The document discusses strategies for effectively managing problem/project-based learning to enhance student learning. It emphasizes the importance of social learning, prior knowledge, and cognitive accelerators like cognitive conflict, metacognition, and social construction. Challenges in project-based learning include lack of problem-solving guidance and moderators. Recommendations include facilitating the problem-solving process, accessing student prior knowledge, designing for cognitive development, establishing routines, and responding flexibly to emerging situations. Project management involves launching projects, teaching processes, critiquing products, and presenting final projects.
Are Traditional Teaching Methods Right for Today's StudentsWiley
Learn about the different domains of competency that influence student success in the classroom and provides them with the necessary skills for the 21st century workplace.
Become a leading learner. Connected learning: A Smart framework for educatorsJune Wall
As we move forward with the use of a range of technologies and pedagogies to meet rapidly expanding future needs, teachers are deluged with expectations of becoming a future oriented teacher to meet the future learning needs of our students. There are numerous frameworks to use when planning curriculum activities and the challenge is to decide which one best fits a given set of needs. Frameworks need to provide guidance and structure while still enabling flexibility. Connected learning, design thinking and digital literacy are principles, methodologies and literacies that must be incorporated into everyday teaching if future learning needs are to be met.
During the webinar, participants will explore some frameworks and discover one framework for learning developed by the presenter.
Are Traditional Teaching Methods Right for Today's StudentsWiley
Learn about the different domains of competency that influence student success in the classroom and provides them with the necessary skills for the 21st century workplace.
Become a leading learner. Connected learning: A Smart framework for educatorsJune Wall
As we move forward with the use of a range of technologies and pedagogies to meet rapidly expanding future needs, teachers are deluged with expectations of becoming a future oriented teacher to meet the future learning needs of our students. There are numerous frameworks to use when planning curriculum activities and the challenge is to decide which one best fits a given set of needs. Frameworks need to provide guidance and structure while still enabling flexibility. Connected learning, design thinking and digital literacy are principles, methodologies and literacies that must be incorporated into everyday teaching if future learning needs are to be met.
During the webinar, participants will explore some frameworks and discover one framework for learning developed by the presenter.
WebQuest: "The World Through a Different Pair of Eyes"caseyrae27
This is a WebQuest that the high school group put together in our Education 214 class. We learned the purpose of a WebQuest, and how it can be useful in the classroom. This powerpoint presentation is also a critique of the WebQuest we reviewed.
Teachers need to equip themselves to be able to facilitate the learning for the learners for 21st century skills so that the Gen Z is prepared to face next industrial revolution
Implication of the New Normal needs to be understood by decoding the Triangular Classroom. The PPT gives you an overview of some key strategies and approaches
TTPlus is an European funded research project which looks at the actual practice of trainers in companies.
Have a look at the website
http://ttplus.bazaar.org
eLene4Life: Active Learning for Soft Skills - University-Business Connections...Deborah Arnold
Presentation given at the EDEN Annual Conference 2019 in Bruges. Results and comparative analysis of transnational reports on active learning for soft skills development in higher education and the corporate sector. eLene4Life is supported by the European Union Erasmus+ programme under grant number 2018-1-FR01-KA203-047829
12 13 PGCE ICT Reflective Practice Seminar 2Miles Berry
The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will share your reflections on your two extended lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.
Workshop ii vl teachers(presentation deck)mmcdowell13
The slide deck showcases the actual slides used in the presentation. The outcomes for the presentation included:
- Understand the system-wide distributed leadership approach to embed the VL mindframes and associated VL research in and across a school system.
- Understand the implementation pathway (introduction, initiation, application, and capacity-building) for the relational and tactical aspects of leadership development.
- Review implementation milestones and challenges associated with leadership work
- Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District.
WebQuest: "The World Through a Different Pair of Eyes"caseyrae27
This is a WebQuest that the high school group put together in our Education 214 class. We learned the purpose of a WebQuest, and how it can be useful in the classroom. This powerpoint presentation is also a critique of the WebQuest we reviewed.
Teachers need to equip themselves to be able to facilitate the learning for the learners for 21st century skills so that the Gen Z is prepared to face next industrial revolution
Implication of the New Normal needs to be understood by decoding the Triangular Classroom. The PPT gives you an overview of some key strategies and approaches
TTPlus is an European funded research project which looks at the actual practice of trainers in companies.
