Download - Final Final TPACK Certified
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TPACK Certified
Frameworks for Design and Change
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Introductions
Connie White/cwhitetech
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Elizabeth Helfant (ehelfant)
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The Audience
http://todaysmeet.com/ASB2012
Name What you teach/do Where are you from
twitter ID
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Objectives
Explore TPACK as an overarching Framework
Examine Frameworks that support Curriculum Design andTechnology Integration
Exposure to New Tools
Examine emerging Pedagogical Changes that Technologycan support/enhance
Consider how to teach Brain-Friendly
Examine Curriculum Design process
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Paradigm Shifters
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Rate/Nature of Change
http://www.dreamstime.com/roya lty-free-stock-photo-time-s-up-earth-s-hourglass-image16890835
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Social/Collaborative
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iBrainMind Brain and Education Science
+
Metacognition/Skillfull Thinking
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I nnovation
Change that creates a newdimension of performance.
management guru Peter Drucker
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Frameworksand V ocabulary
to Support Paradigm Change
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Shared Vocabulary
Matches vision and school mission
Language of Assessment in generalUsed throughout:
Standards
RubricsGrading Practices
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ABCs of Frameworks
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http://goo.gl/IOrUP
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Overarching Framework for Integration
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Content
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Contemporary Content
More integrated
30 years of history since I graduated
Nanotechnology 3D prinitng
Use of current events
Design and systems thinking
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Content as Questions
Driving Questions
Essential Questions
Relevant Questions Open-Ended Questions
Ethical Questions
Student Generated Questions
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Skills
Bucks Institute
Bie.org
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Skills
Critical Thinking and Problem Solving
Collaboration Across Networks and
Leading by Inf luence
Agility and Adaptability
Initiative and Entrepreneurship
Effective Oral and Written
Communication Accessing and Analyzing Information
Curiosity and Imagination
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New
OR
Evolved/More SophisticatedSKILLS?
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Effective Oral and Written
Communication
Consume and Create
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Writing Foundation for Expression
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Hypertext
Image-SupportedImage as Necessary
Video
Multimodal/Multimedia Audience
Writing
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ResearchInformation Literacy
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Creativity,
CriticalThinking
and MoreRequired
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How do we teach Creativity?
Define, Teach, and Assess
not just provideOpportunity for?
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NOT Accidental
I ntentional
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Creativity Stanford Design Thinking
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How do we teachCritical Thinking?
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How do we teach
Ethical Thinking?
Empathetic Thinking
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How do we teach
Systems Thinking?
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How do we teach
Disciplinary Thinking?
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How do we teachM
etacognitiveThinking?
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How do we teach
Problem Solving?
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DeBono Thinking Hats http://sixthinkinghats.com
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Skillful Thinking
Thinking Based Learning
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How do we Assess
Thinking?
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Blooms Taxonomy
Difficulty vs Complexity
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Habits of Mind
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Content Alone wont do it
Need to examine Pedagogy -
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Pedagogy Bubble
Differentiation
Formative Assessment
PBLExecutive Function
Learning Styles Differences
Trans-Disciplinary Traits
Danielsons Domains
Portfolio AssessmentBrain Rules/Brian based research
Multiple Intelligences
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Pedagogical MethodsDifferentiation
Utilizing Formative Assessments
Maximizing Feedback
6+1 writing
Big 6 Research Skills
Flipping the Classroom
Online Courses
Computer Assisted Assessment and FeedbackComputer Enforced Conditional Pathways
Use of Virtual Worlds to Teach and to Assess
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Assessment Types
Diagnostic
Pre-Assessment
Formative
Summative
Performance Based
Authentic
Portfolio
Project Based
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Feedback
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Browns Model of Executive Function
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Areas Supporting Differentiation
Assessment
Pre-/Diagnostic
Formative
Student Choice
Task
Content
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Formative Assessment
Strategies
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Slide From Tomlinson ASCD Presentation 2010
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Scamper Prompts
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From Tomlinson_QualityDI.pdf, ASCD San Antonio March 2010
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3-2-1
3 Things You Learned
2 Things You Want to Know
1 Thing You Are Unsure About
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Misconceptions
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Long Term - Student Choice
Choice Board
Total 10 Board
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Technology Bubble
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Technology Toolkit
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Activity: What is your toolkit? How
should it change?
