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.
A "stand alone" presentation with embedded links and videos to foster informed conversations between educators and parents about living our lives positively and productively both on- and offline.
A series of stories woven together to start a conversation with middle and high school students 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.
A series of stories woven together to start a conversation with middle and high school students 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.
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.
Show What You Know with Media in PBL (June 2014)Wesley Fryer
Slides for Dr. Wesley Fryer's presentation at the Iowa Project Based Learning Academy on June 20, 2014. Learn more on:
https://sites.google.com/site/iapblacademy/
Learn more about Mapping Media on:
http://maps.playingwithmedia.com/
Follow Wes Fryer on Twitter:
http://twitter.com/wfryer
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 "stand alone" presentation with embedded links and videos to foster informed conversations between educators and parents about living our lives positively and productively both on- and offline.
A series of stories woven together to start a conversation with middle and high school students 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.
A series of stories woven together to start a conversation with middle and high school students 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.
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.
Show What You Know with Media in PBL (June 2014)Wesley Fryer
Slides for Dr. Wesley Fryer's presentation at the Iowa Project Based Learning Academy on June 20, 2014. Learn more on:
https://sites.google.com/site/iapblacademy/
Learn more about Mapping Media on:
http://maps.playingwithmedia.com/
Follow Wes Fryer on Twitter:
http://twitter.com/wfryer
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 variety of concrete student centred learning experiences are shared that leverage the power of the world wide web and focus teachers instructional design through lenses that are student centred, knowledge centred, assessment centred, and community centred. We look at both small short term assignments and larger long term projects that demonstrate how your students can learn and share as 21st century bricoleurs.
EdWeek at St. Joseph School District. 20 June 2012.
EWMA 2014 - Strategies for engaging students: where will technology lead us?David Hopkins
Presentation to the EWMA Conference, May 15th 2014, as part of the 'teacher network'.
Students are connected today more than they have ever been, whether it is with friends or family, or with their teachers or community leaders. The computing devices that they hold in their pockets or backpacks have as much computing power as NASA had when it put the first man on the Moon. But how do we, as educators, manage the use of these devices in the classroom? How can we be sure that they are not being used to update Facebook profiles, sending tweets or chat-messages, playing games,, planning social events or a work shift, etc.? How can we engage the disengaged and bring their connections and connected lives into the classroom?
Through a use of examples, case studies, and research, this session will look at what is being done to encourage the use of mobile devices in the classroom, it will consider the benefits and pitfalls of engaging students with ‘bring your own device’, and it will provide an opportunity for discussion around where these connections can, or should, lead.
A guide to finding digital resources to use on your interactive whiteboard.
As presented at the Teacher2Teacher Conference, Bow Island, Alberta March 2011
www.whiteboardblog.co.uk
Social Media and the Internet: The Future of Medical Education?precordialthump
The slides for my talk on 'Social Media and the Internet: The Future of Medical Education?' that was given at the CICM ASM 2013 in Wellington, New Zealand. The theme of the conference was "Down with Dogma: Challenging the Fundamentals of Critical Care"
Mapping Media to the Curriculum (June 2012)Wesley Fryer
As 21st century educators, we should to provide opportunities for students to demonstrate mastery and understanding of the curriculum not only with text but also with images, audio, and video. Dr. Wesley Fryer will invite and inspire you to become a better multimedia communicator and a pioneer with digital media in this dynamic presentation. Learn how to “expand the map” of assessment options in your classroom to include student products like narrated slideshows, enhanced eBooks including recorded audio, five photo stories with images, and more. Learn practical ways to overcome the anxiety and fear which often accompanies technology integration proposals by creating personal media products. Learn how to enhance your digital resume as a professional educator with examples of your own media creations as well as students projects you facilitate. Links to student media examples as well as project storyboards/tools are available on maps.playingwithmedia.com.
Open and Connected : Learning in the 21st centuryDave Cormier
Presentation to the PEI department of education and early childhood by dave cormier and bonnie stewart. Copyright of images as indicated in image links by author (various versions of CC) all other content is CC attribution.
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.
A variety of concrete student centred learning experiences are shared that leverage the power of the world wide web and focus teachers instructional design through lenses that are student centred, knowledge centred, assessment centred, and community centred. We look at both small short term assignments and larger long term projects that demonstrate how your students can learn and share as 21st century bricoleurs.
EdWeek at St. Joseph School District. 20 June 2012.
EWMA 2014 - Strategies for engaging students: where will technology lead us?David Hopkins
Presentation to the EWMA Conference, May 15th 2014, as part of the 'teacher network'.
