Transcript Power! Up: Integrating Tech to maximize learning

INTEGRATING TECH TO
MAXIMIZE LEARNING
Maria D.S. Andrade Johnson, Michael Pascual, 2015
What's Going on
with Technology in
the Classroom?
Log in to: www.ed-gecation.com
OUR JOURNEY TODAY
• Understand “lingo” related to tech
integration
• Work with rubrics for 4Cs/21CLD
integration—apply to learning
activities and strategies
• Redesign one activity with 4Cs and
tech in mind
• Experience some apps in our
learning to get you started
• Take home resources
WHEN YOU SEE THIS…?
Puentadura, 2012
WHICH CONCEPT COMES TO MIND?
BEING COMFORTABLE
WITH S.A.M.R.
• Perception of hierarchy of
levels of use
• Substitution and Augmentation
are not bad words-often
increase engagement and
efficacy
• Pool analogy—sometimes a dip
is just right; other times, a
cannonball
HOW DO WE DECIDE WHAT AND HOW?
TPACK...
Connects what students learn (CONTENT)
Crafting the learning (PEDAGOGY-TEACHING)
When, why, and what TECHNOLOGY we might
use to enhance the learning.
TAKE A BREATHER…IS IT MAKING SENSE?
BRINGING IT TOGETHER
 TPACK: think about content/pedagogy first ( PC)
 TPACK: consider tech tools aligned to PC (TK)
 SAMR: selection of tech tool, if any. If “Substitution,”
 New way to do the task that would deepen
understanding? (Depth of Knowledge)
 Pushing too hard just to get to “transformative”
levels? (Remember: Vigotsky, proximal development)
 Or, is it “just right,” the “sweet spot” of TPACK?
WHAT DOES POWERED-UP LEARNING
LOOK LIKE?
4 Cs




Critical Thinking
Collaboration
Creativity
Communication
21 CLD
 Collaborate
 Construct knowledge
 Innovate to solve
real-world problems
 Use tech to enhance
learning
 Self-regulate
 Communicate
COLLABORATION IS…
Students:
• Discuss / research
• Solve a problem
• Create a product
Shared responsibility for the outcome: process AND product
Shared decision-making on substantive, meaningful matters
DOES GROUP WORK
TEACH
COLLABORATION?
This work is licensed under a Creative Commons Attribution 3.0 Unported License.
Microsoft Partners in Learning
Attribute to Microsoft Corp.
The House on Mango Street is a memoir written by Sandra Cisneros about her
experiences growing up on a street in Chicago which is populated by impoverished
immigrants from Latin America.
Step 1.
Read the book. Reflect on this question: “What are some of the important elements
of the immigrant experience?”
Step 2.
Find someone in your neighborhood or family who is an immigrant to the United
States. You will interview this person to ask them, “ Tell me two or three of the most
important problems you faced when you first immigrated to the United States .” Ask
them to describe the world in which they lived and their community.
You can conduct your interview alone or with a friend, but you will still have to
submit separate poems.
Step 3.
Based on all that you learned from the book and interview, write a poem about a real
problem that immigrants face when they come to the United states and how that
impacts their life. Reflect on the following: Why is it so hard? What can nonimmigrants and others in the community do to make the transition easier for
immigrants?
Think about people in your community who might not be aware of what immigrants
experience. How can you communicate what you have learned to this audience? Use
vivid language to make the experience more real to your readers.
Step 4.
Work in pairs with another student. Read your partner’s poem. Think about the
following questions, and use them to provide feedback to help your partner edit and
improve his or her poem:
Does the poem have enough detail? Is it clear what you are describing? Mark places
that are vague.
Is the poem written using correct conventions and grammar? Does it follow one of
the patterns that we learned about in class? Note any mistakes.
What would make the poem better?
Step 5.
Use your partner’s comments to edit your poem. Fix all mistakes and consider your
partner’s suggestions for improving the poem.
Step 6.
Put your poem into final form. It must be typed, using double spacing in Times New
Roman, size 12.
LET's TALK ABOUT THE RATINGS!
KNOWLEDGE CONSTRUCTION
Students:
• Do more than reproduce knowledge
• Generate developmentally or culturally
new ideas and understandings
• Interpret, analyze, synthesize, evaluate,
and apply information or ideas
CONSTRUCTION activities occupy a significant part of the
learning activity time.
CONSTRUCTION activities represent a substantial portion of
the marking/grading in the activity—does not all have to be
summative.
KNOWLEDGE
CONSTRUCTION AND
CRITICAL THINKING?
This work is licensed under a Creative Commons Attribution 3.0 Unported License.
Microsoft Partners in Learning
Attribute to Microsoft Corp.
MR. SUN E. DAY
Mr. Sun E. Day lives in the city of Chicago in Illinois. He is building his own house but can’t
decide what materials to use. Chicago has very different weather in the summer and the
winter. In the summer, it is often over 80 degrees Fahrenheit, and in the winter, it is often
below 30 or even below zero!
Each student pair will design a house for Mr. Sun E Day that will stay cool in the summer or
warm in the winter. (It will be even better if the house can do both!) You will build a
miniature model of your design and conduct a few experiments to see if it works.