Have a look at the website
http://ttplus.bazaar.org
eLene4Life: Active Learning for Soft Skills - University-Business Connections...Deborah Arnold
Presentation given at the EDEN Annual Conference 2019 in Bruges. Results and comparative analysis of transnational reports on active learning for soft skills development in higher education and the corporate sector. eLene4Life is supported by the European Union Erasmus+ programme under grant number 2018-1-FR01-KA203-047829
12 13 PGCE ICT Reflective Practice Seminar 2Miles Berry
The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will share your reflections on your two extended lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.
Workshop ii vl teachers(presentation deck)mmcdowell13
The slide deck showcases the actual slides used in the presentation. The outcomes for the presentation included:
- Understand the system-wide distributed leadership approach to embed the VL mindframes and associated VL research in and across a school system.
- Understand the implementation pathway (introduction, initiation, application, and capacity-building) for the relational and tactical aspects of leadership development.
- Review implementation milestones and challenges associated with leadership work
- Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District.
Hiring for Impact- Visible Learning 2016mmcdowell13
The following slide deck was presented at the Annual Visible Learning Conference in Washington D.C. in 2016. The slide deck presents specific strategies school leaders may utilize to ensure highly effective teachers and leaders are selected for employment and supported throughout their career.
Workshop i vl student(presentation deck)mmcdowell13
This slide deck includes all the slides that were utilized in the actual presentation. The outcomes for the participants included:
- Understand the process by which governance members, administrators, teacher leaders, teachers, and students identified, created, and implemented a system-wide approach to addressing the four fundamental questions: Where is the learner going? Where is the learner now? What are the learner’s next steps?, and, In light of the evidence, what approaches and strategies appeared to efficiently and effectively enhanced the learning process?
- Understand the actions students have taken to see themselves as their own teachers in the classrooms.
- Understand the actions teachers have taken to see learning through the eyes of students
- Relate the six signposts of the VL research to system-wide leadership efforts of TUHSD in developing a learning system infrastructure, including professional development, to enhance students’ clarity of the learning process.
- Explore actions (successes and challenges) that permeate across contexts to achieve the type of alignment and autonomy experienced by the leaders, teachers, and students of the presenting school district.
Presented on Sept. 22nd Collegiate Entrepreneurs Organization at UTPA. A presentation for young entrepreneurs to inform and inspire to connect and create their local community. Living and succeeding in the RGV has been a lonesome and dangerous venture. The road ahead continuous to be tumultuous but there are positive economic indicators and positive enrichment from private and public sectors.
The following is a slide deck for a leadership presentation at the Visible Learning Conference July 17th-18th, 2014. Through the presentation participants will:
- Understand the system-wide distributed leadership approach to embed the VL mindframes and associated VL research in and across a school system.
- Understand the implementation pathway (introduction, initiation, application, and capacity-building) for the relational and tactical aspects of leadership development.
- Review implementation milestones and challenges associated with leadership work
- Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District.
Presented at Tech Tuesdays in Edinburg, TX. In this presentation, a sample Hangman game made with MeteorJS. Source code available at: github.com/ibolmo/hangmanapp
Presented at the Museum of South Texas History in Edinburg, TX. Topics covered: digital imagery, geolocation, face tagging, Google Photos, and backup/storage solutions.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...Blackboard APAC
Elements of exemplary course design are well documented and readily accessible from various resources. Most notable are the Blackboard Exemplary Course Program (http://bit.ly/2jCURRd) and the Quality Matters Rubrics and Standards (http://bit.ly/2jdtwTG). While these are excellent resources that outlines the goals and standards to improve the learning experience of students in an online or blended course environment, workload associated with its deployment and management is difficult to evaluate.
With increasing strain on teaching and learning support teams within institutions, this exacerbates the challenge faced by instructors and academics of HOW to approach improving their courses in a scalable and manageable way.
This workshop will focus on facilitating participants in the development of a course evolution and management framework. The goal is to guide participants in establishing a unique set of foundations for course design, upon which iterative improvements can be planned and executed in a manageable manner. These can then be mapped against relevant Exemplary Course Design Rubric elements to create short-, mid-, and long-term milestones.