Students are connected today more than they have ever been, whether it is with friends or family, or with their teachers or community leaders. The computing devices that they hold in their pockets or backpacks have as much computing power as NASA had when it put the first man on the Moon. But how do we, as educators, manage the use of these devices in the classroom? How can we be sure that they are not being used to update Facebook profiles, sending tweets or chat-messages, playing games,, planning social events or a work shift, etc.? How can we engage the disengaged and bring their connections and connected lives into the classroom?
Through a use of examples, case studies, and research, this session will look at what is being done to encourage the use of mobile devices in the classroom, it will consider the benefits and pitfalls of engaging students with ‘bring your own device’, and it will provide an opportunity for discussion around where these connections can, or should, lead.
A guide to finding digital resources to use on your interactive whiteboard.
As presented at the Teacher2Teacher Conference, Bow Island, Alberta March 2011
www.whiteboardblog.co.uk
Social Media and the Internet: The Future of Medical Education?precordialthump
The slides for my talk on 'Social Media and the Internet: The Future of Medical Education?' that was given at the CICM ASM 2013 in Wellington, New Zealand. The theme of the conference was "Down with Dogma: Challenging the Fundamentals of Critical Care"
Mapping Media to the Curriculum (June 2012)Wesley Fryer
As 21st century educators, we should to provide opportunities for students to demonstrate mastery and understanding of the curriculum not only with text but also with images, audio, and video. Dr. Wesley Fryer will invite and inspire you to become a better multimedia communicator and a pioneer with digital media in this dynamic presentation. Learn how to “expand the map” of assessment options in your classroom to include student products like narrated slideshows, enhanced eBooks including recorded audio, five photo stories with images, and more. Learn practical ways to overcome the anxiety and fear which often accompanies technology integration proposals by creating personal media products. Learn how to enhance your digital resume as a professional educator with examples of your own media creations as well as students projects you facilitate. Links to student media examples as well as project storyboards/tools are available on maps.playingwithmedia.com.
Open and Connected : Learning in the 21st centuryDave Cormier
Presentation to the PEI department of education and early childhood by dave cormier and bonnie stewart. Copyright of images as indicated in image links by author (various versions of CC) all other content is CC attribution.
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.
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 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.
Slides in support of a professional learning day for administrators in Hanover School Division focused on answering the question: What is Inquiry Learning?
Slides from a presentation in support of a workshop for math teachers at the SUM (Saskatchewan Understands Math) Conference in Saskatoon, SK; May 2011.
Slides from a presentation in support of a workshop for grades 5-12 math teachers at Charlottesville City Schools in Charlottesville, VA; 18 August 2010.
Slides from a presentation in support of a workshop for teachers in the Portage la Prairie SD, Beautiful Plains SD, and Pine Creek SD. Hosted at Portage Collegiate Institute in Portage la Prairie Manitoba; 18 June 2010.
Navigating the World of Technology WITH Our YouthChris Wejr
Presentation given to parents at Kent Elementary as parent of a parent forum. Topics included social media, balance (self-regulation), digital citizenship, privacy, digital footprint, parent support.
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.
Similar to Providing Permission To Wonder v2.1 (20)
“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.
This participatory session will engage attendees in some meaningful dialogue around several aspects of digital citizenship. We'll explore some hot-button topics and consider their impact on the work we do as educators. This session will provide clarification around a number of key digital citizenship issues and will also highlight a valuable model for engaging your students in classroom conversations. There’s a fair bit of fear mongering disguised as digital citizenship online. Our kids need more models of empathy and empowerment – so do we. We’ll share some of those models too.
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
Presented at the Richmond District Conference, Feb 2017.
Why does digital learning matter? In a society that is increasingly technophilic what are the new literacies we need to be aware of for our own learning and that of our students? How does this impact the way we think about and teach our children to become empowered and empathetic responsible citizens? Answers to these questions and more are shared through a series of powerful tales of learning.
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.
Slides to support a master class at the PRIZMAH Conference in Chicago, IL. 5 Feb 2017.
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 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.
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.
Slides to facilitate a conversation with school leaders & administrators around emerging issues related to Digital Citizenship. Both to raise awareness of the multifaceted nature of the subject and identify action items for schools moving forward.
The material here is taken from Mike Ribble's "Nine Elements of Digital Citizenship".
http://digitalcitizenship.net
Digital Ethics or The End of The Age of Legends v5.2Darren Kuropatwa
Slide deck in support of a conversation with educators about how to embed the teaching of digital ethics across the curriculum and holding up a mirror to our own ethical online behaviour before becoming too critical of the students who learn from us.
Held at the Building Learning Communities Conference in Boston, MA. 17 July 2015.
