This document outlines the agenda and activities for a webinar on 21st century skills. It includes:
- An activity to activate prior knowledge about 21st century learners
- A discussion on what teachers have always needed, which is content and pedagogy
- Defining 21st century skills and discussing their importance
- Exploring shifts in learning environments and the 4 C's of communication, collaboration, critical thinking, and creativity
- Identifying themes in lesson plan scenarios and discussing evaluation tools
- Breakout activities and discussions on engaging learners and the roles of content, pedagogy, and technology
- A reflection on what was learned about technology, engagement, and aligning to standards.
The document discusses how social media and technology are transforming business and education. It outlines current and future trends, including the increasing use of cloud-based technologies. Specific applications covered include using multimedia and YouTube in education, and social media strategies for businesses. Challenges and opportunities for education are examined, such as electronic books, mobile learning, augmented reality, and learning analytics. The role of video, file sharing, and online education tools are also addressed.
EDEN 2013 Learning Design and Designing TEL spaces workshopGrainne Conole
The document provides an overview of principles for designing personal learning spaces for learners and teachers. It discusses using a design-based approach to create courses that encourages reflective practices and sharing. It also covers conceptualizing a course vision, capturing and creating interactive materials, designing activities to foster communication and collaboration, mapping learning outcomes to assessment, and implementing and evaluating the course design.
This document discusses reinventing project-based learning and designing real-world projects for digital-age learners. It notes that professional learning for educators is changing and now emphasizes just-in-time, personalized learning through various emerging online channels. It outlines criteria for determining what content is worth teaching, including utility, social responsibility, intrinsic knowledge value, and childhood enrichment. The document provides steps for outlining projects that incorporate important concepts and engage students in analysis, evaluation and creation through authentic real-world contexts.
Successes challenges issues: Launching an Initial Teacher Education Program O...Gilly Salmon
Writen by Sheena O'Hare and Mick Grimley
Presented by Sheena O'Hare and Gilly Salmon
Blackboard Teaching and Learning Conference, Swinburne Universtiy of Technology, Melbourne, 2013
More presentaions available at www.gillysalmon.com/presentations
Enhancing Teaching and Learning Through Technology- Andy DolinskiSteffNaace
This document discusses how teachers can enhance learning through technology by using tools like Google Apps and real smart cloud. It recommends asking yourself how technology can save time and make students work harder. It promotes using Google Classroom and collaborative tools like giving students commenting rights to make resources living documents. Some ideas presented are video lessons, video feedback, peer review, and alternatives to written work. Contact information is provided for questions.
Eportfolio for Beginners by Gail LovelyGail Lovely
This document discusses ePortfolios and what they are. An ePortfolio is a reflection of a student's personal development over time, not just a collection of work, and can be used to document process and display products. ePortfolios have various purposes like accountability, reflection, or as a showcase, and the tools used and audience will depend on the goal. Common online tools to create ePortfolios include blogs, wikis, VoiceThread, and GlogsterEdu, which allow collection of various media types and sharing with broader audiences. The process of selecting, reflecting on, and presenting work is what makes ePortfolios powerful for students.
The document discusses personalized professional development for educators. It provides 4 ways for educators to personalize their professional development: 1) Join Twitter to connect with other educators, 2) Watch webinars, 3) Attend EdCamp conferences, and 4) Collaborate with colleagues in their building. It also lists 5 favorite social media networks and tools for educators. Finally, it provides templates for educators to create a professional learning plan and establish a personal learning environment to guide their own lifelong learning.
The document discusses the flipped classroom concept where direct instruction is done at home via screencast videos and homework is done in class through hands-on activities and projects, allowing teachers to better engage with students individually and in groups. It provides reasons for flipping including catering to different learning styles and increasing interaction, and offers tips for creating effective instructional videos and structuring classroom time.
Presentation given at the Conference on Vocational Training in Amman, Jordan. Discusses Millennials, Engaged Learning, Connected Knowledge, PLNs, and Problem-Based Learning.
This slide presentation explains the work created in virtual reality environments during a course conducted at Empire State College, SUNY. With the advent of open source islands, students were able to create virtual islands to meet their professional interests. The course design is highlighted and the students work itself is put forward in slides and in video links to the islands themselves.
