Slides from a presentation during <a>my SMARTen Up! workshop</a> for the EdTech Teacher Workshop series in Brookline, MA, 20 July 2010: an exploration of the intersection of visual design, presentation design and instructional design.
Slides from a presentation at the Building Learning Communities Conference in Boston, MA, 14 July 2010: an exploration of the intersection of visual design, presentation design and instructional design.
This document provides an overview of a presentation given by Darren Kuropatwa at the Riding the Wave Conference in Gimli, Manitoba in May 2010. The presentation discusses how design matters and touches on topics like avoiding "Death by PowerPoint", explaining concepts simply, and using design thinking as a multi-disciplinary approach to problem solving. It includes quotes from Dr. John Medina's book "Brain Rules" and Garr Reynolds' book "Presentation Zen" on how to give effective presentations. The document emphasizes that design is an important part of delivering an engaging message.
Slides from a presentation at the METC conference in St. Louis Missouri, February 10, 2010: an exploration of the intersection of visual design, presentation design and instructional design.
This document summarizes key points from Darren Kuropatwa's presentation at the NIBBLE Conference on October 21, 2009. The summary includes 3 takeaways from Dr. John Medina's book "Brain Rules": (1) Exercise boosts brain power, (2) We don't pay attention to boring things, and (3) Vision trumps all other senses. The summary is presented in 3 sentences or less as requested.
Chatakpat, Learning Aid for Children with Special Needsdeepalikaranjavkar
This is one of my major project for the final year of Mdes degree course in IDC, IIT Bombay. People who are interested in this subject can read the whole journey of this successful project 'Chatakpat'. This is not just about a final output, but also various alternative methods designed and tested with teachers and children. People those who work in this field and have taken this kind of project can understand these alternative methods, improve them and take this project forward.
The project focuses on repetition and encouragement to speak which will improve their speech and language skills. ‘Chatakpat’, a game was designed to encourage 4 to 8 year old hearing impaired children to speak. Guessing an answer and identifying letters is the game which can be played in the school or one senior moderator at home.
Andrea is the Chief Designer at Cornwall Council with responsibility for service design and innovation. In this talk Andrea will discuss the challenges and successes of engaging a Local Authority in design practices. Having directed the multi award-winning social enterprise ‘Designs of the Time’ (Dott Cornwall) for two years, Andrea will also consider the value of design as a way of encouraging new approaches to local government innovation.
Slides from a presentation at the Building Learning Communities Conference in Boston, MA, 14 July 2010: an exploration of the intersection of visual design, presentation design and instructional design.
This document provides an overview of a presentation given by Darren Kuropatwa at the Riding the Wave Conference in Gimli, Manitoba in May 2010. The presentation discusses how design matters and touches on topics like avoiding "Death by PowerPoint", explaining concepts simply, and using design thinking as a multi-disciplinary approach to problem solving. It includes quotes from Dr. John Medina's book "Brain Rules" and Garr Reynolds' book "Presentation Zen" on how to give effective presentations. The document emphasizes that design is an important part of delivering an engaging message.
Slides from a presentation at the METC conference in St. Louis Missouri, February 10, 2010: an exploration of the intersection of visual design, presentation design and instructional design.
This document summarizes key points from Darren Kuropatwa's presentation at the NIBBLE Conference on October 21, 2009. The summary includes 3 takeaways from Dr. John Medina's book "Brain Rules": (1) Exercise boosts brain power, (2) We don't pay attention to boring things, and (3) Vision trumps all other senses. The summary is presented in 3 sentences or less as requested.
Chatakpat, Learning Aid for Children with Special Needsdeepalikaranjavkar
This is one of my major project for the final year of Mdes degree course in IDC, IIT Bombay. People who are interested in this subject can read the whole journey of this successful project 'Chatakpat'. This is not just about a final output, but also various alternative methods designed and tested with teachers and children. People those who work in this field and have taken this kind of project can understand these alternative methods, improve them and take this project forward.
The project focuses on repetition and encouragement to speak which will improve their speech and language skills. ‘Chatakpat’, a game was designed to encourage 4 to 8 year old hearing impaired children to speak. Guessing an answer and identifying letters is the game which can be played in the school or one senior moderator at home.
Andrea is the Chief Designer at Cornwall Council with responsibility for service design and innovation. In this talk Andrea will discuss the challenges and successes of engaging a Local Authority in design practices. Having directed the multi award-winning social enterprise ‘Designs of the Time’ (Dott Cornwall) for two years, Andrea will also consider the value of design as a way of encouraging new approaches to local government innovation.
Slides from a presentation at the Riding the Wave Conference in Gimli, MB; 13 May 2011.
A update of an earlier presentation explorating the intersection of visual design, presentation design and instructional design.
Slides from a presentation at St. James School Division Summer Institute in Winnipeg, MB; 29 Aug 2011.
A further refinement including some new ideas of an earlier presentation exploring the intersection of visual design, presentation design and instructional design.
This document contains a summary of key ideas from Daniel Willingham's book "Why Don't Students Like School?" including that the brain is designed for survival, not thinking. It also discusses how curiosity and thinking work, and implications for instruction like making information meaningful and relevant to students. The document ends with additional resources on cognitive science and teaching.