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Creating Your Toolkit
Level 1
Level 2
Level 3
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Framework of Tech Integration
SAMR
Substitution Augmentation Modification Redefinition
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SAMR Tech Transformation
Student writes a story
using word processing
and all its features
Student adds
hyperlinks to text.
Student embeds
multimedia elementsinto story
Student creates
interactive ebook and
publishes for sale on
distribution site.
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INNOVATION?
A New Level of Performance?
Still focusing on Product-
Need to focus on Student Learning on Process
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Innovation is Fleeting
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Growing Your Bubble
Add tools you want to try
Add pedagogical strategies you want to try
We will circle back at the end-
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Bubbles in Context
By: arteyf otograf ia.com.ar
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BASIC FACTS
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Dr. Gary Small, MD- iBrain
Digital technology is changing the brain.
Kids spending 1/3 of day engaged in video and digital media.
Neuroscientists tell us that the brain is a use it or lose it
organ. Parts of the brain that are no longer used arewithering away.
Brain Plasticity
± Neural circuits grow and rewire as they are worked Neurogenesis
± Neurons do regenerate!
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What Does Learning Look Like?
From a Brains Perspective
Experience
Repetition
Physical Changes
L d Ph i l P h /S
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Learned Physical Pathways/Structures
in the Brain
Multiplication Tables
Vocabulary Recognition
Balancing Equations
Stress Reduction
Addictions
± Once learned information is hard to undo
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Brain Development
Emotional areas of the brain are fully developed around the
age of 10-12 yrs.
Regions responsible for rational thought and emotional control mature closer to 22-24 yrs.
± Strategy: Count to 10 before reacting ± Strategy: Spell your name backwards before reacting
(Giedd, Molloy, & Blumenthal, 2003; Johnson, B.lum & Giedd, 2009)
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Brain Structure
No two are identical, and each is organized
differently.
Different brains can wire the same pieces together in
different ways. Some learn faster than others and in different ways.
Some students learn more slowly because they
process information more deeply.
David Sousa- The Basics of Creating a Brain Compatible Classroom
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Memory Capacity
When students learn something new, they process it
in the temporary memory called working memory.
(frontal lobe)
Newer studies tell us that the capacity is much lessthan previously thought closer to 4 items.
(Cowan, Morey, Chen, Gilchrist, & Saults, 2008)
CHUNKING
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Mind, Brain, and Education Science
Research based information in the
areas of:
Neuroscience
Psychology Education
What we know as fact (not a lot!)
What is probably trueWhat is believed passed on, sold
but unhelpful, misguided, wrong
(Neuro-myths)
I t ti l G id li f T h
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Instructional Guidelines for Teachers
By: Tracey Tokuhama-Espinosa1: Environments
2: Sense, Meaning and Transfer
3: Different Types of Memory Pathways
4: Attention Spans
5: The Social Nature of Learning
6: The Mind-Body Connection
7: Orchestration and Midwifing
8: Active Processes
9: Metacognition and Self-Reflection
10: Learning Throughout the Life Span
I t ti l G id li 1
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Instructional Guideline 1:
Environments
Good learning environments in education are those
with physical and mental security, respect,
intellectual freedom, self-regulation, pacedchallenges, feedback, and active learning (Billington
1997)
By: Tracey Tokuhama-Espinosa
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Carol S. Dweck, Ph.D.
