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Standards that stand up. Montana DOE February 22, 2008 Doug Johnson doug0077@gmail.com. After. Before. After. Resources. https://dougjohnson.wikispaces.com/ Also link from MDOE Moodle.

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standards that stand up

Standards that stand up

Montana DOE

February 22, 2008

Doug Johnson

doug0077@gmail.com

slide2

After

Before

After

resources

Resources

https://dougjohnson.wikispaces.com/

Also link from MDOE Moodle

three drivers for me

… children in one set of schools are educated to be governors; children in the other set of schools are trained for being governed. Kozol, 1991

3 R’s

Rote

Restraint

Regurgitation

7 C’s

Creativity

Collaboration

Critical thinking

Communication

Constructivism

Computers

Caring

Three drivers for me

three drivers for me1

Three drivers for me

Can someone overseas do it cheaper?

Can a computer do it faster?

Am I offering something that satisfies the nonmaterial, transcendent desires of an abundant age?

Pink - Whole New Mind, 2005

Michael Graves

slide6
OccupationsTruck driverPhysicianPiano playerFarmerBankerSalespersonSmall business ownerMechanicArchitectCustodian

Three drivers for me

on the farm of today
On the farm of today…
  • GPS driven tractors
  • Cattle retinal scans
  • Genetics databases
  • Robotic tomato pickers

From 20 to 400 acres on a "good day" over past 20 years

my experience with standards
My experience with standards
  • Wrote ISD77 IL/IT curriculum with benchmarks. ‘95
  • Co-wrote “Computer Skills for Information Problem-Solving” ‘96, ‘02
  • Co-wrote MEMO’s Standards for “Information and Technology Literacy” ‘04
  • Advised on AASL and ISTE NETS standards, ‘98, ‘07
isd77 experience
ISD77 experience
  • traditional library skills taught - in isolation
  • technology skills - without application
  • electronic research skills - not enough
  • ethical use - citing sources
  • few critical reading and viewing skills - why?
  • skill attainment documentation- uncertain, disorganized, and unreported
isd77 experience final
ISD77 experience - final
  • Information processing skills
    • Higher-level thinking and problem-solving
    • Related to classroom curriculum
    • Authentically assessed
    • Applied - meaningful
  • Final products using a variety of media and formats
    • Meet tech skill competencies
    • Applied use of technology
  • All students - documented
isd77 process

Identify current skills

ISD77 process

Identify an

information

process

Group skills

within the

process

Identify

curricular area

for integration

Brainstorm

projects

Identify

resources

Develop

assessment

tools

Develop record

keeping system

the big6
1) Define the need for information

1.1 Define the task

1.2 Identify the information needed

Preventing plagiarism starts here!

The Big6
the big61
3) Locate and access the information

3.1 Locate sources

3.2 Find information within the sources

The Big6
location and access skills
Traditional

Card catalog

Index

Reader’s Guide

Scanning and skimming

Table of contents

Technology enabled

Online catalog (multiple libraries)

Boolean searching

Search engines

Online databases

Find command

Location and access skills
the big62
4) Use information

4.1 Engage - read, hear, view -the information

4.2 Extract the information

The Big6
engage and extract
Engage and extract
  • Traditional skills
    • Read
    • Interpret graphs
    • Take notes
  • Technology skills:
    • Connect computers
    • Download, decompress and view data
    • Cut and paste
the big63
The Big6
  • 5) Synthesize and communicate
    • 5.1 Organize information from multiple sources
    • 5.2 Present information
organize and communicate
Organize and communicate
  • Traditional skills
    • Organize notes/record sources
    • Outline
    • Write paper/give speech
  • Technology skills:
    • Organize and record electronic sources of information
    • Use spreadsheets, databases to analyze data
    • Communicate electronically
new opportunities for communication
use desktop publishing and word processing (keyboarding)

create and use computer-generated art

create computer-generated graphs and charts

use presentation software

create hypermedia

create WWW pages

use e-mail, videoconferencing etc

New opportunities for communication
the big64
6) Evaluation

6.1 Judge product and effectiveness

6.2 Judge the problem-solving process

6.3 Consider the ethical decisions made

The Big6
benchmarks 4 areas

Tech is sexy!

Benchmarks - 4 areas

Research process

Technology use

Reading and media literacy

Responsible use

my experience with standards1
My experience with standards
  • Wrote ISD77 IL/IT curriculum with benchmarks. ‘95
  • Co-wrote “Computer Skills for Information Problem-Solving” ‘96, ‘02
  • Co-wrote MEMO’s Standards for “Information and Technology Literacy” ‘04
  • Advised on AASL and ISTE NETS standards, ‘98, ‘07
hierarchy of student tech uses
Hierarchy of Student Tech Uses
  • Non-applied use
  • Problem- solving tools
  • Academic use
  • Basic skills use
  • Simple uses
hierarchy of student tech uses1
Hierarchy of Student Tech Uses
  • Drill and practice
  • Integrated learning systems
  • Trivia recall
  • Simulations
  • Simple uses
hierarchy of student tech uses2
Hierarchy of Student Tech Uses
  • Using a mouse
  • Saving files
  • Printing
  • Opening and closing programs
  • Basic skills use
  • Simple uses
slide27

Hierarchy of Student Tech Uses

  • Non-applied use
  • Computer literacy class
  • “PowerPoint” units
  • Basic skills use
  • Simple uses
slide28

Hierarchy of Student Tech Uses

  • Non-applied use
  • Academic use
  • Technology upgrade
  • Basic skills use
  • Simple uses
the technology upgrade
The technology upgrade

Activity

Upgrade

Benefit

Increased attention, visuals

Lecture

Multi-media

Easier to edit, add graphics,share on-line

Student writing

Word processed

slide30

Hierarchy of Student Tech Uses

  • Non-applied use
  • Problem-solving tool
  • Academicuse
  • Information literacy projects
  • Basic skills use
  • Simple uses
information literacy is
Information literacy is:

The ability to solve problems and answer questions using information and technology.

best practices common recommendations zemelman daniels hyde
Best practices – common recommendations Zemelman - Daniels - Hyde
  • LESS lecturing
  • LESS one-way transmission of information
  • LESS time devoted to fill-in-the-blank “seatwork”
  • LESS attempt to thinly “cover” materials
  • LESS memorization
best practices common recommendations
Best practices – common recommendations
  • MORE hands-on learning
  • MORE higher-order thinking
  • MORE study of of topics in depth
  • MORE choice for students
  • MORE collaborative activity
  • MORE descriptive evaluations
standards that stand up1

Standards that stand up

Montana DOE

February 22, 2008

Doug Johnson

doug0077@gmail.com