This document discusses the backwards design approach to curriculum planning known as Understanding by Design (UbD). It explains that UbD focuses on first clarifying the desired learning outcomes and evidence of understanding before designing lessons. Key aspects of UbD include identifying big ideas, essential questions, and knowledge and skills students should understand. The document provides examples of big ideas and essential questions and explains the three stages of the UbD framework - identifying desired results, determining acceptable evidence, and planning learning experiences.
Some myths about and some basic ingredients for education #rEDScanD17Pedro De Bruyckere
1. The document discusses 7 principles of acquiring new knowledge and skills, including that learning takes time, effort, and motivation; concentration spans are short; distributed practice is more effective than massed practice; prior knowledge is crucial; multimedia aids learning; an active approach to studying is important; and having a coherent vision for learning is beneficial.
2. It questions common assumptions about learning styles and the idea that we communicate 93% non-verbally. Research suggests these are myths not supported by evidence.
3. The author advocates applying educational research to meet students' needs, while remaining critical and open to continuing learning.
The document discusses the importance of thinking and learning in education. It argues that speaking, listening and thinking are core to the learning process. It provides examples of "thinking starters" or questions teachers can ask students to engage their thinking. The role of the 21st century teacher is to ask questions rather than provide answers and encourage students to generate their own ideas. Principles of intelligent learning include asking authentic questions, making conceptual connections, using exploratory dialogue, and having students make judgments and decisions.
12 Habits of Top 21st Century Teachers: ASTE 2015 VersionVicki Davis
What makes a top 21st century teacher? There are many conflicting answers to this question. Let's look at the characteristics shown by research and current psychology and examine what they look like in the classroom. You'll transform yourself one day at a time by applying these methods just like I did. By Vicki Davis @coolcatteacher at ASTE 2015
12 Habits of the Effective 21st Century TeacherVicki Davis
Twelve habits of effective 21st century teachers based upon research and practical classroom experience. You the teacher are the most important resource in your classroom. Understand how to encourage and motivate yourself to excellence as you work to help students experience the world class 21st century education they need to succeed.
Jill planned her first MOOC by following 5 steps:
1) She learned the networked model of learning is better than traditional model for large classes.
2) She recruited Ben Henderson to teach with her by showing him her learning network and course outline.
3) Over 2 weeks, Ben investigated Jill's learning network and became excited about the course.
4) Jill and Ben discussed challenges like student engagement and decided students will make their own learning networks using tools like blogs and Twitter.
5) Jill and Ben will actively participate in student interactions on a schedule so students know when to expect feedback.
1. A visual product such as storyboards for an anti-smoking TV ad using minimal words.
2. A kinesthetic product such as a pantomime depicting the internal struggle of whether to smoke and making a decision with a rationale.
3. A written product such as a comic book parody using smoking superheroes/heroines to illustrate the risks of tobacco use. The options differentiate the assignment by having students demonstrate their learning through their preferred modality of visual, kinesthetic, or written expression.
This document provides an overview of Bloom's taxonomy and multiple intelligences theories of learning. It defines the six levels of Bloom's taxonomy - knowledge, comprehension, application, analysis, synthesis, and evaluation - and gives examples of questions for each level related to the story of Goldilocks. It also outlines Howard Gardner's theory of multiple intelligences, describing the eight intelligences and giving teaching strategies for each. Finally, it discusses learning styles and provides descriptions and teaching strategies for visual, auditory, kinesthetic, and verbal learners.
1. The document discusses the concepts of rigor, relevance, and relationships in education. It defines rigor as challenging students to think critically and emphasizes higher-order thinking skills.
2. Relevance is described as making learning applicable to students' lives and interests so they can see real-world applications. Relationships refer to the importance of student-teacher and peer connections.
3. A framework called the "Rigor/Relevance Framework" is presented, which places rigor on the y-axis (from low to high cognitive complexity) and relevance on the x-axis (from no to real-world application). This creates four quadrants for classifying learning activities from low to high rigor and relevance.
summative notesAssessment and Grading in the Differentiated C.docxdeanmtaylor1545
summative notes/Assessment and Grading in the Differentiated Classroom (Wormeli).pdf
Assessment and Grading
in the Differentiated
Classroom
Fair Isn’t
Always Equal
Rick Wormeli 2007-2008
For further conversation about any of these topics:
Rick Wormeli
[email protected]
703-620-2447
Herndon, Virginia, USA
(Eastern Standard Time Zone)
Define Each Grade
A:
B:
C:
D:
E or F:
A Perspective that Changes our Thinking:
“A ‘D’ is a coward’s ‘F.’ The
student failed, but you didn’t
have enough guts to tell him.”
-- Doug Reeves
• A
• B
• C
• I or IP or NTY
Once we cross over into D and F(E)
zones, does it really matter? We’ll do the
same two things: Personally investigate
and take corrective action
Prompt:
Write a well-crafted essay that provides a general
overview of what we’ve learned about DNA this week.
You may use any resources you wish, but make sure to
explain each of the aspects of DNA we’ve discussed.