Blending Synchronous and Asynchronous Learning EnvironmentsMichael Coghlan
Presentation as part of Webheads EVOnline sessions, January 2014
Message re licensing of this content:
This content was uploaded to Slideshare before it was taken over by Scribd. My intention was always to offer my content for free via Creative Commons licensing. Scribd now has locked the content behind a paywall where you have to provide credit card details before you can download it. I totally disagree with this kind of exploitation of previously free content but it apparently is legal for Scribd to do this. However, you can still download this content without messing around with credit card nonsense if you go to the original Slideshare site of this presentation. Sorry for the hassle, but it is Scribd's doing - not mine.
- Michael Coghlan (michaelc)
Ways to consider using social networks available today for education purposes and with assessment approaches that can help you understand if your network is achieving your desired objectives.
Creating an online course without a template can seem like a daunting task. With a Quality Matters aligned template your course development process can be much easier and faster.
Designing engaging curriculum for global collaboration in the classroomJulie Lindsay
This document discusses designing engaging curriculum for global collaboration in the classroom. It begins with an introduction to global projects and collaborative pedagogy. The document then covers challenges of global collaboration and why it is important. Conditions for effective global learning and collaboration are discussed, including blended learning, flipped classroom, and connected learning approaches. Strategies are provided for connecting classrooms globally through tools like RSS feeds and social media. The importance of communication, both synchronous and asynchronous, for sustaining global projects is also covered. Developing digital citizenship and teaching collaboration skills in students are emphasized.
SUNY Delhi - Virtual Reality Since Open SourceEileen O'Connor
Highlights the work of Dr. Eileen O'Connor in virtual reality, particularly since the movement to open source environments, which has lowered the cost of entry for students. These slides were presented in a conference at SUNY Delhi in January 2015.
Lecture capture in your toolkit: building digital media into course design Clive Young
Dr. Clive Young, University College London
Keynote for TILT eLearning showcase 2016-17: Innovating design and delivery
Date: Wednesday 14 December 2016
Nottingham Trent University
The famous educational philosopher, John Dewey, stated “We do not learn from experience, we learn from reflecting on experience.’ Maker education involves hands-on and experiential activities. Learning can occur through the act of making but having learners reflect on their making experiences increases the likelihood of learning. It is not left to chance.
O documento descreve um grande terreno de mais de 200 mil m2 no bairro de Meireles, em Fortaleza, onde está sendo construído o novo empreendimento residencial Evolution Central Park, com apartamentos de 2 e 3 quartos, piscinas, academia, quadras e o shopping RioMar.
Este documento presenta el plan de estudios de un curso llamado "El sujeto y su formación profesional como docente" para una licenciatura en educación primaria intercultural bilingüe. El curso busca que los estudiantes analicen críticamente los aspectos asociados a la profesión docente y su propia elección vocacional. Se divide en tres unidades que examinan la identidad del sujeto y su elección profesional, los debates y retos actuales de la profesión docente, y las perspectivas de agentes de política educativa sobre la formación
Este documento describe las ventajas del uso de herramientas digitales y plataformas de aprendizaje en línea para el proceso educativo, incluyendo que fomentan el aprendizaje colaborativo, permiten la participación de alumnos, maestros y padres en el proceso educativo, y facilitan el intercambio y publicación de información como fotografías, videos y enlaces.
Las tres oraciones resumen lo siguiente:
1) A lo largo de la educación preescolar, primaria y secundaria, los alumnos desarrollan paulatinamente competencias para la vida mediante experiencias de aprendizaje y convivencia.
2) En preescolar y primaria se da un trato más personalizado y apoyo entre los alumnos, mientras que en secundaria el aprendizaje es más autónomo al integrar conocimientos de diferentes asignaturas impartidas por docentes especializados.
3) Si bien la estructura del a
La danta se encuentra en peligro crítico de extinción debido a la caza por su carne y la deforestación que destruye su hábitat. Mide hasta 200 cm de largo, pesa 240-400 kg, y se caracteriza por su trompa y pelaje corto. Es un excelente nadador y vive en bosques húmedos de Colombia, aunque su reproducción lenta y la pérdida de individuos amenazan seriamente la especie.
