Professional Documents
Culture Documents
STRATEGIES
http://bit.ly/HISD2012
brianhousand.com
OVER HERE!
GEEK
GIFTED
EDUCATOR
RESEARCHER
Raising geeks goes beyond teaching them the difference between Darths Vader and Maul. It means teaching them an empowering worldview.
WIRED - JUNE 2012
Hawaii Minnesota North Carolina California Georgia New York Montana Pennsylvania Nova Scotia Texas Connecticut Virginia Colorado Indiana
2012
2012
DID
WALKING ENCYCLOPEDIAS
we need to TEACH them how to
THINK CREATIVELY.
(Sternberg,
2006)
1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship 6. Technology Operations and Concepts
bit.ly/nets-proles
p21.org
The Nation that dramatically and boldly led the world into the age of technology is failing to provide its own children with the intellectual tools needed for the 21st century.
STRAGGLERS
in a world of technology.
WE MUST
WE MUST NOT
a 1960s education
21st Century WORLD.
for a
1983
SepTEMBER 12
www.p21.org
Learning and Innovation Skills
Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration
LEARN
Access, evaluate, and use different forms of information. Exercise critical thinking. Exhibit fluency with tech tools.
CREATE
Use various forms of media when presenting ideas. Display originality. Employ problem solving skills.
COLLABORATE
Work successfully as a team. Demonstrate cross-cultural awareness. Communicate complex ideas effectively.
TodaysMeet
todaysmeet.com/hisd2012
www.gi%ed.uconn.edu
Three Objectives
To create a challenging learning environment within the context of the regular curriculum To guarantee proficiency in the basic curriculum To buy time for enrichment and acceleration
Types of Compacting
Basic Skills Compacting:
Eliminates specific skills that students have already acquired. Spelling, mathematics, or grammar. Pre-testing is easier to accomplish. Mastery can be documented more easily and objectively.
Types of Compacting
Content Compacting:
Social studies, science, and literature Students may already know the objectives or may be able to read the material and master the objectives in a fraction of the time. More flexible students can absorb the material at their own speed. Evaluation may be less formal essays, interviews, or open ended tasks.
How to Compact
Step One:
Step One
Which objectives cannot be learned without formal or sustained instruction? Which objectives reflect the priorities of the school district/state department of education?
How to Compact
Step Two:
Step Two
Which objectives have already been mastered by the student? Which objectives have not already been mastered by the student? Which problems might be causing students to fall short of reaching any of the objectives?
How to Compact
Step Three:
Step Three
Look at the individual strengths of the students in your class. Academic records, class performance, and evaluations from former teachers are all effective methods of pinpointing candidates for pre-testing.
How to Compact
Step Four:
Step Four
Point out that some students will already be familiar with the material. Ask students individually, if they would like to test out of the unit by demonstrating that they already know the objectives being taught.
How to Compact
Step Five
Students who have a thorough grasp of the learning objectives should be allowed to take part in enrichment or acceleration activities. Some students may be excused from specific class sessions, while others may skip certain chapters or pages in the text or specific learning activities.
How to Compact
Step Six
Bright students frequently need less practice to master new objectives than their peers. Students may demonstrate mastery of some, but not ALL the target learning objectives.
How to Compact
Step Seven
Assign individual or small group projects using contracts or management plans Create interest or learning centers Create opportunities for self-directed learning or decision making Teach mini-courses on research topics or other high interest areas
How to Compact
Step Eight
Record student strength areas, as verified by test scores or performance Save the pre-tests used to determine mastery and the learning objectives that were eliminated Compile enrichment and acceleration activities
needs of the students Time Space Resources School policy Support personnel
What terms or words are specic to the work of the disciplinarian? What tools does the disciplinarian use?
DETAILS
What are its attributes? What features characterize this? What specic elements dene this? What distinguishes this from other things?
Reoccurring events
PATTERNS
What are the reoccurring events? What elements, events, and ideas are repeated? What was the order of events? How can we predict what will come next?
TRENDS
What ongoing factors have inuenced this study? What factors have contributed to this study?
Unknown areas of a discipline UNANSWERED QUESTIONS What is still not understood about this area, topic, study, or discipline? What is yet unknown about this area, topic, study, or discipline? In what ways is the information incomplete or lacking in explanation?
ETHICS
What dilemmas or controversies are involved in this areas, topic, study, or discipline? What elements can be identied that reect bias, prejudice, and discrimination?
BIG IDEAS
What overarching statement best describes what is being studied? What general statement includes what is being studied?
RULES
How is this structured? What are the stated and unstated causes related to the description or explanation of what we are studying
OVER TIME
How are ideas related between the past, present and future? How are these ideas related within or during a particular time period? How has time affected the information? How and why do things change or remain the same?
ACROSS DISCIPLINES
Perspective, opinion
OF VIEW
What are the opposing viewpoints? How do different people and characters see this event or situation?
POINTS
Details
Global warming is caused primarily by carbon dioxide from burning coal, oil, and gas.
