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Tech Tools 4
Cool
Discussions
Matthew Mahaffey
Upper School English - MICDS, St. Louis
Email: mmahaffey@micds.org
Twitter:...
Session Description
Sometimes we can shy away from integrating technology into a
traditional, discussion based classroom f...
http://todaysmeet.com/DiscussionLLI
http://todaysmeet.com/DiscussionLLI
By Shimer College [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-
sa/3.0)], via Wikimedia Commons
By Emw (Own work)...
In My Cognitive Toolkit
http://ecx.images-
amazon.com/images/I/51yVSHHSZvL._BO2,204,203,200_PIsitb-
sticker-arrow-click,To...
 Routines for
Introducing and
Exploring Ideas
 Routines for
Synthesizing and
Organizing Ideas
 Routines for
Digging Dee...
A Cognitive Toolkit Upgrade
 Bloom's Digital Taxonomy isn't about the
tools or technologies rather it is about
using thes...
Teacher’s Cognitive Toolkit
Upgrade
 MICDS, US English Curriculum Map
 A framework consisting of five modes of
literacy
...
Student’s Cognitive Toolkit
Upgrade
 B.O.O.M. (Brain Owner’s Operating
Manual)
 Partnership with Library, Student Servic...
For them,
“paper” has depth, definition, dimension
and THEY can MAKE IT MOVE
http://appleheadlines.com/2011/01/17/wealthy-...
Teenagers need
Boundaries
A few simple tips to keep in mind
Practical management techniques
In whole class discussions
 Paper is an elemental technology
 Sticky Note Pads are great
 Project/Display essential inf...
In small group discussion
 Assign roles
 Set up an online, group work space
 Limit the number of open laptops
 Communi...
Enhancing the Discussion
The truth about discussion
Specific technology solutions and applications
Differentiation and
Customization
Slow
Thinking
“System
2”
Fast
Thinking
“System 1”
Differentiation
and Customization
introverts
 Energized by the
solitude
 Could benefit from
more emphasis on
emotion and...
David Jonassen
 Mindtools are computer applications that,
when used by learners to represent what
they know, necessarily ...
The
Tool
Mia
Taylor
Alli
Geoffrey
Technology
can augment student
preparation and participation
SmartArt, Graphics, Symbols,
Shapes, Charts
Mind Maps, Semantic
Networks, Concept Maps
 Provides a structures
 Shows connections
 Illustrates relationships and ass...
Online Discussion Forums
 Embedding content to provide a focus
 (English teacher’s flipped classroom)
 Practice the use...
Back-channels
 Scribes
 Extend, elaborate, investigate, and verify
http://todaysmeet.com/DiscussionLLI
Surveys and Clicker Responses
 Essential questioning
 Immediate feedback
 Visual representation of data
Two Important
Points
How to Filter Tools, Techniques
and Applications
Active
Listening
Generative
Questioning
Active Listening
“This is where you
make a conscious
effort to hear not
only the words that
another person is
saying but, ...
Self-Reflection
 Before and After
 On paper, online, in a survey, as an
assessment score
 Track it and visualize it
What kinds of questions
should the students ask
about face-to-face
discussion enhanced by
technology?
Which questions do y...
But what about the FEAR!
Intentionality and Mindfulness
Technology need not be frantic and disruptive
http://www.whitezine...
Tech Tools 4
Cool
Discussions
Matthew Mahaffey
Upper School English - MICDS, St. Louis
Email: mmahaffey@micds.org
Twitter:...
Tech Tools 4 Cool Discussions
Tech Tools 4 Cool Discussions
Tech Tools 4 Cool Discussions
Tech Tools 4 Cool Discussions
Tech Tools 4 Cool Discussions
Tech Tools 4 Cool Discussions
Tech Tools 4 Cool Discussions
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Tech Tools 4 Cool Discussions

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Presentation delivered at the Lausanne Learning Institute on July 15, 2013.

Published in: Education, Technology
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Tech Tools 4 Cool Discussions

