nsdc 2009

LCI, Ltd. (2009)

Changing The Way You Teach, Improving The Way Students Learn

Giselle Martin-KniepJoanne Picone-Zocchia

LCI, Ltd. (2009)

WELCOME!!

Ice-Breaker

LCI, Ltd. (2009)

Kristen

LCI, Ltd. (2009)

Through what lenses should we teach?

LCI, Ltd. (2009)

LCI, Ltd. (2009)

Seeking coherence

LCI, Ltd. (2009)

What knowledge matters most?

• Topics?• Themes?• Concepts?• Issues?• Phenomena?• Global concerns?

How long do they

live?

What do we use whales

for?

Who are their

predators?

Where do they live?

What do they eat?

Whales

LCI, Ltd. (2009)

Student work

• They eat fish • They live in the ocan• People kill them• Food, bluber• A long time, unless they get caught

What will happen if

they disappeared?

Who protects these

animals?

What can we do about

this?

What does it mean to be

endangered?

Why are these

animals endangered?

What animals are

endangered?

Endangered species

LCI, Ltd. (2009)

Student work• Rhinos, whales, some owls, rainforest animals like

orangutans and gorillas, some birds• People cut trees and build roads and houses, hunting,

fishing, pollution• The species will disappear like dinosaours• Create protected areas, educate people, stop buying some

foods• Groups of people • Lots of things like other animals will die or we will not be

able to see them or learn from them

LCI, Ltd. (2009)

LCI, Ltd. (2009)

How are these different?

• Is time a cultural concept?

• What is more constant than change?

• What makes writing worth reading?

• Is war inevitable?

• How many seconds are in a minute?

• What is the pattern that best represents the tides?

• Which countries have high rates of poverty?

• What were the causes of the Civil War?

LCI, Ltd. (2009)

How can we diagnose, monitor and evaluate student learning?

LCI, Ltd. (2009)

LCI, Ltd. (2009)

Summative measures vary in terms of their authenticity

Low HighAssessments are contrived and divorced from real-life problems and audiences.

Students engage in real life problems to audiences that could benefit from their work.

Assessments are unrelated to students’ lives and needs.

Students can see the value of their learning.

Students are passive. Students are actively involved from beginning to end.

LCI, Ltd. (2009)

ABCD

T

F

LCI, Ltd. (2009)

LCI, Ltd. (2009)

LCI, Ltd. (2009)

How can we facilitate and maximize student learning?

LCI, Ltd. (2009)

LCI, Ltd. (2009)

Wagner’s Survival Skills

• Critical thinking and problem solving• Collaboration across networks and leading with influence• Agility and adaptability• Initiative and entrepreneurship• Effective written and oral communication• Accessing and analyzing information• Curiosity and imagination

LCI, Ltd. (2009)

Other Significant Skills

• Design thinking• Problem finding• Weighing evidence• Assessing value-both socially and personally• Seeing connections and interdependencies

LCI, Ltd. (2009)

LCI, Ltd. (2009)

Self- regulated learners:

• Have high efficacy for learning• Attribute outcomes to factors within their

control (e.g., effort and strategy use)• Have a repertoire of effective learning and

problem-solving strategies that they apply appropriately

LCI, Ltd. (2009)

What questions should we ask?