This document discusses shifting responsibility for learning to students and using technology as a tool rather than a learning outcome. It argues that understanding results from application, analysis, evaluation and creation rather than preceding it. Students should be given time to reflect on and capture their learning during tasks. Evidence of learning could include pictures and apps showing processes, team conversations, and students capturing their own thinking. The focus is on making learning transparent, co-constructed, and relevant through clear expectations and rich tasks.

1. Whose Learning is it anyway?
1:1 Computing Conference @rolat

2. Why am I making assumptions of student’s
thinking?

3. Students internalize the learning:
How did I get there?
What impacted my learning?
What connections made my learning experiences valuable?
Shifting the responsibility and increasing the engagement

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@CathDoesMath: Technology is a tool, NOT a learning outcome.
#blcbyob #blc13
RT @NLearning: Teach kids to learn how to learn, not be spoon fed
information #BLC13 #edtech @globalearner
RT @1stgradethinks: "Learning is social. It’s a group event. The powe
of the group beats the power of the individual." via @globalearner
#BLC13 AMEN to that!!

5. Pedagogical shift
Learning is transparent
Co-constructed
Clear expectations
Relevant rich tasks

7. Project Zero Research suggest contrary to Blooms taxonomy
Understanding is not a precursor to application, analysis,
evaluating and creating but a result of it. (Wiske,1997)
Therefore, understanding isn’t a type of thinking, but a result of
thinking.
Evidence
Evidence

9. Personalize the learning during the task.
Image links to example
Not to just spin through the task
Giving students the time to reflect and capture learning during the task.
Let them observe and analyze what they are doing both cognitively and
metacognitively.
Giving students a chance to strive reflect and learn together.

10. Which one to choose?
How to mesh apps?
Apps and tools expectations and purposes:
Settings- Logging- Sharing- Uploading- Time to complete

11. Evidence of applications on pictures and meshing up apps for evidence of process of learning
Evidence of differentiation
Consolidation verbal/scribing
Evidence of team conversations
science skitch feedback on showme
Imovie for capturing full process
Thinglink Fotobabble
Steps for an experiment
https:
//audioboo.
fm/stgabe
Pic collage and fotobabble
Pic- collage Showme

13. If it is student’s learning, then student captures evidence of thinking