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Bernajean Porter


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Bernajean Porter

  1. 1. Bernajean Porter Turning UP the HEAT! January 27, 2010 Tech Leadership Forum
  2. 2. Future Tales/ Vision Consensus <ul><li> </li></ul><ul><ul><li>Get ready to live in the NEW story. </li></ul></ul><ul><ul><li>Be part of creating the story, celebrating the stories about what is possible. </li></ul></ul><ul><li>Reality is the leading cause of stress, Lilly Tomlin LOL! </li></ul><ul><li>  </li></ul>
  3. 3. Transformative Learning <ul><li>&quot;Transformative Learning&quot; is a term that stems from Transformative Learning Theory (Mezirow, 1990, 1991, 2000), which describes a learning process of &quot;becoming critically aware of one's own tacit assumptions and expectations and those of others and assessing their relevance for making an interpretation&quot; (Mezirow, 2000, p. 4).   </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  4. 4. Does Research Support Word Processing as a means to achieve Quality Writing? <ul><li>  ERIC #: A unique accession number assigned to each record in the database; also referred to as ERIC Document Number (ED Number) and ERIC Journal Number (EJ Number).EJ761682 Title: The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers.Computers and Writing: The Research Says YES! Authors: Personal author, compiler, or editor name(s); click on any author to run a new search on that name. Patterson, Nancy Descriptors: Terms from the Thesaurus of ERIC Descriptors; used to tag materials by subject to aid information search and retrieval. Click on a Descriptor to initiate any new search using that term. Internet ;  Computers ;  Word Processing ;  Computer Uses in Education ;  Writing Improvement ;  Writing Skills ;  Middle School Students ;  Teachers Source: The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author.Voices from the Middle, v13 n4 p64-68 May 2006   </li></ul><ul><li>  </li></ul><ul><li>More Info: Help Peer-Reviewed: An indication of whether the document came from a peer-reviewed journal or U.S. Department of Education publication. Note: Used from 2005 onward. More Info: Help Yes Publisher: Publisher name and contact information, as provided by the publisher; updated only if notified by the publisher.National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: Publication Date: The date the document or article was published.2006-05-00 Pages: The total number of pages including all front-matter.5 Pub Types: The type of document (e.g., report) or publication medium.Journal Articles; Reports - Evaluative Abstract: A brief narrative description of the journal article, document, or resource.Word processing continues to be the focus in many classrooms, although more and more teachers now ask students to publish on the Web, engage in e-mail conversations regarding their reading and writing, create slide presentations that represent their learning, post to blog sites, etc. And while there is a growing body of research that supports those activities, much of the research on classroom computing has looked at word processing. In this article, the author reviews the research that supports the premise that students write more, write better, revise more, interact more productively, and write in more varied ways when using computer technology. </li></ul>
  5. 5. How important is typing speed? <ul><li>The construction process is need only be at pencil speed, 8 words a minute. </li></ul><ul><li>Spell checking interfer with the construction of original ideas. </li></ul><ul><li>No fonting around until it's ready to publish </li></ul><ul><li>Process writers can benefit from the this type of writing. </li></ul><ul><li>Gladiator writing - very canned and constrained.  Word processing doesn't facilitate this type of writing. </li></ul><ul><li>(30-50% new practices must be launched to effect change. </li></ul><ul><li>Two modes addressed and assessed, Text based language and mathematical reasoning.) </li></ul><ul><li>Technology doesn't need to be more of the same, add more dimensions to the classroom. </li></ul>
