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Innovative Learning Design

Innovative Learning Design. Building a Bridge While Walking on It. Perplexity is the beginning of knowledge. Khalil Gibran. Guiding Principles.

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Innovative Learning Design

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  1. Innovative Learning Design Building a Bridge While Walking on It

  2. Perplexity is the beginning of knowledge. Khalil Gibran

  3. Guiding Principles • Engaging students in their learning requires a multidimensional approach. While social and academic engagement is imperative to student success, we know that "...ultimately, we need to achieve the more ambitious goal of promoting deep cognitive engagement that results in learning." • National Research Council, cited in Dunleavey and Milton, 2008

  4. Vision of learning • Students are able to influence and actively participate in shaping their learning • Increase student ownership of learning • Sounds great! So…how do we do it? • CURRICULUM: collaborating to craft essential questions, enduring understandings, big ideas, what matters? • INSTRUCTION: differentiated, challenging, varied, engaging • ASSESSMENT: ongoing formative and summative, students know where they are, where they need to go and how to get there

  5. Moving Learning Forward • Consider the promising practices or initiatives you currently have in our school that guide your work • Start where you are and go from there….

  6. Digital integration • Continuum of learning • Zone of proximal development • Framework: Porter’s Spectrum of Technology and Learning

  7. Making meaning: Assessment and Evaluation • School Team Commitments: • Ongoing formative assessment to inform the team’s action plan • Periodic summative assessment to determine effectiveness of innovations and to set future directions • Inquiry approach to collaborative planning, teaching, sharing reflections on evidence of student learning and professional growth • Research Component: • Administering a pre and post student engagement survey • Using an additional measure of student learning to be determined by your team in consultation with a Helping Teacher • Teacher reflections (qualitative, open-ended)

  8. District Commitments: • Create Student Engagement Surveys (elem/sec) • Tools: frameworks, standards • Indicators of Student Success (checklists/rubrics) • Support in creating locally-based surveys • Support in developing additional measures of student learning • School team includes a Helping Teacher to be part of regular conversations, assessment and planning

  9. Necessary Disruption part 6: Assessment and Evaluation • The shift from a primary focus on summative evaluation to an emphasis on embedded formative feedback is both complex and difficult, but also essential.  It is a fundamental part of the disruptive innovation that will be required in the transition to 21st Century Learning.  • Bruce Beairsto, April 2011, cea blog http://www.cea-ace.ca/blog/bruce-beairsto/2011/04/2/necessary-disruption-part-6-assessment-and-evaluation

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