Transcript Slide 1
Mary Klinger Rebecca Lorfink Paul Steigerwald EDUC 817 Drexel University December 4, 2010 1
Innovation Convention Awards Winning Innovations
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Deep Green Underwater Kite
www.time.com
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The Straddling Bus
www.time.com
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land-force.com
V E R T I C A L F A R M I N G 5
www.infoniac.com/
Waterless Washing Machine
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NeoNurture Incubator
www.time.com
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Seaswarm Robots
www.alternative-energy-news.inf
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Seaswarm Robots
seaswarm 9
YouTube at the Guggenheim
googleblog.blogspot.com
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2024 2023 2022 2021 2020 2019 2018 2017 11
Ten Faces of Innovation
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NuLink Charter School 13
Non-graded system Classes held on site and online Advanced Placement options Arts education, music, visual and performing arts “Education is not preparation for life; education is life itself.” John Dewey 14
Individualized Graduation Path (IGP) Self-guided coursework plan Individualized pacing Open graduation schedule Exceeds state requirements Preparation for a demanding future 15
“Education is not preparation for life; education is life itself.” John Dewey 16
Environmental and Economic Sustainability Key Issues: 1. Energy and transportation 2. Food and water 3. Material waste and toxicity The purpose is to learn how to shape a flourishing and sustainable world for life beyond the Industrial Age. Senge, 2008, p. 12 17
People Profit Planet
In the long term, the triple bottom line of profit, natural resources, and human community align.
Senge, 2008, p. 127 18
Assumption #1: Education is for the whole child.
Assumption #2: Learning is a student-centered process.
Assumption #3: Learners must develop a global perspective. Assumption #4: Innovation is critical in our changing world. Assumption #5: Technology is an essential tool.
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Gagne's Learning Conditions •Hierarchies define what skills should be learned, as well as a sequence of instruction. •Creating optimal conditions for learning •Domains of learning determine conditions •Apply learning to real-world tasks Bandura's Social Cognitive Theory •The highest level of learning is achieved by organizing and rehearsing the behavior symbolically. •When results are valued by the learner, they are more likely to adopt the behavior.
•A behavior must be perceived as relevant to be accepted by the learner.
Theoretical Underpinnings Piaget's Cognitive Development Theory • Stages of cognitive development • Development is guided by providing activities that engage learners leading to adaptation and assimilation • Instruction includes engaging activities and application. • Ultimate goal is logical thinking Vygotsky's Cultural Historical Theory • Development is limited to a certain range at a specific age. • Social interaction is needed for cognitive development. • Culture as a factor of learning 20
Sir Ken Robinson Linda Darling-Hammond Michael Fullan
Current Influences
Howard Gardner Peter Senge Tony Wagner Yong Zhao John Gould
◦ ◦ ◦ Seeing systems Collaborating across boundaries Creating desired futures (Senge, 2008) 22
www.p21.org
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Redesigned time structures and schedule to accommodate long term projects Self-paced and open-ended learning Time for the development of individual talents Emphasis on collaborative project based learning 24
New ways of thinking about the use of space Communication and networking virtually and in home and school settings World language instruction Content area courses fused to broaden spectrum 25
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All living things and natural systems are dependent upon each other.
Living things have a strong connection to the environment.
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Diverse parts of an ecosystem are continually adapting, interacting, and responding to changes over time.
How people, businesses, and governments think and act affects the common resources we must share now and in the future.
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Environmental sustainability requires a shared vision, problem solving, and new ways of thinking.
Understanding of scientific issues requires questioning, analysis, critical evaluation, and interpretation of data and information, as well as reflection and response.
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Economic sustainability requires a balance between limited resources and desires of diverse, global parties. The relationship between supply and demand, suppliers and consumers, along with government policies, determines the economics of a civilization.
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The economic decisions made by an individual or country have direct impact on the wealth and well-being of others. 30
http://explore.kent.edu/aa/guide/fulltext.html
Blend of formative and summative, peer and self-assessment Based on Six Facets of Understanding (Wiggins & McTighe, 2005) Essential Questions answered throughout coursework and tasks Application to real-life problems that may not have a single correct or simple solution Individual and group tasks Pervasive use of various technology Creativity focused
Big Ideas Enduring Understandings 6 Facets of Understanding
Understanding by Design: NuLink Charter School
Subject Area: Science Unit Title/Focus: Environmental Sustainability Estimated Amount of Instructional Time: varies
Level : Secondary Module Stage 1 – Desired Results
Sustainability Sources and State Content and Skill Standards:
All living systems and natural systems are dependent upon each other. (Cloud Institute) If any one species in the world suffers, we all suffer. We are only one of the many species on Earth. (Senge) A dynamic interaction exists between humans and other parts of ecosystems, with the changing human condition driving changes in ecosystems and thereby causing changes in human well-being. (Millennium Ecosystem Assessment – MEA) Aquatic, terrestrial and human-made ecosystems consist of diverse living and non-living components. (SAS) Humans depend upon the management and practices of agricultural systems. (SAS) 4.6 Ecosystems and Their Interactions (Pennsylvania Standards)
Big Idea #1
All living things and natural systems are dependent upon each other.