  6. 6. What is process writing? <ul><li>How can you incorporate process writing and word processing? </li></ul>
  7. 7. Why shouldn't you teach a software? <ul><li>Because you should teach mind mapping, problem solving, systems thinking and so on... </li></ul><ul><li>A new way of introducing something in an open forum, no blinders, no walls, no constraints. </li></ul>
  8. 8. Who is the main character of your story? <ul><li>Is it the computer? </li></ul><ul><li>Is it the LCD? </li></ul><ul><li>What is the real story you can tell and that people will adopt? </li></ul><ul><li>The story needs to be student-centered, surrounding student success. </li></ul><ul><li>Focus </li></ul>
  9. 9. What are high yield practices ? <ul><li>Do higher order thinking PBLs produce higher yields? </li></ul>
  10. 10. Magic Glasses <ul><li>Cast the spell and be able to tell knew stories. </li></ul><ul><li>It's not about the tools. </li></ul><ul><li>Learning style - visual information is the primary mode - they hold more information and it goes into the brain more rapidly and they are accessible more quickly? </li></ul><ul><li>Words tend to park in the left brain and are more difficult to access. </li></ul><ul><li>Info is doubling, 33% more info in every content area, can you keep up? </li></ul>
  11. 11. Demonstrating Understanding <ul><li>Generate the attitute and set of skills that will serve students in an information heavy world </li></ul><ul><li>How can students be meaning makers and media makers? </li></ul><ul><li>Literacies have changed: </li></ul><ul><li>All modes visual, auditory, spacial...not just text </li></ul><ul><li>Students are motivated by publishing avenues, global, community etc... </li></ul><ul><li>School-wide publishing companies, kids create and publish and they have a BOOK FAIR - community buy books and have an authors day ... money goes to the class ect </li></ul>
  12. 12. Do better thinkers make better test takers? <ul><li>Find out! </li></ul><ul><li>Create problem solvers not fact-based thinkers. </li></ul><ul><li>Recipe card learners can't handle the true rigor of problem solving. </li></ul><ul><li>Don't ask them to regurgitate the information! </li></ul>
  13. 13. How can you make gains on STD Tests? <ul><li>Focus on Evaluate, Analyze and Apply because these are the areas that tend to show the highest level of errors. </li></ul><ul><li>Higher order thinking skills can't be memorized it must be rehearsed and applied. </li></ul><ul><li>How do you rehearse in class?  What procedures do you use to let your students apply problem solving skills. </li></ul>
  14. 14. What is the #1 Skill Needed by Students? <ul><li>What is it? </li></ul><ul><li>Creativity, people need to become part of the solution, part of creating the solutions for the future. </li></ul>
  15. 15. All tech is NOT equal! <ul><li>What do you talk about? </li></ul><ul><li>Have you said, I did ppt? </li></ul><ul><li>Have you said, we used kidpix? </li></ul><ul><li>Bulimic education, regurgitate the facts, the content, Ian Jukes </li></ul><ul><li>What could you talk about? </li></ul><ul><li>We created stories about our famous Americans. </li></ul><ul><li>Students selected their mode of expression and evaluated a website. </li></ul><ul><li>Kids have to become knowledge producers and make sense out of things. </li></ul>
  16. 16. Are you a closet organizer? <ul><li>Do you treat technology programs as hangers in a closet used to hanger up content neatly? </li></ul>
  17. 17. Are you a fast food manager? <ul><li>Do you have several technologies on the menu with few variations? </li></ul><ul><li>Students have the choice of several value meals but essentially they get very little nutrition in the end. </li></ul>
  18. 18. Are you like a weekend gardener? <ul><li>Do you have a hodge podge of seeds all with wonderful that would blossom if cared for and planted properly at the right time and in the right place? </li></ul>
