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Bump it UpBump it Up! ! Creating Creating Powerful Powerful
Learning with Learning with D-Quadrant D-Quadrant
LearningLearning
Nancy White, Information Literacy Specialist, Academy School District 20
Agenda - ObjectivesAgenda - Objectives Changing world, changing studentsChanging world, changing students Adapting to changeAdapting to change Overview: International Center for Leadership in Overview: International Center for Leadership in
Education Rigor & Relevance Education Rigor & Relevance FrameworkFramework• RigorRigor• RelevanceRelevance• RelationshipsRelationships
QuestioningQuestioning ““Bump up” your lessons/Units to D-QuadrantBump up” your lessons/Units to D-Quadrant Web 2.0 Tools you can UseWeb 2.0 Tools you can Use Workshop TimeWorkshop Time
Changing StudentsChanging Students
Students TodayStudents Today
Magner, Timothy. “Trends in Educational Technology: A National Perspective.”
Pay AttentionPay Attention
You Tube, Posted by jsdt4 http://youtube.com/watch?v=aEFKfXiCbLw&feature=related
Our ChallengeOur Challenge
Are our schools ready for this generation?Are our schools ready for this generation? How do we create the learning environments that How do we create the learning environments that
engage this generation to help them reach their engage this generation to help them reach their full potential? full potential?
How do we equip these students with the skills How do we equip these students with the skills and knowledge they need to be competitive in a and knowledge they need to be competitive in a global, information-based economy and global, information-based economy and contributing citizens?contributing citizens?
What assumptions about education do we need to What assumptions about education do we need to question?question?
Magner, Timothy J. Director, Office of Educational Technology, US Dept. of Education. “Magner Millenials”
Changing WorldChanging World
2 Million Minutes
Levy and Murnane. (2004, October). “Education and the Changing Job Market”Educational Leadership. Shared at http://www.doug-johnson.comDoug Johnson: “Skills for the Knowledge Worker.” “Permission to use these materials for non-profit purpose freely given so long as this notice appears.”
Trends in Tasks Done by the US Workforce 1969-1998
Adapting to ChangeAdapting to Change
About Where to Begin, http://flickr.com
Ed Cabic, http://flickr.com
Schools?Schools?
What Can We Do?What Can We Do?
Deeper Learning
AAKnowledge in Knowledge in one disciplineone discipline
BBApply Apply
knowledge in knowledge in one disciplineone discipline
CCApply Apply
knowledge knowledge across across
disciplinesdisciplines
DDApply Apply
knowledge to knowledge to real world real world
predictable predictable situationssituations
EEApply Apply
knowledge to knowledge to real world real world
unpredictable unpredictable situationssituations
EvaluationEvaluation
SynthesisSynthesis
AnalysisAnalysis
ApplicationApplication
ComprehensionComprehension
KnowledgeKnowledge
AcquisitionAcquisition ApplicationApplication
AssimilationAssimilation AdaptationAdaptation
Know
ledge
Know
ledge
ApplicationApplication©International Center for Leadership in Education
RigorRigor
Big Idea: Action Word ListBig Idea: Action Word List
Brainstorm Activity:Brainstorm Activity: Action Word List
On the wiki, each On the wiki, each group will list group will list process verbs and process verbs and products for their products for their assigned level of assigned level of Blooms. Blooms.
Example:Example:
AnalysisAnalysis
Process Process VerbsVerbs
ProductsProducts
DiscoverDiscover QuestionnaireQuestionnaire
GroupGroup DatabaseDatabase
RigorRigor
QuestioningQuestioning
““Questions and Questions and questioning might be questioning might be the most powerful the most powerful technologies of all.”technologies of all.”-Jamie McKenzie-Jamie McKenzie
Intel Teaching Thinking Intel Teaching Thinking With TechnologyWith Technology
Overview: Module 3: Creating Overview: Module 3: Creating Curriculum-Framing Questions to Curriculum-Framing Questions to
Support Thinking SkillsSupport Thinking Skills
Creating Curriculum-Framing Questions Creating Curriculum-Framing Questions to Support Thinking Skillsto Support Thinking Skills
• Understand different types of questions Understand different types of questions used in the classroomused in the classroom
• Create and revise Curriculum-Framing Create and revise Curriculum-Framing Questions Questions
Ranking QuestionsRanking Questions
With a partner, use the Intel With a partner, use the Intel Visual Ranking ToolVisual Ranking Tool to rank questions according to their potential to rank questions according to their potential for generating deeper thinking in the classroomfor generating deeper thinking in the classroom• Open Open Visual RankingVisual Ranking: :
www.intel.com/education/visualranking • Work with a partnerWork with a partner• Log in with your team ID and passwordLog in with your team ID and password• Click Click Ranking QuestionsRanking Questions• Rank questions:Rank questions:
Rank questionsRank questions Add commentsAdd comments Compare your list with other teams’ listsCompare your list with other teams’ lists
Ranking QuestionsRanking Questions
Step 2: Discuss Your RankingStep 2: Discuss Your Ranking• Discuss significant variations in rankingsDiscuss significant variations in rankings• Discuss your ranking experience – what Discuss your ranking experience – what
you think of this toolyou think of this tool
Asking Questions in the Asking Questions in the ClassroomClassroom
Understanding Open and Closed QuestionsUnderstanding Open and Closed Questions• Closed questionsClosed questions
Test factual knowledgeTest factual knowledge Contain limited range of correct responsesContain limited range of correct responses
• Open questionsOpen questions Build upon factual knowledgeBuild upon factual knowledge Promote higher-order thinkingPromote higher-order thinking
Reflecting on Questions Used in Your ClassroomReflecting on Questions Used in Your Classroom• Reflect on the questions used in a typical day in Reflect on the questions used in a typical day in
your classroomyour classroom
Curriculum-Framing QuestionsCurriculum-Framing Questions
Defining Curriculum-Framing Defining Curriculum-Framing Questions Questions
Essential QuestionsEssential Questions• Are overarching, foundational Are overarching, foundational
“big idea” questions“big idea” questions• Can help focus several unitsCan help focus several units• Can be used over the course of Can be used over the course of
a yeara year• Example:Example:
What does it take to change the What does it take to change the world?world?
