1 Process of Change Porter and Chester Institute.
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1 Process of Change Porter and Chester Institute
Transcript of 1 Process of Change Porter and Chester Institute.
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Process of Change
Porter and Chester Institute
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Our Educational Goals
• Students must:– Know how to learn– Think critically– Identify and solve complex problems– Manage information– Innovate– Create opportunities– Apply multiple literacies– Communicate well and cooperate with others– Demonstrate global and cultural understanding– Identify and apply career and life skills
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Our goals as a school
Engaged Thinker “I collaborate to create new knowledge and/or solve problems”
Ethical Citizen “I do the right thing because it is the right thing to do”
Entrepreneurial Spirit
“I create new opportunities for myself and others”
Inspiring Education: a dialogue with Albertans. (2010)
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21st Century Learning
Foundational Knowledge
Meta Knowledge
Humanistic Knowledge
Problem Solving &Critical Thinking Communication &
Collaboration
Creativity &Innovation
Core Content Knowledge
Cross-Disciplinary Knowledge/Synthesis
InformationLiteracy
Cultural Competence
Ethical & EmotionalAwareness
Life & Job Skills
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Six steps to effective instruction
Step 1: The teacher provides a description, explanation, or example of the new concept.
Step 2: Students restate the explanation of the new concept in their own words.
Step 3: Students draw a picture (non-linguistic) of the new concept.
Step 4: Students do activities that help them add to their knowledge.
Step 5: Students discuss the new concept with each other.
Step 6: Students practice the new concept using hands-on activities.
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Effects of Technology
Level 1
Level 2
Level 3
Level 4
Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory into Practice. (2009)
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Effects of Technology
Substitution
Augmentation
Modification
Redefinition
Level 1
Level 2
Level 3
Level 4
Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory into Practice. (2009)
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The starting point
• Curriculum in binders• Not standardized• Not having checks and balances• One way flow of information in many
classrooms• Paper books
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Substitution Level 1
At PCI
Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory into Practice. (2009)
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Level 1 - Substitution
• Curriculum out of binders into PCILMS (Moodle).
• Standardized day be day delivery.
• Ability to track students and instructors using curriculum. Added checks and balances.
• eBooks
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At PCI
Substitution
Augmentation
Level 1
Level 2
Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory into Practice. (2009)
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Level 2 - Augmentation
• Added additional applications to support what is being done in the classroom.
• Simulators, games, and other learning experiences.
• Ability to bring web enabled content into the classrooms because of 1:1 devices.
• Added eBrary and Proquest to the learning resources for all students to have access.
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Demonstration
• Blank placeholder for demonstration of:– PCILMS– eBooks– iPad
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At PCI
Substitution
Augmentation
Modification
Level 1
Level 2
Level 3
Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory into Practice. (2009)
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Level 3 - Modification
• We are just beginning this level in a few of our programs.
• Addition of mPortfolios.
• Videos, demonstrations, other instructional technology that will slowly replace paper submissions.
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Demonstration
• Placeholder for demonstration of:– mPortfolios– Videos by students
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At PCI
Substitution
Augmentation
Modification
Redefinition
Level 1
Level 2
Level 3
Level 4
Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory into Practice. (2009)
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Level 4 - Redefinition
• The “Flipped Classroom” where students get lecture at home.
• Group projects and experiential learning at school.
• Class time is used to allow instructor / student interaction (bi-directional)
• Homework time is used to allow instructor to student interaction (uni-directional).
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Demonstration
• Look at our Professional Development course with respect to the Flipped Classroom.
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Enhancement vs. Transformation
Substitution
Augmentation
Modification
Redefinition
Level 1
Level 2
Level 3
Level 4
Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory into Practice. (2009)
