Changing The Way You Teach, Improving The Way Students Learn Giselle Martin-Kniep Joanne Picone-Zocchia
WELCOME!! Ice-Breaker
Kristen
Through what lenses should we teach?
 
 
Seeking coherence
What knowledge matters most? <ul><li>Topics? </li></ul><ul><li>Themes? </li></ul><ul><li>Concepts? </li></ul><ul><li>Issue...
How long do they live? What do we use whales for? Who are their predators? Where do they live? What do they eat? Whales
Student work <ul><li>They eat fish  </li></ul><ul><li>They live in the ocan </li></ul><ul><li>People kill them </li></ul><...
What will happen if they disappeared?  Who protects these animals? What can we do about this? What does it mean to be enda...
Student work <ul><li>Rhinos, whales, some owls, rainforest animals like orangutans and gorillas, some birds </li></ul><ul>...
 
How are these different? <ul><li>Is time a cultural concept? </li></ul><ul><li>What is more constant than change? </li></u...
How can we diagnose, monitor and evaluate student learning?
 
 
Summative measures vary in terms of their authenticity Low High Assessments are contrived and divorced from real-life prob...
<ul><li>A </li></ul><ul><li>B </li></ul><ul><li>C </li></ul><ul><li>D </li></ul><ul><li>T F </li></ul>
 
 
 
How can we facilitate and maximize student learning?
 
Wagner’s Survival Skills <ul><li>Critical thinking and problem solving </li></ul><ul><li>Collaboration across networks and...
Other Significant Skills <ul><li>Design thinking </li></ul><ul><li>Problem finding </li></ul><ul><li>Weighing evidence </l...
 
Self- regulated learners: <ul><li>Have high efficacy for learning </li></ul><ul><li>Attribute outcomes to factors within t...
What questions should we ask?
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Nsdc 2009

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Presentation by Giselle Martin-Kniep and Joanne Picone-Zocchia at NSDC 2009 in St Louis

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  • Design thinking involves solving needs, defying nature, proposing the implausible, working, coopting and mimicking nature, offering alternatives, questioning conventions
  • Self-regulation is essential for self-discipline and can be taught
  • Nsdc 2009

    1. 1. Changing The Way You Teach, Improving The Way Students Learn Giselle Martin-Kniep Joanne Picone-Zocchia
    2. 2. WELCOME!! Ice-Breaker
    3. 3. Kristen
    4. 4. Through what lenses should we teach?
    5. 7. Seeking coherence
    6. 8. What knowledge matters most? <ul><li>Topics? </li></ul><ul><li>Themes? </li></ul><ul><li>Concepts? </li></ul><ul><li>Issues? </li></ul><ul><li>Phenomena? </li></ul><ul><li>Global concerns? </li></ul>
    7. 9. How long do they live? What do we use whales for? Who are their predators? Where do they live? What do they eat? Whales
    8. 10. Student work <ul><li>They eat fish </li></ul><ul><li>They live in the ocan </li></ul><ul><li>People kill them </li></ul><ul><li>Food, bluber </li></ul><ul><li>A long time, unless they get caught </li></ul>
    9. 11. What will happen if they disappeared? Who protects these animals? What can we do about this? What does it mean to be endangered? Why are these animals endangered? What animals are endangered? Endangered species
    10. 12. Student work <ul><li>Rhinos, whales, some owls, rainforest animals like orangutans and gorillas, some birds </li></ul><ul><li>People cut trees and build roads and houses, hunting, fishing, pollution </li></ul><ul><li>The species will disappear like dinosaours </li></ul><ul><li>Create protected areas, educate people, stop buying some foods </li></ul><ul><li>Groups of people </li></ul><ul><li>Lots of things like other animals will die or we will not be able to see them or learn from them </li></ul>
    11. 14. How are these different? <ul><li>Is time a cultural concept? </li></ul><ul><li>What is more constant than change? </li></ul><ul><li>What makes writing worth reading? </li></ul><ul><li>Is war inevitable? </li></ul><ul><li>How many seconds are in a minute? </li></ul><ul><li>What is the pattern that best represents the tides? </li></ul><ul><li>Which countries have high rates of poverty? </li></ul><ul><li>What were the causes of the Civil War? </li></ul>
    12. 15. How can we diagnose, monitor and evaluate student learning?
    13. 18. Summative measures vary in terms of their authenticity Low High Assessments are contrived and divorced from real-life problems and audiences. Students engage in real life problems to audiences that could benefit from their work. Assessments are unrelated to students’ lives and needs. Students can see the value of their learning. Students are passive. Students are actively involved from beginning to end.
    14. 19. <ul><li>A </li></ul><ul><li>B </li></ul><ul><li>C </li></ul><ul><li>D </li></ul><ul><li>T F </li></ul>
    15. 23. How can we facilitate and maximize student learning?
    16. 25. Wagner’s Survival Skills <ul><li>Critical thinking and problem solving </li></ul><ul><li>Collaboration across networks and leading with influence </li></ul><ul><li>Agility and adaptability </li></ul><ul><li>Initiative and entrepreneurship </li></ul><ul><li>Effective written and oral communication </li></ul><ul><li>Accessing and analyzing information </li></ul><ul><li>Curiosity and imagination </li></ul>
    17. 26. Other Significant Skills <ul><li>Design thinking </li></ul><ul><li>Problem finding </li></ul><ul><li>Weighing evidence </li></ul><ul><li>Assessing value-both socially and personally </li></ul><ul><li>Seeing connections and interdependencies </li></ul>
    18. 28. Self- regulated learners: <ul><li>Have high efficacy for learning </li></ul><ul><li>Attribute outcomes to factors within their control (e.g., effort and strategy use) </li></ul><ul><li>Have a repertoire of effective learning and problem-solving strategies that they apply appropriately </li></ul>
    19. 29. What questions should we ask?

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