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2013 june-ccssconf2013-keynote-common core in the cloud
The document discusses collaborative writing and the Common Core writing standards. It defines collaborative writing as the process of writing, editing, and producing with a group of people. It notes that while wikis are collaborative platforms, most student wikis exhibit low levels of true collaboration where students meaningfully engage with each other's work. The benefits of collaborative writing mentioned include developing multiple perspectives, improved learning experiences, and skills needed for today's workplace. An overview of the Common Core writing standards is also provided.
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2013 june-ccssconf2013-keynote-common core in the cloud
- 1. Common Core inthe Cloud #ccssconf2013 Vicki A. Davis Teacher, IT Director @coolcatteacher Co-founder, Flat Classroom™ Projects Author, Flattening Classrooms, Engaging Minds Reinventing Writing Eye on Education December 2013
- 2. Collaborative Project Contest FirstPlace 2007 ISTE SIGTel Online Learning Award Winner 2007 www.flatclassroomproject.net Net Gen Education (with Don Tapscott) Eracism Project Flat Classroom™ Conference The Flat Classroom™ Story P 1-2 Short listed in 2009
- 3. Flat Classroom® Global Projects FlatClassroom® Project Digiteen™ Project ‘A Week in the Life…’ Project Gr3-5 NetGenEd™ Project Eracism™ Project Incubator Program K-2 Project Building Bridges to Tomorrow @flatclassroom @digiteen @netgened @eracismproject @flatclassroom @flatclasskids P10-11* P11-12 P13-14 P12-13 P13 NEW! NEW! @flatclassroom *See the frameworks for each model on referenced page numbers.
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- 12. “was its ownsociety itself” “taught us a lesson in life”
- 13.
- 14. John Seely Brown,VisitingScholar, University of Southern California “…you can’t just drop new innovations into a classroom and hope that the instructor will invent effective ways to use them.To fully utilize a new teaching technology, you often need to invent new teaching practices as well.” Flat Classroom Conference 2011 Beijing, China “Web 2 Kung Fu” speedsharing invented
- 15. Engagement Theory 1. Occurin a group context (i.e. collaborative teams) 2. Project Based 3. Authentic Focus Kearsley, G. & Schneiderman, B. (1999). Engagement theory: A framework for technology-based learning and teaching. Originally at http://home.sprynet.com/~gkearsley/engage.htm . Retrieved 14:42, 11 September 2006 (MEST) A framework for technology based teaching and learning
- 17. Isn’t the waywe’ve always taught good enough?
- 18. Facts for yourfuture Caucasian white people will be the minority in the US by 2042. Georgetown University Center on Education and the Workforce, December 2009 32 10 11 10 40 34 30 28 19 17 17 12 8 10 12 9 19 21 23 7 10 11 10 0% 20% 40% 60% 80% 100% There Is Growing Demand For An Increasingly Educated Workforce Workforce job requirements, by education level 1973 1992 2007 2018 Graduate degree Some college HS diploma HS dropouts Associate’s degree Bachelor’s degree
- 20. Bloom’s Revised Taxonomy Creating Evaluating Analyzing Applying Understanding Remembering http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm HOTS (Higherorder thinking skills) LOTS (Lower order thinking skills)
- 23. Do you seeany numbers?
- 24. Source: "Tough Choicesor Tough Times" 2007, National center on education and the economy LOTS (Lower order thinking skills) HOTS (Higher order thinking skills)
- 25. What is lacking? HOTS (Higherorder thinking skills) LOTS (Lower order thinking skills)
- 26. Essential skills forgood managersHOTS (Higher order thinking skills)
- 27. HOTS (Higher order thinking skills) LOTS (Lowerorde thinking skills
- 28. LOTS can crowdout HOTS “The more education a child had been allowed to have before his/her handwriting was changed over to cursive …the larger his or her vocabulary was …the kids who’d been required to do the least cursive had vocabularies THREE TIMES the size of those who’d been required to do the most cursive.” Kate Gladstone, Handwriting that works As quoted in http://georgecouros.ca/blog/archives/1758 You must choose what to include.
