Iste lead conf 2012

WorkSmart Integrated Marketing

This set of slides was created to tell some stories about how elementary students are effectively using technology.

Empowered Learners...

• know how to learn (by themselves and with
others)
• monitor their learning (plan, do, reflect)
• have a voice
• take action to make the world a better place

Pedagogy

• rich and relevant tasks
• accountable talk
• effective questioning
• descriptive feedback (formative assessment)
• inquiry based approaches (students)
• collaborative inquiry (teachers)

How technology helps us with the WHY

• making thinking visible
• collaboration
• developing student voice
• participating in a global community
• authentic tasks and audience

Pedagogy
• accountable talk
• descriptive feedback
• collaborative inquiry (teachers)
• inquiry based approaches (students)
• effective questioning
• rich and relevant tasks

This document discusses alternatives in continuing professional development for teachers. It begins by defining key terms like professional, development, and continuing. It then discusses areas of professional development like subject matter knowledge and understanding learners. The document outlines employer expectations and concerns around professional development as well as potential "limits". It proposes a 4-step cycle for professional development and provides resources from the KOTESOL Professional Development Special Interest Group.

Microteaching ilene dawn 2

Ilene Dawn Alexander

Delivered via email to students within the "Preparing for Class 2" email that would set out 4 readings (each student reading only one in preparation for a jigsaw activity) and 3 videos to review for the coming week. A final slide would be added for the particular class to link to the week's Active Reading Assignment (sometimes reflective responding, sometimes application responding, sometimes both).

Z lab an innovations lab for a school of education

Sharon Dvora

Creating a Culture of Thinking

Midatlanticmuse

The document summarizes the National Gallery of Art's new approach to docent education that aims to create a "culture of thinking" by modeling thoughtful learning environments. It discusses Ron Ritchhart's research on the eight cultural forces that shape a group's experience, such as modeling, time allocation, language use, and relationships. The gallery's program applies this framework by slowing down tours, using inclusive language, and promoting collaborative learning. Feedback from docents found the program helpful for observing tours critically and generating discussions that further develop a culture of thinking about art and teaching.

Creating cultures of thinking through teacher language

Denise Rawding

This document discusses how teacher language can facilitate the creation of a culture of thinking in the classroom. It identifies seven key areas of language that impact culture: the language of thinking, community, identity, initiative, mindfulness, praise and feedback, and listening. For each area, the document provides examples of language moves teachers can use to align their language with developing a culture of thinking among students. It encourages teachers to reflect on how their language cues student behaviors and positions them in the learning process.

Building Cultures of Thinking

Emily Freeman

Universal Design in Education

schoskel

Universal design aims to make buildings, products, and environments accessible to all people regardless of age or ability. It seeks to remove barriers and make things easier, safer, and more convenient for everyone. Universal design in learning focuses on ensuring each student has opportunities to succeed by designing flexible learning experiences that accommodate individual differences and abilities. Researchers developed three principles of universal design for learning to guide creating multiple means of representation, action and expression, and engagement to meet the diverse needs of all learners.

NCCET Presentation - Design Makes A Difference - by Lindle Grigsby

The document discusses how the design of learning spaces can impact educational outcomes. It notes that traditional classrooms have changed little over time and may not support modern, active styles of learning. The document advocates designing learning environments that stimulate motivation, curiosity, and socialization to promote student-centered, collaborative, and lifelong learning. It emphasizes that educational architects should focus on how design decisions can improve learning outcomes by generating "learning per square foot" in both formal and informal settings across the entire campus.

The document provides information about a presentation given to CUPE members about the School District No. 48 Education Plan. It summarizes that traditional learning models no longer fit the needs of students and input was gathered from community members through surveys. A team then used this input and research over five days to develop the Education Plan. The plan focuses on skills like critical thinking, collaboration, engagement and incorporating play/exploration. It outlines new structures being implemented like pathways programs and building teacher capacity through professional learning. The presentation encourages embracing change and looks for support through work placements, job shadowing and apprenticeships to help grow career and life programs.

Julie Coiro Reflecting On PDI Culture

Developing thinking handouts_2010

This document discusses developing thinking through dialogue. It outlines key principles of cognitive challenge from teachers, social construction of learning through teacher-pupil and pupil-pupil interaction, and pupils reflecting on their own learning. It emphasizes teaching thinking skills through practice and developing multiple intelligences. Good teaching makes students think and makes what they think matter. Dialogue differs from mere conversation through effective listening, questioning, and challenging ideas. The document promotes creating an inquiring classroom and assessing learning through questioning, dialogue, feedback, and reflection.

