1、Teaching for Rigor and Relevance,Why, What, How,Sometimes teaching feels like this . . .,The “New” Rs,Dr. Willard Daggett International Center for Leadership in Education Rigor, Relevance, Relationships Why is change needed? What needs to be changed? How do we implement such changes?,An Answer to th
2、e WHY,The World is Flat,Thomas L. Friedman Describes the unplanned cascade of technological and social shifts that effectively leveled the economic world Implications for educational systems http:/ Flatteners,Fall of the Berlin Wall / rise of Windows OS Netscape IPO / dotcom boom Work flow software
3、/ design, display, manage, and collaborate,The Flatteners,Open sourcing / self organizing collaborative communities Outsourcing Offshoring Supply-chaining In-forming (affinity networks),The Flatteners,The Steroids: Digital, Mobile, Personal, and Virtual These are all the “new” gadgets, technologies,
4、 social norms, and etc. that are accelerating the other flatteners,In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.,Eric Hoffer,Get flat or be flattened,Gathering data for the WHAT,http:/ to Consider fo
5、r the HOW,Learning profile of the digital natives Emerging 21st century literacies Rigor and relevance framework Impact of Web 2.0 technologies on learning,The Nomadic Grazing Patterns of Digital Natives,Digital Natives are used to receiving information really fast. They like to parallel process and
6、 multi-task. They prefer their graphics before their text rather than the opposite.,Digital Natives, Digital Immigrants Marc Prensky (NCB University Press, Vol. 9 No. 5, October 2001),The Nomadic Grazing Patterns of Digital Natives,They prefer random access (like hypertext). They function best when
7、networked. They thrive on instant gratification and frequent rewards. They prefer games to “serious” work.,Digital Natives, Digital Immigrants Marc Prensky (NCB University Press, Vol. 9 No. 5, October 2001),Methodology,Todays teachers have to learn to communicate in the language and style of their s
8、tudents. This doesnt mean changing the meaning of what is important, or of good thinking skills.,http:/,The New Literacies,Play the capacity to experiment with ones surroundings as a form of problem-solving Performance the ability to adopt alternative identities for the purpose of improvisation and
9、discovery Simulation the ability to interpret and construct dynamic models of real-world processes Appropriation the ability to meaningfully sample and remix media content,Confronting the Challenges of Participatory Culture: Media Education for the 21st Century - Henry Jenkins 10/19/06,The New Liter
10、acies,Multitasking the ability to scan ones environment and shift focus as needed to salient details. Distributed Cognition the ability to interact meaningfully with tools that expand mental capacities Collective Intelligence the ability to pool knowledge and compare notes with others toward a commo
11、n goal Judgment the ability to evaluate the reliability and credibility of different information sources,Confronting the Challenges of Participatory Culture: Media Education for the 21st Century - Henry Jenkins 10/19/06,The New Literacies,Transmedia Navigation the ability to follow the flow of stori
12、es and information across multiple modalities Networking the ability to search for, synthesize, and disseminate information Negotiation the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.,Confronting the Cha
13、llenges of Participatory Culture: Media Education for the 21st Century - Henry Jenkins 10/19/06,Rigor/Relevance Framework,The Rigor/Relevance Framework is a tool developed by staff of the International Center for Leadership in Education to examine curriculum, instruction, and assessment. The Rigor/R
14、elevance Framework is based on two dimensions of higher standards and student achievement.,http:/ Taxonomy,Knowledge Taxonomy is a continuum based on the six levels of Blooms Taxonomy, which describes the increasingly complex ways in which we think The low end involves acquiring knowledge and being
15、able to recall or locate that knowledge The high end labels the more complex ways in which individuals use knowledge, such as taking several pieces of knowledge and combining them in both logical and creative ways.,http:/ Model,Five levels that describe putting knowledge to use While the low end is
