This document discusses a presentation on shifting learning to focus on student-centered, collaborative, project-based approaches. It notes that the world is changing and education needs to transform from a book-based, linear system focused on individual achievement to a web-based, divergent system focused on community building. Effective learning relies on problem finding rather than just being given problems, and occurs through student collaboration using digital tools both inside and outside the classroom. Project-based learning allows students to investigate real-world problems through extended, hands-on projects while developing 21st century skills like multiliteracy and global collaboration.

2. Sheryl Nussbaum-Beach
Co-Founder & CEO
Powerful Learning Practice, LLC
http://plpnetwork.com
sheryl@plpnetwork.com
President
21st Century Collaborative, LLC
http://21stcenturycollaborative.com
Author
The Connected Educator: Learning and
Leading in a Digital Age
Follow me on Twitter
@snbeach

3. At your table…
Introduce yourselves if you do not know
each other…
Then talk about what you know and believe
to be important about how we learn.
What fuels learning? What conditions make
it meaningful and lasting?
http://bit.ly/1BW0uKH (someone scribe)

4. "We think too much about effective
methods of teaching and not
enough about effective methods of
learning." John Carolus
Mindset

5. Photo credit
http://scatteringsplat.files.wordpress.com/2012/07/applyingwhatyoulearn.jpg

6. The world is changing...

7. http://bit.ly/1BW0uKH
Problem finding is more important than just being given
problems to solve. Problem solving relies on understanding
the problem you are solving.

8. Shift in Learning – The Possibilities
Rethinking teaching and learning…
1. Multiliterate
2. Changing Demographic
3. Active Content Creators
4. Global Collaboration and
Communication
We are in the midst of seeing education
transform from a book-based, linear system
with a focus on individual achievement to an
web-based, divergent system with a focus on
community building.

9. Shift in Learning = New Possibilities
Shift from emphasis on
teaching…
To an emphasis on
co-learning

10. FORMAL INFORMAL
You go where the bus goes You go where you choose
Jay Cross – Internet Time

11. http://www.elearnspace.org/Articles/google_whitepaper.pdf

12. MULTI-CHANNEL APPROACH
SYNCHRONOUS
ASYNCHRONOUS
PEER TO PEER WEBCAST
Instant messenger
forumsf2f
blogsphotoblogs
vlogs
wikis
folksonomies
Conference rooms
email Mailing lists
CMS
Community platforms
VoIP
webcam
podcasts
PLE
Worldbridges

13. The NCTE Definition of 21st Century Literacy
Develop proficiency with the tools of technology
Build relationships with others to pose and solve problems
collaboratively and cross-culturally
Design and share information for global communities to meet a
variety of purposes
Manage, analyze and synthesize multiple streams of
simultaneous information
Create, critique, analyze, and evaluate multi-media texts
Attend to the ethical responsibilities required by these complex
environments

14. "The world is moving at a tremendous rate.
Going no one knows where. We must
prepare our children, not for the world of the
past. Not for our world. But for their world.
The world of the future."
John Dewey
Dewey's thoughts have laid the foundation for inquiry driven
approaches.
Dewey's description of the four primary interests of the child
are still appropriate starting points:
1. the child's instinctive desire to find things out
2. in conversation, the propensity children have to
communicate
3. in construction, their delight in making things
4. in their gifts of artistic expression.

15. Let Go of Curriculum

16. PBL is NOT New
CARL ROGERS
1902 - 1987JOHN DEWEY
1859-1952
BENJAMIN
BLOOM
1913-1999
SOCRATES
470-399 B.C.
JEROME
BRUNER
1915-CURRENT
LEV
VYGOTSKY
1896-1934
JEAN PIAGET
1896-1980
SEYMOUR
PAPERT

17. Types of Constructivist Learning
• Project-driven- An approach to learning focusing on developing a
product or creation. Usually tied to a theme and cross disciplinary
studies.
• Problem-based- An approach to learning focusing on the process
of solving a problem or scenario and acquiring knowledge.
• Inquiry-driven-In inquiry-based learning environments, students are
engaged in activities that help them actively pose questions,
investigate, solve problems, and draw conclusions about the world
around them.

18. What is PBL or Inquiry-based Learning?
• Curriculum fueled and standards based.
• Asks a question or poses a problem that ALL
students can answer (often based on the
student’s interest and passion). Concrete,
hands-on experiences come together during
project-based learning.
• Allows students to investigate issues and
topics in real-world problems.
• Fosters abstract, intellectual tasks to explore
complex issues.