Developing thinking handouts_2010

This document discusses developing thinking through dialogue. It outlines key principles of cognitive challenge from teachers, social construction of learning through teacher-pupil and pupil-pupil interaction, and pupils reflecting on their own learning. It emphasizes developing thinking skills through practice and applying intelligence to problems. Good teaching makes students think and makes what they think matter. Dialogue differs from mere conversation through effective listening, questioning, and challenging ideas.

Integration in the 21st Century Classroom

bgalloway

The document discusses curriculum integration and 21st century skills. It provides information on integrating subjects around themes, benefits to students like increased relevance and motivation, benefits to teachers like easier transitions and shared ideas, and examples of integration models like parallel disciplines and multidisciplinary designs. Research on learning modalities and styles is presented, along with 21st century skills frameworks and questions around big issues and solutions.

Keynote E.Korol

Lenucia

This document outlines a framework for developing learner autonomy with university students. It proposes a "Discover Yourself Journey" project that uses team-based and independent work to help students learn autonomously. Over the course of the project, students participate in teambuilding activities, give joint presentations, provide peer feedback, and complete independent study. The teacher takes on facilitator and counselor roles to guide students as they build skills in language, professional development, learning strategies, and IT. Benefits include fostering creativity, authentic learning, and breaking traditional hierarchies between teachers and students. Concerns include students' lack of experience with teamwork and the preparatory workload for teachers.

Stop! think first! handout

Naomi Mertens

This document discusses using action research to improve education. It poses questions about how practice-based research can contribute to innovative learning and be organized to promote innovation. The goals are to learn how action research can aid school development and to discuss theories of action. A research project involved 10 schools conducting meetings, designing practices, studying, and presenting results over a school year. Doing research means formulating collective questions based on stakeholder input. Teachers and students can both be researchers using an inquiry cycle to develop knowledge and skills. Evaluating involves reflecting on student and teacher development outcomes. A culture of inquiry connects research to policies and spreads results.

PYP in Kindergarten

kristi_mast

This document outlines the curriculum and approach used by Gyeonggi Suwon International School. It discusses how students learn through inquiry, collaboration, and making connections. Learning is organized around transdisciplinary themes which are explored through central ideas, lines of inquiry, and key concepts. Students acquire attitudes, skills, knowledge, and concepts. The document provides examples of transdisciplinary units and how different subject areas are incorporated. It emphasizes developing international-mindedness and the learner profile. Parents are encouraged to engage with their child's learning by discussing what they are learning, noting demonstration of learner attributes, following the classroom blog, and visiting the classroom.

Spc june 14 world class learners

Spc June 14 world class learners

This document discusses building deeper learning in schools through developing a vision of creating world class, global students. It discusses researching models like High Tech High that focus on authentic, project-based learning to develop skills like creativity, innovation, and global competence. The principal shared their journey of bringing this vision to their school by consulting with teachers, students, and parents to determine what classrooms should look like. Milestones included curriculum development, professional learning with international partners, and incorporating student voice, choice, and authentic products into learning.

Personal digital inquiry slides 2016 keynote final

The document introduces the Summer Institute in Digital Literacy, defining digital literacy as having skills to use the internet productively to generate questions, locate information, evaluate information critically, synthesize information, and communicate answers. It discusses varied definitions of digital literacy from different perspectives and roles in teaching and learning, and encourages participants to discuss how their individual expertise can support designing productive learning experiences for students.

Engaged Learning

ssorden

This document provides tips and strategies for promoting engaged learning in the classroom. It discusses the importance of student motivation and active learning techniques. Challenges to student engagement are outlined, such as a lack of intrinsic motivation from grades alone. Effective strategies include role playing, debates, response systems, and authentic assessments. The document emphasizes creating a learning-centered environment where students take an active role in constructing knowledge.

Presentation (draft version) on autonomy - reAct final conference - Valencia ...

Thieme Hennis

2012 secondary schools psychology teachers conference

Heather Mcclure

This document summarizes a conference for secondary school psychology teachers about 21st century pedagogy. It discusses moving from teacher-directed learning to student-facilitated learning, from one-size-fits-all to personalized learning, and from individual to collaborative work. It recommends teachers hand over control, rearrange classrooms, give students choice, and use inquiry-based learning to prepare students for an uncertain future. The focus shifts from acquiring knowledge to learning as a process and assessing students when ready rather than at set times.