Why is social media important at work?
Why does it matter what employees do on social media in their own time?
Here is slide deck from a recent event we ran for 30 HR professionals where we explored the role of social media in governance, education and recruitment
Este documento discute diferentes tipos de secuencias didácticas y de contenido. Describe dos modelos de secuencias didácticas - un modelo tradicional de cuatro fases y un modelo de "investigación del medio" de siete fases. También analiza cómo las actividades en las secuencias deben adaptarse a diferentes tipos de contenido, como contenidos factuales, conceptuales, procedimentales y actitudinales. Concluye que las secuencias deben considerar los conocimientos y necesidades previas de los estudiantes y ofrecer oportunidades para aprender
Este documento proporciona instrucciones para el uso de la Cartilla de Educación Básica. Explica que la cartilla se usa para registrar los resultados de la evaluación de los alumnos y proporcionar información a los padres. Describe las secciones de la cartilla, incluyendo los datos del alumno, los niveles de desempeño, el registro de calificaciones y asistencia, y los criterios de promoción. También indica cómo completar la cartilla de acuerdo con el grado escolar del alumno.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
This document provides information about reinventing technology with instruction including:
1. Links and resources for videos, reflections, and learning more about topics like QR codes, the SAMR model, digital citizenship certification, and remixing as an artist.
2. An example using the SAMR model to categorize different ways technology can be used in a book report assignment from substitution to redefinition.
3. Details on a webquest activity where participants take on roles like teacher, parent, or administrator to analyze digital citizenship scenarios and develop an action plan statement.
The document discusses the 7Cs of learning design proposed by Gráinne Conole. The 7Cs include: conceptualize, capture, communicate, collaborate, consider, consolidate, and continue. Conole outlines how new technologies have led to more open, social, and participatory approaches to learning. However, replicating old pedagogies with new tools does not fully leverage their potential. The learning design process emphasizes explicit design methods and sharing of practices. It encourages reflecting on how to harness new technologies and resources while rethinking support and assessment of learning.
The document discusses the 7Cs framework for learning design proposed by Gráinne Conole. It outlines characteristics of new media technologies and their implications for learning, teaching and research. Some key points include: new technologies allow for peer critiquing, user-generated content, and networked and personalized learning. However, their potential is not fully realized as existing pedagogies are often replicated without taking advantage of new opportunities. The 7Cs framework - conceptualize, create, communicate, consume, collaborate, contribute, and critique - provides a design-based approach that encourages reflective practices and sharing. It can help educators harness new technologies while rethinking design, support and assessment of learning.
ETUG Spring 2014 - My Toolbox is Full - How Why and When to use Digital Tools...BCcampus
The purpose of this workshop is to explore digital tools that can be used to facilitate communication, collaboration, critical thinking, problem-solving, and creativity for online students. We will look at a variety of tools and examine how they can be used for formative learning activities as well as assessments. Participants will be given the opportunity to explore specific websites and applications, reflect on current practices, and consider the benefits and limitations of use. We will also address concerns for implementation, such as evaluating non-traditional assignments, guiding both tech-savvy and tech-wary students, and other issues, such as copyright and privacy concerns
The document provides information about the Faculty Technology Fellows program at an unnamed university. It outlines the goals of empowering faculty and students through technology, and describes the participation and incentives for the inaugural class and subsequent years. Resources provided by the program are listed, and faculty are prompted to discuss their current teaching, learning, barriers, assessment practices, and ideas for incorporating technology into their courses.
This document discusses principles of game design that could be applied to classroom instruction to increase student engagement. It suggests considering cognitive interactivity through interactive resources that require students to apply knowledge, explicit interactivity by giving assignments with feedback, and beyond the object interactivity by connecting learning to real-world events and communities of interest. Some examples are provided for each principle. The document aims to help educators design lessons that better attract and engage students like successful games.
This document presents a TPACK framework for designing a curriculum to effectively integrate technology into the teaching and learning process. The curriculum focuses on water education for foreign language students. Key elements of the curriculum include:
1) Developing students' conceptual understanding of water cycles and properties through collaborative activities using technologies like Cacoo, Powtoon, and Facebook.
