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The Digital Learning Process: Strengthening and Assessing 21 st Century Skills. Ferdi Serim CLARO Consulting Community Learning & Resource Optimization ferdiserim@mac.com. Our Goal:. Students who can apply what they learn (and know) in ways that are useful in real life.

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The digital learning process strengthening and assessing 21 st century skills
The Digital Learning Process: Strengthening and Assessing 21st Century Skills

Ferdi Serim

CLARO Consulting

Community Learning & Resource Optimization

ferdiserim@mac.com


The digital learning process strengthening and assessing 21 st century skills

Our Goal:

Students who can apply what they learn (and know) in ways that are useful in real life.

(aka - students who are College & Career Ready)


The digital learning process strengthening and assessing 21 st century skills

Digital Learning

Process

Creativity &

Innovation

NETS-S

Communication

& Collaboration

Research &

InformationFluency

Reflection

Critical Thinking

Problem-Solving &

Decision Making

Common Core

Projects

Digital Citizenship

TechnologyOperations &

Concepts

Artifact

Validation


From percentages to performances
From Percentages to Performances

Would you board a plane that could reach 85% of takeoff speed?

With a pilot who’d earned an “A” in everything except landing?


Two different worlds employers educators
Two Different Worlds: Employers & Educators


Higher learning demands deeper foundations
Higher Learning Demands Deeper Foundations


Higher learning demands deeper foundations1
Higher Learning Demands Deeper Foundations

Societally Sustaining Knowledge

“Daily Life”

Knowledge

Transient Knowledge

Learning for the test

Learning enough to graduate

Learning enough to build upon


A shared language framework for reuniting context and content
A Shared Language & Framework for Reuniting Context and Content

The Common Core goes beyond a “checklist”

  • English/Language Arts uses Anchor Standards

  • Math uses “Standards of Practice”

  • NextGen Science will use “Three Dimensions”

    • Practices

    • Cross-cutting Concepts

    • Disciplinary Core Ideas


College and career readiness anchor standards
College and Career Readiness ContentAnchor Standards

Comprehension & Collaboration

Presentation of Knowledge & Ideas

Reading

Conventions of Standard English

Knowledge of Language

Vocabulary Acquisition & Use

Writing

Language

Text Type & Purposes

Production & Distribution of Writing

Research to Build & Present Knowledge

Range of Writing

Key Ideas & Details

Craft & Structure

Integration of Knowledge & Ideas

Range of Reading/Text Complexity

Speaking & Listening


Mathematical standards of practice
Mathematical Standards of Practice Content

1 Make Sense

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

8 Regularity

4 Model

2 Reason

3 Construct

Model with mathematics.

Look for and express regularity in repeated reasoning.

5 Tools

7 Structure

Construct viable arguments and critique the reasoning of others.

6 Precision

Use appropriate tools strategically.

Look for and make use of structure.

Attend to precision.



The reality gates foundation1
The Reality: Gates Foundation Content

Protocol for Language Arts Teaching Observations

(or PLATO, developed by Pam Grossman at Stanford University)


The reality gates foundation2
The Reality: Gates Foundation Content

Mathematical Quality of Instruction

(or MQI, developed by Heather Hill of Harvard University)


Take away use active learning strategies
Take-Away: ContentUse Active Learning Strategies

  • Discussion-based classrooms

  • Project-based assignments

  • Original research and experiment design

  • Student choice embedded in course work


The digital learning process strengthening and assessing 21 st century skills

Digital Learning Content

Process

Creativity &

Innovation

NETS-S

Communication

& Collaboration

Research &

InformationFluency

Reflection

Critical Thinking

Problem-Solving &

Decision Making

Common Core

Projects

Digital Citizenship

TechnologyOperations &

Concepts

Artifact

Validation



The digital learning process strengthening and assessing 21 st century skills

Project Idea Content

Marzano “High Probability”

Strategy

Role of 21st Century Skills

(ISTE NETS)

Common Core Standards

(Mastery Example)

Rubric Statement

(Looking At Student Work)

TPACK Activity Type


The digital learning process strengthening and assessing 21 st century skills

Project Idea Content

Marzano “High Probability”

Strategy

Role of 21st Century Skills

(ISTE NETS)

Common Core Standards

(Mastery Example)

Rubric Statement

(Looking At Student Work)

TPACK Activity Type


Got tpack

Technological Pedagogical Content Content

Knowledge

(TPACK)

Got TPACK?