We live in an age where everything is recorded digitally – in pictures, video, and text – live as it happens; it's the end of the age of legends. "Selfie", according to the Oxford dictionary, is the word of the year 2013. Often the selfies our students are sharing aren't putting their best digital foot forward. As teachers, how can we help our students leave digital footprints they can be proud of? Is only sharing your "best stuff" such a good idea? How do we address the issue of digital ethics across the curriculum and in our classrooms?
A series of stories woven together to start a conversation with middle and high school students 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 workshop at the Building Learning Communities Conference in Boston, MA. 15 July 2015.
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 to support a master class for school administrators in their role as instructional leaders through practical hands-on activities. Informed by research on educational leadership and what most influences student learning outcomes. Held at the Building Learning Communities Conference in Boston, MA. 13 July 2015.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
1. WonderPermission to
Providing
flickr photo by MBarendse https://flickr.com/photos/martijnbarendse/13903456353 shared under a Creative Commons (BY-NC) license
Darren Kuropatwa
Building Learning Communities Conference
Boston, MA; July 2017
4. Blended Learning
Cooperative Learning
Differentiated Instruction
Direct Instruction
Inquiry Learning
Modelling
Metacognition & Self-Regulation
Play Based Learning
Problem Based Learning
Project Based Learning
Understanding by Design
Universal Design for Learning
Inquiry
5. most talking is growing
Marcia L.Tate
Eliot teaching by flickr user yewenyi
http://www.flickr.com/photos/yewenyi/381552561/
The person doing the
the most dendrites.
6. “The best teachers have teeth
marks on their tongues.”
Alfie Kohn
Mike...biting off his tongue / Sandra
Leong / CC BY-NC-ND 2.0
10. the strongest idea we have
about inquiry learning…
your idea goes here
flickr photo by dgray_xplane http://flickr.com/photos/davegray/
147874576 shared under a Creative Commons (BY) license
your strongest idea goes here
13. the strongest idea we have
about inquiry learning…
your idea goes here
flickr photo by dgray_xplane http://flickr.com/photos/davegray/
147874576 shared under a Creative Commons (BY) license
your strongest idea goes here
14. What questions do you have
flickr photo by IronRodArt - Royce Bair ("Star Shooter") http://flickr.com/photos/
ironrodart/4132833849 shared under a Creative Commons (BY-NC-ND) license
flickr photo by Hussain Isa http://flickr.com/photos/leoheart/
387893026 shared under a Creative Commons (BY-NC) license
16. We can't confuse covering
content with causing learning.
Grant Wiggins
flickr photo by Ewan McIntosh http://flickr.com/photos/edublogger/
8071812770 shared under a Creative Commons (BY-NC) license
17. flickr photo by bubbo.etsy.com https://flickr.com/photos/bubbo-tubbo/
5040650726 shared under a Creative Commons (BY-NC) license
18. What’s going on in this picture?
What do you see that makes you say that?
What more can you find?
19. 3 Thoughts/Ideas
2 Questions
1 Analogy
3-2-1 BRIDGEA thinking routine for activating prior knowledge and making connections
flickr photo by freestock.ca ♡ dare to share beauty http://flickr.com/photos/
82955120@N05/15811363626 shared under a Creative Commons (BY) license
20. analogy
flickr photo by cotaro70s https://flickr.com/photos/cotaro70s/
3012157517 shared under a Creative Commons (BY-ND) license
Life is like a race. The one
who keeps running wins the
race and the one who stops to
catch a breath loses.
Just as a sword is the weapon
of a warrior, a pen is the
weapon of a writer.
flickr photo by dieselbug2007 https://flickr.com/photos/
dieselbug2007/384440324 shared under a Creative Commons (BY-NC) license
How a doctor diagnoses
diseases is like how a
detective investigates crimes.
flickr photo by jpalinsad360 https://flickr.com/photos/99329675@N02/11064976153
shared under a Creative Commons (BY-SA) license
Just as a caterpillar comes
out of its cocoon, so we must
come out of our comfort zone.
flickr photo by Dawn Huczek https://flickr.com/photos/
31064702@N05/14093866344 shared under a Creative Commons (BY) license
21. 3 Thoughts/Ideas
2 Questions
1 Analogy
3-2-1 BRIDGEA thinking routine for activating prior knowledge and making connections
flickr photo by freestock.ca ♡ dare to share beauty http://flickr.com/photos/
82955120@N05/15811363626 shared under a Creative Commons (BY) license
bit.ly/blc17Bridge
22. What do you see?
What do you think about that?
What does it make you wonder?
26. Victim Fights Back In
NSW Sydney School
Victim of school
bullying a web hero
27. bullies fear
the light
and it’s so
easy to shine
a light ...