- 29. LOTS can crowdout HOTS
- 30. 20% time project Seehttp://westwood.wikispaces.com/2012+Computer+Fundamentals+Projects
- 31. 20% time project Seehttp://westwood.wikispaces.com/2012+Computer+Fundamentals+Projects
- 32. Engagement Theory 1. Occurin a group context (i.e. collaborative teams) 2. Project Based 3. Authentic Focus Kearsley, G. & Schneiderman, B. (1999). Engagement theory: A framework for technology-based learning and teaching. Originally at http://home.sprynet.com/~gkearsley/engage.htm . Retrieved 14:42, 11 September 2006 (MEST) A framework for technology based teaching and learning
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- 34. Man from Bangladeshon my plane “This is your last generation of prosperity because none of you want to work. My friends and I are coming here and taking all your jobs. Enjoy your life.”
- 35. Man from Bangladeshon my plane “This is your last generation of prosperity because none of you want to work. My friends and I are coming here and taking all your jobs. Enjoy your life.”
- 36. Just a highschool degree with rote memorization will not create success!
- 37. IQ x (CQ+PQ)+HQ= success!
- 38. Intelligence multiplied by Curiosityand Passion and added to good work Habits = success!
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- 40. We need Common Core Standards and College& Career Readiness
- 41. Why do weeven care about flattening Our classrooms?
- 44. The FACTS of21st century life. Successful people will have to work with and market to China, India, and
- 45. 3 disruptions inhistory of education 1. Phonetic Alphabet 2. Mass produced books 3. Networked computers David Thornburg Mobile Learning and the Disruption of Education http://www.tcse-k12.org/pages/disruptive.pdf Things that SHOULD fundamentally changed how we teach
- 48. CLI – CommandLine Interface
- 49. Then we playedgames like….
- 50. Eventually we playedgames like…
- 52. No Common Interfacesin the 1980’s
- 53.
- 55. GUI –Graphical UserInterface
- 58. Common Interfaces in1990’s USB Programming Languages
- 59. What kinds ofthings interface in today’s classroom? Students Textbooks /eBooks Apps Computers Schools Teachers Websites
- 60. No Common Interface/Output Students Textbooks /eBooks Apps Computers Schools Teachers Websites
- 61. MOOCs will takeoff when… “once student behavior databases enable feedback cycles” According to Udacity and Edx http://theconversation.edu.au/digital-dawn-open- online-learning-is-just-beginning-7758 Massive Open Online Course
- 62. GRAPHICAL STUDENT INTERFACE Prettybut it doesn’t communicate well with others.
- 63. How will weallow all of these beautiful graphical tools to interact?
- 64. How will allof the tools in education interface?
- 66. Strengths Allow you toprogram common INTERFACES Allow communication & SYNERGY between different tools and teachers If you don’t know where you’re going how will you know when you’re there?
- 67. UNFAIR to hand studentsTESTS that are a surprise.
- 68. Weaknesses • You getwhat you measure "Perhaps what you measure is what you get. More likely, what you measure is all you’ll get. What you don’t (or can’t) measure is lost" – H. Thomas Johnson "the most important figures that one needs for management are unknown or unknowable, but successful management must nevertheless take account of them." W. Edwards Deming (from Out of the Crisis, p121)
- 69. Weaknesses • Standards, bynature gravitate towards Lower Order Thinking Skills
- 70. LOTS can crowdout HOTS
- 71.
- 72. Weaknesses • You getwhat you measure • Standards gravitate, by nature towards LOTS • LOTS can easily crowd out HOTS • Lack of flexibility for unique classroom needs • Who controls the standards? • Semantic confusion
- 73. We’ve politicized whatwe teach
- 74.
