Emerging new models of teaching and learning<br />
a bit of economic history<br />“The new jobs require a good deal of formal education and the ability to acquire and to app...
Design for clearly defined  outcomes<br />
tabula rasa<br />Tabula rasa is the epistemological thesis that individuals are born without built-in mental content and t...
elements in play<br />Time: Where (all) can learning happen? What schedules work best? <br />Roles: students, teachers, pa...
Which outcomes do we want?<br />Parents and Communities more engaged in learning, their own and their children’s<br />Teac...
new models<br />School of One<br />Synapsis<br />
key tactics<br />New forms and models of assessment: begin implementations now<br />Enables curricular and pedagogical cha...
Its closer than we think<br />Source: ITL Research 2010 Pilot Year, Teacher survey: % of responding teachers reporting "mo...
Emerging New Models Of Teaching And Learning   1 To 1 Summit Ml
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Emerging New Models Of Teaching And Learning 1 To 1 Summit Ml

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  • http://www.bing.com/videos/watch/video/the-impossible-dream-man-of-la-mancha/0476314394c06e29515c0476314394c06e29515c-55979803485
  • Frank Lloyd Wright&apos;s plan for spiraling ramps inside the Solomon R. Guggenheim Museum. Wright wanted visitors to discover artwork gradually as they slowly moved up the ramps. His design focused on mixing light-infused public spaces with semi-private space to give viewers of art a completely different experience of the art than what was traditionally available in museums and exhibits.
  • Need to develop a much clearer picture of the model, it’s outcomes, and then TELL THE STORY of it; it needs PR!
  • Emerging New Models Of Teaching And Learning 1 To 1 Summit Ml

    1. 1. Emerging new models of teaching and learning<br />
    2. 2.
    3. 3. a bit of economic history<br />“The new jobs require a good deal of formal education and the ability to acquire and to apply theoretical and analytical knowledge. They require a different approach to work and a different mind-set. Above all, the require a habit of continual learning.” – Peter Drucker<br />
    4. 4.
    5. 5. Design for clearly defined outcomes<br />
    6. 6. tabula rasa<br />Tabula rasa is the epistemological thesis that individuals are born without built-in mental content and that their knowledge comes from experience and perception.<br />
    7. 7. elements in play<br />Time: Where (all) can learning happen? What schedules work best? <br />Roles: students, teachers, parents, leaders – who can be an ‘educator’<br />Location: is “school” a location? <br />Outcomes: individualized learning paths, what it means to ‘graduate’<br />Assessments: diagnostic and variable to fit learning paths; competency focused; embedded, continuous<br />
    8. 8. Which outcomes do we want?<br />Parents and Communities more engaged in learning, their own and their children’s<br />Teachers empowered to do higher order tasks and exemplify learning<br />Parents & students as peer educators<br />Experts as educators<br />(Technology serving mundane tasks)<br />Students drive & own their learning<br />Students with 21C competencies<br />Students who are great citizens<br />Students who are life-long learners<br />ENABLING POWERFUL LEARNING FOR ALL<br />
    9. 9. new models<br />School of One<br />Synapsis<br />
    10. 10. key tactics<br />New forms and models of assessment: begin implementations now<br />Enables curricular and pedagogical changes<br />Leadership and professional development: setting expectations that all groups must be learning all the time<br />Transparency kills isolation<br />Focus on student-centered pedagogy aligned with clear learning goals<br />Measure and reward effective change (and risk-taking) at the system level<br />School Leaders<br />Teachers<br />Students<br />
    11. 11. Its closer than we think<br />Source: ITL Research 2010 Pilot Year, Teacher survey: % of responding teachers reporting "moderate" or "significant" barrier<br />

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