second decade engagement

8/9/2019 Second Decade Engagement

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Innovative Teachers


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This year, theanswers aredifferent.


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Aha!!

Insight

before

Information

What

insights will

you refine or

develop

during this

conference??!

InsightHindsight Foresight

Info Overload??


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Second Decade

Engagement?? Its different because of:

Less verbal stimulation Increased visual stimuli Altered brain patterning

Emphasis on inquiry and play Endless media stimulation

The anti-boredom campaign (?!!)


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Best Practice

Next Practice

Zest

Practice


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The 20% policy??!


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Some of the 20% results

Google Wonderwheel, Google Voice, Google Wave......


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WEB 1 learning WEB 2 learning

Memory-based learningAdoptiveTransactional

Classroom audienceOne-way consumptionof knowledge

Inquiry-based learningAdaptiveTransformational

World-wide audienceTwo-way co-creation ofknowledge


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The internet as abrainProcesses for

utilisingcollectiveintelligence

Brain implantsfor online access


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Step-by-step v random access Work oriented v play oriented

Individual v connected

Text-based v highly visually literate

Like to be told v learn better throughdiscovery / inquiry

Different modes of

engagement??


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Student Interests??!

What are the Big Three interests for your

student age group right now?

Where / how do you compile / monitor dataabout their interests?

Where specifically do you build thoseinterests into the classroom learning?


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Students say theyre more likely to

engage with teachers who

Respect students and dont put them down

Involve them in making decisions

Listen to them and dont shout at them

Are fair, approachable and supportive

Are prepared to have fun

Dont give up on them

Are enthusiastic (even inspirational!)


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Start-up motivation (for older

and younger alike)??

How do you create an inspiring energy rightat the start of the day?

In what ways do your classroom and schoolsay Come On In??

What are some processes for generating aninclusive atmosphere in the first 15 mins ofa lesson?


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Intellectualengagement??


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IF by Sarah Perry


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Skills for thinking

Creative (adapt, imagine, predict, invent,hypothesise, challenge, redefine, expand)

Critical (synthesise, analyse, generalise,critique, examine, infer, interpret, classify)

Metacognitive (evaluate, reflect, summarise,review, self-talk, develop plans, query) Adapted from: Learner-Centred Assessment (Wilson & Murdoch, 2006); and, Thinkers

Keys revised version (Ryan, 2007)


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Just OK Sensational

Not even aware ofmy thinking

Always aware of mythinking

Very few sparkly

ideas Lots of sparkly ideas

Cant describe any

thinking strategies

Can describe and use

lots of strategies

A Thinking Rubric


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Coding for higher order

thinking1st level. Every student is involved only with lower order thinking inwhich they are presented with a series of facts or lower level skillsdevelopment. No in-depth analysis takes place at any stage.

2nd level. All students are predominantly engaged in lower orderthinking, with an occasional foray into a more complex activity.

3rd level. At least one key portion of the lesson will focus on higherorder thinking, and most students are cognitively engaged during this

time.

4th level. Almost all students, for the majority of the time, are deeplyintellectually involved in the core process of the lesson. They areconstantly stimulated and challenged by the thinking complexities

offered in their learning.


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Options with the coding

Choose specific lessons, and code forthe quality of your thinking facilitation

Choose full units, and code them fortheir thinking quality

Appoint Learning Detectives who codespecific lessons for you


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The power of akey question??


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Wheres thebear in your

work??!


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What alternatives are there?

Why do you believe..?

Are you saying.?Could you give an example of that?

I wonder if what youre saying is?Are you suggesting?What reasons do you have for saying that?Could you clarify that comment?Why did you find that interesting?How do you know?Why do you agree or disagree with that point?


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There is no formula for developing these questions

They can be: Philosophical / provocative / quirky / thought-provoking /unusual / intriguing

Examples of focus questions?

What is the price of life?

Are we really what we eat?

Which toy would choose you?

Is more ever enough?

Is life fair?

Does happily ever after really exist?