The following workshop will be conducted at the VL Conference July 17th-18th. The workshop is designed to support stakeholders in addressing the following driving question: How do we develop an educational system that supports all students in seeing themselves as their own teachers?
Participants will:
- Understand the process by which governance members, administrators, teacher leaders, teachers, and students identified, created, and implemented a system-wide approach to addressing the four fundamental questions: Where is the learner going? Where is the learner now? What are the learner’s next steps?, and, In light of the evidence, what approaches and strategies appeared to efficiently and effectively enhanced the learning process?
- Understand the actions students have taken to see themselves as their own teachers in the classrooms.
- Understand the actions teachers have taken to see learning through the eyes of students
- Relate the six signposts of the VL research to system-wide leadership efforts of TUHSD in developing a learning system infrastructure, including professional development, to enhance students’ clarity of the learning process.
- Explore actions (successes and challenges) that permeate across contexts to achieve the type of alignment and autonomy experienced by the leaders, teachers, and students of the presenting school district.
The following slide deck was presented at the Annual Visible Learning Conference in Washington D.C. July 2016. The slide deck provides specific strategies teachers and leaders can utilize to develop assessment capable learners.
The following slide deck highlights specific strategies teachers may utilize to enable students to develop assessment capabilities, a growth mindset, and the knowledge and skills to support others in their learning. This presentation was delivered at ASCD New Orleans 2016
Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Developing Surface and Deep Level Knowledge and Skill through Project Based L...mmcdowell13
The following draft presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
The following presentation juxtaposes the research and practices found in the areas of problem and project based learning, organizational leadership and change, and Visible Learning to enhance leaders at all levels to substantially enhance the learning of students.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. PROJECT
MANAGEMENT
D.Q. How do we effective manage the problem/project
based process to substantially enhance student
learning?
2. Enduring Understandings related to
cognition
• Social Learning Theory: Human learners benefit
enormously from social examples, from directed
instruction, and from corrective feedback. Learning from
exposure to the information provided by other people
represents a fundamental aspect underpinning human
adjustment and evolution; the more expert these ‘other
people’ are in understand the progression of learning, the
more effective is the learning.
• Hattie and Yates (2014)
3. Enduring Understandings related to
cognition
• Role of Prior Knowledge: We naturally learn from
exposure to information detected by our senses. But to
increase our knowledge base, this information has to
possess a level of organization which matches how our
minds are structured and organized.
• Hattie and Yates (2014)
4. Cognitive Accelerators
• 1- Cognitive Conflict- The mind develops in response to
disequilibrium
• 2- Metacognition-The mind has a growing ability to be
conscious of, and take control over its own processes.
• 3.- Social Construction- high-quality discussion with
peers and mediated by teachers are critical for cognitive
development
5. Challenges in PrBL/PBL
• E.g.
• Problem Solving Teaching E.S. .61 (221 studies, 15,235 students)
• Problem-based learning E.S. .15 (285 studies, 38,090)
• Powerful moderators are found in the literature; these
moderators are predicated on the cognitive elements
discussed prior.
6. Research Guidance
Strategy Effect
Teachers working together to evaluate their impact and responding to
that impact 0.93
Teachers conduct pre-assessments, utilizing data to inform instruction,
and providing students with a clear understanding of expectations for
meeting learning outcomes (Where are we going?, where are we now?,
and what’s next?
0.77
Teachers using practices in the classroom that values errors and trust 0.72
Teachers receive feedback on their impact on student learning 0.72
Teachers are providing an appropriate proportion of surface and deep
level knowledge 0.71
Providing students with challenge and practice at the right level 0.60
7. Impact on PrBL/PBL: Intervention Practitioner
• Facilitate the problem solving process, direct the learning
unapologetically.
• Access and utilize student’s prior knowledge in daily
practice.
• Students learn from experience, but that experience
perceived differently by all students.
• Design the learning experience to focus on the cognitive
aspects of the work.
8. Building Blocks of Pedagogy
• Content/Skill Development- How do I develop student
content knowledge and skill over time?
• Routines- What patterns of practice to I/we infuse in the
classroom to enhance student learning over time?