  1. 1. Tech Tools 4 Cool Discussions Matthew Mahaffey Upper School English - MICDS, St. Louis Email: mmahaffey@micds.org Twitter: @MJMahaffey http://interstitialteacher.blogspot.com/
  2. 2. Session Description Sometimes we can shy away from integrating technology into a traditional, discussion based classroom for fear it might interfere with the important development of face-to-face communication skills, but this session seeks to introduce ways in which technology in a 1-1 classroom can enhance and scaffold democratic discussion. Tools to enhance various aspects of the learning process and discussion experience, including inquiry, preparation, recall, engagement, response, and reflection, will be highlighted. http://tk421.typepad.com/.a/6a0105368351 36970c0120a889bb31970b-800wi
  3. 3. http://todaysmeet.com/DiscussionLLI http://todaysmeet.com/DiscussionLLI
  4. 4. By Shimer College [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by- sa/3.0)], via Wikimedia Commons By Emw (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC- BY-SA-3.0-2.5-2.0-1.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons Face-to- Face Laptops
  5. 5. In My Cognitive Toolkit http://ecx.images- amazon.com/images/I/51yVSHHSZvL._BO2,204,203,200_PIsitb- sticker-arrow-click,TopRight,35,-76_AA300_SH20_OU01_.jpg  Making Thinking Visible  Routines for teachers and students promoting the culture of learning I seek to foster with my classes
  6. 6.  Routines for Introducing and Exploring Ideas  Routines for Synthesizing and Organizing Ideas  Routines for Digging Deeper into Ideas 21 Thinking Routines in Three Categories Consider these as: • Tools • Structures • Patterns of Behavior
  7. 7. A Cognitive Toolkit Upgrade  Bloom's Digital Taxonomy isn't about the tools or technologies rather it is about using these to facilitate learning. Outcomes on rubrics are measured by competence of use and most importantly the quality of the process or product.  http://edorigami.wikispaces.com/Bloom% 27s+Digital+Taxonomy
  8. 8. Teacher’s Cognitive Toolkit Upgrade  MICDS, US English Curriculum Map  A framework consisting of five modes of literacy  Reading  Writing  Visual/Media Literacy  Research  Speaking and Listening
  9. 9. Student’s Cognitive Toolkit Upgrade  B.O.O.M. (Brain Owner’s Operating Manual)  Partnership with Library, Student Services, 9th Grade English, Health  Executive Functions, Hard Core Neuroscience, Plasticity, Open vs. Closed Mindsets
  10. 10. For them, “paper” has depth, definition, dimension and THEY can MAKE IT MOVE http://appleheadlines.com/2011/01/17/wealthy-singapore-classrooms-to-get-ipad- instead-of-books/
  11. 11. Teenagers need Boundaries A few simple tips to keep in mind Practical management techniques
  12. 12. In whole class discussions  Paper is an elemental technology  Sticky Note Pads are great  Project/Display essential information for the class  Have students switch to tablet mode  Close the laptops, put away the devices
  13. 13. In small group discussion  Assign roles  Set up an online, group work space  Limit the number of open laptops  Communicate expectations for behavior  End with inter-group presentation
  14. 14. Enhancing the Discussion The truth about discussion Specific technology solutions and applications
  15. 15. Differentiation and Customization Slow Thinking “System 2” Fast Thinking “System 1”
  16. 16. Differentiation and Customization introverts  Energized by the solitude  Could benefit from more emphasis on emotion and associative reaction extroverts  Energized by the interaction  Could benefit from more emphasis on a process for monitoring and controlling
  17. 17. David Jonassen  Mindtools are computer applications that, when used by learners to represent what they know, necessarily engage them in critical thinking about the content they are studying.  Mindtools scaffold different forms of reasoning about conent. That is, they require students to think about what they know in different, meaningful ways.
  18. 18. The Tool Mia Taylor Alli Geoffrey Technology can augment student preparation and participation
  19. 19. SmartArt, Graphics, Symbols, Shapes, Charts
  20. 20. Mind Maps, Semantic Networks, Concept Maps  Provides a structures  Shows connections  Illustrates relationships and associations  Leave them Incomplete – Provide opportunities to collaborate
  21. 21. Online Discussion Forums  Embedding content to provide a focus  (English teacher’s flipped classroom)  Practice the use of terminology, verbal cues, maintaining a thread  Discussion need to be discussed
  22. 22. Back-channels  Scribes  Extend, elaborate, investigate, and verify http://todaysmeet.com/DiscussionLLI
  23. 23. Surveys and Clicker Responses  Essential questioning  Immediate feedback  Visual representation of data
  24. 24. Two Important Points
  25. 25. How to Filter Tools, Techniques and Applications Active Listening Generative Questioning
  26. 26. Active Listening “This is where you make a conscious effort to hear not only the words that another person is saying but, more importantly, try to understand the complete message being sent.” http://www.mindtools.com/CommSkll/ActiveListening.htm Generative Questioning “This does not refer to the teacher asking students a question, it refers to students creating their own questions and problems, and then using the new information to answer it.” http://wik.ed.uiuc.edu/articles/g/e/n/Generative_strategies.html
  27. 27. Self-Reflection  Before and After  On paper, online, in a survey, as an assessment score  Track it and visualize it
  28. 28. What kinds of questions should the students ask about face-to-face discussion enhanced by technology? Which questions do you have? Think – Pair - Share
  29. 29. But what about the FEAR! Intentionality and Mindfulness Technology need not be frantic and disruptive http://www.whitezine.com/ en/graphic/dale-keys- illustrations.html/attachment /dale-keys-panda-robot
  30. 30. Tech Tools 4 Cool Discussions Matthew Mahaffey Upper School English - MICDS, St. Louis Email: mmahaffey@micds.org Twitter: @MJMahaffey http://interstitialteacher.blogspot.com/

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