Afterwards, you will write a letter to Mr. Sun E. Day to explain your findings and
recommendation, using elements of structured writing you’ve learned in English class.
BUILDING THE HOUSE
You will explore different variables for creating a warmer/cooler house. Use any material
available in the lab. You can research on the internet, ask your parents, or read other books
to learn more about other variables to explore in your experiment. Try using different
materials for building the house. Some houses are made of wood. In some places, houses
are made of clay. But they could be made of other materials too.
Remember how sometimes the color of your clothes can make you feel hotter or cooler?
Paint your model with different colors to see if this has any effect on how hot or cool it is.
Think of other variables that may affect the temperature inside the house.
face east, north, south or west?
Does the house
Make sure your model also has an opening that’s big enough for you to stick a thermometer
inside.
TEST THE TEMPERATURE
Test your model; record the temperature inside the house each day for 7 days.
Test 2 other models from your classmates; record the temperature for 7 days.
COMMUNICATE YOUR FINDINGS
After you finish, write a letter together to Mr. Sun E. Day. Recommend which variables make
the best house and explain your reasons, using the data from all three models. Use correct
sentence structure, grammar, and spelling. Your letter must be typed.
LET's TALK ABOUT THE RATINGS!
RATE THIS
ACTIVIT Y
YOUR
TURN
What would you do with the
Mango Street or Sun E. Day
activity to move it up the
rubric ladder?
Power
UP!
Report in
on Padlet
REAL-WORLD PROBLEM SOLVING AND
INNOVATION
Students consider:
• Authentic real world problems for real
audiences
• Solutions are implemented in the real
world
Students do not already know a
response or solution.
Students may be involved in the act of
problematizing, based on readiness.
EFFECTIVE COMMUNICATION
Students communicate:
• During process of learning activity
• Multi-modal: text, video, audio recording,
photos, etc.
• Extended meaning (not just a tweet or
text) with reasoning and evidence
• For an audience, such as City Council,
other schools, family, public agency, etc.
PRACTICAL ICT
• Students use ICT to construct knowledge, solve,
communicate, produce outcome.
• Learning Activity requires ICT to be possible or practical.
SELF-REGULATION
Students:
• Know goals and criteria in advance
• Plan work and resources, pacing
• Receive feedback with opportunity to revise before
final submission
C OLLABORATION
K NOWLEDGE
C ONSTRUCTION
P ROBLEM S OLVING AND
I NNOVATION
C OMMUNICATION
P RACTICAL ICT
S ELF -
IN LEARNING
R EGULATION
ACTIVITY: COLLABORATION WHEELS
INQUIRY WITH HOME AND EXPERT GROUPS
1
2
1
A
3
2
1
B
4
3
2
C
4
3
A, B, C: HOME GROUP
 Constitutional Convention by State
 Novel/Play by Literary Criticism School
 Environment by Ecosystem
1, 2, 3, 4: EXPERT GROUP
 Federal v. State, legislature, economic, social
 Historical, Psychological, Feminist, Marxist
 Forest, Desert, Ocean, Tundra
4
INQUIRY WITH HOME AND EXPERT GROUPS
OneNote
Student Space
Individual notebook tab:
Unique aspect of topic to build
shared knowledge on the topic.
 Shared with teacher; spoken
for written feedback
 Present/teach to home
group, take notes on other
experts.
OneNote
Collaboration Space
Expert Groups Tab:
All 1s, 2s, 3s, and 4s meet in
person and virtually with
teacher and one another.
Home Group Notebook:
 Unique topic for task or
problem.
 Present/teach other home
groups/auth. audience
Powerful Arsenal for Home / Expert
Groups
Mix and Re-Mix Content Area from Multiple
Media Options.
Share notes, annotate, comment orally and
listen to comments from others
Synchronous or asynchronous collaboration
which adjusts to schedules
Allow for personalized content in same topic
areas, to differentiate learning preferences and
psycho-educational differences.
Transparent, visible learning with private
teacher interaction.
Managing flow of information and student work.
CONSIDER…TPACK IT WITH 21CLD
• Collecting multi-media histories across
languages and cultures, producing and
publishing them.
• Recycling effort, wiki to share results and
learning, creating and publishing eBooks to
create awareness.
• Create your own with your group.
IF YOU WOULD LIKE MORE INFO:
#MDSAJohnson
[email protected]
www.ed-gecation.com
Continuing Information, Personal Learning Network
TAKING IT HOME:
TPACK Resources www.tpack.org
21 Century Learning Design
Microsoft: https://www.educatornetwork.com/pd/21CLD/Overview
SRI:
http://www.sri.com/work/projects/21st-century-learning-design-21cld
21 CLD Learning Activities
https://www.educatornetwork.com/resources/learningactivities
Applications:
Padlet
Thing Link
Kahoot!
Sway
OneNote
Go!Animate
https://padlet.com/
https://www.thinglink.com/
https://getkahoot.com/
https://sway.com/ (need Microsoft account)
http://www.onenote.com/
https://goanimate4schools.com/public_index/
Classroom Management:
Classcraft
http://www.classcraft.com