We want to hear your voice!• What’s your favorite part of the book so far?• How has this book challenged your thinking?• What’s one insight or “ah-ha” you’ve had?• What question has the book raised for you?• If you’ve been doing the 15 challenges, how’sit going?• What would you like to discuss tonight?
Teaching in the Choice-Rich Classroom• Teachers should be filters, not fact repositories• Teachers should be pedagogical customizers, notstandardizers• Teachers should see technology as enabling, notreplacing*• Teachers should be coaches, not lecturers• Teachers should be actively engaged*• Teachers should be human, not perfect• Teachers should have personality, not uniformity
7 Spaces of Learning ~Ewan McIntosh• Secret Spaces• Group Spaces• Publishing Spaces• Performing Spaces• Participation Spaces• Data Spaces• Watching Spaces
Choices That Increase Student Engagement• To Question• To Build• To Invent• To Connect• To Have Meaning• To Understand• To Excel
“Digital Bloom’s Visual” by Mike Fisher, Feb. 27, 2009http://digigogy.blogspot.com/2009/02/digital-blooms-visual.html
“The Networked Teacher” CC by langwitches on Flickr
Next MeetingWed., May 9thHomework: Read Chapter 8Step 6 – CreationFlat Classroom Challenge 11Tag blog posts & tweets #FlatISSN
Special Announcement:ISA students who’ve participatedin the Flat Classroom Project andare now student managers of theNetGenEd Project will be joining ourdiscussion on Thursday, May 17th.***You don’t want to miss it!***You’re welcome to invite colleagues andstudents from your school to join us, too.
Hi, EveryoneWelcome toFlatISSNWeek 7:Creation!While we’re waiting to begin, pleasecreate an account at Voicethread.comif you don’t already have one
How to create the FlatISSN mash-uphttp://snapguide.com/guides/create-the-flatissn-mash-up/How to Find & Download CC Imagesfrom Flickrhttp://edcr8.co/Jg9sGs
Next MeetingWed., May 17thHomework: Read Chapter 9Step 7 – CelebrationFlat Classroom Challenge 12Tag blog posts & tweets #FlatISSN
Special Announcement:ISA students who’ve participatedin the Flat Classroom Project andare now student managers of theNetGenEd Project will be joining ourdiscussion on Thursday, May 17th.You don’t want to miss it!You’re welcome to invite colleagues andstudents from your school to join us, too.
Hi, EveryoneWelcome toFlatISSNWeek 8:Celebration!While we’re waiting to begin, please bethinking of questions you’d like to askthe students who are joining us tonight.
How Can We Flatten the ISSN?• How might we share what we’ve learnedabout “flattening” our classrooms with othercolleagues in the ISSN?• What collaborative projects might we and ourcolleagues want to implement next year?• What steps do we need to take to turn theseideas into reality?
• How might we share what we’ve learnedabout “flattening” our classrooms with othercolleagues in the ISSN?
• What collaborative projects might we and ourcolleagues want to implement next year?
• What steps do we need to take to turn theseideas into reality?
Essential Questions from Ch. 10, p. 262• Consider a globalcollaborative project thatinterests you and relate it tothe project designessentials. Are there anyquestions you have fororganizers?
Essential Questions from Ch. 10, p. 262• How can we design learningexperiences that embraceglobal education as well asenforce rigor and relevance?Are these the same?• What role do social mediaplay in success of onlineprojects in today’seducational environment?
Essential Questions from Ch. 10, p. 262• Why are some projects more“successful” than others?How can we support theneeds of participants briningdifferent countries, systems,and expectations?• What are the characteristicsof the an engaged teacherand classroom in a globalcollaborative project?