Enduring Understandings:
Students will understand that… An ecosystem is a dynamic interaction of of plant, animal, and microorganism communities with the nonliving environment. (MEA) The current state of some ecosystems is in jeopardy.
The capacity of an ecosystem is limited by pollution, waste accumulation, and scarcity of resources.
Humans are dependent on the flow of ecosystem services by way of natural resources, ecosystem regulation, recreation, and replenishment of nutrients. (MEA) Over the past 50 years, humans have changed ecosystems more rapidly and extensively than in any comparable period of time in human history. (MEA) Integration of ecosystem management goals within other sectors, increased transparency and accountability, sustainable forest management practices, and reduction of marine fishing capacity are some of the ways to conserve ecosystems. (MEA) The energy flow in an ecosystem reflects the balance of producers and consumers in the system, the impact of human influences, and the amount of pollution.
Natural cycles of water, carbon, oxygen, nitrogen, and phosphorous (among others) affect all parts of the ecosystem.
Interrupting natural cycles influences the survival of species, ultimately affecting everything in the ecosystem, including humans.
Essential Questions:
How do biotic and abiotic systems interact in the major biomes?
What is the current condition of our local, regional, and global ecosystems?
How have ecosystems, their services, and their uses changed?
What are the most critical factors causing ecosystem changes?
What limits the capacity of an ecosystem?
What can be done to conserve ecosystems?
Why is efficiency of energy flow important in an ecosystem?
How do natural cycles affect the balance of an ecosystem?
What is the result of interrupting natural cycles?
Stage 2 - Assessment Evidence:
Performance Task and Other Evidence
Stage 3 - Learning Plan
Learning Activities within the unit will follow the Understanding by Design guidelines with the purpose of showing Where the unit is directed, Hooking students’ interest, Equipping students to experience and explore key issues and ideas, allowing opportunities for students to Rethink and revise, encouraging students to Evaluate their work, and Tailoring lessons to different needs, and Organizing to maximize learning and engagement [WHERETO]. (Wiggins & McTighe, 2005) Sustainability Resources, Content and Skills Standards Essential Questions Stage 2 and 3 33
People acting individually and/or as groups influence the environment. (SAS) Sustainable use of natural resources is essential to provide for the needs and wants of all living things now and in the future. (SAS) The world today is shaped by networks of business, government, and non-government organizations. (Senge) Our diminishing resources and growing waste underlie a host of related economic stresses and reflect environmental and social imbalances that all but ensure that, without significant change, these problems will worsen. (Senge) How people think and act shapes how the whole system operates. (Senge) Healthy Commons – we are all responsible for the care and preservation of the elements we all depend upon (Cloud Institute) 34
Environmental sustainability requires a shared vision, problem solving, and new ways of thinking.
The relationship between supply and demand, suppliers and consumers, along with government policies, determines the economics of a civilization.
The economic decisions made by an individual or country have direct impact on the wealth and well-being of others.
You are an experienced member of the FDA. There has been a significant outbreak of E-coli caused by cheeseburger consumption from a major food chain in the United States. Your task force must trace the outbreak to its source and prepare a multi-media presentation to share with Congress.
EXPLAIN the 21 st – Explain the history of food production in century. Weave global economic and environmental issues that food production has caused into your account. INTERPRET – Trace the E-coli to its most likely source. Consider multiple possibilities and use data to support your conclusion. Include visualizations and tell a story format which demonstrates how the infected food arrived at the final destination. APPLY - Provide clear recommendations to Congress that will give short-term relief of the problem. What additional long-term solutions need to be considered? Include realistic obstacles that will need to be faced by the country due to your plan.
PERSPECTIVE – Imagine you are a member of the source country’s government. What economic issues does the new plan cause for the citizens and businesses of your country? Design a counterproposal which includes compromise for the United States Congress.
EMPATHY - Write a letter to Congress from the perspective of an infected citizen. How has this incident changed your life? What impact has this had on your family? SELF-KNOWLEDGE research further?
– Write a self-reflective blog throughout the process of completing this unit. How have your perspectives changed regarding what you eat? What additional information do you want to
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Communicating with
Mentors from the Professional Community
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Meeting with our Instructor to learn how to create a media presentation
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Exploring unfamiliar territory
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Hands On Minds On
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Escherichia coli 51
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All art, all education, can be merely a supplement to nature. Aristotle 54