19. Uses Authentic Assessment
• Allows teachers to have multiple assessment
opportunities.
• Allows a child to demonstrate his or her
capabilities while working independently.
(includes performance based assessments)
• Shows the student’s ability to apply desired
skills such as doing research.
• Develops the student’s ability to work with his
or her peers, building teamwork and group
skills.
• Provides the opportunity for reaching outside
the classroom walls and develop personal
learning networks around expertise.
• It allows the teacher to learn more about the
child as a whole person.
• It helps the teacher(s) communicate in
progressive and meaningful ways with the
student or a group of students on a range of
issues. (mentor/apprenticeship relationships)
Photo credit: Ben Wilkoff

20. Seven Elements of
Project-Based Learning
• Standards Based
• Assessment Driven
• Student Directed
• Collaboration (Co-constructed
Learning)
• Real World Connection
(Authentic)
• Extended Time Frame
• Social Media & Web 2.0 Tools

21. Content:
Compelling ideas
• Problems presented in their full complexity
• Students finding interdisciplinary
connections between ideas
• Students struggling with ambiguity,
complexity, and unpredictability
• Real-world questions that students care
about
Buck Institute for Education:
http://www.bie.org/pbl/pbloverview/definition.php

22. Conditions:
Support student autonomy
• Students community of inquiry
• Coursework in a social context
• Students exhibit task- and time-management
behaviors
• Students direct their own work & learning
• Students simulate the professional work
Buck Institute for Education:
http://www.bie.org/pbl/pbloverview/definition.php

23. Activities:
Investigative and engaging
• Students multi-faceted investigations over long
periods of time
• Students encountering obstacles, seeking
resources, and solving problems
• Students making their own connections among
ideas and acquiring new skills
• Students using authentic tools
• Students getting feedback from expert sources
and realistic assessment
Buck Institute for Education:
http://www.bie.org/pbl/pbloverview/definition.php

24. Results
Real-world outcomes
• Students generating complex intellectual
products to demonstrate learning
• Students participate in assessment
• Students held accountable for competence
• Students exhibiting growth in real-world
competence
Buck Institute for Education:
http://www.bie.org/pbl/pbloverview/definition.php

25. Three Rules
of Passion-based Teaching
• Move them from extrinsic
motivation to intrinsic
motivation
• Help them learn self-
government and other-
mindedness
• Shift your curriculum to
include service learning
outcomes that address
social justice issues
1. Authentic task
2. Student Ownership
3. Connected Learning

26. Rethinking Teaching and Learning
1. Multiliterate
2. Change in pedagogy
3.Change in the way classrooms
are managed
4.A move from deficit based
instruction to strength based
learning
5.Collaboration and communication
Inside and Outside the classroom
6.

27. Shifts focus of
literacy from
individual
expression to
community
involvement.

28. Shifts focus of
literacy from
individual
expression to
community
involvement.

29. Connected Learning
The computer connects the student to the rest of the world
Learning occurs through connections with other learners
Learning is based on conversation and interaction
Stephen Downes

30. Share
Cooperate
Collaborate
Collective Action
According to Clay Shirky, there are four steps on a ladder to mastering the
connected world: sharing, cooperating, collaborating, and collective
action.
From his book- “Here Comes Everybody”

31. Connected Learner Scale
This work is at which level(s) of the connected learner scale?
Explain.
Share (Publish & Participate) –
Connect (Comment and
Cooperate) –
Remixing (building on the
ideas of others) –
Collaborate (Co-construction of
knowledge and meaning) –
Collective Action (Social Justice, Activism, Service
Learning) –

32. 32
Education for Citizenship
“A capable and productive citizen doesn’t simply
turn up for jury service. Rather, she is capable of
serving impartially on trials that may require learning
unfamiliar facts and concepts and new ways to
communicate and reach decisions with her fellow
jurors…. Jurors may be called on to decide complex
matters that require the verbal, reasoning, math,
science, and socialization skills that should be
imparted in public schools. Jurors today must
determine questions of fact concerning DNA
evidence, statistical analyses, and convoluted
financial fraud, to name only three topics.”
Justice Leland DeGrasse, 2001

33. Digital literacies
• Social networking
• Transliteracy
• Privacy maintenance
• Identity management
• Creating content
• Organizing content
• Reusing/repurposing content
• Filtering and selecting
• Self presenting
ccSteveWheeler,UniversityofPlymouth,2010
http://www.mopocket.com/

34. • 9000 School
• 35,000 math and science teachers in 22 countries
How are teachers using technology in their
instruction?
Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and ICT
use in schools around the world: Findings from the IEA SITES
2006 study. Hong Kong: CERC-Springer, the report presenting
results for 22 educational systems participating in the IEA SITES
2006, was released by Dr Hans Wagemaker, IEA Executive Director
and Dr Nancy Law, International Co-coordinator of the study.
SITE 2006
IEA Second Information Technology in
Education Study

35. Increased technology use does not lead to student
learning. Rather, effectiveness of technology use
depended on teaching approaches used in conjunction
with the technology.
How you integrate matters- not just the technology alone.
It needs to be about the learning, not the technology. And
you need to choose the right tool for the task.
As long as we see content, technology and pedagogy as
separate- technology will always be just an add on.
Findings

36. See yourself as a curriculum designer–
owners of the curriculum you teach.
Honor creativity (yours first, then the
student’s)
Repurpose the technology! Go beyond
simple “use” and “integration” to
innovation!
Teacher as Designer

37. TPACK is a framework that combines three
knowledge areas.
1. Content knowledge
2. Pedagogical knowledge
3. Technological knowledge

