Get smart!short


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  • 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
  • Get smart!short

    1. 1. Get Smart! It Doesn’t Take a Secret Agent to Integrate Higher Level Thinking With Technology
    2. 2. 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)
    3. 3.  LiveBinder  Get Smart! (author = hisheets)
    4. 4. Contact and Resources  Website  Email - work  Email – personal  Plurk, Twitter hisheets
    5. 5. Goals  Bloom’s Taxonomy  Higher Level Thinking & CCSS (or KCCRS)  Getting “Smart” in our teaching  How we interact with students  Questioning and discussions  Using great tech tools  Resources  Projects
    6. 6. 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. John Dewey
    7. 7. ‘Our kids will spend the rest of their lives in the future. Are we getting them ready?’ Kevin Honeycutt Are we ready for them? YouTube is the new Google . . .
    8. 8. Get Smart about Interacting with Students
    9. 9. Worried about Common Core?
    10. 10. 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 learning”?  Was the use of multiple sources to discover information and solutions in evidence?  Was the lesson/unit relevant to the everyday life of the student?  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 learning opportunities? Jim Delisle, Free Spirit Blog, July 12, 2013
    11. 11. CCSS concepts rather than facts  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)
    12. 12. The boss . . .who wants your best work, your art and your genuine enthusiasm: ...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 difference. Seth Godin: Nature vs Nurture
    13. 13. Trust your instincts
    14. 14. Jeff Danielian NAGC  "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 product."
    15. 15. Bloom’s Taxonomy Get Smart about asking questions
    16. 16. “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 problems, 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
    17. 17.
    18. 18. Interactive iPad app on web site
    19. 19. Theme: Defying Gravity
    20. 20. Questioning Makes the Difference
    21. 21. Ben Franklin What perspective? Invention: what, when and WHY? How did it improve things? Quote of Franklin’s that he might have used about his invention In what way has this project taught you something new? Meeting of the Minds – Dinner Table Night of the Notables
    22. 22. 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.
    23. 23. Essential Questions: Classroom Norms  No one right answer  Takes Practice  Active participation from everyone  Everyone gets called on  Challenge doesn’t mean lack of value  Mistakes are part of learning  Re-consider things you thought you knew Grant Wiggins
    24. 24. Paleontology Analysis Evaluation Synthesis Exploration Generating questions: Think like a paleontologist
    25. 25. Paleontology 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 tool
    26. 26. “It doesn’t matter what you cover; it matters how much you develop the capacity to discover.”  Norm Chomsky, 2003
    27. 27. Get Smart About Common Core Technology . . . 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 global community.
    28. 28. Share Fair 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.
    29. 29. Choose the Media Based on the Content  Who is your audience?  What content do you have to share?  Why do you think this is the best format to share it?  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.
    30. 30. Student Projects  Research: point of view  2:30  Travel Trek – geography, economics . . .  Monster Exchange – Skype, descriptive language, communication  Live Interviews: Skype, iPad, FlipCams, Voice Recorder  Design a Star System – application, analysis, synthesis  Benjamin Franklin: More than who and what . . .  Puppetry: fractured fairy tales  Digital Storytelling Interdisciplinary Audience 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
    31. 31. Christopher Columbus Awards Toshiba: Exploravision eCybermission
    32. 32. Endangered Species •Scaffold research •Purpose: Why should we save this animal? Convince me! •Posters – Excel •Slogans •Presentation
    33. 33. Animation
    34. 34. Mock Trial
    35. 35. Mapping Media to the Common Core Wesley Fryer   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 social networks.
    36. 36. Scratch & Math Standards: 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, 8.F-1, 8.F-4
    37. 37. Scratch Project-LA 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 situations. 3.3c Use temporal words and phrases to signal event order. 3.3d Provide a sense of closure.
    38. 38.  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
    39. 39. Change Can Be Difficult
    40. 40. “Start where you are. Use what you have. Do what you can.” Wesley Fryer, Playing with Media (Saskatchewan Public Schools)
    41. 41. Contact and Resources  Email - work  Email – personal cindysheets@aha-  Plurk, Twitter hisheets  Website  LiveBinder for this session:  present=true&id=917060
    42. 42. Resources  Christopher Columbus Awards  Toshiba Exploravision  eCybermission  id=303326 infusing technology in the common core 