16、knowledge acquired for its own sake, the high end signifies use of that knowledge to solve complex real-world problems and to create unique projects, designs, and other works for use in real-world situations.,http:/ A Acquisition,Students gather and store bits of knowledge and information. Students
17、are primarily expected to remember or understand this knowledge.,http:/ C - Assimilation,Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions.,http:/ B Application,Students use acquired kno
18、wledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations.,http:/ D Adaptation,Students have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perp
19、lexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge.,http:/ 2.0,The evolution of the semantic read/write web,Web 1.0 Web 2.0,What is Web 2.0?,Web 2.0 is a term often applied to a perceived ongoin
20、g transition of the World Wide Web from a collection of static websites to a full-fledged computing platform serving web applications to end users. Tim OReilly,Applications of 21st Century Skills,Blogs Podcasts Wikis Social learning,Blogs,Blogs,A blog is a website for which an individual or a group
21、frequently generates text, photographs, video or audio files, and/or links, typically (but not always) on a daily basis.,Why the sudden popularity of blogs?,RSS - Really Simple Syndication,Bloglines,http:/ Reader Labs,https:/ Power of RSS,RSS + Feed Reader/Aggregator = personalized learning/affinity
22、 network RSS is not limited to blogs News feeds Podcasts Wiki edits and discussions Social bookmarking Multiple users,Blogs in School?,Blogs are tools, and like any tools they can be used or misused. Misuse occurs more often when theres a lack of instruction,Why Students Shouldnt Blog,People will re
23、ad it. People might not like it. They might share test answers with others. They might be found by a child predator online They might write something inappropriate. They might find something inappropriate. They might get other students to start blogging.,http:/ Students Should Blog,People will read
24、it. They might like it. They might share what theyve learned with others. They might participate in a collaborative learning project. They might become inspired to learn. They might inspire others to learn. They might get other students to start blogging. If they dont talk in class, they might on a
25、blog.,http:/ Tips for “Book” Blogs,Get comfortable with blogging Choose a relevant book article, topic, etc. Devise interesting questions Solicit the authors involvement Welcome bloggers experts from outside the classroom,Erik Langhorst “The Dixie Clicks” 12/1/2006,Daily Scribe,Extending Class Discu
26、ssion,Student Work Showcase,Student-Initiated Content,Student Sharing,Tips for Blogging,http:/ Learn More . . .,http:/ Hosting for Schools,Blogmeister - http:/ Edublogs - http:/edublogs.org/ Blogger - https:/ 21 Classes - http:/ + Broadcast = Podcast Podcasting is the method of distributing multimed
27、ia files, such as audio programs or music videos, over the Internet using either the RSS or Atom syndication formats, for playback on mobile devices and personal computers.,Why use podcasts?,Podcasts enable students to share their knowledge and expertise with others through a creative outlet. Podcas
28、ts tap into a mode of media input that is commonplace for digital natives. Podcasts empower students to form relationships with the content and each other in relevant ways.,How can podcasts be used?,In the classroom, educators and students can use podcasts to inform others about class news, current
29、events, and areas of interest. Students can use a podcast forum to persuade their peers to help others, make a difference, or try something new. Podcasts can also be used to edutain others through creative narratives.,How can podcasts be used?,Podcasts engage students in thinking critically about th
30、eir speaking fluency and communication skills. The opportunity to create a podcast about what students would like to discuss and share with others is extremely motivating.,Ideas for Podcasts,Daily practice lessons recorded by the teacher or students Narratives Conversations Oral histories Vocabulary
31、 and/or concept practice Oral tests,Ideas for Podcasts,Pod-tours Unit or topic podcasts as overview/review of unit Oral reports Supplement instructional materials with existing podcasts created by others Information for parents,My Class Unit Podcast Segments,My Class Unit Podcast Segments,Other Endu