Student’s Response:
Deoxyribonucleic Acid, or DNA, is the blueprint for who
we are. Its structure was discovered by Watson and
Crick in 1961. Watson was an American studying in
Great Britain. Crick was British (He died last year). DNA
is shaped like a twisting ladder. It is made of two
nucleotide chains bonded to each other. The poles of
the ladder are made of sugar and phosphate but the
rungs of the ladder are made of four bases. They are
thymine, guanine, and cytosine, and adenine. The
amount of adenine is equal to the amount of thymine
(A=T). It’s the same with cytosine and guanine (C=G).
(Continued on the next slide)
The sequence of these bases makes us who
we are. We now know how to rearrange the
DNA sequences in human embryos to create
whatever characteristics we want in new
babies – like blue eyes, brown hair, and so
on, or even how to remove hereditary
diseases, but many people think it’s
unethical (playing God) to do this, so we
don’t do it. When DNA unzips to bond with
other DNA when it reproduces, it sometimes
misses the re-zipping order and this causes
mutations. In humans, the DNA of one cell
would equal 1.7 meters if you laid it out
straight. If you laid out all the DNA in all the
cells of one human, you could reach the
moon 6,000 times!
Conclusions from
Sample DNA Essay Grading
The fact that a range of grades occurs among
teachers who grade the same product suggests that:
• Assessment can only be done against commonly
accepted and clearly understood criteria.
• Grades are relative.
• Teachers have to be knowledgeable in their subject
area in order to assess students properly.
• Grades are subjective and can vary from teacher to
teacher.
• Grades are not always accurate indicators of
mastery.
‘Interesting:
“The score a student receives
on a test is more dependent on
who scores the test and how they
score it than it is on what the
student knows and understands.”
-- Marzano, Classroom Assessment & Grading That Work
(CAGTW), p. 30
.
TLA Berkhamsted - Anatomy of an outstanding lessonDavid Didau
This document summarizes key aspects of planning and delivering an outstanding lesson, according to David Didau. It discusses 5 planning questions teachers should consider, including relating the current lesson to the previous one and ensuring students have a meaningful activity to start with. During lessons, teachers should explain learning objectives, observe students, question effectively, check understanding, and take risks. Planning should focus on learning rather than just activities. The document advocates for modeling, practice, assessment, and reflection in a "learning loop." It also notes that failing is part of learning and teachers should have high expectations.
1. The document discusses mindset and motivation in education, noting that a growth mindset where intelligence is malleable is now the prevailing theory over a fixed mindset.
2. It also discusses using intrinsic motivation focused on autonomy, mastery, and purpose rather than extrinsic rewards, which can undermine creativity and motivation.
3. Practical technology for supporting student mindset and motivation is also addressed, along with developing a growth mindset through embracing confusion, being resourceful, and building self-discipline.
Most teachers differentiate support for students on a daily basis, which is informal differentiation. Formal Differentiated Instruction happens during the planning process in anticipation of students needs. Here is a powerpoint I use as part of coaching teachers on deepening their practice.
This document provides an overview and summary of the first class in a research and writing course. It introduces the instructor and assignments, includes a discussion on thinking about thinking, and outlines an in-class writing exercise. The instructor emphasizes developing good thinking habits through preparation, managing distractions, and overcoming frustration. Students are assigned reading for the next class along with a quiz.
Innovate like-a-turtle : PHM's MEGA Awesome School OpenerVicki Davis
In this opening to the school year, teachers were taught a strategy for innovation, 5 ways to have the best school year ever, Cool Cat Teacher's Essential Chromebook Tips and the 9 Ways Writing is Reinvented. Vicki also shares her personal learning goals at the end. Lots of fun in this customized speech in Indiana - August 2014
Here are some key points to consider when adapting materials:
- Focus on meaning over form by using visuals, gestures, realia
- Simplify language but keep content meaningful
- Allow multiple entry points for different learners
- Build background knowledge before introducing new topics
- Scaffold tasks from easy to more difficult
- Encourage cooperative learning and peer support
- Check frequently for understanding and provide feedback
- Differentiate to meet a range of proficiency levels
- Make lessons relevant and connect to students' lives
- Assess using a variety of formats beyond tests
The core content can stay the same but how it's presented varies to suit different learners. The goal is to create an inclusive,
The document provides information on creative thinking techniques. It discusses 4 techniques: 1) Clever Copying which involves finding solutions to similar problems in other fields, 2) Defying Assumptions which challenges assumptions that may be limiting solutions, 3) Using the Context which looks for solutions already present in the situation, and 4) Changing Parameters which plays with changing elements like reducing, combining, or changing aspects in place or time. Examples are given for each technique to illustrate how it can be applied to solve challenges.
Behind Their Eyes - making thinking visible is not enough
Walk into any classroom and watch the breakneck pace at which teachers are working hard to help students learn. Mind you, if we don’t uncover what students are thinking while learning, they may be running down the wrong path. OK, so we need ways to make student thinking visible. Seeing their thinking is important, but we also need to create the time and space for teachers to absorb, reflect, and act on what their students thinking reveals. This workshop shares strategies both for making student thinking visible and for creating time and space for teachers to meaningfully act on what they learn about what’s going on behind their eyes.