2) Students will create a conceptual map on water, develop online discussions on water issues, and participate in surveys to demonstrate learning.
3) The curriculum aims to develop students' critical thinking, problem solving, communication and collaboration skills through technology-integrated activities assessed through rubrics and observations.
This document presents a TPACK framework adapted to include concepts of science, technology, and society for designing effective technology-integrated lessons. It provides contextual information and questions to guide a project on water conservation titled "Water is a Source of Life...Take Care of It." The project will use tools like Cacoo, Powtoon, and Facebook to develop students' 21st century skills while learning about water properties, the water cycle, and water treatment. Students will create conceptual maps, online discussions, and messages about water issues. Formative and summative assessments including rubrics and behavior observations will evaluate students' participation and strategy application.
This document presents a TPACK framework adapted to include concepts of science, technology, and society for designing effective technology-integrated lessons. It provides contextual information and questions to guide a project on water conservation titled "Water is a Source of Life...Take Care of It." The project will use tools like Cacoo, Powtoon, and Facebook to develop students' 21st century skills while learning about water properties, the water cycle, and water treatment. Students will create conceptual maps, online discussions, and messages about water issues. Formative and summative assessments including rubrics and behavior observations will evaluate students' participation and strategy application.
What the Best U.S. Principals do to Support Education TechnologyEdTechTeacher.org
1) School leaders can support integrating technology (ICT) into classrooms by empowering teachers, creating a shared vision, and immersing teachers in professional development.
2) Teachers should be encouraged as "edupreneurs" to experiment with technology in their lessons in order to shift the school culture towards 21st century skills like collaboration and problem solving.
3) Professional development programs should include lessons observations, lesson study, and online courses to model technology integration and collaborative teaching practices for 21st century skills.
This document discusses using technology to enhance classroom learning. It begins by covering understanding today's students and how their brains have been shaped by technology. It discusses how students are digitally literate and prefer visual, social and engaging learning. It then provides tips for using PowerPoint and websites in the classroom, like making sure websites are easy to navigate and use. It emphasizes balancing technology with other activities and using it interactively. Overall, the document stresses understanding today's digital students and using technology to enhance learning through engaging experiences.
The document discusses professional development for integrating technology into teaching. It suggests three approaches: 1) Address why change is needed by focusing on preparing students for 21st century skills; 2) Lead by example in implementing technology-enhanced teaching; 3) Create a long-term vision and immerse teachers in professional learning experiences like online courses and webinars to develop new skills.
From Gutenberg to Zuckerberg and Beyond: Technologies to Empower 21st Century...Beata Jones
This document summarizes a presentation on using technology to empower honors students in the 21st century. It discusses transitioning from traditional classroom learning to a student-driven, technology-enabled environment. A framework is presented for integrating technology, pedagogy, content and learning outcomes. Examples are provided of how various technologies can support honors course objectives like written communication, critical thinking, and creative work. Technologies presented include blogs, Google Drive, Prezi and more. The document concludes by emphasizing building communities of support through digital tools and personal learning environments.
Here are a few key points about using data to improve learning:
- Data can help identify issues like high attrition rates in certain subjects, and lack of student preparation or engagement. But it needs to be interpreted carefully within the proper context.
- Personalized learning approaches using data may help students by recommending resources tailored to their needs and progress. But it also raises issues around privacy, bias, and over-reliance on algorithms.
- Data should supplement, not replace, educators' expertise and judgment. The human element of teaching and mentoring is still important for student well-being and development.
- Students should be actively involved in discussing how their data is used, to maintain trust and accountability. Their consent
This document discusses how technology can transform teaching, especially for underserved students. It argues that technology has the potential to support interest-driven, goal-oriented, and accessible learning. However, effective use of technology depends on factors like the learning objective, the specific technology being used, students' prior knowledge, and the overall learning context. The document outlines different ways students can interact with technology, such as consuming, curating, and creating content. It emphasizes that technology should promote higher-order skills, cultural relevance, authentic audiences, and meaningful digital learning rather than just sustaining existing models.