32、ring Benefits,Along with the use of technology there are certain responsibilities that educators and students need to follow. Educators need to instruct students on safe and acceptable use of technology in and outside of the classroom. Not only do students need to learn how to appropriately research
33、, but also how to safely and properly share information online. Podcasts allow students to learn first hand about copyright laws and fair use issues.,Jumping in with both feet . . .,Listen to a few podcasts online iTunes Source List Podcasts Education http:/ http:/www.ipodder.org/ http:/epnweb.org/
34、http:/ (“Podcasting with Windows Media Player) Get a feel for the genre Podcasts are not “polished” production value is secondary to the content,Searching for Podcasts - iTunes,Subscribing to Podcasts,Examples of Podcasts,History On Air Matts Today in History Speaking of History Monticello Podcasts
35、Colonial Williamsburg History Podcasts Lewis and Clark Trail Podcasts Discovery Channel Podcasts NPR Podcasts PRI Radio Podcasts BBC Radio Podcasts ABC News Podcasts and Vodcasts Smithsonian Podcasts Podictionary Mrs. Ds Producers (my class podcast) Radio Willow Web (elementary school in Omaha, Nebr
36、aska),http:/ a Podcast,Write your script. Practice. Record your audio file. (Audacity) Edit your audio (Effect Normalize) Add and credit legally useable music (optional) File Save Project. File Export as MP3 Edit ID3 Tags Upload the MP3 file to a web server. (GCast and Audioblogger),http:/ Audio Edi
37、ting Software,http:/ Your Podcasts - GCast,To Learn More . . .,http:/ the last few years, traditional collaborationin a meeting room, a conference call, even a convention centerhas been superceded by collaborations on an astronomical scale. Today, encyclopedias, jetliners, operating systems, mutual
38、funds, and many other items are being created by teams numbering in the thousands or even millions. While some leaders fear the heaving growth of these massive online communities, Wikinomics explains how to prosper in a world where new communications technologies are democratizing the creation of va
39、lue.,http:/ is a Wiki?,A wiki is a type of website that allows users easily to add, remove, or otherwise edit and change most available content.,How is a Wiki Constructed?,A single page in a wiki is referred to as a “wiki page“, while the entire body of pages, which are usually highly interconnected
40、 via hyperlinks, is “the wiki”,Are Wikis Safe?,Wikis are generally designed with the philosophy of making it easy to correct mistakes, rather than making it difficult to make them.,Are Wikis Safe?,Thus while wikis are very open, they provide a means to verify the validity of recent additions to the
41、body of pages. The most prominent, on almost every wiki, is the “Recent Changes“ pagea specific list numbering recent edits, or a list of all the edits made within a given timeframe.,Tracking Changes,Tracking Changes,Using Wikis as a Source,Wikipedia is as reliable as other external sources we rely
42、on. Properly written articles cite the sources, and a reader should rely on the Wikipedia article as much, but no more, than the sources the article relies on. If an article doesnt cite its sources, it may or may not be reliable. A More Reliable Wikipedia? http:/ the Experts are Saying,Wikis are hel
43、ping young people develop “writing skills and social skills by learning about group consensus and compromiseall the virtues you need to be a reasonable and productive member of society.” Jimmy Wales, founder of Wikipedia,What the Experts are Saying,“The media is controlled by people who have the res
44、ources to control it,” he says. “Wikis show that all of us have an equal opportunity to contribute to knowledge.” Andy Garvin, head of the Digital Divide Network,Ways to Use Wikis,Use wikis as formats for subject guides and supplemental resources. Invite students and teachers to annotate and augment
45、 your course content on a wiki. Make wikis meeting places for learning communities inside and outside the school. Link librarians and teachers in your district in a collaborative enterprise. Create interactive learning activities (WebQuests, collaborative research, etc.),Class Wikis,Class Wikis Onli
46、ne Content,Class Wikis - Webquests,Class Wikis - Webquests,Class Wikis Student Collaboration,Class Wikis Student Collaboration,Class Wikis Student Collaboration,Class Wikis Student Collaboration,Professional Learning Communities,PLC Professional Research,PLC Virtual Training,PLC Curricular Collaboration,