“If you really want to understand something, try changing it.” - Kurt Lewin
As the Director of Learning for a school division made up of 18 schools, my job is to help lead the largest change initiative ever undertaken in our school community. One of the most important, difficult, messy things any school leader does is lead change. While we can learn from the change leadership of others, copying their work most often leads to failure. Success is more likely to come from adapting others work to our own context. In this workshop I share the journey we’ve undertaken collectively in our schools; how we developed a shared vision, cultivated collaborative cultures, maintained a focus on deep learning, and wrestle with the nuances of accountability. Informed by the latest research on change management in education, we also model strategies for fostering deep learning conversations in your schools. We’ll engage in some deeper learning conversations together and take back a wealth of ideas you can adapt to your own context. Developing collaborative cultures is careful and precise work that has profound impact when carried out well. So how do you do that? Come, let’s learn together. Good people are important, but good cultures are moreso.
Slides from a presentation at the Riding the Wave Conference in Gimli, MB; 13 May 2011.
A update of an earlier presentation explorating the intersection of visual design, presentation design and instructional design.
Slides from a presentation at St. James School Division Summer Institute in Winnipeg, MB; 29 Aug 2011.
A further refinement including some new ideas of an earlier presentation exploring the intersection of visual design, presentation design and instructional design.
This document contains a summary of key ideas from Daniel Willingham's book "Why Don't Students Like School?" including that the brain is designed for survival, not thinking. It also discusses how curiosity and thinking work, and implications for instruction like making information meaningful and relevant to students. The document ends with additional resources on cognitive science and teaching.
This document discusses the backwards design approach to curriculum planning known as Understanding by Design (UbD). It explains that UbD focuses on first clarifying the desired learning outcomes and evidence of understanding before designing lessons. Key aspects of UbD include identifying big ideas, essential questions, and knowledge and skills students should understand. The document provides examples of big ideas and essential questions and explains the three stages of the UbD framework - identifying desired results, determining acceptable evidence, and planning learning experiences.
Some myths about and some basic ingredients for education #rEDScanD17Pedro De Bruyckere
1. The document discusses 7 principles of acquiring new knowledge and skills, including that learning takes time, effort, and motivation; concentration spans are short; distributed practice is more effective than massed practice; prior knowledge is crucial; multimedia aids learning; an active approach to studying is important; and having a coherent vision for learning is beneficial.
2. It questions common assumptions about learning styles and the idea that we communicate 93% non-verbally. Research suggests these are myths not supported by evidence.
3. The author advocates applying educational research to meet students' needs, while remaining critical and open to continuing learning.
The document discusses the importance of thinking and learning in education. It argues that speaking, listening and thinking are core to the learning process. It provides examples of "thinking starters" or questions teachers can ask students to engage their thinking. The role of the 21st century teacher is to ask questions rather than provide answers and encourage students to generate their own ideas. Principles of intelligent learning include asking authentic questions, making conceptual connections, using exploratory dialogue, and having students make judgments and decisions.
12 Habits of Top 21st Century Teachers: ASTE 2015 VersionVicki Davis
What makes a top 21st century teacher? There are many conflicting answers to this question. Let's look at the characteristics shown by research and current psychology and examine what they look like in the classroom. You'll transform yourself one day at a time by applying these methods just like I did. By Vicki Davis @coolcatteacher at ASTE 2015
12 Habits of the Effective 21st Century TeacherVicki Davis
Twelve habits of effective 21st century teachers based upon research and practical classroom experience. You the teacher are the most important resource in your classroom. Understand how to encourage and motivate yourself to excellence as you work to help students experience the world class 21st century education they need to succeed.
Jill planned her first MOOC by following 5 steps:
1) She learned the networked model of learning is better than traditional model for large classes.
2) She recruited Ben Henderson to teach with her by showing him her learning network and course outline.
3) Over 2 weeks, Ben investigated Jill's learning network and became excited about the course.
4) Jill and Ben discussed challenges like student engagement and decided students will make their own learning networks using tools like blogs and Twitter.
5) Jill and Ben will actively participate in student interactions on a schedule so students know when to expect feedback.
1. A visual product such as storyboards for an anti-smoking TV ad using minimal words.
2. A kinesthetic product such as a pantomime depicting the internal struggle of whether to smoke and making a decision with a rationale.
3. A written product such as a comic book parody using smoking superheroes/heroines to illustrate the risks of tobacco use. The options differentiate the assignment by having students demonstrate their learning through their preferred modality of visual, kinesthetic, or written expression.
This document provides an overview of Bloom's taxonomy and multiple intelligences theories of learning. It defines the six levels of Bloom's taxonomy - knowledge, comprehension, application, analysis, synthesis, and evaluation - and gives examples of questions for each level related to the story of Goldilocks. It also outlines Howard Gardner's theory of multiple intelligences, describing the eight intelligences and giving teaching strategies for each. Finally, it discusses learning styles and provides descriptions and teaching strategies for visual, auditory, kinesthetic, and verbal learners.
1. The document discusses the concepts of rigor, relevance, and relationships in education. It defines rigor as challenging students to think critically and emphasizes higher-order thinking skills.
2. Relevance is described as making learning applicable to students' lives and interests so they can see real-world applications. Relationships refer to the importance of student-teacher and peer connections.