Teachers must
convey:
Like
Believe
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Tracey Tokuhama-Espinosa
Donna Walker Tileston
Instructional Guideline 2: Sense
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Instructional Guideline 2: Sense,
Meaning and Transfer
Students learn best when what they learn makes
sense, has a logical order, and has some meaning in
their lives. (Sousa 2000)
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Autonomy
Mastery - Flow
Purpose
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Learning to Learn
1. Play the whole game.
2. Make the game worth
playing.
3. Work on the hard parts.4. Play out of town.
5. Uncover the hidden game.
6. Learn from the teamand
the other team.
7. Learn the game of Learning.
Instructional Guideline 3: Different
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Instructional Guideline 3: Different
Types of Memory Pathways
Teachers should teach to auditory, visual, and
kinesthetic pathways as well as allow for both
individual and group work in order to improve thechances of recall.
By: Tracey Tokuhama-Espinosa
Instructional Guideline 4: Attention
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Instructional Guideline 4: Attention
Spans The average student has
an attention spanbetween 10 and 20minutes. Students learnbest when there is achange of person, placeor topic every 10 to 20minutes. Interest impactsattention spans and,consequently, the
motivation for learning.Time f lies when you arehaving fun.By: Tracey Tokuhama-Espinosa
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Myth of Multitasking
The brain cannot carry out two cognitive processes
at the same time.
What we refer to multitasking is actually task
switching. - ± Dr. Larry Rosen, PhD Understanding the
iGeneration
Instructional Guideline 5: The Social
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Instructional Guideline 5: The Social
Nature of Learning
Debate is one of the most effective teaching
methods. It forces students to think critically and to
interact with each other; it also prepares them todeal with countering opinions.
By: Tracey Tokuhama-Espinosa
Instructional Guideline 6: The Mind
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Instructional Guideline 6: The Mind-
Body Connection
This includes active learning techniques and servesas a reminder of the importance of sleep, nutrition
and physical
ex
ercise.
By: Tracey Tokuhama-Espinosa
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Sleep
REM - In 8 to 9 hour sleep cycle there are usually 4-5REM stages.
HS students typically get between five and six hours of sleep on a school night (Carskadon, Acebo, & Jenni,2004)
Preadolescents need 9-10 hrs. and 8-9 hours foradolescents.
» stewickie
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Sleep
A brain deprived of sleep has diminished attention,executive functions, working memory, mood, logical reasoning, quantitative skills, and motor dexterity.
Poor grades and depression increases with loss of sleep.
Loss of sleep can damage the hippocampus, leading tocognitive dysfunction and possible mood disorders
During sleep is when the brain establishes long termmemory circuits needed for remembering newinformation and skills.
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Brain Fuel
The brain cells consume oxygen and glucose (aform of sugar) for fuel. The more challenging thebrains task, the more fuel it consumes.
Low amounts of oxygen and glucose in the bloodcan produce sleepiness.
Just 50 grams of glucose increased long-termmemory recall in a group of young adults by 35%.
Water is essential for healthy brain activity isrequired to move neuron signals through thebrain.
Instructional Guideline 7:
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Instructional Guideline 7:
Orchestration and Midwifing
Similar to an orchestra director a teacher immerse
students in complex experiences that support
learning by calling on individuals one by one to bringout their voices and then weaving them into a single
class experience. Successful teachers will integrate
the strengths and weakness of all learners.
By: Tracey Tokuhama-Espinosa
Instructional Guideline 8: Active
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Instructional Guideline 8: Active
Processes
Human brains learn best when they are active.
(i.e., I hear and I forget. I listen and I understand. I
do and I remember Confucius)
).
By: Tracey Tokuhama-Espinosa
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Importance of Movement (David Sousa)
Movement turns on the brain: 7% more intelligent
through standing. Nobody really understands why
this is.
The species with the biggest brains play the most. Somany advantages to play.
Play and exercise: a way to develop resilience.
By: CC: Redjar
Instructional Guideline 9:
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Instructional Guideline 9:
Metacognition and Self-Reflection
Teaches allow time for ref lection about the concepts
being taught and create spaces to think about
thinking. ± Journal writing,
± Electronic Flashcards
Quizlet
what if .
