get smart!short
TRANSCRIPT
Get Smart!It Doesn’t Take a
Secret Agent to Integrate Higher Level ThinkingWith Technology
http://www.flickr.com/photos/tdeering/3048907279/ Cindysheets.weebly.com
http://todaysmeet.com/getsmartpodstock2013
1. When I think about Common Core, I worry that _____________.
2. I plan to use technology to implement Common Core objectives by ___________________.
3. I encourage students to use higher level thinking by _____________ ( or my favorite technique)
Contact and Resources
Website cindysheets.weebly.com
Email - work [email protected]
Email – personal [email protected]
Plurk, Twitter hisheets
http://todaysmeet.com/getsmartpodstock2013
Goals Bloom’s Taxonomy
Higher Level Thinking & CCSS (or KCCRS)
Getting “Smart” in our teaching How we interact with students Questioning and discussions Using great tech tools
Resources Projects
The world is moving at a tremendous rate. No one knows
where. We must prepare our children, not for the world of
the past, not for our world, but for their world, the world of the
future.
John Dewey
‘Our kids will spend the
rest of their lives
in the future.Are we
getting them ready?’
Kevin HoneycuttAre we ready for them?YouTube is the new Google . . .
Get Smart about Interacting with Students
Worried about
Common Core?
Think about that great unit . . . Was the lesson/unit open-ended enough to allow students to
pursue topics/projects of personal interest? Was there hands-on involvement apart from “textbook
learning”? Was the use of multiple sources to discover information and
solutions in evidence? Was the lesson/unit relevant to the everyday life of the
student? Was the lesson/unit interesting to you, the teacher? Did the lesson/unit connect to students’ prior learning
experiences and provide bridges to more advanced or diverse learning opportunities?
Jim Delisle, Free Spirit Blog, July 12, 2013
CCSSconcepts
rather than facts
They appreciate nuances, such as how the composition of an audience should affect tone when speaking
They use technology and digital media strategically and capably.
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. From Common Core introduction H. Lynn Erickson (Concept Based Curriculum)
The boss . . .who wants your best work, your art and your genuine enthusiasm:
...can demand that you bring your best possible work the first time, . . .
...or they can nurture you, encourage you, set a high bar and then support you on your way. They can teach you, cajole you and introduce you to others that will do the same.
The first strategy is the factory mindset
You don't make art this way, or emotional connections, or things that haven't been made before. You may get the job done, but it's not clear if you'll make a difference.
Seth Godin: Nature vs Nurture
Trust your instincts
Jeff DanielianNAGC
"I have always believed that every student deserves the opportunity to share what they know and what they want to know.”
"If it is skills you are evaluating, give them choice of content. If it is content, give them choice of product."
Bloom’s TaxonomyGet Smart about asking questions
“To be ready for college, workforce training, and life in a technological society,
students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas,
to conduct original research in order to answer questions or solve problems,
and to analyze and create a high volume and extensive range of print and non-print texts
in media forms old and new.”
From Common Core State Standards
http://elsyone.files.wordpress.com/2011/07/bloomsrevisedtaxomony2.jpg
Interactive iPad app on web site
Theme: Defying Gravity
Questioning Makes the Difference
Ben Franklin What perspective?
Invention: what, when and WHY? How did it improve things?
Quote of Franklin’s that he might have used about his invention
In what way has this project taught you something new?
Meeting of the Minds – Dinner Table
Night of the Notables
Students Asking Questions
Students learn more when asking questions than when answering them most of the time. Especially if those questions asked by others are at lower levels of thinking.
Essential Questions:Classroom Norms
No one right answer Takes Practice Active participation from everyone Everyone gets called on Challenge doesn’t mean lack of value Mistakes are part of learning Re-consider things you thought you knew
http://grantwiggins.wordpress.com/2013/03/30/an-excerpt-from-our-just-released-book-on-essential-questions/
Grant Wiggins
PaleontologyAnalysisEvaluationSynthesisExplorationGenerating questions: Think like a paleontologist
Paleontology
How will the bones provide clues to help us identify the animal?
Driving (essential) question)
Need to know
Reflection and revision
Technology as a resource tool
“It doesn’t matter what you cover; it matters how much you develop
the capacity to discover.”
Norm Chomsky, 2003
Get Smart
About Common
Core
Technology
. . . students are expected to not only obtain knowledge through the use of technology, but more importantly, they are asked to demonstrate their learning through the use of technology and to share that learning with a global community.
Share Fair
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Choose the Media Based on the Content
Who is your audience? What content do you have to share? Why do you think this is the best format to
share it? What will it look like when completed? (model)
RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Student Projects Research: point of view
2:30
Travel Trek – geography, economics . . . Monster Exchange – Skype, descriptive language, communication Live Interviews: Skype, iPad, FlipCams, Voice Recorder Design a Star System
– application, analysis, synthesis Benjamin Franklin: More than who and what . . . Puppetry: fractured fairy tales Digital Storytelling
Interdisciplinar
y
Audience
Notice how students are expected to not only obtain knowledge through the use of technology, but more importantly, they are asked to demonstrate their learning through the use of technology and to share that learning with a global community.
Christopher Columbus AwardsToshiba: Exploravision
eCybermission
Endangered
Species
•Scaffold research•Purpose: Why should we save this animal? Convince me!•Posters – Excel
•Slogans
•Presentation
Animation
Mock Trial
Mapping Media to the Common CoreWesley Fryer
Maps.playingwithmedia.com Moving at the Speed of Creativity (blog) Terminology – change how we label things Idea of transliteracy:
Transliteracy is the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks.
Scratch & MathStandards:
ISTE Nets Standards for Students:Creativity and Innovation - 1.a, 1.b, 1.cCommunication and Collaboration - 2.bCritical Thinking, Problem Solving, and Decision Making - 4.bTechnology Operations and Concepts - 6.c, 6.d
Math Common Core Standards:5.OA-3, 5.NBT-1, 5.NBT-5, 5.MD-1, 5.MD-2, 5.MD-3, 5.G-1, 5.G-2, 5.G-3, 5.G-4, 6.RP-3, 6.NS-2, 6.NS-5, 6.NS-7, 6.NS-8, 6.EE-9, 6.G-4, 7.NS-1, 7.NS-2, 7.G-1, 8.F-1, 8.F-4
http://labs.greenbush.us/moodle/course/view.php?id=15
Scratch Project-LA3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
3.3c Use temporal words and phrases to signal event order.3.3d Provide a sense of closure.
http://www.ellencavanaugh.com/2013/02/18/scratch-programming-and-3rd-grade-common-core/
Be willing to learn from students
Teachers still have much to offer: critical thinking, unlocking meaning, clear communication
Teaching with technology can be transforming Encourage student autonomy Dual level of teaching content along with meta-
cognition- learning how to learn Welcome productive digressions Build a collaborative team, a PLN, and
consider including students as part of the team
Change Can Be Difficult
“Start where you are.
Use what you have.
Do what you
can.”
Wesley Fryer, Playing with Media (Saskatchewan Public Schools)
Contact and Resources Email - work [email protected] Email – personal
[email protected] Plurk, Twitter hisheets Website
http://cindysheets.weebly.com
LiveBinder for this session: http://www.livebinders.com/play/play?
present=true&id=917060
Resources Christopher Columbus Awards Toshiba Exploravision eCybermission
http://www.livebinders.com/play/play?id=303326 infusing technology in the common core
http://www.techwithtia.com/common-core.html