This document discusses project-based instruction and the importance of self-directed learning. It addresses concerns with the current education system and argues that the purpose of school should be to prepare students for life after graduation. Project-based instruction is presented as a potential solution that engages students in authentic projects with real-world audiences. This helps students develop important skills like communication, collaboration, problem-solving and the ability to teach themselves. The document provides examples of project types and emphasizes that technology tools should empower student learning rather than replace teachers.
The board is committed to preparing young people to be educated, engaged voters and collaborating with the local board of elections to encourage student voter registration as allowed by state law. To fulfill this commitment, the board directs the superintendent to establish a committee of high school social studies teachers to work with the local board of elections or other approved groups to facilitate voter registration at all high schools. Principals must make voter registration forms available to eligible students and others in compliance with state law.
18 5230 participation in research projectsJason Rhodes
The board encourages research projects related to student achievement and school system operations. The superintendent may approve research projects if the results could benefit students, the project aligns with board goals, and it does not disrupt instructional time. Any surveys of students must comply with policy 4720. All research must maintain confidentiality per policies 4700 and 4705/7825. The superintendent will report approved projects at the next board meeting.
The board is committed to minimizing disruptions to instructional time. Collections and solicitations from outside organizations are discouraged and shall not disrupt instructional time. Employees and students shall not be required to contribute or respond to any collection or solicitation. The superintendent will develop regulations governing collections and solicitations, specifying the types and number allowed and an approval process, with guidelines that outside organizations cannot solicit during work or school hours without approval, commercial products generally cannot be sold during the school day, and individuals must get principal approval before conducting collections or solicitations on school grounds.
16 5210 distribution and display of non school materialJason Rhodes
This policy governs the distribution and display of non-school materials on school property. It provides four options for boards to consider regarding distribution by non-students, ranging from most restrictive (Option 1, no distribution) to least restrictive (Option 4, equal access in high schools). The policy outlines standards for review such as prohibiting obscene, libelous, or disruptive content. It also establishes procedures for requesting and appealing permission to distribute non-school materials.
14 5120 relationship with law enforcementJason Rhodes
The board recognizes the importance of working with law enforcement to provide safe schools. The superintendent is expected to communicate school needs to law enforcement and develop joint programs. The superintendent will provide law enforcement with school schematics, facility keys, and updates when facilities are modified. School resource officers duties will be outlined in an agreement between law enforcement and the school system. Law enforcement should not be used for administrative investigations and visits by probation officers must follow policy.
13 5110 relationship with county commissionersJason Rhodes
The board strives to maintain a productive relationship with the county commissioners to ensure sufficient school funding. The board will inform the commissioners of school needs through a 5-year capital plan, annual budget, and other reports. The board welcomes joint meetings to strengthen the relationship, clarify budget expectations, and educate commissioners on school system needs. The superintendent will also develop a productive relationship with the county manager and initiate meetings between school and county personnel.
12 5100 relationship with other governmental agenciesJason Rhodes
The document discusses the school system's policy on relationships with other governmental agencies. It states that productive relationships with other agencies are important to provide safe learning environments and coordinate services for students. School administrators are expected to develop working relationships with other agencies, and any contracts or agreements that impact the budget or are longstanding must be approved by the Board of Education.
The document discusses North Carolina's Address Confidentiality Program, which protects victims of domestic violence, sexual offenses, stalking, or human trafficking by keeping their addresses confidential. It provides guidelines for school personnel and student participation, ensuring names and actual addresses are kept private but accessible for school purposes. Knowingly disclosing a participant's address is prohibited and may result in disciplinary action or criminal prosecution.
The superintendent has flexibility to close schools due to inclement weather or safety threats. When most or all of the school system is impacted, the superintendent may close the entire system or individual districts. If more than two districts are closed, typically the whole system will close. Alternative schedules like early dismissals or delayed openings of 2 hours may be implemented. Non-licensed employees are only paid for time worked on abbreviated days and can make up missed time. Teachers have the option to use annual leave on non-student days or make up time missed.
This policy establishes guidelines for the school system's relationship with news media. The superintendent will develop an effective working relationship with news media to communicate information to the public, such as school closings. The superintendent will also look for opportunities to educate news media about the school system's goals and student achievement results. A public information officer may be designated to respond to media requests and act as a spokesperson. News media must comply with public records policies and are expected to cooperate with schools to minimize disruptions to instructional time. Principals have authority to limit or deny student interactions with media on school grounds.