- 75. Panspermia Electric Spark Deep SeaVents RNA World Community Clay A Creator T H E O R I E S
- 76. Panspermia Electric Spark Deep SeaVents RNA World Community Clay A Creator L A W S
- 77. The semantics of standards Majority doesn’t rule in science. Just because most people think it doesn’t make it true. A human law cannot change the laws of science.
- 78. Galileo Every discovery began with just one personwho thought it to be true.
- 82. To overcome Weaknesses •You get what you measure – Must MEASURE HOTS • Efolios • passion projects • Define what HOTs looks like in a school. • Celebrate creativity • Creativity Competitions • Requirements to collaborate • Standards gravitate, by nature towards LOTS – Create “HOT” standards of BEHAVIORS we want to see happening
- 83. To overcome Weaknesses •LOTS can easily crowd out HOTS – Make room for creativity (i.e. 20% time project) • Lack of flexibility for unique classroom needs – Teacherpreneurship – Expect customization
- 84. To overcome Weaknesses •Who controls the standards? – Be inclusive and comprehensive of important theories regardless of your personal opinion – Guard standard makers from political influence • Semantic Issues – Be careful to define terms: standards, theories, and laws
- 86. NUI- NATURAL USERINTERFACE
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- 89.
- 90. SAFE ZONES Do ourschools need to have?
- 91.
- 92. Humans and HighTech Equipment are merging
- 93. BUI BIOLOGIC USER INTERFACE NeilHarbisson – First Human “cyborg”
- 96. How many wordsper minute? 0 50 100 150 200 250 300 350 Min Avg Max Avg
- 97. FALLACY: What wouldthis sound like? “We don’t need keyboarding because we’ll all use our voices to speak into the computer soon.”
- 98. Typical Progression inHandwriting for many schools Print Denilian Cursive Touch Typing
- 99. Types of Writing Narrative •Biographical • Fictional • Personal Expository • Compare - Contrast • How- to • Informative Persuasive • Opinion • Problem- Solution • Pro-con Response to Literature • Character Sketch • Plot Summary • Theme Analysis Research • Research Report http://www.greatsource.com/iwrite/students/s_forms.html
- 100. Typical Academic Authorship OneDocument One Author
- 101. Collaborative Authorship One Document Author1 Author 2 Author 3 Author 4
- 102. I’ve got “me”but where’s the “we?” Typical Person in writing Singular First Person “I” 2nd Person “you” Third Person “he/she/it” Plural First Person “We” 2nd Person “you” 3rd Person “They”
- 103. WHAT IS COLLABORATIVEWRITING? WHAT IS “THE CLOUD?” The process of writing, editing, and producing with a group of people.
- 104. Dr. Justin Reich@bjfr • “Only 11% of wikis have any form of student collaboration and only 2-3% of wikis could be called ‘highly collaborative.’” • “Giving students access to collaborative platforms doesn’t mean they will collaborate.” http://blogs.edweek.org/edweek/edtechresearcher
- 105. Types of writingon typical wikis via Dr. Justin Reich 1. Concatenation – discrete content – Students don’t touch each other’s work 2. Copy Editing – Edit grammar, punctuation, syntax or spelling 3. Co construction – Substantively edit text of another student through addition, deletion replacement As quoted in Chapter 1: Reinventing Writing By Vicki Davis @eyeoneducation Fall 2013
- 106. Types of writingon typical wikis via Dr. Justin Reich 4. Commenting – Conversational move – Doesn’t contribute to wiki content 5. Discussion – Comment back and forth on a topic with at least four conversational turns. As quoted in Chapter 1: Reinventing Writing By Vicki Davis @eyeoneducation Fall 2013
- 107. Fosters community(Elbow 373) Helps see problems from multiple viewpoints (Howard 10) Co-authoring impacts the writing of individual authors (Aghbar) Improves Learning Experiences (wolf 2010) “Ideal model for constructing, reorganizing and acquiring new information” (Janssen et all 2010) Global collaboration is essential in today’s workplace (Friedman) Shorten time required to solve pressing world problems (Tapscott) Benefits of Collaborative Writing Hong Kong 2011 Students edit wiki with virtual partners
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- 111. WHAT IS COLLABORATIVE WRITING? Theprocess of writing, editing, an d producing with a group of people.