3. A framework called the "Rigor/Relevance Framework" is presented, which places rigor on the y-axis (from low to high cognitive complexity) and relevance on the x-axis (from no to real-world application). This creates four quadrants for classifying learning activities from low to high rigor and relevance.
summative notesAssessment and Grading in the Differentiated C.docxdeanmtaylor1545
summative notes/Assessment and Grading in the Differentiated Classroom (Wormeli).pdf
Assessment and Grading
in the Differentiated
Classroom
Fair Isn’t
Always Equal
Rick Wormeli 2007-2008
For further conversation about any of these topics:
Rick Wormeli
[email protected]
703-620-2447
Herndon, Virginia, USA
(Eastern Standard Time Zone)
Define Each Grade
A:
B:
C:
D:
E or F:
A Perspective that Changes our Thinking:
“A ‘D’ is a coward’s ‘F.’ The
student failed, but you didn’t
have enough guts to tell him.”
-- Doug Reeves
• A
• B
• C
• I or IP or NTY
Once we cross over into D and F(E)
zones, does it really matter? We’ll do the
same two things: Personally investigate
and take corrective action
Prompt:
Write a well-crafted essay that provides a general
overview of what we’ve learned about DNA this week.
You may use any resources you wish, but make sure to
explain each of the aspects of DNA we’ve discussed.
Student’s Response:
Deoxyribonucleic Acid, or DNA, is the blueprint for who
we are. Its structure was discovered by Watson and
Crick in 1961. Watson was an American studying in
Great Britain. Crick was British (He died last year). DNA
is shaped like a twisting ladder. It is made of two
nucleotide chains bonded to each other. The poles of
the ladder are made of sugar and phosphate but the
rungs of the ladder are made of four bases. They are
thymine, guanine, and cytosine, and adenine. The
amount of adenine is equal to the amount of thymine
(A=T). It’s the same with cytosine and guanine (C=G).
(Continued on the next slide)
The sequence of these bases makes us who
we are. We now know how to rearrange the
DNA sequences in human embryos to create
whatever characteristics we want in new
babies – like blue eyes, brown hair, and so
on, or even how to remove hereditary
diseases, but many people think it’s
unethical (playing God) to do this, so we
don’t do it. When DNA unzips to bond with
other DNA when it reproduces, it sometimes
misses the re-zipping order and this causes
mutations. In humans, the DNA of one cell
would equal 1.7 meters if you laid it out
straight. If you laid out all the DNA in all the
cells of one human, you could reach the
moon 6,000 times!
Conclusions from
Sample DNA Essay Grading
The fact that a range of grades occurs among
teachers who grade the same product suggests that:
• Assessment can only be done against commonly
accepted and clearly understood criteria.
• Grades are relative.
• Teachers have to be knowledgeable in their subject
area in order to assess students properly.
• Grades are subjective and can vary from teacher to
teacher.
• Grades are not always accurate indicators of
mastery.
‘Interesting:
“The score a student receives
on a test is more dependent on
who scores the test and how they
score it than it is on what the
student knows and understands.”
-- Marzano, Classroom Assessment & Grading That Work
(CAGTW), p. 30
.
TLA Berkhamsted - Anatomy of an outstanding lessonDavid Didau
This document summarizes key aspects of planning and delivering an outstanding lesson, according to David Didau. It discusses 5 planning questions teachers should consider, including relating the current lesson to the previous one and ensuring students have a meaningful activity to start with. During lessons, teachers should explain learning objectives, observe students, question effectively, check understanding, and take risks. Planning should focus on learning rather than just activities. The document advocates for modeling, practice, assessment, and reflection in a "learning loop." It also notes that failing is part of learning and teachers should have high expectations.
1. The document discusses mindset and motivation in education, noting that a growth mindset where intelligence is malleable is now the prevailing theory over a fixed mindset.
2. It also discusses using intrinsic motivation focused on autonomy, mastery, and purpose rather than extrinsic rewards, which can undermine creativity and motivation.
3. Practical technology for supporting student mindset and motivation is also addressed, along with developing a growth mindset through embracing confusion, being resourceful, and building self-discipline.
Most teachers differentiate support for students on a daily basis, which is informal differentiation. Formal Differentiated Instruction happens during the planning process in anticipation of students needs. Here is a powerpoint I use as part of coaching teachers on deepening their practice.
This document provides an overview and summary of the first class in a research and writing course. It introduces the instructor and assignments, includes a discussion on thinking about thinking, and outlines an in-class writing exercise. The instructor emphasizes developing good thinking habits through preparation, managing distractions, and overcoming frustration. Students are assigned reading for the next class along with a quiz.
