Post on 29-Dec-2015
Quadrant D Quadrant D Lesson Lesson
PlanningPlanning
Web 2.0 Tools in the Classroom
AgendaAgenda Changing world, changing studentsChanging world, changing students Overview: International Center for Leadership in Overview: International Center for Leadership in
Education Rigor & Relevance FrameworkEducation Rigor & Relevance Framework• RigorRigor
Intel Module 3: Essential QuestionsIntel Module 3: Essential Questions• RelevanceRelevance• RelationshipsRelationships
““Bump up” your lessons/Units to D-QuadrantBump up” your lessons/Units to D-Quadrant Web 2.0 Tools & Rigor/Relevance/RelationshipsWeb 2.0 Tools & Rigor/Relevance/Relationships Workshop TimeWorkshop Time
Changing StudentsChanging Students
Students TodayStudents Today
Magner, Timothy. “Trends in Educational Technology: A National Perspective.”
Internet Use by AgeInternet Use by Age
0%10%20%30%40%50%60%70%80%90%
100%
2-5 6-8 9-12 12-15
16-18
19-24
25-35
36-45
46-55
56-65
65+
Age20002002
Magner, Timothy J. Director, Office of Educational Technology, US Dept. of Education. “Magner Millenials”
1212thth Graders Graders Perceptions About SchoolPerceptions About School
39%
21%28%
0%
10%
20%
30%
40%
50%
60%
School work is often or alwaysmeaningful
Courses are quite or very interesting School learning will be quite or veryimportant in later life
1983 1990 1995 2000
Magner, Timothy J. Director, Office of Educational Technology, US Dept. of Education. “Magner Millenials”
Recent Survey: D20 GradsRecent Survey: D20 Grads
Things Schools Might Do to Better Things Schools Might Do to Better Prepare Students for College or WorkPrepare Students for College or Work• High School should…High School should…
Provide more 21Provide more 21stst century knowledge and century knowledge and skills (e.g., information and communications skills (e.g., information and communications technology skills that involve research on technology skills that involve research on the Internet, blogs, wikis, podcasts, etc.)the Internet, blogs, wikis, podcasts, etc.)
2006 Grads: 2006 Grads: 75%75% 2007 Grads: 2007 Grads:
Changing WorldChanging World
Levy and Murnane. (2004, October). “Education and the Changing Job Market”Educational Leadership. Shared at http://www.doug-johnson.comDoug Johnson: “Skills for the Knowledge Worker.” “Permission to use these materials for non-profit purpose freely given so long as this notice appears.”
Trends in Tasks Done by the US Workforce 1969-1998
Colorado Dept. of Education: Educational Technology, Office of Learning & Results
Daniel Pink: Daniel Pink: A Whole New MindA Whole New Mind
AsiaAsia AbundanceAbundance AutomationAutomation
•Design
•Story
•Symphony
•Empathy
•Play
•Meaning
Our ChallengeOur Challenge
Are our schools ready for this generation?Are our schools ready for this generation? How do we create the learning environments that How do we create the learning environments that
engage this generation to help them reach their engage this generation to help them reach their full potential? full potential?
How do we equip these students with the skills How do we equip these students with the skills and knowledge they need to be competitive in a and knowledge they need to be competitive in a global, information-based economy and global, information-based economy and contributing citizens?contributing citizens?
What assumptions about education do we need to What assumptions about education do we need to question?question?
Magner, Timothy J. Director, Office of Educational Technology, US Dept. of Education. “Magner Millenials”
Implications for SchoolsImplications for Schools
Individuals fill out worksheet Individuals fill out worksheet Discuss in small groupsDiscuss in small groups Share backShare back
What Can We Do?What Can We Do?
ExerciseExercise
BreakBreak
AAKnowledge in Knowledge in one disciplineone discipline
BBApply Apply
knowledge in knowledge in one disciplineone discipline
CCApply Apply
knowledge knowledge across across
disciplinesdisciplines
DDApply Apply
knowledge to knowledge to real world real world
predictable predictable situationssituations
EEApply Apply
knowledge to knowledge to real world real world
unpredictable unpredictable situationssituations
EvaluationEvaluation
SynthesisSynthesis
AnalysisAnalysis
ApplicationApplication
ComprehensionComprehension
KnowledgeKnowledge
AcquisitionAcquisition ApplicationApplication
AssimilationAssimilation AdaptationAdaptation
Knowledge
Knowledge
ApplicationApplication©International Center for Leadership in Education
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
TeacherWork
Teacher/Student Roles
StudentThink
StudentThink & Work
StudentWork
RigorRigor
Big Idea: Action Word ListBig Idea: Action Word List
Brainstorm Activity:Brainstorm Activity: Action Word ListAction Word List
On chart paper, On chart paper, each group will list each group will list process verbs and process verbs and products for their products for their assigned level of assigned level of Blooms. Blooms.