By: Tracey Tokuhama-Espinosa
By: Lee Haywood
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Instructional Guideline 10: Learning
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Instructional Guideline 10: Learning
Throughout the Life Span
Wider windows of learning than previously
thought.
± Resist the temptation to label students who dont
meet the standard developmental milestones.
± Provide remedial activities to help the student fill
in the gaps in knowledge that may exist
By: Tracey Tokuhama-Espinosa
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ADDITIONAL CONSIDERATIONS
Different Brains, Different Learners:
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Different Brains, Different Learners:
Rethinking Intelligence for the 21st
CenturyDr. Jane M. Healy, PhD
A child born today in the US has a 30% chance
of being diagnosed with some type of learning
problem.
New research suggests 1/3 of US kids meet
clinical criteria for anxiety disorders.
Environment of Childhood has
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Changed
Dr. Jane Healy, Ph.D. A recent study of highly successful entrepreneursfound that close to 50% of them were dyslexic.
Michael Barry, financial whiz who read thefinancial statements and who sold short on the
sub-prime mortgage market has Aspergers. Dyslexia: talent or liability? Picasso was dyslexic-
global spatial awareness. Dyslexics have betterrecognition of impossible figures, better quality
of peripheral vision. Are ADHD kids distracted by clearer objects in the
periphery of their vision?
Dr. Larry Rosen, PhD
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Dr. Larry Rosen, PhD
Understanding the iGeneration
Communicate differently Nielsen 3705 text
messages per month. (share everything)
Auditory, visual and tactile/kinesthetic
learners
Social connections are everything.
They want constant reinforcement
Spend hours creating content By: jerr ycharlotte
What Motivates the Net
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What Motivates the Net
Generation? Tony Wagner Ed.D
Instant gratificationalways on connection, use theweb for
1) extending friendships
2) interest driven, self-directed learning3) as a tool for self-expression,
Less fear and respect for authority
They want to make a difference and dointeresting/worthwhile work.
What Motivates the Net
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What Motivates the Net
Generation? Tony Wagner Ed.D
The Global Achievement Gap is the gap between whateven our best schools are teaching and testing.
Versus
The skills all students will need for careers, college, and
citizenship in the 21st centuryWhat gets tested is what gets taught: having the wrong
metric is worse than having none at all.
Judy Willis, M.D. Engagement
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Judy Willis, M.D. Engagement
Strategies
Attention Is Not
Voluntary Choice
Whatever is new or
different will get
priority.
Judy Willis, M.D. Engagement
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Judy Willis, M. . ngagement
Strategies
The more ways
something is learned,
the more memory
pathways are built Multiple stimulation
mean better memory
Examples:
Multiple forms of
review
Visual imagery
Personal relevance
Role-play
Produce product ormodels
E t St t i
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Engagement Strategies
Attention is not a voluntary choice input
must be selected by sensory filter. If it does
not reach per-frontal cortex, it does not make
it to long term memory. Must be selected to make it to the Reticular
Activating System (RAS). Survival skills for
animals.
Th RAS J d Willi
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The RAS Judy Willis
Curiosity alerts the RAS
Sound (voice volume, pitch, cadence)
Color, placement of objects
Your appearance (costumes, hats) do something
unusual Novelty and curiosity
Predictions are great (which one do you want 1 pennydoubled for a year or $1000,000?)
Optical Illusions http://www.michaelbach.de/ot/ Grumpy faces do not allow passage to pre-frontal
cortex
St M t
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Stress Management
Boredom is stressful.
± The lower reactive brain is in control.
Behavior
± Fight (Disruptive) Oppositional Defiant
± Flight (Withdrawal) ADHD and ADD
± Freeze (Zone Out) social anxiety syndrome, seizures, OCD
± Children are misdiagnosed when the brain is not theproblem. Kids are bored. Children want the dopaminepleasure that games and technology brings.