  19. 19. Are you a beacon? <ul><li>Do you ask questions that inspire, motivate and guide students to seek knowledge?  Do you offer students vehicles to pursue their passions and express their visions?  Do you create safety nets, checkpoints and ways for students to get feedback. </li></ul>
  20. 20. RadCab - Evaluate Websites <ul><li>Info evaluation site. </li></ul>
  21. 21. Blooms in the Classroom <ul><li>Info Consumers-Closed </li></ul><ul><ul><li>Recall </li></ul></ul><ul><ul><li>Explain </li></ul></ul><ul><ul><li>Demonstrate </li></ul></ul><ul><li>Info Producers-Open </li></ul><ul><ul><li>Think </li></ul></ul><ul><ul><li>Solve </li></ul></ul><ul><ul><li>Design </li></ul></ul>
  22. 22. Is there a right answer? <ul><li>If there's a right answer, then it's a CLOSED question. </li></ul><ul><li>Use open ended questions. </li></ul><ul><li>What's your logic? </li></ul><ul><li>What's your evidence? </li></ul><ul><li>Can the answer be debated? If no, then it's not a good question. Can you argue about it? </li></ul><ul><li>How can students learn to find and create logical reasons to support their findings? </li></ul>
  23. 23. Cause and Effect <ul><li>Lesson:  If you are told anything...question it! </li></ul><ul><li>  </li></ul><ul><li>Don't be satisfied thinking you know something when you could learn more. </li></ul><ul><li>  </li></ul><ul><li>Know that the answer is not always available but the process of solving the problems may be continuous and the fun is in the exploration not in getting to the destination! </li></ul><ul><li>  </li></ul><ul><li>Socratic method, essential questions?  Are the EQ's really closed or open? </li></ul>
  24. 24. Who is Jamie Mckenzie? <ul><li>Toipical vs. Inquiry Research? </li></ul><ul><li>The goal is to generate new patterns of thinking. </li></ul><ul><li>  </li></ul><ul><li>Anticipate questions that others will ask you and try to find support for answers to these questions. </li></ul><ul><li>INVENTION </li></ul>
  25. 25. Ask questions that can't be plagiarized! <ul><li>Can this be done? McCullen </li></ul><ul><li>How do you ask a question to elicit understanding? </li></ul><ul><li>Provide a scenario , assign to teams, give a rubric or package.  If students are asked to build a monument to a person, how will it be built what will is represent?  A monument is a metaphor. </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  26. 26. The TASK is the CONTAINER <ul><li>This is the metaphor, the mode, the forum for delivering the umbrella, overarching reason to learn.  While they learn what they need about their monument they will absorb or pick up the other information and it will be more meaningful and stick to the monument! </li></ul><ul><li>Instead of prior knowledge, create a platform to generate prior knowledge that they will need to make meaning. </li></ul><ul><li>Score: content and craftsmanship </li></ul><ul><li>Score: based on the rigor and packaging NOT the TOOL. </li></ul>
  27. 27. Teaching TIP <ul><li>Rounds of conversation - debate dialog </li></ul><ul><li>Use color plastic plates to vote </li></ul><ul><li>Evaluate actual projects - use content and craftsmanship base </li></ul><ul><li>  </li></ul>
  28. 28. Scoring Guides - Digitales Site <ul><li>   </li></ul><ul><li>Great general rubric creation. </li></ul><ul><li>  </li></ul>
  29. 29. Types of Communication - use for scoring <ul><li>Narrative </li></ul><ul><ul><li>personal expression </li></ul></ul><ul><ul><li>short story </li></ul></ul><ul><ul><li>myth/tale </li></ul></ul><ul><ul><li>docudrama - personification </li></ul></ul><ul><li>Persuasive </li></ul><ul><ul><li>ads/psa </li></ul></ul><ul><ul><li>describe/conclude </li></ul></ul><ul><ul><li>analyze/conclude </li></ul></ul><ul><ul><li>compare/contrast </li></ul></ul><ul><ul><li>cause effect </li></ul></ul><ul><ul><li>documentary </li></ul></ul><ul><li>INFO/Expository </li></ul><ul><ul><li>summary report </li></ul></ul><ul><ul><li>book report </li></ul></ul><ul><ul><li>how to </li></ul></ul><ul><ul><li>biography </li></ul></ul><ul><li>Environments </li></ul><ul><ul><li>Participatory </li></ul></ul><ul><li>Communication Across the Curriculum, NOT writing across the curriculum. </li></ul>