10sec
creative commons licensed (BY) flickr photo by mckaysavage:
http://flickr.com/photos/mckaysavage/6146588152
28.
29. 3 new Thoughts/Ideas
2 new Questions
1 new Analogy
3-2-1 BRIDGEA thinking routine for activating prior knowledge and making connections
flickr photo by freestock.ca ♡ dare to share beauty http://flickr.com/photos/
82955120@N05/15811363626 shared under a Creative Commons (BY) license
3-2-1 BRIDGE
bit.ly/blc17Bridge
30. BRIDGE
flickr photo by freestock.ca ♡ dare to share beauty http://flickr.com/photos/
82955120@N05/15811363626 shared under a Creative Commons (BY) license
Now I think …
bit.ly/blc17Bridge
I used to think …
37. 1flickr photo by acearchie http://flickr.com/photos/acearchie/
4369849179 shared under a Creative Commons (BY-NC) license
Uncover Errors
and
Misconceptions
38.
39. Teachers must engage students’ preconceptions
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 =
(Principle 1)
Students’ Errors and Misconceptions
Based on Previous Learning
41. 2flickr photo by Lex Photographic http://flickr.com/photos/lex-photographic/
10389291854 shared under a Creative Commons (BY-NC) license
Knowledge is
Networked, not
Hierarchical
43. Understanding requires factual knowledge
and conceptual frameworks
The Knowledge Network:
New Concepts and New Applications(Principle 2)
44. focus on what
from NAP: How Students Learn
is to be taught,
why it is taught,
and what mastery
looks like
knowledge
centred
instructional
design
45. Jack is looking at Anne but Anne is looking at George.
Jack is married but George is not.
Is a married person looking at an unmarried person?
A) Yes
B) No
C) Cannot be determined
46. Jack is looking at Anne but Anne is looking at George.
Jack is married but George is not.
Is a married person looking at an unmarried person?
Jack
(married)
Anne George
(unmarried)
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47. 3flickr photo by Lee Carson http://flickr.com/photos/tcatcarson/6648877295
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“We do not learn
from experience...
we learn from
reflecting on
experience.”
- John Dewey
51. Learning is facilitated through the
use of metacognitive strategies ...
Principle 3
A metacognitive approach
enables student self-monitoring
52. provide frequent
from NAP: How Students Learn
opportunities to make
students’ thinking and
learning visible as a guide
for both the teacher &
the student in learning
and instruction
assessment
centred
instructional
design
53. 4flickr photo by JuditK http://flickr.com/photos/juditk/5655247429
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Not Hands Off,
Very Hands With
- Kath Murdoch
64. What’s going on in this picture?
What do you see that makes you say that?
What more can you find?
The 3 Questions
65. Routines exist in all classrooms; they are the patterns by
which we operate and go about the job of learning and
working together in a classroom environment. A routine can
be thought of as any procedure, process, or pattern of action
that is used repeatedly to manage and facilitate the
accomplishment of specific goals or tasks. Classrooms have
routines that serve to manage student behaviour and
interactions, to organizing the work of learning, and to
establish rules for communication and discourse.
Classrooms also have routines that structure the way
students go about the process of learning. These learning
routines can be simple structures, such as reading from a
text and answering the questions at the end of the chapter,
or they may be designed to promote students' thinking, such
as asking students what they know, what they want to know,
and what they have learned as part of a unit of study.
66. 3 Thoughts/Ideas
2 Questions
1 Analogy
3-2-1 BRIDGEA thinking routine for activating prior knowledge and making connections
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70. ExtendConnect Challenge
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71. Connect // Extend // Challenge
How are the ideas and information presented
today CONNECTED to what you already knew?
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72. Connect // Extend // Challenge
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What new ideas did you get that EXTENDED
or pushed your thinking in new directions?
73. Connect // Extend // Challenge
What is still CHALLENGING or confusing for
you to get your mind around? What questions,
wonderings or puzzles do you now have?
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74. ExtendConnect Challenge
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flickr photo by Holtsman http://flickr.com/photos/holtsman/
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75. what we’ve learned & need to learn
about inquiry learning…
your idea is here
connect challenge
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your strongest idea goes here
bit.ly/wonderReflectBLC17
extend
76. connect extend challenge
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How are the
ideas and
information
presented today
CONNECTED to
what you already
knew?
What new ideas
did you get that
EXTENDED or
pushed your
thinking in new
directions?
What is still
CHALLENGING
or confusing for
you to get your
mind around?
What questions,
wonderings or
puzzles do you
now have?
bit.ly/wonderReflectBLC17
77. The practices and activities in
which people engage while
learning shape what is
learned.
Principle 6
from NAP: Learning and UnderstandingMaking pottery 2
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