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- 134. The Collaborative WritingCloud 9 Wikis Collaborative Writing Apps Blogs Social Bookmarking Graphic Organizers Collaborative Notebooks ePaper Cartooning Cloud Syncing
- 135. Community of Practice •“communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor.” (Lave and Wegner)
- 136. Community of Practice •“communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor.” (Lave and Wegner)
- 137. Be transparent withyour students Suzie Nestico @nesticos
- 138. Common Core WritingStandards Summarized Text types and purposes • W.x.1 Write arguments • W.x.2 Write informative/ explanatory texts. • W.x.3 Write narratives Production and Distribution of Writing • W.x.4 Production and distribution • W.x.5 Develop and strengthen writing • W.x.6 Use technology Research to build and present knowledge • W.x.7 Conduct research projects • W.x.8 Gather relevant information • W.x.9 Draw evidence Range of Writing • W.x.10 Write over varied time frames for a variety of tasks, purposes and audiences http://www.corestandards.org/the-standards/english-language-arts-standards
- 139. Plan & Set Up Research& Draft Edit & Revise Celebrate & Conclude Purpose, standards, timeframe, production & distribution method, 20 questions, set up What is happening W.x.7, W.x.8, W.x.9 standards Construct PLN, Partner, Handshake, Organi zing, Prewriting, Drafting Leave a personal, classroom, and school legacy & determine next practices Discuss, give feedback, Engage, troublesho ot, cite, revise
- 140. Revision Discussions & Feedback Monitoring & Engagement Troubleshooting Citationand Permission Edit & Revise W.x.4 Production and distribution W.x.5 Develop and strengthen writing W.x.6 Use technology W.x.7 Conduct research projects W.x.8 Gather relevant information W.x.9 Draw evidence
- 141. Revision Discussions & Feedback Monitoring & Engagement Troubleshooting Citationand Permission Edit and Revise W.x.4 Production and distribution W.x.5 Develop and strengthen writing W.x.6 Use technology W.x.7 Conduct research projects W.x.8 Gather relevant information W.x.9 Draw evidence
- 142. You can integrate CommonCore Plan ahead Write over extended periods Customize the classroom FLIP and FLATTEN Go paperless
- 143. So… What will wedo with standards?
- 144. Don’t… Let the Common Core becomethe common bore!
- 145. LOTS can crowdout HOTS
- 146. “Santa’s Motto” inmy childhood home “If you believe you receive.”
- 147. Study of Expectations •20% of students in the student were said to have “unusual potential for intellectual growth” • Three teachers selected were told they were selected because they were the best in the school Rosenthal, R., and Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development'. New York: Rinehart and Winston.
- 148. At the endof the school year • Led the school and district in standardized test scores • Jumped 20-30% in academic achievement over previous year. Rosenthal, R., and Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development'. New York: Rinehart and Winston.
- 149. Guess what? • Theselections were RANDOM. – Students were a mix of good/bad/ medium. – So were teachers! Rosenthal, R., and Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development'. New York: Rinehart and Winston.
- 150. You Believe, YouReceive! “In experiment after experiment, it has been demonstrated that when teachers EXPECT their students to perform well, the students work hard and live up to their teacher’s expectations.” Brian Tracy, Maximum Achievement
- 152. The most important“A” in your classroom Att-I-tude
- 154. 15 minutes 2-3 timesa week
- 155.
- 156.
- 157.
- 158. The power ofThree! Pick three
- 161. Thomas Carlyle “Our jobis not to see what lies dimly at a distance, but to do what lies clearly at hand.”
- 162.
- 163.
- 165.