  30. 30. Barbie Doll - hold onto that word! <ul><li>In a docudrama unfold the story as if I were _____ in X situation.  It is historic fiction. Rich in fact based info.  It is Historic Fiction. </li></ul><ul><li>The idea is to construct a LIVING experience.  Maybe your student will write as if they were a gun from the civil war and what was going on in the battlefield. </li></ul><ul><li>Personification </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  31. 31. Understanding by Design - Wiggins <ul><li>USB </li></ul><ul><li>How will the students demonstrate how they know and what they understand? </li></ul><ul><li>Start with the end in mind. </li></ul>
  32. 32. Assessment <ul><li>What should you assess?   </li></ul><ul><li>Focus on Rigor and Purpose </li></ul><ul><li>Follow solid instructional design? Whose design what is this based on? </li></ul><ul><li>Modes, methods... </li></ul>
  33. 33. The Engaged Leaner <ul><li>How do we develop a child's curiosity? </li></ul><ul><li>Where are the choices for the kids? </li></ul><ul><li>How can they plug into their interests? </li></ul><ul><li>  </li></ul><ul><li>Curiosity - Learning to wonder, and wonder and desire more ideas? </li></ul><ul><li>EQ - Emotional Quotient </li></ul><ul><li>Determination - The desire to overcome negative messages to ourselves. Don't accept other people's images of yourself. </li></ul><ul><li>  </li></ul><ul><li>What's boredom? It thins your cortex?! What resources please? </li></ul>
  34. 34. What is boredom?  Do you know it when you see it? <ul><li>Are there any consequences to boredom? </li></ul><ul><li>Closed questions lead to closed minds and little brain activity. </li></ul><ul><li>  </li></ul><ul><li>FLOW - book, time stands still, an emotional state essential for info to stick </li></ul><ul><li>State of Mind is critical, brain based engagement. </li></ul><ul><li>What will it take to stimulate the brain and an emotional engagement/  How do we get flow out of our students? </li></ul><ul><li>The answer is to stimulate curiosity! </li></ul><ul><li>  </li></ul><ul><li>Use driving questions to create cultures of curiosity. </li></ul>
  35. 35. QUESTIONS are for the BIRDS! <ul><li>Is there a question? The kids need to help create the questions.  They need to create their own curiosity.   </li></ul><ul><li>Create puzzlement. </li></ul><ul><li>Pose cognitive conflicts. </li></ul><ul><li>What are your wondering questions? </li></ul><ul><li>Questions that lead to other questions.... Is it OPEN or CLOSED </li></ul><ul><ul><li>Two birds with a worm. </li></ul></ul><ul><ul><li>Closed questions... </li></ul></ul><ul><ul><li>Are they fighting or playing, give reasons, points for reasons! </li></ul></ul><ul><li>  </li></ul><ul><li>They have to infer by observations and background knowledge. </li></ul>
  36. 36. How many questions a day does a teacher ask in a day? <ul><li>How many of them are open and closed? </li></ul><ul><li>What's one BIG idea already worth your time? </li></ul><ul><li>Jamie McKenzie </li></ul>
  37. 37. Group Projects <ul><li>Make sure they have standards for presentation so the final product looks like one person made it. </li></ul>
  38. 38. After the Project <ul><li>What do you know now? </li></ul>
  39. 39. Instructional Development <ul><li>   </li></ul><ul><li>  </li></ul><ul><li>   </li></ul><ul><li>  </li></ul><ul><li>   </li></ul><ul><li>   </li></ul><ul><li>  </li></ul><ul><li>   </li></ul><ul><li>   </li></ul><ul><li>  </li></ul><ul><li>   </li></ul><ul><li>  </li></ul><ul><li>   </li></ul><ul><li>  </li></ul><ul><li> </li></ul><ul><li>  </li></ul><ul><li> </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  40. 40. Cultures of Curiosity <ul><li>President Obama wants to know what you think about... </li></ul><ul><li>Create a container, parameter and give kids a creative approach to the project. </li></ul><ul><li>How does the audience change the way you write something? </li></ul><ul><li>If you tried to persuade Mom or Dad? </li></ul>