Example:Example:
AnalysisAnalysis
Process Process VerbsVerbs
ProductsProducts
DiscoverDiscover QuestionnaireQuestionnaire
GroupGroup DatabaseDatabase
RigorRigor
QuestioningQuestioning
““Questions and Questions and questioning might be questioning might be the most powerful the most powerful technologies of all.”technologies of all.”-Jamie McKenzie-Jamie McKenzie
Intel Teaching Thinking Intel Teaching Thinking With TechnologyWith Technology
Overview: Module 3: Creating Overview: Module 3: Creating Curriculum-Framing Questions to Curriculum-Framing Questions to
Support Thinking SkillsSupport Thinking Skills
Creating Curriculum-Framing Questions Creating Curriculum-Framing Questions to Support Thinking Skillsto Support Thinking Skills
• Understand different types of questions Understand different types of questions used in the classroomused in the classroom
• Create and revise Curriculum-Framing Create and revise Curriculum-Framing Questions Questions
Ranking QuestionsRanking Questions
1.1. Do all birds eat the same food?Do all birds eat the same food?2.2. How can we improve our feeder so more birds will How can we improve our feeder so more birds will
visit?visit?3.3. How could we sort the birds that come to visit us?How could we sort the birds that come to visit us?4.4. What can nature tell us?What can nature tell us?5.5. How can we measure the amount of food the birds How can we measure the amount of food the birds
eat?eat?6.6. How could we graph the number of birds that come How could we graph the number of birds that come
to visit us?to visit us?7.7. How do the seasons and weather affect birds?How do the seasons and weather affect birds?8.8. How many birds visited us today?How many birds visited us today?9.9. What are the names of the birds?What are the names of the birds?
Asking Questions in the Asking Questions in the ClassroomClassroom
Understanding Open and Closed QuestionsUnderstanding Open and Closed Questions• Closed questionsClosed questions
Test factual knowledgeTest factual knowledge Contain limited range of correct responsesContain limited range of correct responses
• Open questionsOpen questions Build upon factual knowledgeBuild upon factual knowledge Promote higher-order thinkingPromote higher-order thinking
Reflecting on Questions Used in Your ClassroomReflecting on Questions Used in Your Classroom• Reflect on the questions used in a typical day in Reflect on the questions used in a typical day in
your classroomyour classroom
Curriculum-Framing QuestionsCurriculum-Framing Questions
Defining Curriculum-Framing Defining Curriculum-Framing Questions Questions
Essential QuestionsEssential Questions• Are overarching, foundational Are overarching, foundational
“big idea” questions“big idea” questions• Can help focus several unitsCan help focus several units• Can be used over the course of Can be used over the course of
a yeara year• Example:Example:
What does it take to change the What does it take to change the world?world?
Curriculum-Framing QuestionsCurriculum-Framing Questions
Unit QuestionsUnit Questions• Are unit-specific, open-Are unit-specific, open-
ended questions ended questions • Help build understanding Help build understanding
for the Essential Questionfor the Essential Question• Example:Example:
Why leave one’s home Why leave one’s home to make a new life in a to make a new life in a strange land?strange land?
Curriculum-Framing QuestionsCurriculum-Framing Questions
Content QuestionsContent Questions• Are supporting, fact-based Are supporting, fact-based
questionsquestions• Are categorized as closed questionsAre categorized as closed questions• Help strengthen and develop Help strengthen and develop
students’ understanding of larger students’ understanding of larger questionsquestions
• Examples:Examples: What route did the early What route did the early
explorer’s take?explorer’s take? What were the explorers looking What were the explorers looking
for?for?
Curriculum-Framing QuestionsCurriculum-Framing QuestionsIndividual Practice with Individual Practice with
QuestionsQuestions• Determine Essential QuestionsDetermine Essential Questions• Identify Essential, Unit, and Identify Essential, Unit, and
Content QuestionsContent Questions• Review “big idea” conceptsReview “big idea” concepts
With a PartnerWith a Partner• Exchange questions createdExchange questions created• Help each other revise Help each other revise
Essential Questions using big Essential Questions using big ideas as neededideas as needed
Remember to write Remember to write questions in student-questions in student-appropriate languageappropriate language
RelevanceRelevance
Virtual Field TripsVirtual Field Trips• NASA teleconferencingNASA teleconferencing
Real World Problem SolvingReal World Problem Solving• Newspaper Case StudyNewspaper Case Study
Scenario-based LearningScenario-based Learning• Newport News School District ExamplesNewport News School District Examples• WebQuests & “Slam Dunk” lessonsWebQuests & “Slam Dunk” lessons
International CollaborationInternational Collaboration• Worldwise SchoolsWorldwise Schools
RelevanceRelevance
RelevanceRelevance
How can you make it authentic?How can you make it authentic? InstructionInstruction
AssessmentAssessment
The Third Element:The Third Element:
Web 2.0 Tools – Rigor? Web 2.0 Tools – Rigor? Relevance? Relationships?Relevance? Relationships?
VoicethreadVoicethread BlogsBlogs WikisWikis Podcasting with AudacityPodcasting with Audacity
• Mr. Sprankle’s Room 208Mr. Sprankle’s Room 208
RelevanceRelevance
Workshop Time – Next StepsWorkshop Time – Next Steps
Missing Link DatabaseMissing Link Database Collaboration is highly encouraged!Collaboration is highly encouraged! Additional Half Day on your own for Additional Half Day on your own for
planningplanning MentoringMentoring Complete 20/20 Things by December Complete 20/20 Things by December
2, 2008 (Log sheets should be turned 2, 2008 (Log sheets should be turned in by this date)in by this date)
April Reflection MeetingApril Reflection Meeting