Edu on Tour 2012: Action Research about Alternatives in Education

Philippe Greier

Out of our experience in Austria a 1-week program Edu on Tour:2012 was coming out as a dynamic group learning process with concrete results and a social impact. In November 2012 12 social entrepreneurs and education activists from all around the world met up to a social media campaign for making alternatives in education visible. The participants realized the tour within a self-organizing process from and met the first time in person at the start in Amsterdam. Among those were also the responsible stuff and founders of Nuestra Escuela (Puerto Rico; Stated funded school with democratic principles; http://www.nuestraescuela.org/) that is one of the driving forces in the education transition in South America. During the Edu on Tour Styria we visited 5 alterna-tive education institutions. A traveling report of the EoT2012 can be found at: http://www.knowmads.nl/the-educational-revolution/ • Knowmads Business School (Netherlands; Alternative Business School; 1 Year Full – Time Pro-gram) http://www.knowmads.nl/ • Neue Schule Hamburg (Germany; Democratic School) http://www.neue-schule-hamburg.org/, Kinder entscheiden total frei über Lerninhalte werden von Erwachsenen nur beraten) http://www.neue-schule-hamburg.org/ • D&F Academy (Germany; 1 Year Change Maker Program, 6 weeks fulltime) http://dfacademy.org/ • KaosPilots (Denmark; Business school; official Bachelor degree possible) http://www.kaospilot.dk/ • YIP - International Youth Program (Sweden; 1 year Change Maker Program, Social Entrepreneurship) http://yip.se/ • Nuestra Escuela (Regelschule mit demokratischen Prinzipien, Schüler entscheiden selbst über ihre persönliche Lernstrategie) http://www.nuestraescuela.org/

Coiro PDI Keynote 2018 keynote

RSD Relating Systems Thinking and Design

BIS PYP Exhibition 2010

amcguigan

The Grade 5 Exhibition is a culminating project for students at the end of their Primary Years Programme (PYP) studies. It is a student-centered inquiry process where students explore real-world topics in depth over 6 weeks. Students work individually and in groups to research their topics, take action related to their inquiries, and present their findings. The Exhibition allows students to demonstrate the essential elements and transdisciplinary skills they have learned throughout the PYP, while transferring responsibility for their learning to prepare them for the Middle Years Programme.

A New Culture of Learning

csi_acpa

This is the inaugural webcast in the Commission for Student Involvement E-Series. This webcast is about the key conversations from the 2012 National Leadership Symposium. This past year, the focus of the Symposium was on the rigorous design, engaging experiences, and demonstrated results necessary for quality leadership education in our contemporary society. Participants and presenters engaged in a shared reading which served as a collective thread across each session: A New Culture of Learning: Cultivating the Imagination for a World of Constant Change (Thomas & Brown, 2011). Focused on creating frameworks for quality education of students in today’s digital age, the book provided a springboard from which ideas were shared in translating the material to college leadership education. Webinar participants will hear from the coordinators of this year’s Symposium: David Rosch, an Assistant Professor of Leadership Education at the University of Illinois at Urbana Champaign, and Marilyn Bugenhagen, an Associate Professor of Leadership at Marian University, as they review some of the highlights and key concepts discussed this past summer.

Gordon Rowland: Systemic Design as an Explanation of Powerful Learning Experi...

This document summarizes a learning experience design model called systemic design that aims to create powerful learning experiences. It discusses themes of active and authentic learning, relationships, reflection, and individual outcomes. It also links the model to theories of social constructivism, transformative learning, and complexity. The document uses a case study of a marine biology program to illustrate themes of unique settings, shared engagement, hands-on learning processes, and individualized outcomes. It proposes systemic design as an epistemology and framework to approach powerful learning and poses questions about conceptualizing learning interactions and evolving learning systems.

Inspiration, Identity, Learning - capturing evidence of the impact of museum ...

Arts and Humanities Research Council (AHRC)

This document discusses measuring the outcomes and impact of learning in museums, libraries, and archives. It proposes using a conceptual framework of generic learning outcomes (GLOs) that categorizes learning into knowledge and understanding, skills, attitudes and values, enjoyment/inspiration/creativity, and behavior/progression. Case studies are presented that apply the GLOs to analyze the learning impacts of specific museum visits. While the GLOs provide a systematic way to evidence learning impacts, limitations include whether a broad definition of learning is shared and challenges of data collection.

From Drab to Fab: Designing Dynamic Virtual Spaces

This document discusses designing dynamic virtual discussions for online learning spaces. It emphasizes creating a culture of thinking through strengths-based and positive approaches like appreciative inquiry. Design considerations include developing trust and voice, facilitating discourse and questioning, and moving beyond just sharing information to jointly constructing understanding. Specific discussion techniques are proposed, such as storytelling, active listening, modeling questioning, and providing scaffolds to support elaboration and critical thinking online.