  41. 41. So what? <ul><li>Come up with questions... The student must make a decision... </li></ul><ul><li>  </li></ul><ul><li>Have you heard of the animal report?  Come up with something so instead of it being about an animal it requires knowing the animal but it's a unique setting or situation. </li></ul><ul><li>What would the world loose if your animal became extinct? </li></ul><ul><li>Compare and contrast...  </li></ul><ul><li>Which animal most represents who you are as a friend? </li></ul><ul><li>Does it matter if animals are endangered? </li></ul><ul><li>They have to find a secretary to help them do their research! Adult, parent, HS student etc... </li></ul>
  42. 42. Now What? <ul><li>Oh no, you just lost your job, now what will you do? </li></ul><ul><li>Authenticity, create an action plan... </li></ul><ul><li>  </li></ul><ul><li>Give the kids the challenge to create a new zoo with appropriate habitats. </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  43. 43. What If? <ul><li>Not a creative writing activity. </li></ul><ul><li>I want you to know a lot of George Washington. </li></ul><ul><li>What if GW had a meeting with Obama, what would he say if he could meet. </li></ul><ul><li>They have to have the background knowledge to create a feasible scenario. </li></ul><ul><li>Plausible scenarios, considered, </li></ul>
  44. 44. Factual Reports - Be More Creative <ul><li>Should we be afraid of snakes? </li></ul><ul><li>Should we visit ____ country. </li></ul><ul><li>Zookeeper for the Day </li></ul><ul><li>  </li></ul><ul><li> </li></ul><ul><li>Historical Scene Investigation </li></ul><ul><li> </li></ul><ul><li>Are wolves really dangerous? </li></ul><ul><li>Who would be Cesar's 5 FAV is he had an iPhone? </li></ul>
  45. 45. Who generates ? and Topics? <ul><li>Agency - How much control does the person have in the game?  </li></ul><ul><li>The day a user can go wherever they wanted they captivated an entire new audience. </li></ul><ul><li>Agency - ownership and decision making is key. </li></ul><ul><li>You choose, a real choice, not A or B </li></ul><ul><li>How do you activate agency and create independent learners? </li></ul><ul><li>Who owns the learning? </li></ul><ul><li>Who makes the decisions? </li></ul><ul><li>Teachers choose the standards, then.... </li></ul><ul><li>Put the burden on the kids so they have incentive. </li></ul>
  46. 46. Incorporating Culture <ul><li>   </li></ul><ul><li>Find out what kids are interested in and tie into it. </li></ul>
  47. 47. Make the Project Compelling and Convincing <ul><li>An organization is giving money away.  Convince them to give it to your organization.   </li></ul><ul><li>You are starting a new music label.  You write a song that describes compare and contrast between ____ It should also describe what are world would gain or lose. </li></ul><ul><li>Do an adventure about how math saved the day? </li></ul><ul><li>Showing best examples may be detrimental.  Show parts of the whole or get kids to notice the best practices and to expand on them so they don't just copy. </li></ul>
  48. 48. Questions kids ask now and teachers answer in the guise of clarity. <ul><li>how many paragraphs? </li></ul><ul><li>How many sentences? </li></ul><ul><li>How many vivid verbs? </li></ul><ul><li>How many proper nouns? </li></ul><ul><li>How long do we have? </li></ul><ul><li>How much do we need to read? </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>NEWTON's APPLE   </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  49. 49. The Plan <ul><ul><li>Engender unlimited curiosity </li></ul></ul><ul><ul><li>Use scenario based frameworks </li></ul></ul><ul><ul><li>Authenticity </li></ul></ul><ul><ul><li>Boredom has no energy </li></ul></ul><ul><ul><li>Preplanning 90% </li></ul></ul><ul><ul><li>Emotional Engagement leads to learning </li></ul></ul>
  50. 50. Key Technology of TODAY! <ul><li>Learning to ask OPEN questions! </li></ul><ul><li>Listening and getting KIDS to ask OPEN questions! </li></ul>