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The E x t e n d e d Classroom

Dan Lawler
Spiro Bolos
(TSDs)
(TSD )
Chris Lehmann, Principal
Science Leadership Academy
“I believe that ‘School 2.0’ goes
well beyond the literal machines
 and software often associated
         with technology.
It is built around the notion that we
 must ques o the future o learning,
     us question e u u e of ea         g,
and th...
And now, with the tools of the 21st
        now
   century — blogs, podcasts, wikis,
  etc., th t rapidly i
    t that    ...
“[I]f you take Wikipedia as a kind of unit
  [I]f                                  unit,
all of Wikipedia, the whole proje...
And television watching? Two hundred
   billion hours, in the U.S. alone, every
 year.
 year Put another way now that we h...
“Let's say…that people watch 99 percent
          y
as much television as they used to, but 1
percent of that is carved ou...
Clay Shirky — “The Cognitive Surplus”
“People like to consume
   People         consume,
but they also like to produce,
   and th like t share.”
      d they li...
Race to Nowhere (trailer)
Questions to Consider
Questions to Consider


What do the ideas in the MacArthur
piece and Shirky video challenge us to
do in structuring our cu...
Questions to Consider


Do these tools create a larger audience
for our students? What’s the value of
creating a larger au...
Questions to Consider
How do we evaluate these teaching
ideas? Wh t’ th b t method? A
id    ? What’s the best     th d?
pi...
Questions to Consider

Consider th recent d
C   id the       t documentary,
                          t
“Race to Nowhere.”...
Questions to Consider
Does the “De-Centered” learning
environment advocate f the 24 h
    i      t d        t for th     h...
The Extended Classroom
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The Extended Classroom

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The Extended Classroom

  1. 1. The E x t e n d e d Classroom Dan Lawler Spiro Bolos (TSDs) (TSD )
  2. 2. Chris Lehmann, Principal Science Leadership Academy
  3. 3. “I believe that ‘School 2.0’ goes well beyond the literal machines and software often associated with technology.
  4. 4. It is built around the notion that we must ques o the future o learning, us question e u u e of ea g, and therefore the future of schools. It is built upon the dream of educational reformer John Dewey who argued more than a century ago that meaning is constructed as a community, that student learning should be judged by the work of the students’ creation.
  5. 5. And now, with the tools of the 21st now century — blogs, podcasts, wikis, etc., th t rapidly i t that idl increase students’ t d t ’ ability to research, communicate and create — we can create schools that live up to Dewey’s challenge. We can p y g create schools where what we do with the information we can access is more important than the information we can memorize ” memorize.
  6. 6. “[I]f you take Wikipedia as a kind of unit [I]f unit, all of Wikipedia, the whole project -- every page, page every edit every talk page every edit, page, line of code, in every language that Wikipedia exists in -- that represents something like the accumulation of 100 million hours of human thought thought.
  7. 7. And television watching? Two hundred billion hours, in the U.S. alone, every year. year Put another way now that we have way, a unit, that's 2,000 Wikipedia projects a year spent watching television People television….People asking, "Where do they find the time?" when they're looking at things like they re Wikipedia don't understand how tiny that entire project is, as a carve-out of this is carve out asset that's finally being dragged into…an architecture of participation participation.
  8. 8. “Let's say…that people watch 99 percent y as much television as they used to, but 1 percent of that is carved out for producing and for sharing. The Internet-connected population watches roughly a trillion hours of TV a year. That's about five times the size of the annual U.S. consumption. One per cent of that is 100 Wikipedia projects per year worth of participation. I think that's going to be a big deal. Don't you?”
  9. 9. Clay Shirky — “The Cognitive Surplus”
  10. 10. “People like to consume People consume, but they also like to produce, and th like t share.” d they lik to h ”
  11. 11. Race to Nowhere (trailer)
  12. 12. Questions to Consider
  13. 13. Questions to Consider What do the ideas in the MacArthur piece and Shirky video challenge us to do in structuring our curriculum across g various disciplines?
  14. 14. Questions to Consider Do these tools create a larger audience for our students? What’s the value of creating a larger audience? What’s the g g drawback?
  15. 15. Questions to Consider How do we evaluate these teaching ideas? Wh t’ th b t method? A id ? What’s the best th d? piecemeal approach? Do we just find teachers who have tried some of these things with individual g assignments or units? Or, do we ask for guinea pigs to try these with entire units of study?
  16. 16. Questions to Consider Consider th recent d C id the t documentary, t “Race to Nowhere.” Does the “De-Centered” learning g environment, if enacted in the classroom, classroom amount to “piling on”? piling on ?
  17. 17. Questions to Consider Does the “De-Centered” learning environment advocate f the 24 h i t d t for th hour classroom (a bad thing) OR is it advocating for life-long learning (a good thing)? g) If adopted, what will either one of these adopted look like?

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