Learning Retention Harold Pashler,
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g ,
PhD
Longer time frames between study sessions
provides greater long term retention.
If you want to remember for years.need to
space 2nd study session at least 6 monthsaway.
For best test performance 1 day spacing
Closed book quizzes between initial exposureand final assessment.
W ki M R t ti
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Working Memory Retention
Learners can hold items in working memory longer
than previously thought - up to several weeks. Then
discard when they serve no further purpose like
after a test ± (Lewandowsky & Oberauer, 2009)
Rote and Elaborative Rehearsal
± Memorize Poem
± Assign Meaning
Massed and Distributive Practice
Co e ti E otio s to Co te t
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Connecting Emotions to Content
It helps to make emotional connections to curriculumin order to achieve long term retention.
For example by considering the emotional toll of theUS Civil War may connect learning much more than
isolated battles, and persons involved.
By Mc Knoell - http://creativecommons.org/licenses/by-nd/2.0/deed.en
The two structures in the
brain responsible for long-
term remembering are
located in the emotional area
of the brain.
Laugh
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Laugh
Humor has many benefits for increased retention.
Provides more oxygen to the brain
Laughter causes the release of endorphins in theblood. Endorphins stimulate the brains frontal lobes, thereby increasing the degree of focus andamount of attention time.
Humor also decreases stress, pain and bloodpressure.
Humor boosts immune defenses. Be Happy!
Intelligence for a Digital Age:
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Intelligence for a Digital Age:Dr. Jane M. Healy - PhD
Symbolic analysis, creative imagination, self-
regulation, moral ref lection.
Consider that difference may be an asset.
Teach students to be masters of their tools.
Brain Maintenance Manual
h // l/
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http://goo.gl/IOrUP
Activity: What are some things that
you would do differently?
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you would do differently?
http://goo.gl/Y4Rg1
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The Overlaps
PC Overlap
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(Pedagogy and Content)
Differentiation Much harder without tech
TC overlap
(technology meets content)
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(technology meets content) Textbook transformed to be online
Multimedia and Interactive
Conditional pathways, differentiated, and self-grading
http://www.moglue.com/
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The Sweet Spot
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Essential
Questionsas the
driver
p
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BREAK
Formative Assessment with Technology
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Formative Assessment with Technology
Exit Cards
DyKnow or Google PPT
Graphic Organizers/Mind Maps
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Graphic Organizers/Mind Maps
Make Student Understanding ExplicitVisual Learner
Aids Focus
Use as Scaffolding
support to help students make connections
Tools
Bubbl.us
Mindomo
Spiderscribe
Mindmeister
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Socrative.com
Google Forms
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Google Forms
Spreadsheet view
Tools
Script Gallery
Flubaroo
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OneNote Shared Notebooks
Evernote Shared Notebook
Google Docs Shared Folders
Synchronous Writing Prompts
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TIP: USE A TIMER
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TIP: USE A TIMER
TIP 2
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TIP 2
http://chir.ag/projects/team-maker/
Habits of Mind Skills Assessment
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Habits of Mind Skills Assessment
Cl
assDojo.com
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Meaningful
Homework
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Autograded
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Autograded
Brain likes patterns,
dont develop bad ones.