Curriculum-Framing QuestionsCurriculum-Framing Questions
Unit QuestionsUnit Questions• Are unit-specific, open-Are unit-specific, open-
ended questions ended questions • Help build understanding Help build understanding
for the Essential Questionfor the Essential Question• Example:Example:
Why leave one’s home Why leave one’s home to make a new life in a to make a new life in a strange land?strange land?
Curriculum-Framing QuestionsCurriculum-Framing Questions
Content QuestionsContent Questions• Are supporting, fact-based Are supporting, fact-based
questionsquestions• Are categorized as closed questionsAre categorized as closed questions• Help strengthen and develop Help strengthen and develop
students’ understanding of larger students’ understanding of larger questionsquestions
• Examples:Examples: What route did the early What route did the early
explorer’s take?explorer’s take? What were the explorers looking What were the explorers looking
for?for?
Subspace. Retrieved from Flickr: http://www.flickr.com/photos/62973467@N00/1819936799
Witts, Jonno. Retrieved from Flickr: http://www.flickr.com/photos/16857236@N03/2399505874
________ LEARNING
American Memory: http://memory.loc.gov/rbc/lprbscsm/scsm001/scsm0011/001q.gif
Abraham Lincoln’s Resolution on Slavery: http://memory.loc.gov/mss/mal/mal2/424/4249000/001.gif
________ Learning
Antietam, Md. President Lincoln and Gen. George B. McClellan in the general's tent]. http://memory.loc.gov/service/pnp/cwpb/04300/04351r.jpg
RelevanceRelevance
International Center for Leadership in Education: Gold Seal Lessons
Karl Fisch: Karl Fisch: Wikified Research Paper KWL Charts – KWL Charts – Q-Tasks Q-Tasks (examples)(examples) Virtual Field TripsVirtual Field Trips International Collaboration
• Worldwise Schools• e-Pals
RelevanceRelevance
Scenario-based LearningScenario-based LearningWebQuests
RelevanceRelevance
How can you make it authentic?How can you make it authentic? InstructionInstruction
AssessmentAssessment
The Third Element:The Third Element:
Web 2.0 Tools You Can UseWeb 2.0 Tools You Can Use
Voicethread BlogsBlogs WikisWikis PodcastingPodcasting
• Mr. Sprankle’s Room 208Mr. Sprankle’s Room 208• ““Ace Kids” – ExampleAce Kids” – Example
Google Squared?Google Squared?
Workshop TimeWorkshop Time
Use template on wiki to Use template on wiki to draft lesson/unit plandraft lesson/unit plan
Hook – Rigor - RelevanceHook – Rigor - Relevance
AAKnowledge in Knowledge in one disciplineone discipline
BBApply Apply
knowledge in knowledge in one disciplineone discipline
CCApply Apply
knowledge knowledge across across
disciplinesdisciplines
DDApply Apply
knowledge to knowledge to real world real world
predictable predictable situationssituations
EEApply Apply
knowledge to knowledge to real world real world
unpredictable unpredictable situationssituations
EvaluationEvaluation
SynthesisSynthesis
AnalysisAnalysis
ApplicationApplication
ComprehensionComprehension
KnowledgeKnowledge
AcquisitiAcquisitionon
ApplicatiApplicationon
AssimilatiAssimilationon
AdaptatioAdaptationn
Know
ledge
Know
ledge
ApplicationApplication©International Center for Leadership in Education