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Future classrooms
The document discusses the changing landscape of education and the classroom of the future. It notes that there is more access to information than ever before through technology, which is both an opportunity and disruption for schools. It argues that schools need to rethink how they approach literacy, community, the role of teachers, and experimentation in order to better prepare students. Flexible thinking and lifelong learning are emphasized over standardized tests and rigid structures.
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Future classrooms
- 1. The Classroom ofthe Future
- 2. The Classroom ofthe Future and the future starts today
- 3. “Automated schoolmarm” atthe 1964-65 New York World’s Fair (Source: Novak Archive)
- 4. There’s never beena better time to be a learner
- 5. There’s never beena better time to be a learner And a more challenging time for schools
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- 9. http://www.flickr.com/photos/scaar/4284117075/ “When a 14year old kid can blow up your business in his spare time, not because he hates you but because he loves you, then you got a problem.”
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- 11. Ryerson University sites3 reasons for the case against him. 1.Learning should be hard. 2.There is no structure of regulation for online behavior and that makes it incompatible with academic work. 3.It is our job to protect academic integrity from any threat. i.e. Unless learning is hard and is directed by others, it fails to meet the standard for academic rigor. Chris Avenir
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- 14. Designer Guide Instructor Creative Commons– Attribution (CC BY 3.0) Teacher designed by Musavvir Ahmed from the Noun Project Creative Commons – Attribution (CC BY 3.0) Education designed by Travis Yunis from the Noun Project
- 15. https://www.flickr.com/photos/bilg/326347413 “In teaching you can'tdo the Bloom stuff until you take care of the Maslow stuff” Author unknown
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- 17. tests scores conformity mind yourown business compliance tps://www.flickr.com/photos/wwworks/7170098685
- 18. tests scores conformity mind yourown business compliance tps://www.flickr.com/photos/wwworks/7170098685
- 19. tests scores conformity mind yourown business compliance creativity tps://www.flickr.com/photos/wwworks/7170098685 life long learning engagement collaboration
- 21. “If you cancrack the problem of engagement – not just ‘are you paying attention?’, but ‘ are you fascinated by this?’ – if you can crack engagement in deep learning then you’ve cracked 21st century schooling.” Mike Berrill Executive Principal, Biddenham International School
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- 36. I have skillseating bacon
- 37. This is whereI eat bacon
- 38. Watch me eatingbacon
- 39. Here’s a vintagephoto of my bacon
- 40. Here’s a recipewith bacon
- 42. I’m listening tomusic about bacon
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- 48. 21cc licensed flickrphoto by jayRaz: http://flickr.com/photos/shnakepup/2935979173/ The greatest digital divide is between those who can read and write with media, and those who can't. Elizabeth Daly
- 49. How do we“read” this?
- 50. How do we“read” this?
- 57. If a studentgoes a year without creating a video...
- 58. If a studentgoes a year without creating a video... it would be like going a year without writing a story
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- 61. “Can you sendme all the assignments ahead of time?”
- 63. The Walls AreGone
- 64. The Walls AreGone
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- 68. Relationships then content Bothmatter. So does the order.
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- 73. Give them TheirOwn Space
- 74. Give them TheirOwn Space
- 75. Show them Howto Network
- 76. Show them Howto Network
- 77. Show them Howto Network
- 78. Expectations of Community “Classsize only matters if the teacher does everything” Mark Prensky
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- 80. Expectations of Community Whatdid you learn from others? ! What did you contribute to the learning of others?
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- 83. Who’s responsible forPD and R&D? https://www.flickr.com/photos/catspyjamasnz/3176577386 https://www.flickr.com/photos/gcmcphotos/15478593142
- 85. “...the pattern hasbeen that as children grow up and become more proficient at making sense of the environment in which they live, their world seems to become more stable. Thus, as a child grows and becomes accustomed to the world, the perceived need for play.”
- 86. “As we watchthe world move to a state of near-constant change and flux, we believe that connecting play and imagination may be the single most important step in unleashing the new culture of learning.” “...the pattern has been that as children grow up and become more proficient at making sense of the environment in which they live, their world seems to become more stable. Thus, as a child grows and becomes accustomed to the world, the perceived need for play.”
- 90. Why evidence-based teachingmethods are a bad idea.
- 91. Why evidence-based teachingmethods are a bad idea. “My argument is not with educational research but with the imperative of evidence-based education policy. At its best, educational research can provide important insights into the relationship between various social and cultural variables and pedagogic outcomes.”
- 92. Why evidence-based teachingmethods are a bad idea. But the principal problem educators face today is not the dearth of educational research or a lack of evidence about ‘what works’, but rather the increasing absence of any opportunity for them to exercise professional judgment and to learn the value of what Aristotle call phronesis – the virtue of judgment. Experimentation in education should be part of a teacher’s everyday life.
- 93. “What can Ido with “these” cellphones?”
- 94. “What can Ido with “these” cellphones?”
- 98. “Failure is free,high-quality research, offering direct evidence of what works and what doesn’t. Cheap failure, valuable as it is on its own, is also a key part of a more complex advantage: the exploration of multiple possibilities.” Clay Shirky
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- 100. http://blog.kylewebb.ca/2015/01/11/dont-just-consume-things-create-things-hour-of-code-2014/ “Until that pointin the year, I had not seen such a high level of engagement and interest from every student in my classroom. This was differentiation and engaging learning at it’s best (for me anyways!). Students that have a tough time getting excited about anything at school were ecstatically sharing their games and apps with classmates. Collaboration and the desire to share and work with one another quickly emerged as each student learned something “cool” that they needed to share with everyone, so they could use it.”
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- 102. Speaking personally, Irealized one day that without intending to I had developed a critical community around my blog, a group of people who were willing to save me from my own lousy classroom design choices. They got better at giving criticism and I got better at receiving it. I also got better at posting the kind of rich, multimedia artifacts of classroom practice — photos, videos, handouts, etc. — that facilitated that criticism. I started to plan lessons while wondering at the same time, "What about this is gonna be worth sharing?" Lesson planning and blogging became hopelessly and wonderfully tangled up. ! ! ! ! ! Dan Meyer @ddmeyer http://blog.mrmeyer.com
- 103. “It forces youto explain yourself”
- 104. “It forces youto explain yourself”
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- 117. Can I find workonline? your best
- 118. Can I find workonline? any of your
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