The document outlines a board of education's policy on community use of school facilities. It establishes priorities for facility use, with school-sponsored groups having top priority. It then categorizes other community groups based on their nature and assigns them a priority level and fee structure. The policy details the application process, facilities available, rules for usage, insurance requirements, and terms for leasing facilities. It aims to provide community access while protecting the school's educational mission and resources.
6 5025 prohibition of alcoholic beveragesJason Rhodes
The board prohibits possession or consumption of alcoholic beverages including beer, malt liquor, and wine on school system property. Anyone violating this policy will be asked to leave immediately and failure to do so will result in arrest and prosecution for criminal trespass or other applicable charges. Student conduct is further governed by the drugs and alcohol policy while employee conduct is governed by the drug and alcohol-free workplace policy.
The school board policy establishes rules for visitors to schools to encourage community involvement while maintaining a safe learning environment. It allows visitors to observe classrooms, attend public events, and use public facilities. All visitors must check in at the main office and comply with rules. Probation officers must schedule visits in advance and meet students privately away from classes. The principal can remove disruptive or unauthorized individuals and file trespassing charges if necessary.
The board recognizes that school volunteers make valuable contributions to instructional programs and help the school system achieve its educational goals. The superintendent must notify parents of their right to take unpaid leave to volunteer in their child's school. School administrators are encouraged to develop volunteer programs that adequately screen volunteers, conduct criminal background checks, require compliance with visitor policies, reasonably supervise volunteers, and provide training. All volunteers are expected to act professionally and comply with applicable laws, policies, and rules.
This document outlines a school board's policy on parent organizations. It encourages the development of parent organizations to support school goals and involve parents. It establishes conditions for parent organizations to operate, such as notifying the superintendent of their purpose and rules, obtaining principal approval for fundraising and events, and complying with non-school material distribution policies. The superintendent can grant or revoke approval for parent organizations to operate based on their compliance with board policies. It also addresses requirements for donations from parent organizations to schools.
The document discusses the relationship between schools and the community. It recognizes that the community has a stake in students becoming productive members of society. The board encourages community involvement to help provide students a sound basic education. Each year, the board will distribute the state report card on the school system widely. The document also lists several policies addressing the school-community relationship and outlines responsibilities of school administrators to demonstrate commitment to the community.
The document outlines a school board's policy on advertising in schools. It prohibits advertising that is vulgar, indecent, obscene, libelous, or encourages unlawful acts. It allows advertising in school publications for a fee, and on athletic facilities in exchange for donations. Advertising is limited to an advertiser's name, logo, location, slogans, and product descriptions. Students' personal information cannot be collected for marketing. Those interested in advertising must submit requests to the principal or superintendent for review.
The Buncombe County School Board recognizes that school volunteers make valuable contributions to student learning and educational goals. The policy encourages schools to develop volunteer programs that adequately screen volunteers, conduct criminal background checks, reasonably supervise volunteers based on student contact, and train volunteers on applicable laws, policies, and procedures. All volunteers are expected to behave professionally, be dependable, and comply with all relevant rules to remain in good standing.
The document outlines a school board's policy on advertising in schools. It prohibits advertising that is vulgar, indecent, obscene, libelous, or encourages unlawful acts. It allows advertising in school publications for a fee, and on athletic facilities in exchange for donations. Advertising is limited to an advertiser's name, logo, location, slogans, and product descriptions. Students' personal information cannot be collected for marketing. Those interested in advertising must submit requests to the principal or superintendent for review.
5230 participation in research projectsJason Rhodes
The board encourages research projects related to student achievement and school system operations. The superintendent may approve research projects if the results could benefit students, the project aligns with board goals, and it does not disrupt instructional time. Any surveys of students must comply with policy 4720. All research must maintain confidentiality per policies 4700 and 4705/7825. The superintendent will report approved projects at the next board meeting.
10. What are the 4 C's?
SUPER SKILLS
• communication
• collaboration
• critical thinking
• creativity
11. Learning and innovation skills are
what separate students who are
prepared for increasingly complex
life and work environments in the
21st century and those who are not."