Inquiring minds want to know

This document discusses the elements of inquiry-based learning. It begins by asking what the critical elements of inquiry are and provides an overview of different types of inquiry approaches like project-based learning, guided inquiry, and open inquiry. It then discusses elements that must be considered when planning inquiry-based lessons like tapping prior knowledge, generating intriguing questions, developing an investigation plan, analyzing resources, drawing conclusions, and reflecting. The document also discusses what inquiry looks like in different subject areas and emphasizes building a learning community focused on evidence, viewpoints, connections, imagination, and relevance.

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SD48 CUPE+ Pathways Presentation

sd48seatosky

Julie Coiro Reflecting On PDI Culture

Developing thinking handouts_2010

Developing thinking handouts_2010

This document discusses developing thinking through dialogue. It outlines key principles of cognitive challenge from teachers, social construction of learning through teacher-pupil and pupil-pupil interaction, and pupils reflecting on their own learning. It emphasizes developing thinking skills through practice and applying intelligence to problems. Good teaching makes students think and makes what they think matter. Dialogue differs from mere conversation through effective listening, questioning, and challenging ideas.

Integration in the 21st Century Classroom

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Keynote E.Korol

Lenucia

Stop! think first! handout

Naomi Mertens

PYP in Kindergarten

kristi_mast

Spc june 14 world class learners

Spc June 14 world class learners

Personal digital inquiry slides 2016 keynote final

Engaged Learning

ssorden

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Thieme Hennis

2012 secondary schools psychology teachers conference

Heather Mcclure

Edu on Tour 2012: Action Research about Alternatives in Education

Philippe Greier

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RSD Relating Systems Thinking and Design

BIS PYP Exhibition 2010

amcguigan

A New Culture of Learning

csi_acpa

Gordon Rowland: Systemic Design as an Explanation of Powerful Learning Experi...

Inspiration, Identity, Learning - capturing evidence of the impact of museum ...

Arts and Humanities Research Council (AHRC)

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SD48 CUPE+ Pathways Presentation

Julie Coiro Reflecting On PDI Culture

Developing thinking handouts_2010

Integration in the 21st Century Classroom

Keynote E.Korol

Stop! think first! handout

PYP in Kindergarten

Spc june 14 world class learners

Spc June 14 world class learners

Personal digital inquiry slides 2016 keynote final

Engaged Learning

Presentation (draft version) on autonomy - reAct final conference - Valencia ...

2012 secondary schools psychology teachers conference

Edu on Tour 2012: Action Research about Alternatives in Education

Coiro PDI Keynote 2018 keynote

BIS PYP Exhibition 2010

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Gordon Rowland: Systemic Design as an Explanation of Powerful Learning Experi...

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More from Brenda Sherry

From Drab to Fab: Designing Dynamic Virtual Spaces

Inquiring minds want to know

Critical thinking

How can we help each other think better? How can we help each other avoid mistakes, traps, and blind spots? How can we help each other see all sides of issues? Openness: How else might we think about this? What are we leaving out? What are we overlooking? What are we not seeing because of how we've been taught to think? Context: How does this fit with everything else we know? What's the context, the whole story? What's around and behind this? Connections: How is this similar to other things? Can thinking about those other things help us understand this even better? What does this remind us of? Complexity: How complicated

Summer institute 2012 Running Records

OTF Connects - Digital Storytelling

Digital storytelling involves creating short, first-person videos that combine recorded voice, images, and music. The document outlines the process of creating digital stories including pre-production, production, and post-production stages. It discusses types of digital stories like instructional, narrative, or issue-based stories. Key criteria for effective digital stories are an emotional connection, clear message, and appropriate pacing and flow between elements. The document provides examples of digital stories and curriculum expectations around digital storytelling in language arts and media literacy.

Turtle travels

This document discusses the Logo programming language and its educational philosophy and instructional implications for primary students. It promotes Logo as a tool for hands-on, constructionist learning where students can direct their own learning by programming and experimenting with virtual turtles. Examples are given of how turtles can be used to teach geometry, patterns, storytelling and other curricular areas. The document recommends Logo resources and websites for further information.

Otf media literacy

The document discusses the importance of media literacy and provides guidance on teaching media literacy to students. It defines media literacy as understanding how media texts are constructed and their impact and influence. It outlines the overall expectations of media literacy in the Ontario curriculum, which include demonstrating understanding of media texts, identifying media forms and techniques, creating media texts, and reflecting on strengths and areas for improvement. It provides questions to guide students in deconstructing and constructing media texts and expanding their critical thinking. The document emphasizes teaching students the skills to determine their own interpretations of media messages.

Voice thread