• “Just in Time” Responses- When situations emerge in the
classroom how I do/we respond to enhance student learning
over time?
9. Project
Launch
Teaching and
Learning
Process
Critique and
Product
Finalization
Project
Presentation
Critique
10. PBL: Students are pulled through the curriculum by a driving question or
realistic problem that provides a “need to know”. Lectures, readings, and
skill building are integrated into the problem as the students need the
information.
Know/ Need to Know
11. Project-Based Learning Unit:
Project
Launch
Entry Event and
Rubric Create
“Need to Knows”
and Next Steps
Activities
Workshop
s
Lectures
Homework
Benchmark
Research
Labs
Simulation
s
Discussio
ns
Modeling
Reading
Benchmark
Interviews
Quiz
Reflection on
Learning
P
R
E
S
E
N
T
Creating
Feedback
Building
Writing
Preparing
Drafts
12. Project
Launch
Teaching and
Learning
Process
Critique and
Product
Finalization
Project
Presentation
Critique
13. Content/Skill Development- How do I develop student content knowledge and
skill over time?
Design
•Develop a performance task and entry event aligned to “applying
understanding” requirements.
Implementation
•Develop workshops for content and skill progression levels
•Align workshops to ‘need to knows’
•Develop a project calendar
• Access technology, maximize adult connections, and utilize collaborative
tools
14. The Nairobi Decision
• D.Q.: How do you argue for the “Nairobi Proposal” to the
Kenyan National government?
• Task: Present an argument, including a submitted
literature review, to a committee that represents the
interests of local communities, business, tourism, and
science and technology.
• Expectations: The presentation will held on________ and
the government expects the following guidelines are
adhered to_________.
15. Goals/Scales
• 4.0 Level Expectations
• Predict changes to an ecosystem’s structure if the current human
activity continues and if it changes.
• Analyze how development sin science and technology- such as
agriculture, medicine, or resource availability impact the human
population
• Calculate growth rates to predict future population size
20. Build my calendar
• 1. Phases
• 2. Pedagogical Elements- content and routines
21.
22.
23.
24. Assessment Types
Unobtrusive Obtrusive
Student
Generated
Applying
Understanding
Making Meaning
Building
Knowledge
25. Next Steps- Teachers
Single/Multiple Ideas- What instructional approaches
will support students in understanding foundational
knowledge (e.g. facts, vocabulary terms) related to
learning outcomes?
Relating ideas- What instructional approaches support
students in connecting and contrasting ideas? What
are generalizations and principles that can be made
about these ideas?
Extending ideas- What instructional approaches support
students in applying the learning outcomes to other
contexts
26. Aligning “High Probability Strategies” from
the Art and Science of Teaching to
Progression Levels.
Outcome Questions Activities
Applying understanding What do I typically do to
engage students in
cognitively complex
tasks involving
hypothesis generation
and testing?
Experimental-inquiry
tasks
Problem-solving tasks
Making meaning What do I typically do to
organize students and
deepen knowledge?
Venn diagrams
Comparison matrix
Building knowledge What do I typically do to
identify critical
information?
Identifying critical input
experiences
28. Next Steps- Students
Single/Multiple Ideas- What strategies am I using that
will support me in building knowledge and skills (e.g.
facts, vocabulary terms) related to learning outcomes?
Relating ideas- What approaches appear to be working
or I should attempt to connect and contrast ideas? How
am I going as related to making generalizations and
principles?
Extending ideas- What approaches support me in
applying the learning outcomes to other contexts?
29. Next Steps- Students
Single/Multiple Ideas- What strategies am I using that
will support me in building knowledge and skills (e.g.
facts, vocabulary terms) related to learning outcomes?
Relating ideas- What approaches appear to be working
or I should attempt to connect and contrast ideas? How
am I going as related to making generalizations and
principles?
Extending ideas- What approaches support me in
applying the learning outcomes to other contexts?
30. A few key items to consider
• Identify ‘lessons’ or activities and products that are
anchored in the content
• Align to the learning process
• Establish routines that engage learners on the cognitive
aspects of a problem or project
• “Just in Time” and routines are anchored in your cultural
agreements
• Teams are put together to enhance learning through
dialogue not for the sole purpose of work flow efficiency
31. Building Blocks of Pedagogy
• Content/Skill Development- How do I develop student
content knowledge and skill over time?