Mark Gerzon’s Five Stages ofBecoming a Global Citizen• Citizen 1.0 – Worldview based on one’s self(egocentric)• Citizen 2.0 – Worldview based on one’s group(ideocentric)• Citizen 3.0 – Worldview based on one’s nation(sociocentric)• Citizen 4.0 – Worldview based on multiple cultures(multicentric)• Citizen 5.0 – Worldview based on the whole Earth(geocentric)
The Millennium Development Goals• Eradicate extremepoverty & hunger• Achieve universalprimary education• Promote genderequality and empowerwomen• Reduce child mortality
The Millennium Development Goals• Improve maternalhealth• Combat HIV/AIDS,malaria, and otherdiseases• Ensure environmentalsustainability• Global partnership fordevelopment
Mind the Gap!The Gapminder website helps you analyse indicators of development: http://tools.google.com/gapminderWhen you open up this link, you will see the following screen. Explore its features by reading and trying out the boxed descriptions.The countries on thegraph are colourcoded by continent.Click on any countrycircle and itscontinent will behighlighted on theworld map. You cancolour the countriesby income group ordevelopmentindicator as wellSelect betweenChart and MapviewHover yourmouse over thecircle to revealthe names of thecountriesClick here toselect theindicator for they axisClick here to selectthe indicator forthe x axisSelect individualcountries here byclicking the boxesRemove all countriesother than thoseselected by clickingDeselect allWatch the graphchange over timeby using thesebuttonsChange thespeed of thegraph hereZoom in on areas ofthe graph here orclick 100% to seewhole graph againBoth the x and y axis scales can belinear or logarithmic. Choosing thelog scale may make it easier to seethe trends on the graphChange the size ofthe circles here, ormake themproportional toanother developmentindicatorClick Trails totrack a selectedcountry while ananimation playsIn this view, the size ofthe circles isproportional to thepopulation of thecountry, and the colourrepresents the continentAdapted from an original ideaby Val Vannetwww.juicygeography.co.uk
Project Design• Global Citizenship Matters• Interdisciplinary• Global citizenship, contemporary issues ofglobal significance, service learning• 21c literacies, global competence• Grades 9-12, ages 13-18• Outcomes: wiki pages, multimedia projects• Optional: talks to be given at TEDxYouth event
Final MeetingWed., May 30thHomework: Read Chapters 11 & 12Challenge-Based ProfessionalDevelopment and Rock the WorldFlat Classroom Challenges 14 & 15Tag blog posts & tweets #FlatISSN
Hi, EveryoneWelcome to FlatISSNWeek 10: Challenge-Based ProfessionalDevelopment andRock the World!While we’re waiting to begin, pleaseuse the Audio Setup Wizard underTools > Audio > Audio Setup Wizard
FlatISSN Project Ideas• Digital citizenship• Skype conferences (Liz)• 9th grade history course (Jesse)• Technology access (Eric)• Virtual world poetry slam (Bernadette)• Global Citizenship Matters: MDGs + Gerzon book(Honor)• A day in the life (Bernadette)• Global art exchange – writing about art around theworld (Laura)• Service learning project – finding out about needs &efforts in other communities (Mitzi)
Future ISSN Book Clubs?• The Connected Educator by Sheryl Nussbaum-Beach (Honor)• Global Citizens by Mark Gerzon (Liz)• Imagine by Jonah Lehrer (Judy)• Out of Our Minds by Ken Robinson(Bernadette)
Essential Questions from Ch. 11, p. 287• What are the evolvingmodalities of professionaldevelopment?• What are the main obstaclesto embedded PD? How canthese be overcome?
Essential Questions from Ch. 11, p. 287• What are the advantages ofcombining students andeducators in the samelearning event?• How has this chapterinfluenced the way you thinkabout professionaldevelopment in yourlearning community?
Essential Questions from Ch. 12, p. 301• Describe the items in yourlearning pathwayconcerning globalcollaboration in theclassroom. Which item hashelped you in the mostpositive way?
Essential Questions from Ch. 12, p. 301• What are your Big Three?Which one will you start onfirst and when?• How could you create aformal learning communityfor ongoing improvement?
Well Done,FlatISSNers!Thanks so much for everyone’s participationand contribution to our collaborative learningover these last ten weeks.Let’s stay in touch as we go forth to beginFlattening Classrooms, Engaging Minds!
Act. Do. Be you. Choose three.Your lifelong journey starts now.Rock the world!