Ben or another perspective – son, invention, user at the time Outline for scaffolding Research an invention, when, where, why? How did it improve life? Pick a quote of Franklin’s that he might have used about this invention
It Doesn’t Take a
Secret Agent to
Integrate Higher Level
1. When I think about Common Core, I worry that
2. I plan to use technology to implement Common
Core objectives by ___________________.
3. I encourage students to use higher level thinking
by _____________ ( or my favorite technique)
Get Smart! (author = hisheets)
Contact and Resources
Email - work email@example.com
Email – personal firstname.lastname@example.org
Plurk, Twitter hisheets
Higher Level Thinking & CCSS (or KCCRS)
Getting “Smart” in our teaching
How we interact with students
Questioning and discussions
Using great tech tools
The world is moving at a tremendous
rate. No one knows where. We must
prepare our children, not for the world
of the past, not for our world, but for
their world, the world of the future.
‘Our kids will
rest of their
in the future.
Are we ready for them?
YouTube is the new
Google . . .
Think about that great unit . . .
Was the lesson/unit open-ended enough to allow students to
pursue topics/projects of personal interest?
Was there hands-on involvement apart from “textbook
Was the use of multiple sources to discover information and
solutions in evidence?
Was the lesson/unit relevant to the everyday life of the
Was the lesson/unit interesting to you, the teacher?
Did the lesson/unit connect to students’ prior learning
experiences and provide bridges to more advanced or diverse
Jim Delisle, Free Spirit Blog, July 12, 2013
They appreciate nuances, such as how the
composition of an audience should affect
tone when speaking
They use technology and digital media
strategically and capably.
Conduct short as well as more sustained
research projects based on focused
questions, demonstrating understanding of the
subject under investigation.
From Common Core introduction
H. Lynn Erickson (Concept Based Curriculum)
The boss . . .who wants your best work, your art and your
...can demand that you bring your best possible work
the first time, . . .
...or they can nurture you, encourage you, set
a high bar and then support you on your
way. They can teach you, cajole you and
introduce you to others that will do the same.
The first strategy is the factory mindset
You don't make art this way, or emotional connections,
or things that haven't been made before. You may
get the job done, but it's not clear if you'll make a
Seth Godin: Nature vs Nurture
"I have always believed that every student
deserves the opportunity to share what they
know and what they want to know.”
"If it is skills you are evaluating, give them choice
of content. If it is content, give them choice of
Get Smart about asking questions
“To be ready for college, workforce training, and life
in a technological society,
students need the ability to gather, comprehend,
evaluate, synthesize, and report on information and ideas,
to conduct original research in order to answer questions or solve
and to analyze and create a high volume and extensive range of print
and non-print texts
in media forms old and new.”
From Common Core State Standards
Ben Franklin What perspective?
Invention: what, when and
WHY? How did it improve
Quote of Franklin’s that he
might have used about his
In what way has this project
taught you something new?
Meeting of the Minds – Dinner
Night of the Notables
Students Asking Questions
Students learn more when
asking questions than when
answering them most of the
time. Especially if those
questions asked by others are
at lower levels of thinking.
No one right answer
Active participation from
Everyone gets called on
Challenge doesn’t mean lack of
Mistakes are part of learning
Re-consider things you thought
Think like a paleontologist
How will the bones
provide clues to help us
identify the animal?
Driving (essential) question)
Need to know
Reflection and revision
Technology as a resource
“It doesn’t matter what you cover;
it matters how much you
develop the capacity to
Norm Chomsky, 2003
About Common Core
. . . students are expected to not only obtain knowledge through the use of
technology, but more importantly, they are asked to demonstrate their
learning through the use of technology and to share that learning with a
SL.11-12.5. Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.
Choose the Media Based on the
Who is your audience?
What content do you have to share?
Why do you think this is the best format to share
What will it look like when completed? (model)
RI.8.7. Evaluate the advantages and disadvantages of using
different mediums (e.g., print or digital text, video, multimedia)
to present a particular topic or idea.
Research: point of view
Travel Trek – geography, economics . . .
Monster Exchange – Skype, descriptive
Live Interviews: Skype, iPad, FlipCams, Voice
Design a Star System
– application, analysis, synthesis
Benjamin Franklin: More than who and what . . .
Puppetry: fractured fairy tales
Notice how students are expected to not only obtain knowledge through
the use of technology, but more importantly, they are asked to demonstrate
their learning through the use of technology and to share that learning with
Christopher Columbus Awards
•Purpose: Why should we
save this animal? Convince
•Posters – Excel
Mapping Media to the Common Core
Moving at the Speed of Creativity (blog)
Terminology – change how we label things
Idea of transliteracy:
Transliteracy is the ability to read, write and
interact across a range of platforms, tools and
media from signing and orality through
handwriting, print, TV, radio and film, to digital
Scratch & Math
ISTE Nets Standards for Students:
Creativity and Innovation - 1.a, 1.b, 1.c
Communication and Collaboration - 2.b
Critical Thinking, Problem Solving, and Decision Making - 4.b
Technology Operations and Concepts - 6.c, 6.d
Math Common Core Standards:
5.OA-3, 5.NBT-1, 5.NBT-5, 5.MD-1, 5.MD-2, 5.MD-3, 5.G-1, 5.G-2, 5.G-3, 5.G-
4, 6.RP-3, 6.NS-2, 6.NS-5, 6.NS-7, 6.NS-8, 6.EE-9, 6.G-4, 7.NS-1, 7.NS-2, 7.G-1,
3.3a Establish a situation and introduce a narrator and/or characters;
organize an event sequence that unfolds naturally.
3.3b Use dialogue and descriptions of actions, thoughts, and feelings to
develop experiences and events or show the response of characters to
3.3c Use temporal words and phrases to signal event order.
3.3d Provide a sense of closure.
Be willing to learn from students
Teachers still have much to offer: critical thinking,
unlocking meaning, clear communication
Teaching with technology can be transforming
Encourage student autonomy
Dual level of teaching content along with meta-
cognition- learning how to learn
Welcome productive digressions
Build a collaborative team, a PLN, and consider
including students as part of the team