Principal's Evaluation Handbook (insert p. #)
citation)
12. What do you “C”?
TEXT
Communication
Collaboration
Critical Thinking
Creativity
C
C
C
Archipoch / FreeDigitalPhotos.net
17. How does
all of this
tie into the
Teacher
Evaluation
Instrument?
http://4.bp.blogspot.com/_YgpHa1oeH
ME/Sh3TdgmuFzI/AAAAAAAAApM/bZi
ZqAgkKrE/s400/untied+shoes.jpg
25. Using the following Google form, reflect for a moment
and answer the following questions as a group:
Think of ONE change in your school/district that
will need to be made to support 21st Century
learning.
What role will you take in making that ONE thing
happen?
image:
http://uicservants.files.wordpress.com/2008/09/reflect-
small3.jpg
26. "The change in classrooms isn't big
moves on the chess board,
it's little moves made every day that
eventually add up to a major shift."
-adapted from quote by Jay Baer
32. Google Form
• How do we engage learners?
• What makes a learning experience
engaging for you?
• Think about your own school/district...
Share an example of a time when you
experienced students actively engaged in
their learning.
http://bit.ly/MwUF90
35. Video of Engagement or Us
• https://www.teachingchannel.org/vid
eos/hook-stations#
36. Pedagogical Knowledge
Knowing...
Who the learners are.
Why you're teaching a certain topic,
concept or skill.
Where the lessons are going to take you.
How to teach.
40. 1. Why do large trees have a difficult
time living in a tundra?
A. A Tundra is too hot for trees to grow large.
B. Animals that live in a tundra destroy most vegetation.
C. Flooding occurs too often in a tundra for large trees to grow.
D. The soil in a tundra is too poor for large trees to grow.
46. Technology Knowledge
• Standard Technology
o Books and chalkboards
o More recent technologies like the internet and digital
video
• Digital Technology
o Operating systems and computer hardware
o Software tools like word processors, spreadsheets,
presentation software, web browsers, email, etc.
51. Useful Links
• CITE Journal
• The Innovative Educator
• Henrico 21
• Creately Diagram Maker
Editor's Notes
Add screenshot
Insert four slides defining the four conditions, select where you are. Then have audience take quiz.After assessment discuss differences, etc.
As we watch, think about what is on your 21st century posters Does this video validate your thoughts?Can you identify any “missing” elements?
*archive lucidchartWhat does that look like in a real classroom. Find a real video showcasing the 21st century skills from Teaching Channel, etc. Tie into teacher evaluation tool. Show teaching standards using the star codes. How would that look on an evaluation?ACTIVITYWhat did you see?How do you know?How do you counsel the teacher to move where they need to be?
Card activityQUESTIONS:What messages might this video convey to teachers as they think about their students?What messages might this video convey to teachers as they think about their teaching?Do your teachers currently think like this?What would they need to do it more/better?As a building leader, how do you facilitate this?Copy later in the presentation and ask what might this video sayabout us as 21st Century professionals?
Add words to pictures in stixy.
Give out different standards.Ask audience to find reasons to teach and use the 4 Cs in each of the standards.Looking at standards 1-4Why didn’t we look at 5? Individual/reflection on personal practiceClarify the difference between elements and descriptors. (Label diagram)Where did you find it most often?4Cs on a poster for posting.Have groups share out and look at the ratings most highlighted.
IA. They establish a safe, …IB. Teachers work collaboratively…IC. Teachers strive to improve…ID. Teachers advocate for schools…
Use a Google form to capture questions and place link to answers for future reference.Create group iconsMake table tent names/numberscreate group passwords\r\nGroup 1\r\nGroup 2 etc.
Remember structure and choice
Change this to lunch. Keep slide and insert where a break would occur.
The 4 Cs rely on an environment of active engagement. Students won’t think critically if they’re not engaged, collaboration won’t be useful if they’re not engaged, communication is about engagement, creativity is the essence of active engagement as it’s taking thoughts and actions further.
Find the right answer and go with consensus, and if you think it’s something different OK, but the will of the group must be acted upon.Collaborate/ConsensusIN what ways was having three people answer the question an advantage? A disadvantage? (Ask at the end)