Electronic Quiz Applications
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Canvas
Moodle
Quia
WebAssign
Electronic Grading Applications
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Electronic Grading Applications
Raptivity
Fluid
Math/
WolframAlpha
Electronic Grading Applications
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Electronic Grading Applications
Fluid
Math/WolframAlpha
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http://goo.gl/IOrUP
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Activity: Lets play with Sofia and
Diff ti ti f C t t R
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Differentiation of Content Resources
Differentiation with Technology
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gy
Diigo Annotations
LiveBinder
English Differentiated Assignment
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g g
Differentiation Student Choice
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VIsual Oral Research
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Differentiation using
Conditional or Branched Activities
UDUTU
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MyUdutu.com or Udutu.com
LAMS
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Metacognition/Self-Ref lection
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g /
http://www.justshuddup.com/tag/sel
f-ref l
ection/
SELF-REFLECTION
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Learning Journals/Blogs
Shared Google Doc
Shared Spreadsheet KeyIdea/ What
I learned/What
Isti
ll wonder
Frederick Douglas Speaker Series Ustream Presentations
WHY? Brain Closure move to long term memory
Feedback
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Drafts in Progress
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g
Research and Writing:
Noodle Tools and Google Docs
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Noodle Tools and Google Docs
Peer Feedback
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Discussion Boards
Google Sites with Comments
Peer Review Google Docs
Curriculum Examples
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± GAP
± What If History Musuem Project
± Rhodes Socialism
± Frederick Douglas ± American Dream Project
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PART TWO: DESIGNING CURRICULUM
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ZPD and Flow
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http://innovationprinciples.blogspot.in/2011/12/zone-of-proximal-development.html
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http://bl
og.trainerswarehouse.com/?p=584
Rigor and Relevance
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Lets Design
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Take Template and Lets Go Thru It with TPACKin mind
What is the next unit you will be teaching?Lets TPACK certify it-
You work on yours and we will do one foryou- (do a google doc template and walk thruit-
Essential Questions
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Absolutely Essential
Can be very liberating- if it isnt essential,
dont feel compelled to teach it unless it
works for student learning
More: goo.gl/ZAc1n
Enduring Understandings
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What do you want them to remember in 10years?
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VisualizeUnderstanding http://under30ceo.com/creative-visualization-the-
art-of-making-negative-thinking-positive/
Now write what students will know
and be able to do -
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and be able to do
Do Know first- Its easier
Any Misunderstandings?
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Can Formative Assessment Help here?
Does it need to be individual or as a class?
Now do Be able to do -SKILLS
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Add one contemporary Skill
Add on Habit of mind to work on-
How will we Assess?
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The Content The Skill
The Habit of Mind
Consider
Diagnostic
Formative Assessment
Summative
Self Assessment Peer Assessment
The Learning Plan
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Do WHERETOW Where headed?
H Hook?
E opportunities to equip, explore, experience key ideas
R rethink, rehearse, refine, reviseE evaluation by students
T- tailored to individual needs
0 organized for maximum engagement-
Then design a single day
Adding the Tech
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Our toolkit
Where will tech move you up SAMR scale?
Other Checks?
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Rigor and Relevance
Brain-Friendliness
Two Pedagogies for Delivering the
Design
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g
POGIL
PBL
Project Based Learning
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Global Action Project
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Story Telling Thru Documentary
Global Issues
Service
Social Entrepreneurship
Identify an Issue affecting a population. Tell the
story. Determine a way to help. Create a
business plan. Present to a panel of adults whohave the means to fund you.
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History Museum
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y
Advanced WH DocumentariesRegular World 1 minute Global IssuesVideos
US History Websites on post 1950 topic
AP US What If Grade 9 Graphic Novel of World History
Kinesiology and Health Class
Designing schools outdoor health track
What If
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POGILO i d id d i i
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Process Oriented Guided Inquiry Learning
Pogil.org
http://pogil.org/resources/curriculum-
materials
Started in Science Chemistry
Assessment Strategies
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Performance based assessment
CWRA
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PART THREE: TPACK AND FACULTY PD
Grow Each Bubble
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Faculty Survey
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Faculty Portfolios
Include:
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Goals Professional Development
Ref lection
Samples of Different Pedagogies
Shared with Department Head, Instructional Tech
Using Chalk and Wire (chalkandwire.org)
Learning Groups
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Other Mechanisms
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Summer PD
Faculty Bingo
± Differentiation Bingo
± Tech Integration Bingo ± Brain Compatible Bingo
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THANK YOU!