• Routines- What patterns of practice to I/we infuse in the
classroom to enhance student learning over time?
• “Just in Time” Responses- When situations emerge in the
classroom how I do/we respond to enhance student learning
over time?
32. Routines are…
• to form strong relationships, articulate expectations,
identify current progress, and enable learners and
teachers to co-construct next steps in the learning
process.
33. E.g.s
• Entry Event
• Twists
• Know/Need to Know Lists
• AfL- cups, strips, whiteboards, open/closed, (basically
anything other than hands up or blurt out).
34. “Just in Time” Responses are..
• to actualize the strength in our relationships, to articulate
our expectations, identify current progress, and enable
learners and teachers to co-construct next steps in the
learning process.
36. Learning Centered Culture and Climate
• Project based learning requires a unique set of
classroom strategies to support all students in meeting
content and 21st Century skill knowledge and skill
based transfer level requirements.
37. Learning Centered Culture and Climate
Sub-Feature Steps
Group
Parameters
•Create and implement agreements, roles and intervention
processes
•Establish a language of learning and empathy
•Inspect culture and climate through an intervention process
•Structural devices and processes for conversations
Organization Organize room, meetings, and teams to leverage collaboration
39. • Create an agreed upon decision-making process
• Use that process to check for disagreements and to discuss
“undiscussables”
• Use questions to address potential conflicts and to explore ideas
• Always check in on each member of the group to make sure they
understand group process
• Each group member will explain their actions or beliefs to the group
• Each group member is responsible for all other group members in
understanding the task and coaching each other to perform at a high
level
• Each group member will explain important words and provide specific
examples when needed
• All group members will question other members when they encounter
“jump to conclusion” comments
• When sharing ideas all members will advocate their ideas and ask
questions about other ideas.
40. • Be behaviorally specific (e.g. look fors) , e.g. each
group member will explain their actions or beliefs to the
group.
• Stay small, stay focused: test drive a few agreements,
2-3
41. • Focus on conversational agreements- no need for “be
on time”, everyone knows that
• Create roles- create a viewpoint coach (summarizes
what folks are saying) and a process observer (reviews
agreements and monitors process)
.
42. • Use agreements to intervene: The strategy I’ve seen
work the best is the following: state facts, test
assumption, ask if assumption is correct, discuss
infraction OR move on.
• Call out “critical moments”- think of those moments
where the use of agreements are critical, did you or your
teammates take action? Process these critical moments,
they are usually in the undiscussable range.
• Arrange meetings for tough conversations, nuts and
bolts go into memos or in short 5-10 minute sequences.
43. • Be behaviorally specific (e.g. look fors) , e.g. each group member
will explain their actions or beliefs to the group.
• Stay small, stay focused: test drive a few agreements, 2-3
• Focus on conversational agreements- no need for “be on time”,
everyone knows that
• Create roles- create a viewpoint coach (summarizes what folks are
saying) and a process observer (reviews agreements and monitors
process)
• Use agreements to intervene: The strategy I’ve seen work the best
is the following: state facts, test assumption, ask if assumption is
correct, discuss infraction OR move on.
• Call out “critical moments”- think of those moments where the use
of agreements are critical, did you or your teammates take action?
Process these critical moments, they are usually in the undiscussable
range.
• Arrange meetings for tough conversations, nuts and bolts go into
memos or in short 5-10 minute sequences.
44. Project
Launch
Teaching and
Learning
Process
Critique and
Product
Finalization
Project
Presentation
Critique
45. Next Steps
• I. Pre-Work:
• Review your performance task, entry event, and scales- are they
aligned?
• Does your entry event have enough “breadcrumbs” to elicit “need
to knows”?
• II. Management- Content Scope and Sequence
• Develop a series of workshop at the 2.0, 3.0, and 4.0 level
• Craft potential assessments at those levels
• Craft a calendar
• III. Management- Identify one or two routines to utilize
tomorrow.
Editor's Notes
Hattie and Yates (2014)
Understand how the VL mindframes and VL research were utilized as the foundational elements of a system-wide distributed leadership model
“We are change agents”