Active Learning and 21st Century SkillsBerkeley Preparatory SchoolPLP PresentationApril 2009
Importance of Active Learning
Methods of Active Learning
Measuring Active Learning
A steam drill got John Henry.
A Computer got Kasparov.
The future belongs to…
those who ask the big questions
the curious
the imaginative
the connected
the digital
the adventurous
The Creative
the globally engaged
Methods of Active Learning
energytap student
Alex’s Giraffe Story
Lady Liberty
value Interaction
ICT Trends research papers posted◦students research one Web 2.0 tool using three
published sources and teacher and student interviews and post their findings
AP argument essay◦each student is responsible for one point (see
template)◦template serves as exam review
A Thousand Splendid Suns Groups◦posting of guided reading questions by group
members◦historical and literary timelines posted
Rhetorical Precis, Abstract Postings◦collaborative research for spring term paper
Pleasantville Allusion presentations◦Students analyze, post, and present film
allusions
Cross-Class Communication
master the technology toolbox
promote Collaboration
Realtime; anytime/anywhere learningShattering stereotype of online tutoringSteps required to “sell” this program to the
student body:◦Creation of OWL committee◦Deciding on Google Docs◦Tutor trouble shooting◦Creation of Berkeley Group on Google Docs◦Writing clear instructions for tutors and tutees◦OWL email◦Publicity: convo, posters, bulletin board, mass
emailing◦Classroom visitation and tutorials◦Edline posting
Online Tutoring: Google Docs
In order to gain different perspectives, the E-Newsletter talked with both Stefan, an OWL tutor, and Kathyrn, an OWL tutee.
Could you explain, in your own words, what the OWL program does? Stefan: The OWL program allows Berkeley students to take the Writing Center to their homes.
Sometimes, students come in the Writing Center during a busy period only to wait for a tutor and to sometimes leave with an untutored paper. Some students simply don’t have enough time during a school day to stop by the Writing Center. The OWL resolves all of these dilemmas. OWL uses the very accessible Google Docs program in order to create a virtual writing center. The program allows for both the tutor and the tutee to simultaneously view and evaluate a word document.
Kathyrn: The OWL program allows a student to be tutored on an online chat session. The paper is uploaded into a specific chat room where both the tutor and student can type on the same document, making comments or corrections. However, it does take a couple of minutes for the messages written to show up/ upload on the other person’s screen. We could also change the color of our words in order to decipher which comments were from whom.
Was the google document difficult to manage at first? Stefan: Yes, at first the program took some time to fully understand; however, during my tutorial
with Kathyrn , the set up took only five minutes. Kathyrn: No, the Google document was not difficult to manage at first. To create the account and
set up the chat between Stefan and me was not hard because the directions were very specific, making this process easy. The actual Google document featured the same commands as Microsoft Word.
OWL Session
Communication of Writing Center news via E-newsletter Semester review of WC news Articles include interviews, op-ed pieces, reviews of outreach
programs Articles written by interns and directors E-newsletter is posted on Berkeley’s website
Writing Center E-News
MD One-Unit Challenge Rationale, SY ‘08 – ‘09Promote collaboration across
disciplinesEncourage use of technologyBegin asking essential questionsTeach 21st Century skills
- critical thinking- problem solving - creativity- communication and collaboration
MD One-Unit Challenge Guidance, SY ‘08 – ‘09Address a portion of an existing unitConsider an existing unit that lends itself to
an inter-disciplinary approachConsider a unit that will be enhanced by
technology Consider a unit that lends itself to the
teaching of Challenge-specific skillsBegin the Challenge unit with an essential
question Share the work and the wealthCapture the work on a One-Unit Challenge
curriculum map
How does knowledge of relevant history and geography enhance understanding and appreciation of a novel’s setting?
Cross-curricular connection: literary setting, U.S. geography, 19th and 20th Century history, library research, computer skills
Classes: Language Arts, Geography
Teachers: Josh Beckwith, Meghan Weddle, Judy Callahan, Dave Schumacher
Technology: Google Maps
Skills: creativity, problem solving, technology integration
Collaborative Google Map
Travels of Ulysses
What mathematical patterns are found in nature? How are math, art and nature related?
Cross-curricular connection: tessellations, M.C. Escher’s art, nature’s art
Classes: Math 6, Art 6
Teachers: Brenda Gerding, Bonnie Liedman, Anna Arcuri
Technology: tessellation drawing software
Skills: creativity, technology integration, critical thinking
How do myths come to life?Cross-curricular
connection: physical fitness (running) and the story of Atalanta, Meleager, and Meilion
Classes: Physical Education, Latin
Teachers: Suzanne Marfise, Phil Dillinger
Technology: Movie Maker
Skills: creativity, technology integration, communication, collaboration
How do plot, theme and the characters of today’s literature connect to those of past literature?
Cross-curricular connection: Ulysses, Go Big or Go Home, web 2.o applications
Classes: Language Arts, library
Teachers: Liz Stevens, Dave Schumacher
Technology: Blackboard blogging feature
Skills: critical thinking, technology integration, communication, collaboration
Simpsons take on “Street Car…”
How do you calculate the horizontal projection of a ball vs. the angular projection of a ball?
Cross-curricular connection: quadratic functions and parabolic motion
Classes: Honors Algebra I and Physical Science
Teachers: John MacConnell and Carol Piser
Technology: graphing calculator usage and video production
Skills: collaboration (group work), creativity, problem solving
Parabolic Motion Project
What is a meteorite, and can it carry life-threatening bacteria? (An exploration of Will Hobbs’s novel Go Big or Go Home) Cross-curricular
connection: meteorite science and recovery, fiction writing and blogging
Classes: Earth Science, library
Teachers: Susan McLaughlin, Dave Schumacher
Technology: Blackboard blogging feature
Skills: technology integration, communication, collaboration, problem solving, and critical thinking
Sixth grader’s blog post detailing his meteorite research
One-Unit Challenge 2.O, SY ’09 – ‘10Address a portion of an existing or new unitPlan a Challenge unit lending itself to an inter-
disciplinary approachDevise a Challenge unit enhanced by web 2.0
applications (wikis, blogs, etc.) Construct a Challenge unit lending itself to the
teaching of select Berkeley Identified SkillsBegin the Challenge unit with an essential
question Collaborate with colleaguesCapture the work on a SY ‘09 – ’10 One-Unit
Challenge curriculum map
21st Century Learner
Learner
Collaborator Creator
Curious
Reflective
Flexible
Ethical Diligent
Berkeley 21st Century Skills
Problem Solving
Measuring Active Learning
Functions of Assessment Strengthen student teacher
relationshipsStudents determine whether they
are “getting” it Clarify content connections Engage students in assessing
their workHelp teachers plan their next
stepsHelp students plan their next
steps
Rube Goldberg Challenge
Authentic AssessmentPromote real world skillsReflect student progress over
timeAssessment is in contextAssessment standards are known Builds mastery of the subjectSpeaks to an authentic audience
Science is NOT magic
Planning AssessmentsLearning is constant; the secret is
to document itIdentify the activity most
appropriate to a particular situation
Identify what is valuable to the student, the teacher, and the school
Use multiple forms of assessment and multiple assessors
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