Technological

Knowledge

(TK)

Technological

Content

Knowledge

(TCK)

Technological

Pedagogical

Knowledge

(TPK)

Pedagogical

Knowledge

(PK)

Content

Knowledge

(CK)

Pedagogical

Content

Knowledge


Got tpack1
Got TPACK? Content

Harris and Hofer suggest that planning a particular learning event can be described as the end result of five basic instructional decisions:

  • Choosing learning goals

  • Making practical pedagogical decisions about the nature of the learning experience

  • Selecting and sequencing appropriate activity types to combine to form the learning experience

  • Selecting formative and summative assessment strategies that will reveal what and how well students are learning

  • Selecting tools and resources that will best help students to benefit from the learning experience being planned


The digital learning process strengthening and assessing 21 st century skills

Secondary English Language Arts Learning Activity Types by Carl Young, Mark Hofer and Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at activitytypes.wmwikis.net


The digital learning process strengthening and assessing 21 st century skills

Mathematics Learning Activity Types by Neal Carl Young, Mark Hofer and Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at Grandgenett, Judi Harris, and Mark Hofer is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at activitytypes.wmwikis.net


The digital learning process strengthening and assessing 21 st century skills

Science Learning Activity Types by Margaret R. Blanchard, Judi Harris, and Mark Hofer is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at activitytypes.wmwikis.net


The digital learning process strengthening and assessing 21 st century skills

Social Studies Learning Activity Types by Mark Hofer and Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at activitytypes.wmwikis.net


The digital learning process common core database
The Digital Learning Process Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at Common Core Database

Most teachers lack:

  • knowledge of the Common Core Standards in ways that connect to their practice

  • awareness of how student mastery of Common Core depends on the NETS

  • examples of student work that demonstrate progressive growth

  • instructional strategies that align resources, activities and research

  • additional class time to differentiate and deepen student learning


The digital learning process common core database1
The Digital Learning Process Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at Common Core Database

A practical framework for systematically developing TPACK focused on the Common Core :

  • each inquiry driven project focuses on all six NETS-S

  • each NETS-S strengthens the relevant Common Core (ELA and Math) Standard

  • each Standard is linked to the specific TPACK activity type to support the subject

  • each activity is paired with the applicable Marzano instructional strategy

  • each activity is paired with the applicable Intel Teach rubric for formative assessment of student work

  • the database contains all K-12 Common Core Standards, as well as Science and Geography standards, making it adaptable by any teacher at any level


Remember what we know about learning
Remember what we know about learning Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at

  • We are always learning, all the time.

  • We learn from those with whom we identify.

  • We can only learn something when it makes sense to us

  • Application demands “lasting learning” Memorization (short term) inevitably leads to forgetting (soon after the test)


Andragogy processes for college career ready learning
Andragogy: Processes for Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at College & Career Ready Learning

Adults need to know the reason for learning something

Need to Know

Readiness

Orientation

Self-Concept

Adult learning is problem-centered rather than content-oriented

Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives

Foundation

Motivation

Experience (including error) provides the basis for learning activities

Adults respond better to volitional versus coersivemotivators

Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction


Growth and the zone of proximal development
Growth and Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at the Zone of Proximal Development

  • What can be done or understood with help (ZPD)

New accomplishments moving out of ZPD

  • What can already be done and understood

  • What still can’t be done or understood

New possibilities moving in to ZPD


You can t not see once you ve seen
You Can’t Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at Not See, Once You’ve Seen

Teachers and students who’ve seen learning improve won’t go back to traditional practice.


Pendulum waves learning trajectories metaphor
Pendulum Waves: Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at Learning Trajectories Metaphor

http://www.youtube.com/watch?v=yVkdfJ9PkRQ


Reflections
Reflections Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at

  • How many patterns did you observe?

  • How does this reflect your students’ growth in your classroom over time?

  • What implications does this have for “pacing guides”


Your 3 brains universal design for learning http www cast org udl index html

Your 3 Brains: Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at Universal Design for Learninghttp://www.cast.org/udl/index.html


Learning doing over time
Learning = Doing Over Time Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at

  • by the company we keep

  • by integrating prior knowledge

We learn:

  • Our ZPD includes self image: our beliefs about what we can and can’t learn in the future


The digital learning process strengthening and assessing 21 st century skills

Going the Distance: Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at

PD Changing Classroom Practice

5%

Research & Theory

5%

5%

Research, Theory & Practice

10-20%

Research, Theory, Practice & Demonstration

5-10%

80-90%

Research, Theory, Practice

& Demonstration

with Coaching & Mentoring

80-90%

90%

Adapted from Joyce & Showers (2002)


Concerns based adoption model cbam

Concerns-Based Adoption Model (CBAM) Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at

What we can reasonably expect to encounter in transitioning to the Common Core


Expressions of concern from me to it to us
Expressions of Concern: Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at From Me to It to US

I have some ideas about something that would work even better.

Refocusing

Collaboration

How can I relate what I am doing to what others are doing?