Innovate like-a-turtle : PHM's MEGA Awesome School OpenerVicki Davis
In this opening to the school year, teachers were taught a strategy for innovation, 5 ways to have the best school year ever, Cool Cat Teacher's Essential Chromebook Tips and the 9 Ways Writing is Reinvented. Vicki also shares her personal learning goals at the end. Lots of fun in this customized speech in Indiana - August 2014
Here are some key points to consider when adapting materials:
- Focus on meaning over form by using visuals, gestures, realia
- Simplify language but keep content meaningful
- Allow multiple entry points for different learners
- Build background knowledge before introducing new topics
- Scaffold tasks from easy to more difficult
- Encourage cooperative learning and peer support
- Check frequently for understanding and provide feedback
- Differentiate to meet a range of proficiency levels
- Make lessons relevant and connect to students' lives
- Assess using a variety of formats beyond tests
The core content can stay the same but how it's presented varies to suit different learners. The goal is to create an inclusive,
The document provides information on creative thinking techniques. It discusses 4 techniques: 1) Clever Copying which involves finding solutions to similar problems in other fields, 2) Defying Assumptions which challenges assumptions that may be limiting solutions, 3) Using the Context which looks for solutions already present in the situation, and 4) Changing Parameters which plays with changing elements like reducing, combining, or changing aspects in place or time. Examples are given for each technique to illustrate how it can be applied to solve challenges.
Behind Their Eyes - making thinking visible is not enough
Walk into any classroom and watch the breakneck pace at which teachers are working hard to help students learn. Mind you, if we don’t uncover what students are thinking while learning, they may be running down the wrong path. OK, so we need ways to make student thinking visible. Seeing their thinking is important, but we also need to create the time and space for teachers to absorb, reflect, and act on what their students thinking reveals. This workshop shares strategies both for making student thinking visible and for creating time and space for teachers to meaningfully act on what they learn about what’s going on behind their eyes.
“If you really want to understand something, try changing it.” - Kurt Lewin
As the Director of Learning for a school division made up of 18 schools, my job is to help lead the largest change initiative ever undertaken in our school community. One of the most important, difficult, messy things any school leader does is lead change. While we can learn from the change leadership of others, copying their work most often leads to failure. Success is more likely to come from adapting others work to our own context. In this workshop I share the journey we’ve undertaken collectively in our schools; how we developed a shared vision, cultivated collaborative cultures, maintained a focus on deep learning, and wrestle with the nuances of accountability. Informed by the latest research on change management in education, we also model strategies for fostering deep learning conversations in your schools. We’ll engage in some deeper learning conversations together and take back a wealth of ideas you can adapt to your own context. Developing collaborative cultures is careful and precise work that has profound impact when carried out well. So how do you do that? Come, let’s learn together. Good people are important, but good cultures are moreso.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore inquiry as a pedagogical stance and the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants will leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
The document is a presentation about digital citizenship given by Darren Kuropatwa at the Building Learning Communities Conference in Boston, MA in July 2017. It discusses the importance of digital citizenship and responding to adversity with persistent kindness. It provides examples of digital citizenship issues and scenarios for discussion. It encourages participants to think about their own digital footprint and how to be good digital citizens.
Presented at the Riding the Wave Conference in Gimli, Manitoba. May 2017.
In two words, you remember the whole story: glass slipper, sour grapes, cold porridge. You remember more than facts, you recall relationships & deeper connections between characters. Some of the powerful ways we leverage digital for deeper learning includes challenging sources of information (fake news), exploring bias (developing empathy through multiple perspectives), and creating powerful feedback loops that foster deeper learning.
Powerful narratives, in a word or two, bring to mind a wealth of ideas & relationships; more than just facts. How can we find stories that make our teaching sticky and help kids find, and more importantly tell, stories that make learning stick? This workshop will equip teachers with the skills & knowledge to foster deeper learning across the curriculum by intentionally leveraging digital tools to foster deeper learning.
Tales of Learning and the Gifts of Footprints v4.2Darren Kuropatwa
This document appears to be a presentation about digital learning and storytelling. It discusses shifting from compliance to care, private to public learning, and consumer to participatory models. It addresses what digital storytellers look like and principles of learning including starting where students are, learning being done by and for students, students talking about learning, having learning targets, and feedback. It encourages generosity, sharing tales of learning, and giving the gifts of footprints.
Presented at the Richmond District Conference, Feb 2017.
A series of stories woven together to start a conversation with middle and high school students, teachers, and parents about living our lives on and offline (on The Fourth Screen) more thoughtfully.
This talk focuses primarily on the ideas of Empathy, Empowerment & Persistent Kindness and shares resources teachers can use to lead these sorts of conversations with their own students.
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning. Held at the BYTE Conference 2017 in Portage la Prairie, Manitoba.
A group of educators from the BYTE Conference 2017 (Build Your Teaching Experience) share their ideas about learning as a series of visual metaphors they found on their phones.
The document discusses storytelling and how it can be used as a tool for learning. It suggests that storytelling allows students to think in metaphors and learn through stories. It provides examples of how digital tools like QR codes and apps can be used to incorporate storytelling into the classroom. It also outlines some rules of thumb for using storytelling, such as personalizing tasks to students' experiences, collaborating on group projects, and getting feedback from both inside and outside the classroom.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
This document contains multiple sections on topics related to technology and its impact on society, including how the internet allows information to be easily shared but also persist indefinitely, issues around online privacy and bullying, and ways for parents to support their children's safe and responsible internet use. The document advocates for empowering youth and promoting kindness both online and off.
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning.
A group of educators from the Anderson Union High School & Redding School Districts and share their ideas about learning as a series of visual metaphors.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
This document contains a collection of images, quotes, and short passages on topics related to online communities, sharing, and empowerment through technology. The snippets discuss how the internet allows information to be easily shared, encourages learning, and can help empower victims of bullying. The overarching theme is about the positive impact community and connection through online platforms can provide.