Develop rich focus questions


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A specific awareness of their own thinking For students, begin with an explicit lesson

Model your thinking (and encourage themodelling of other good thinkers)

Ask: What (and how) are you thinking as youwork on this lesson?

Build up the Self-talk process with the use ofThink Buddies

Student self-talk


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Intellectual dialogue

Two critical skills in dialogue: listening and paraphrasing

A critical 1st lesson for students when encouraging themto listen and paraphrase

Model the skill

Clarify the skill

Practise the skill (in pairs)

Paraphrasing? Listen first...

Then pause

Then begin with: So, youre saying that....


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Intellectual skills must

transfer into authenticcontexts

We would like youngsters, and indeed adults, tobecome alert and thoughtful when they hear anunlikely rumour, face a tricky problem ofplanning their time, have a dispute with afriend, or encounter a politicians sweepingstatement on television

(Perkins, 2003)


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English: To collate a wiki about our favourite books

Social Sciences: To produce a video on cyberbullying solutionsthat will score at least 20 000 hits on YouTube

Social justice: To develop a combination of FaceBook andkiva.org, and apply for venture capital funding to manage the site

Music: To write a song to promote a global issue that will be co-created by students from 5 different countries

Technology: To develop an I-Phone App to raise $$$ fordisadvantaged children

Some creative inquiries??


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Guidelines for a student

inquiryQ. What do we already know about this issue?

Q. How will this inquiry support the KeyCompetencies?

Q. What are our questions?

Q. What learning steps will we take?

Q. What and how will we research; and is it useful inanswering our questions?

Q. How will we share our findings?


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Zestful inquiries!!

Generate interest with a provocative intro Give your inquiry units some exciting titles (name

them after a movie or a piece of music) Choose some powerful songs as background music

for some of the learning time

Design an icon or general image to represent theinquiry Find a metaphor for the inquiry


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Thinkers

Ke s


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Inquiry Process

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Strong focus on icons and visual stimuli 20th C learning theories - Behaviourist /Constructivist / Cognitivist?

21st C learning theories - Constructivist /meta-cognitivist / Connectivist?

Digital

engagement??


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E d

u c a t i o

n a

l d e

l i v e

r y

m e c

h

a n i s

m s

Curriculum Pedagogy

Assessment Reporting


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Digital learning in the

Second Decade??

Digital Curriculum Digital Pedagogy

Digital Assessment and Reporting and, Digital Learning Spaces


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Digital Assessment Summative - Student

management systems

Diagnostic - Online Assessmenttools

Formative - e-Folios


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Visual Stimulus

Most (?!) of your students will be visuallearners

Use every possible IWB, data projector,computer screen and chart that you can find Use your own visual collection to emphasise

any key points Develop a visual database of ongoing

achievements


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Jamie Livingstone


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The Ultimate

Engagement


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Consideration for others - correlates with qualitylife satisfaction indicators

Not just an extra-curricular activity; build social

justice causes directly into the curriculum

What classroom inquiries could make a special

difference to life on this planet?

Kids who make adifference


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tonyryan.com.au


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tonyryan.com.au


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thinkerskeys.com


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When you manage to sustain a worthwhilepractice in your life (eg healthy eating; savingmoney), what strategies keep you going?

When you manage to sustain a worthwhile

practice in your professional life (eg socraticquestioning), what strategies keep you going?

How do you sustain goodpractice??

S t i i t d


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Sustaining todays

learnings?? Revisit todays notes twice; ask questions such as: What? So

What? Now What?

In your diary, add one special idea / action each day for thenext two weeks

Embed new strategies / concepts in everyday paperwork(eg your daily plans; your unit planning)

After 3 weeks, specifically dialogue with another attendeeabout any new strategies eg What went well? Why? What

didnt? Why? What could be done next?


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Coaching options??

1. What do you need to achieve?

2. What is happening now?

3. What could you do?

4. What will you do?

5. How and when will you do it?

6. How will you sustain it? From The Leadership Coaching Guide


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Serendipity??


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[email protected]
mailto:[email protected]:[email protected]


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Thank you
mailto:[email protected]

second decade engagement

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