1 / 54

21 st Century Technology The Power of Collaboration

21 st Century Technology The Power of Collaboration. Tom’s 3 column Graphic Organizer. oh. Aha. OMG!. An upfront “oh” I have not used the term “student” and “learner” interchangeably “Student” – from studere – one who studies and attends school*

rusk
Download Presentation

21 st Century Technology The Power of Collaboration

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. 21st Century TechnologyThe Power of Collaboration

  2. Tom’s 3 column Graphic Organizer oh Aha OMG!

  3. An upfront “oh” • I have not used the term “student” and “learner” interchangeably • “Student” – from studere – one who studies and attends school* • “Learner” – from lernen – to gain knowledge or understanding of or skill in by study, instruction, or experience* • * From Merriam-Webster OnLine

  4. Learning like you’ve never imagined it could be! • One Premise • Beliefs Determine Actions • Two Questions • What year is it? • Do you believe it?

  5. The Premise • Beliefs determine actions. • I WISH I could fly! • I don’t jump off of a 20 story building • Because I don’t believe I can fly • Belief determines action.

  6. I WISH I could gamble and know I would win • I don’t gamble. • Belief determines action.

  7. Remember the two questions? • What year is it? • 2. Do you BELIEVE it?

  8. Do you BELIEVE it? • How many of you text regularly? • How many of you have an iPod? • How many of you use it personally for learning? • How many of you are in the blogosphere as blogger or reader? • How many of you have uploaded a video to YouTube or a picture to Flickr? • How many of you have a page on MySpace or Facebook? • How many of you play MMORPGs? • How many of you know what that means? • Massive Multiplayer Online Role-Playing Games

  9. How many of you think your students would have answered all of those affirmatively?

  10. How many of you use Skype? • In your classrooms? • How many of you believe that your classroom is the only place where learning is occurring? • How many of you link regularly for student learning with . . . • A class or teacher in another country? • A class or teacher in Nevada? • A class or teacher in your building? • Do your students know these things can be done?

  11. How many of you . . . • Believe it’s 2008? • What evidence would you use?

  12. And don’t tell me you use instructional technology as evidence • Most technology in classrooms is just used to do 1950’s stuff • – MORE LOUDLY • What I saw in a “state of the art” school

  13. Could your students offer evidence that they believe it’s 2008?

  14. Let’s go back to those beliefs I mentioned …

  15. How many of you believe in . . . • School Reform?

  16. 1990: I believe that all children can learn. • I believe if we do the right things in school we can make it happen for every child. • I believe that if we know what works and show others, they will do it and schools will be reformed! • I acted on those beliefs.

  17. Boy did I act on them! • “King KERA” Hundred conferences and presentations • The teaching principalship • The active consultant

  18. AND . . . • In a few places, there has been amazing success! • You can name them! • And it’s wonderful for kids!!!!

  19. BUT, • It’s 2008 . . . • You saw the data – it’s not happening for kids the way it needs to! • That’s after working with the “easy” ones; the low-hanging fruit in the reform process.

  20. My Observations. • Every child deserves to be a great learner. • Jim Collins sent us down the wrong path • We don’t have the resources to make every school a GREAT school. • It’s 2008.

  21. Let me ask . . . • How many of you live in an area with magnet schools? • What magnets? • What about the rest of you? • What about your students? • What about kids in Battle Mountain? Or Wendover? Or Hawthorne? Or Wellington? Or ____ ? • Don’t they deserve those opportunities to learn?

  22. It’s 2008, Why would we continue to act as if we believe that geography is the main determining factor in what a student can LEARN??? • I am the first to praise courageous school leaders

  23. I WISH school reform were a viable model for bringing about change. . . • But remember Dorothy?

  24. School Reform and . . . • The Wizard of Oz

  25. We knew where we wanted to go • We believed in a myth • Put ourselves at great peril • Spent time on a difficult journey

  26. The Secret of Oz • Have to have special glasses • If you wear your “school reform glasses” you can almost believe it’s going to work! • The Wizard’s way won’t get us “home” • We need another way to reach our destination • The answer was not in the Wizard’s system, the solution was letting Dorothy use what she had!

  27. What year is it? • The tsunami is on its way

  28. There is another way • The Virtual Learning Magnets • What this is NOT • Not National • Not School • NOT school reform • NOT school redesign • NOT school reinvention

  29. This is about the complete transformation of opportunities for learners.

  30. What is it? • Under the auspices of CCSSO • Works with a learner’s local school • Works with state/district Virtuals • Focuses on learning not schooling

  31. Characteristics of each VLM • Targeted to individual learners and their passion • Strong post-secondary emphasis • Strong link to business and gov’t partners

  32. State Compact • Agree to Performance-based credits • A. Use of existing state policy • B. Use of Chief’s waiver power • Agree to fully credential the learning on the report card. • Agree to aim for diversity that matches the learner population in the state.

  33. The first VLM • The Virtual Learning Magnet for Space Science and Mathematics • In Cooperation with NASA • Proof of Concept starting in Fall 2008 • 500 learners • PofC finished by Spring 2009

  34. Course Design • Non-traditional • Based on Big Ideas and Essential Questions • Non-linear • Computer-game metaphor • One teacher of Record

  35. First course • SSM Physics 101 (comparable to AP, but not AP) • Not a general physics course • For learners who are “rocket kids” • Regular physics course, stripped of content • Repopulated by harvesting existing high quality NASA content

  36. Essential concepts to understand • No formative and summative assessments • 2 types of assessments • Gateway assessments • Readiness assessments

  37. 2 Different Repositories • Content Repository • Initially with NASA content • Then partner content • Then learner content • Quality controlled through LMS • Learner Evidence Repository • Never static

  38. MSSM Physics 101 • The Big Ideas • Kinematics • Mechanics • Gravity • Conservation of energy and momentum • Thermodynamics • Wave theory • Electricity and Magnetism • Nuclear Physics

  39. Order of Units • Unit 1 • Unit 2 • Unit 3 or Unit 4 • Unit 5,6,7,8 in any order • Some will be learning in more than one at the same time!

  40. How will learning take place? • activities • lessons • labs • podcasts • discussions • readings • videos • Second Life tutoring • . . .

  41. How much does each learner have to do? • Whatever it takes to get through the gateway. • Evidence goes into the learner’s Learning Evidence Repository (ELR)

  42. A Gateway assessment one place is a Readiness assessment somewhere else • Learning always has value • Extended learning has value • Learning is valuable and “portable” • The value is stored in the ELR

  43. Other assessment requirement • Contribute to the Content Repository • Once as an individual • Once as members of a virtual cohort

  44. Assessment as fractals of Fibonacci • Look for Evidence of Learning at each level • VLM down to individual concept

  45. Link to 21st Century Skills • Independent study course linked to successive NASA missions

  46. What EVIDENCE can you provide of your … • Global Awareness • Financial, Economic, Business and Entrepreneurial Literacy • Civic Literacy • Learning and Innovation skills • Information, Media and Tech skills • Life and Career skills

  47. The Learner’s Evidence Repository • Common currency (the Franc vs Euro) • same evidence useful in other classes • leads to “compacting” of other courses • Spanish example • Isn’t limited by time • Can add more into the evidence of knowledge of physics after the credit

  48. Forget the myth that we must choose EITHER a mile wide or an inch deep! • Learner may add to their knowledge in a course at any time – even after they have earned the credit! • We’re not in KANSAS anymore!

  49. What’s ahead? • The VLM for International Relations • Focus on Mandarin • CAN’T redo traditional programs

  50. The AHA/OMG moment • Basic courses can be repopulated by anyone, anytime

More Related