Slides to support a master class at the Building Learning Communities Conference in Boston, MA. 18 July 2016.
How can we make learning sticky using powerful storytelling frameworks that tap into peoples' emotions? How do we involve all students in creating digital content that doesn't also create hours of content for teachers to assess? This interactive session will showcase Digital Storytelling activities teachers can use in class tomorrow! Document student learning & foster reflective ways for students to share their learning. 1st: we play! Then we'll discuss how to practically adapt these ideas, make them your own, and figure out what sort of infrastructure needs to be in place to support these kinds of powerful learning experiences. We’ll learn how to exercise your students' & your own creativity muscles and share simple strategies for collecting & publishing student work.
Slides in support of a professional learning day for administrators in Hanover School Division focused on developing a common language & understanding of Deep Learning Design.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
14. If you can’t explain it simply, you
don’t understand it well enough.
15. Quotdes
keaways fr& Dr. John Me ina’s
Ta
n Ru les
om
B rai
What all pres enters nee
d to know
sorts)
A prese ntation (of
olds
by Garr Reyn
16. away s&Q uotess
Take
ul es
a’
John Medin
R
from Dr.
B ra in
What a ll presente rs need to know
n (of sorts)
A presentatio
by Garr Reynolds
17. dings discussed
Dr. M edina ’s fin orth
ules a re ideas w
in Brain R
spread ing...
ed some quotes
So I extract late to
oints as they re
and key p n — to
d — pre sentatio
my fiel word.
you spre ad the
help
19. “ Brain Rules is one of the
most informative, engaging,
and useful books of our
time. Required reading for
every educator and every
business person. My
”
favorite book of 2008!
— Garr Reynolds
Presentation Zen
87. Studentsʼ Errors and Misconceptions
(Principle 1) Based on Previous Learning
Students come to the classroom with conceptions of numbers grounded in
their whole-number learning that lead them astray in the world of rational
numbers; e.g. multiplying always makes numbers bigger.
x =
Teachers must engage studentsʼ preconceptions
88. The Knowledge Network:
(Principle 2)
New Concepts and New Applications
UNDERSTANDING REQUIRES FACTUAL
KNOWLEDGE AND CONCEPTUAL FRAMEWORKS
89. (Principle 3)
Metacognition
A METACOGNITIVE APPROACH
ENABLES STUDENT SELF-MONITORING
96. learning
is talking.
Teaching is
listening,
Jer & Mario by flickr user johnnybelmont
quote source: unknown http://www.flickr.com/photos/johndavey/3334454519/
97. the
oi ng
d
rson
e pe row ing
T h is g
tal king
m ost
the most dendrites.
Marcia L. Tate
Eliot teaching by flickr user yewenyi
http://www.flickr.com/photos/yewenyi/381552561/
109. On the importance of presenting well
"Failure to spend the [class] time wisely and well,
failure to educate, entertain, elucidate, enlighten, and
most important of all, failure to maintain attention
and interest should be punishable by stoning. There
is no excuse for tedium."
110. On dull conference speakers teachers
"They are not sophisticated, erudite scientists speaking
above our intellectual capability; they are arrogant,
thoughtless individuals who insult our very presence
by the lack of concern for our desire to benefit from a
meeting class which we choose to attend."
111. On reading a conference paper class notes
"There is never an excuse to read a paper notes ...
Better to lower the level of verbal excellence and
raise the level of extemporaneous energy."
112. On using slides (35mm and OHPs in those days):
"They must be brightly lit and convey a simple
thought. If you need a pointer to indicate an
important concept or location on a slide, it is
probably too crowded or difficult to comprehend."
155. Critical Path to Success!!
A student who wants to succeed in this course will:
• Alway arrive to class prepared to work with all materials needed.
graphing calculator
156. Critical Path to Success!!
A student who wants to succeed in this course will:
• Alway arrive to class prepared to work with all materials needed.
3-ring binder
loose leaf
paper
notebook
or duotang
graphing calculator
157. Critical Path to Success!!
A student who wants to succeed in this course will:
• Alway arrive to class prepared to work with all materials needed.
3-ring binder
loose leaf
paper
notebook
or duotang
12 pencils
graphing calculator
158. Critical Path to Success!!
A student who wants to succeed in this course will:
• Alway arrive to class prepared to work with all materials needed.
3-ring binder
loose leaf
paper
notebook
or duotang
12 pencils
graphing calculator
159. Critical Path to Success!!
A student who wants to succeed in this course will:
• Alway arrive to class prepared to work with all materials needed.
3-ring binder
loose leaf
paper
notebook
or duotang
12 pencils
geometry set
graphing calculator
160. Critical Path to Success!!
A student who wants to
succeed in this course will:
• Always attempt ALL their
homework assignments.
161. Critical Path to Success!!
A student who wants to succeed in
this course will:
• Review their class notes
every night before going to bed.
162. The Curve of Forgetting ...
... describes how we retain or get rid of information
that we take in. It's based on a one-hour lecture.
more about Learning and Remembering
163. Critical Path to Success!!
A student who wants to
succeed in this course will:
• Always ask LOTS of
questions about anything
they don't understand.
