38. Who said playgrounds had to be at ground
level?
Locate play space anywhere and
everywhere,
from rooftop terraces
to indoor atriums.
TheThirdTeacher:
79 Ways You Can Use Design
To Transform Teaching & Learning (2010)
39. Life is full of choices. Prepare kids
by giving them a say at school.
40. Alcoves and furniture in hallways
discourage high-speed traffic and create
places of pause.
TheThirdTeacher:
79 Ways You Can Use Design
To Transform Teaching & Learning (2010)
41. Children of all ages
need places where
they can learn by
touching,
manipulating, and
making things with
their hands.
TheThirdTeacher:
79 Ways You Can Use Design
To Transform Teaching & Learning (2010)
42. Give students places to exhibit their work
as if it were in a public gallery, then invite
the public to come and have a look.
TheThirdTeacher:
79 Ways You Can Use Design
To Transform Teaching & Learning (2010)
43. Injecting a learning
space with playfulness
and humor creates a
warm and
welcoming
atmosphere.
TheThirdTeacher:
79 Ways You Can Use Design
To Transform Teaching & Learning (2010)
44. Make sure a classroom has the capacity to link
into learning
opportunities beyond it’s four walls
- even beyond the Earth itself.
TheThirdTeacher:
79 Ways You Can Use Design
To Transform Teaching & Learning (2010)
So, what do we know?
We know that students are largely disengaged from their learning. The line chart shows the drop off really deepens by grade 5 and comes to its lowest between grade 9 & 10 before leveling out again.
Interestingly enough, I live this chart. I have four boys in grade 2, 5, 10 and 12. I am witness to this loss of enthusiasm and find it upsetting both as a parent and an educator.
How many of you have seen this loss of enthusiasm in your own children?
The other things is that we know that kids are all different and they learn differently
There is a need to honour that difference with a more personalized approach to learning
Image: Bankofnaturalcapital.com
Photo Credit The Nick Page
When students were asked what they wanted from their school and how they wanted to learn they were quite clear.
They want it to: mean something, feel something, be moved by their learning, connect deeply with things that matter and have a chance to make a difference.
This is really a bad news—good news story.
There are no shrink-wrapped binders, no bank of release time, not actual timeline and no strategic plan for implementaiton coming our way from the MOE.
You may be waiting for them. Your teachers may be waiting for them. But it is just not happening.
That maybe bad news but truly it is good news. It allows teachers as professionals to create and reinvent their practice based on what we know can best prepare our students for the future, what might truly engage them and how we might motivate them to become lifelong learners.
In a way, this is a Do-It-Yourself curriculum that will find its expression as teachers investigate, explore, play and try out the new ideas.
So, what will we do in tonight’s session? And how can we help move this transformation forward?
There will continue to be some common learning that all students must acquire in order to graduate. While the specifics have to be determined, this common learning would encompass both core competencies and limited discipline-specific content.
The common learning component is expected to be reduced in scope from what is currently the case, in order to make room for personally meaningful transition preparation and community learning experiences.