- 167. Common Core inthe Cloud #ccssconf13 Vicki A. Davis Teacher, IT Director @coolcatteacher Co-founder, Flat Classroom™ Projects Author, Flattening Classrooms, Engaging Minds The Essential Collaborative Writing GuideBook Eye on Education December 2012
Editor's Notes
- #3 Julie: Flat classroom projects have been acknowledged over the past 5 years with awards and listed as exemplary
- #4 Julie: Our aim is to create projects and opportunities across all levels of education. Right now we have FCP and NetGenEd for high school, Digiteen for upper ES, MS and HS, AWL for upper ES, Eracism for MS HS and our new pilot this semester is Building Bridges to Tomorrow for K-2 level – over 40 classrooms from about more than 10 countries
- #5 During that time, in December 2005, I began blogging at the Cool Cat Teacher blog and used my experience from the business world as a general manager as well as my teaching, professional development teaching I’ve done for adults in technology at the college level, and my experience as IT director for my school to this blog. But you see, I still view myself as the
- #6 Georgia Educators Technology Conference in Atlanta with a commission from my curriculum director to bring technologies back to my classroom that would enable me to better facilitiate
- #7 Understand that flat classrooms are based upon things you already understand – Research Based Best Practices such as differentiated instruction, authentic assessment, cooperative learning, and project based learning. The only difference is that your classroom is merged with other classrooms and your student’s partners are in other time zones and locations.
- #8 This is how I felt!
- #9 event for my classroom and I when I wrote a blog post in October 2006 called “My students weigh in on Friedman’s Flat World.”
- #10 Julie Lindsay, “It would be great if we could interact with your students! Would you be willing/ have the time to participate in an online debate or discussion? My students are Bangladeshi and Indian nationals and have a perspective from the ‘other side of the flat world.’”
- #11 She was at the International School Dhaka, Bangladesh. Her students were primarily Indian and Bangladeshi nationals who practiced the Muslim, mine, primarily Anglo Christian background.
- #14 In addition to the wiki, the students also created videos about their topic where that to outsource, or receive video from their partner on the other side of the world and this is the type of video that emerged.
- #15 “…you can’t just drop new innovations into a classroom and hope that the instructor will invent effective ways to use them. To fully utilize a new teaching technology, you often need to invent new teaching practices as well.” John Seely Brown
- #22 We’re not making copies in schools, we’re making originals.
- #42 We are working to determine the vital behaviors that will move us towards effective twenty first century classrooms. We’ll call this Flat Classroom. But I want you to remember as we look as the vital behaviors that there is one thing you can completely influence. What is the one thing you have complete and total control over in your district?
- #47 We’re going to talk about the cloud, but sometimes to see where we’re going, we need to see the bigger picture of where we’ve been.
- #48 My technology journey began somewhere around the age of 10 with the TRS-80 computer
- #49 These were the days of the Command Line Interface or CLI
- #50 We played games like this text adventure game
- #51 And eventually played games like this that became a little bit more graphical and really thought we had it made when we
- #52 Were able to play games like Monkey island
- #55 Then, the Graphical User Interface was invented at Xerox PARC and we began having devices like the computer I took to Georgia Tech in 1987 – the Macintosh SE
- #56 We had the graphical user interface
- #57 With a lovely little control panel like this
- #58 And eventually when color came along we were starting to play games like this.
- #75 For example, let’s take one question: where did humans originate?
- #76 For example, let’s take one question: where did humans originate?
- #77 For example, let’s take one question: where did humans originate?
- #93 Oscar Pistorius Olympics
- #94 The story of the first 'cyborg' flesh and bloodNeil Harbisson, the first human to be officially recognized as a man / machine.Due to his illness in xonsiste that fails to recognize the colors alone, he walks with a device that turns colors into sounds for him so he can know what color things, objects with which it intersects on a daily basis.He began walking with a backpack which contained a computer and now behind only one chip in the head, which transposed into everywhere, for that utlidade.http://www.luuux.com/node/3560531
- #96 We’re going to talk about the cloud, but sometimes to see where we’re going, we need to see the bigger picture of where we’ve been.