164. Critical Path to Success!!
A student who wants to
succeed in this course will:
• Always gets extra help from the teacher
when they feel they are falling behind.
165. Critical Path to Success!!
A student who wants to succeed in this course will:
• Find one or two people
to be their study partners
and form a study group.
166. Critical Path to Success!!
A student who wants to succeed
in this course will:
Consistently
set a regular
time of day to
do homework
assignments.
167. Critical Path to Success!!
A student who wants to succeed in this course will:
• Participate regulary on the course blog.
http://pc40sw09.blogspot.com
168. How to Create a Google Account
http://tinyurl.com/6f7aae
169. How to Sign Up For Blogger
http://tinyurl.com/6x83hs
170. "All learning pivots on who we think we are, and
who we see ourselves as capable of becoming."
Frank Smith
171. Homework
email Mr. Kuropatwa:
dkuropatwa@gmail.com
get a account
sign up at .com
172. Homework
Riddle me this ...
Why are there
360° in a circle?
The Riddler Fans Art
175. Photo Credits
Graphing
http://flickr.com/photos/mewzii/149555960/
3-ring binders
http://farm2.static.flickr.com/1311/1292315430_285d142fbe_m.jpg
Sharpener
http://flickr.com/photos/big-e-mr-g/192174638/
Studying
http://flickr.com/photos/jamilsoni/90538195/
Aqua wins by a point
http://flickr.com/photos/jahdakinebrah/92200688/
Studying. As you should probably be doing right now.
http://flickr.com/photos/weshph/462633863/
Ross Homework
http://flickr.com/photos/laffy4k/418602591/
workstation
http://flickr.com/photos/striatic/241843728/
genius
http://flickr.com/photos/thearchigeek/223751752/
Smiley Face
http://flickr.com/photos/greyarea/1473/
Reviewing Notes
http://flickr.com/photos/knott/66465528/
email logo
http://flickr.com/photos/surfstyle/354581855/
Questions
http://flickr.com/photos/oberazzi/318947873/
Telephone Keypad
http://flickr.com/photos/cgc/5259321/
envelope
http://flickr.com/photos/bip/420177741/
176. Principle 6
The practices and activities in
which people engage while
learning shape what is
learned.
from NAP: Learning and Understanding
177. enc
oun
le y
ltip ly b
con ter
ing
tex
mu n
the
in t is o
ts t sam
und hat e
de work I
ers stu
den
p
tan
ee
ts c
ad
the din
go
f
an
con
lop
at
ve
ce p
t
ep
t
nc
co
179. thanks
Contact
Darren Kuropatwa
on twitter @dkuropatwa
adifference.blogspot.com
180. Photo Credits
065/365: Show us your smile!
http://www.flickr.com/photos/dotbenjamin/2765083201/
Robie House designed by Frank Lloyd Wright 1909
Video Credits
http://www.flickr.com/photos/darpi/212323100/ Symphony of Science - 'We Are All Connected'
http://www.youtube.com/watch?v=XGK84Poeynk
Washington DC metro station by flickr user o palsson
http://www.flickr.com/photos/opalsson/4387563218/ apple imac iphone look
http://www.dailymotion.com/video/x2pdt9_apple-imac-iphone-look_tech
The Graphic Design of Barack Obama
http://www.flickr.com/photos/chrism70/3006405416/ Life After Death by PowerPoint
http://www.youtube.com/watch?v=lpvgfmEU2Ck
"Grand Design" Spiral Galaxy M81
http://www.flickr.com/photos/toptechwriter/522395769/ Is PowerPoint a media?
http://www.slideshare.net/stateoftheart/is-powerpoint-a-media-4617126
Bike friendly storm drain
http://www.flickr.com/photos/eliel/47082543/ Dr. Bonnie Bassler on how bacteria "talk"
http://www.ted.com/talks/view/id/509
How Students Learn
http://books.nap.edu/catalog.php?record_id=10126
Pewter Letters Numbers
Slide Decks
http://flickr.com/photos/lwr/sets/72157594512642436/
Brain Rules for Presenters
This body is networked http://www.slideshare.net/garr/brain-rules-for-presenters
http://flickr.com/photos/funksoup/403990660/
Dodging Bullets in Presentations
The Thinker
http://www.slideshare.net/RowanManahan/dodging-bullets-in-presentations
http://flickr.com/photos/renny1967/1509761982/
Free scratched scalloped wooden picture frame border The Story of H
texture for layers by flickr user Pink Sherbet Photography http://www.slideshare.net/LubomirP/the-story-of-h-1581468
http://www.flickr.com/photos/pinksherbet/3020156826/
Pre-Cal 40S Slides February 2, 2009
stone throw 3 http://www.slideshare.net/dkuropatwa/precal-40s-slides-february-2-2009
http://www.flickr.com/photos/statico/1884269262/
Essay
Looking up by flickr user Olivier H
http://www.flickr.com/photos/olivierh/3369422843/
Jay Lehr
http://jaylehr.com/index.html
Let There Be Stoning
some images (cc) dkuropatwa http://www.geol.wwu.edu/rjmitch/stoning.pdf
http://www.flickr.com/photos/dkuropatwa