39. Why TPACK?
• Learning how to use technology is much
different than knowing what to do with it for
instructional purposes
• Redesigning instruction requires an
understanding of how knowledge about content,
pedagogy, and technology overlap to inform
your choices for curriculum and instruction

40. Consider how your
pedagogical approaches
might be framed to
effectively integrate
technology into content-
area instruction?
What new knowledge
might you need?
Throughout the week
(and back in your classroom)…

41. 7 Pieces of the TPACK Pie
• Content [CK]: subject matter to be learned
• Technology [TK]: foundational and new
technologies
• Pedagogy [PK]: purpose, values & methods used
to teach and evaluate learning
• PCK: What pedagogical strategies make
concepts difficult or easy to learn?
• TCK: How is content represented and
transformed by the application of technology?
• TPK: What pedagogical strategies enable you to
get the most out of existing technologies for
teaching & evaluating learning?

42. • Content focus: What content does this lesson focus on?
• Pedagogical focus: What pedagogical practices are
employed in this lesson?
• Technology used: What technologies are used?
• PCK: Do these pedagogical practices make concepts
clearer and/or foster deeper learning?
• TCK: Does the use of technology help represent the
content in diverse ways or maximize opportunities to
transform the content in ways that make sense to the
learner?
• TPK: Do the pedagogical practices maximize the use of
existing technologies for teaching and evaluating
learning?
• TPCK:How might things need to change if one aspect of
the lesson were to be different or not available?
TPACK Guidelines

43. How do you do it?-- TPCK and Understanding by Design
There is a new curriculum design model that helps us think about how to
make assessment part of learning. Assessment before , during, and after
instruction.
Teacher and Students as Co-Curriculum
Designers1. What do you want to
know and be able to
do at the end of this
activity, project, or
lesson?
2. What evidence will
you collect to prove
mastery? (What will
you create or do)
3. What is the best way
to learn what you
want to learn?
4. How are you making
your learning
transparent?
(connected learning)

44. 21st Centurizing your Lesson Plans
Step 1- Best Practice
Researchers at Mid-continent Research for Education and Learning (McREL) have
identified nine instructional strategies that are most likely to improve student achievement
across all content areas and across all grade levels. These strategies are explained in the
book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane
Pollock.
1. Identifying similarities and differences
2. Summarizing and note taking
3. Reinforcing effort and providing recognition
4. Homework and practice
5. Nonlinguistic representations
6. Cooperative learning
7. Setting objectives and providing feedback
8. Generating and testing hypotheses
9. Cues, questions, and advance organizers

45. What are specific strategies you use in your classroom
for a particular discipline?

46. Step 2- What Tool Fits?

48. Pick the Content
Choose the Strategy
Choose the Tool
Create the Learning Activity
Then apply connected learner scale
----------------------------------------
1. Get in groups
2. What are the Essential Instructional Activities you typically use?
3. Have a discussion and list possible Web 2.0 tools that fit nicely with
your disciplines essential instructional activities.
4. Create a 21st Century type instructional activity
Think: Share, Connect, Remix, Collaborate, Collective Action

49. Connected Learner Scale
Share (Publish & Participate) –
Connect (Comment and
Cooperate) –
Remixing (building on the
ideas of others) –
Collaborate (Co-construction of
knowledge and meaning) –
Collective Action (Social Justice, Activism, Service
Learning) –

50. It is never just about content. Learners are trying to get better
at something.
It is never just routine. It requires thinking with what you know
and pushing further.
It is never just problem solving. It also involves problem
finding.
It’s not just about right answers. It involves explanation and
justification.
It is not emotionally flat. It involves curiosity, discovery,
creativity, and community.
It’s not in a vacuum. It involves methods, purposes, and forms
of one of more disciplines, situated in a social context.
David Perkins- Making Learning Whole
21st Century Learning – Check List

51. What will be our legacy…
• Bertelsmann Foundation Report: The Impact of Media and Technology in
Schools
– 2 Groups
– Content Area: Civil War
– One Group taught using Sage on the Stage methodology
– One Group taught using innovative applications of technology and
project-based instructional models
• End of the Study, both groups given identical teacher-constructed tests of
their knowledge of the Civil War.
Question: Which group did better?

52. Answer…
No significant test
differences were found

53. However… One Year Later
– Students in the traditional group could recall almost nothing about
the historical content
– Students in the traditional group defined history as: “the record
of the facts of the past”
– Students in the digital group “displayed elaborate concepts and
ideas that they had extended to other areas of history”
– Students in the digital group defined history as:
“a process of interpreting the past from different perspectives”

54. Real Question is this:
Are we willing to change- to risk change- to meet
the needs of the precious folks we serve?
Can you accept that Change (with a “big” C) is
sometimes a messy process and that learning new
things together is going to require some tolerance
for ambiguity.

55. "The greatest danger in times of turbulence is
not the turbulence. It is to act with yesterday's
logic." - Peter Drucker
http://pixdaus.com
SteveWheeler,UniversityofPlymouth,2010