- #97 These numbers are pulled from a variety of sources including Ahmed SabbirArif, Wolfgang Stuerzlinger Analysis of Text Entry Performance Metrics Dept. of Computer Science & Engineering York University^ Karat, C.M., Halverson, C., Horn, D. and Karat, J. (1999), Patterns of entry and correction in large vocabulary continuous speech recognition systems, CHI 99 Conference Proceedings, 568-575.^ a b c Brown, C. M. (1988). Human-computer interface design guidelines. Norwood, NJ: Ablex Publishing.^ Ayres, Robert U; Martinás, Katalin (2005), "120 wpm for very skilled typist", On the Reappraisal of Microeconomics: Economic Growth and Change in a Material World, Cheltenham, UK & Northampton, Massachusetts: Edward Elgar Publishing, p. 41, ISBN 1-84542-272-4, retrieved 22 November 2010^ Typing Speed: How Fast is Average, 1997^ http://www.bigsiteofamazingfacts.com/history-of-typewriters^ http://www.owled.com/typing.htmlZiefle, M. (1998), Effects of display resolution on visual performance, Human Factors, 40(4), 555–568.^ Williams, J. R. (1998). Guidelines for the use of multimedia in instruction, Proceedings of the Human Factors and Ergonomics Society 42nd Annual Meeting, 1447–1451^ http://www.brainyhistory.com/events/1988/may_24_1988_161209.html^ http://www.youtube.com/watch?v=c4-CRv0ih28http://www.lisabmarshall.com/uncategorized/how-fast-do-i-speak/On the 2006 SAT, a United States post-secondary education entrance exam, only 15 percent of the students wrote their essay answers in cursive.[7]http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED056015&ERICExtSearch_SearchType_0=no&accno=ED056015 – Manuscript / cursive speeds
- #104 One drop is a drop of water. Many drops of water together make rain. Rain makes the grass grow. One person writing is one workbut multiple people make change. Change can improve our world.
- #112 One drop is a drop of water. Many drops of water together make rain. Rain makes the grass grow. One person writing is one workbut multiple people make change. Change can improve our world.
- #150 In his book Pymalion in the classroom, Dr. Robert Rosenthal of Harvard University shared his experiment from the late 1960s. Beginning of school year three teachers were called into the office and told that “because of their teaching styles you are the three best teachers in the school as a special reward we are going to give each of you one classroom of the brightest childre in the school selected based on IQ tests – we expect them to jump 20-30% in academic achievement. Keep this confidential, we don’t want anyone to know.”Teachers were psyched. They were enthusiastic. At the end of the year.
- #151 In his book Pymalion in the classroom, Dr. Robert Rosenthal of Harvard University shared his experiment from the late 1960s. Beginning of school year three teachers were called into the office and told that “because of their teaching styles you are the three best teachers in the school as a special reward we are going to give each of you one classroom of the brightest childre in the school selected based on IQ tests – we expect them to jump 20-30% in academic achievement. Keep this confidential, we don’t want anyone to know.”Teachers were psyched. They were enthusiastic. At the end of the year.
- #156 We’re too busy having a pity party to exert the influence to have a victory party.
- #157 So, I embed my learning and take 15 minutes 2-3 times a week to learn and explore new technologies and this, has been the thing that has led to the complete transformation of my classroom! But you don’t have time – you say.
- #158 How do you eat a watermelon?
- #159 If you eat it whole, you’ll choke.
- #160 No, the way you eat a watermelon is one bit at a time.
- #161 And that is what I suggest for you to do today. Your assignment for this webinar today is to come up with your “Big Three” at the end of the webinar. Pick three things – start there!
- #162 Me but we have to change me into
- #163 And you’ll be surprised at how quickly me turns into We!
- #164 Do the things that sit at hand like Thomas Carlyle said. “Our job is not to see what lies dimly at a distance, but to do what lies clearly at hand.” Investigate your next three things.
- #165 I can do something. I
- #166 Can. I can.
- #167 I CAN. So, angela, what can we do in our schools and classrooms today that will make a difference?