Consequence

How is my use affecting learners?

How can I refine it to have more impact?

I seem to be spending all my time getting materials ready.

Management

Personal

How will using it affect me?

Informational

I would like to know more about it.

Awareness

I am not concerned about it.


Progress time support from me to it to us
Progress, Time & Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at Support:From Me to It to US

With

Sustained support

Refocusing

5 Years

Collaboration

2 Years

Without sustained support

(never gets past Consequence)

3 Years

Consequence

1 Year

Management

Personal

Informational

Awareness


Levels of use behaviors from me to it to us
Levels of Use & Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at Behaviors:From Me to It to US

Seeks more effective alternatives to the established use of the innovation.

7. Renewal

Makes deliberate efforts to coordinate with others in using the innovation.

6. Integration

Makes changes to increase outcomes.

5. Refinement

Making few or no changes and has an established pattern of use.

4. Routine

Making changes to better organize use of the innovation.

3. Mechanical

Has definite plans to begin using the innovation.

2. Preparation

Takes the initiative to learn more about the innovation.

1. Orientation

The user has no interest, is taking no action.

0. Non-Use


Levels of use over time from me to it to us
Levels of Use Over Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at Time:From Me to It to US

With

Sustained support

Renewal

5 Years

Integration

3 Years

Refinement

Without sustained support

(never gets past Routine)

1 Year

3 Years

Routine

Mechanical

Preparation

Orientation

Non-Use



The digital learning process strengthening and assessing 21 st century skills

Engagement Through Education and the Economy

STEM Challenges

Doing STEM, not just learning about STEM

Real-world STEM experiences (designed by field experts, aligned with college & career expectations)

Developmentally-appropriatepathways (multiple access points, “stepping stones” & “helping hands”)

Scaffolding and mentoring from field experts (university and industry)


Innovative models for stem learning
Innovative Models for Education and the EconomySTEM Learning

http://www.youtube.com/watch?v=F6u9gA_dhTQ


Embedded common core nets in afrl stem challenge
Embedded Common Core & NETS Education and the Economyin AFRL STEM Challenge

Math Common Core

Standards of Mathematical Practice

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

Math Common Core

Standards of Mathematical Practice

5. Use appropriate tools strategically.

6. Attend to precision.

Math Common Core:

Standards of Mathematical Practice

1. Make sense of problems and persevere in solving them.

4. Model with mathematics.

ELA Common Core: Integration of Knowledge & Ideas

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

ELA Common Core: Integration of Knowledge & Ideas

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

The deepest learning happens when students take ownership of their explanation of every decision made about their project

ELA Common Core: Key Ideas & Details

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.


Engagement gains
Engagement = Gains Education and the Economy


The courage to learn f rom failure lessons for leaders
The Courage to Learn Education and the Economyfrom Failure (Lessons for Leaders)

  • Harvard Business Review details three categories of failures and the associated response strategies.

Routine:

failures that can be prevented

Complex:

failures that can be managed

Frontier:

Intelligent -can generate knowledge


The digital learning process strengthening and assessing 21 st century skills

Routine: Education and the Economy

failures that can be prevented

People Limits

Willful deviance

Inattention

Lack of Ability

Landlubbers

Drilling the boat

Asleep at the helm

Response Strategy: Detection


The digital learning process strengthening and assessing 21 st century skills

Complex: Education and the Economy

failures that can be managed

Process Limits

Process Inadequacy

Task Challenge

Process Complexity

Without a paddle

80 days

Rube Goldberg

Response Strategy: Analysis


The digital learning process strengthening and assessing 21 st century skills

Frontier: Education and the Economy

Intelligent failures that can generate knowledge

Knowledge Limits

Uncertainty

Hypothesis Testing

Exploratory Testing

Real Environment

Model Testing

Sea Trials

Response Strategy: Experimentation


Common language framework1
Common Language & Framework Education and the Economy


Reflections1
Reflections Education and the Economy

Refocusing

Us?

Collaboration

Consequence

It?

Management

Personal

Me?

Informational

Awareness


Take heart
Take Heart Education and the Economy

"If the question of where to start seems overwhelming, you are at the beginning not the end of this adventure.

Being overwhelmed is the first step if you are serious about trying to get at things that really matter on a scale that makes a difference.

So what do you do when you feel overwhelmed? Well, you have two things.

You have a mind, and you have other people. Start with those, and change the world."  

-- Liz Coleman


The digital learning process strengthening and assessing 21 st century skills1
The Digital Learning Process: Strengthening and Assessing Education and the Economy21st Century Skills

Ferdi Serim

CLARO Consulting

Community Learning & Resource Optimization

ferdiserim@mac.com