Patterns
-Misconceptions about global warming -poles warm faster than equator (US temps rising faster than over globe)
Trends
Global Warming Natural patterns of climate change (1 degree F in the past 100 years) shifting due to human activity (3-10 degrees F in next 100 years)
Unanswered Questions
-Can global warming be reversed or stopped (or is it too late)? -What new technologies, programs, or innovations will help slow global warming?
Global Warming Natural patterns of climate change (1 degree F in the past 100 years) shifting due to human activity (3-10 degrees F in next 100 years)
-Can global warming be reversed or stopped (or is it too late)? -What new technologies, programs, or innovations will help slow global warming?
Rules
Carbon dioxide, methane, and CFCs, and nitrous oxide all contribute to global warming.
Over Time
-temperature shifts lead to changes in ecosystems -temperature shifts lead to rising sea levels -a temperature rise will cause more extreme weather
BREAK
The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects in the same way.
- Howard Gardner
! My!Way!.!.!.
!!An! Expression!Style!Inventory
K.!E.!K e ttle,!J.!S .!Renzulli,!M .!G.!Rizza University!of!C onn cecticut
Products)provide )stude nts)and)professionals) with)a)way)to) express )what)they)have learned)to)an) audience.)This)survey )will)help)determi ne)the)kinds)of)products) YOU are) interested )in)creating. My!Name! is:!! _______ _______ _______ _____ _____ ______ _____ _____ ______ _____ _
Inst ructions:
Read)each)statement)and)circ le)the)number)that)shows)to)what) extent) YOU)are interested !in)creating)that)type) of)product.))(Do)not)worry)if)y ou)are)unsure)of)how to)make)the )product.) Not! At!All !Of!Littl e!!!! !!! !!!Moderatel y!!!!! !!! !!!!! !!!!!! !!!!! !!! !!!!!!! !!!!!! !! V ry e
Inte re sted!! !!!!!! !!!!Interest!!! !!! !!!!!Inte re sted !!!!!! !!!!!! In tereste d!!!!! !!! !!!Interested
1. 2. 3. 4. 5. 6. 7. 8.
)writin g)stories discussing)w hat)I )have l earned paint ing)a)picture des igning)a)c omputer softw are)project filming)&)editing)a)v ideo creating)a)company hel ping)in)the )community ac ting)in)a)play
1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5
FLIPPING
THE CLASSROOM
YOU
TOO
KNOW UNDERSTAND
DO
The whole process of education should thus be conceived as the process of learning to think through the solution of real problems.
-- John Dewey, 1938
Knowledge)alone)is)NOT)enough.)
CAN
HOW
in Search of
Critical Thinking
If your students can the answer, then you may be asking the wrong question.
Every man should have a built-in automatic crap detector operating inside of him.
-- Ernest Hemingway
NEW LITERACIES
newliteracies.uconn.edu
IDENTIFY Important Questions LOCATE Information CRITICALLY EVALUATE SYNTHESIZE Information COMMUNICATE Answers
The illiterate of the 21st Century will not be those who cannot read or write,
5 TYPES OF EVALUATION
A Google a Day
G LF
DID
www.google.com/ mobile/goggles/
LUNCH
CREATIVITY
THEORIES AND
STRATEGIES
We are educa)ng people Crea)vity is as important in out of their crea)vity. educa)on as literacy.
PREPARATION
INCUBATION
VERIFICATION
ILLUMINATION
FACTyou know about the problem or challenge FINDING Listing all PROBLEM FINDING Listing alternative problem denitions IDEA freely listed FINDING Ideas are SOLUTION FINDING Criteria for idea evaluation are listed ACCEPTANCE FINDING
Implementation / Action Plan
20%
1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship 6. Technology Operations and Concepts
bit.ly/nets-proles
PK - 2
Identify, research, and collect data on an environmental issue using digital resources and propose a solution.
3-5
Produce a media-rich digital story about a signicant local event based on rst-person interviews.
6-8
Create original animations or videos documenting school, community, or local events.
9 - 12
Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content.
COMPUTER
AS PAINTBRUSH
Pianos
NOT Stereos
(Resnick, 1996)
FREEDOM TO EXPERIMENT
FREEDOM TO FAIL
FREEDOM OF EFFORT
BREAK
OUTLETS
CREATIVE
PLUGGING INTO
DANGER
TOOLISHNESS
If#you#dont#read#much,# you#really#dont#know#much.# YOU #ARE
AHEAD DANGEROUS! !
--Jim Trelease
Googleable
ve frames
http://www.ickr.com/groups/visualstory/
ickr ve frames
1st photo:
establish
characters and location
ickr ve frames
2nd photo: create a situation with possibilities of what might happen
ickr ve frames
3rd photo: involve the characters in the situation
ickr ve frames
4th photo: build to probable outcomes
ickr ve frames
5th photo: have a logical but surprising end
dermandar
72 hours of video are uploaded every minute! Over 3 billion videos are viewed a day
Pianos
NOT Stereos
(Resnick, 1996)
www.youtube.com/searchstories
will.i.am
MAKING A PLAN
tyvm
brianhousand.com