Back to Cool

How to TeachFor

UnderstandingT-527

Back to Cool

How to TeachFor

UnderstandingT-527

The Partnership for 21st Century Skills Framework

STUDENT OUTCOMES: Skills, knowledge, and expertise students should master to succeed in work and life in the 21st century.

STUDENT OUTCOMES: Skills, knowledge, and expertise students should master to succeed in work and life in the 21st century.

SUPPORT SYSTEMS: Alignment of these elements creates the support system necessary to produce 21st century outcomes for today’s students.

How to Teach for UnderstandingT-527 Fall 2010

Thursdays 1-4 PMInstructor: Stone Wiske

Teaching Fellow: Shane Tutweiler, and more?

Focus, Goals, Activities and Results, Technologies, Assessment, Logistics

Challenge = bridge the knowledge-action gap

Connecting educational researchwith practice

Using theory

To design and analyze practice

Focus

EducationalPrinciples

EducationalTechnologies

How can we deepen learning?

ReflectiveCommunity

Designs for Learning

Course Goals

• Design curriculum that applies research to deepen meaningful learning

• Integrate new technologies to enhance teaching and learning for understanding

• Develop a collaborative, reflective

community of learners

How do we design for deep learning?

CurriculumTeaching/Learning Activities

AssessmentDiverse Learners and Settings

Collaborative CommunityTechnology Integration

How can new technologies promoteteaching for understanding and

meaningful learning?

Make curriculum authentic and generative

Make goals clear and accessible

Support rich, varied performances

Enable ongoing assessment and revision

Foster reflective, collaborative communities of learners

Process

EducationalPrinciples

EducationalTechnologies

How can we deepen our own learning?

ReflectiveCommunity

Designs for Learning

Process

How can we deepen our own learning?

EducationalPrinciples

EducationalTechnologies

ReflectiveCommunity

Designs for Learning

EducationalPrinciples

EducationalTechnologies

ReflectiveCommunity

Designs for Learning

Hall of Mirrors

Learning Activities and ResultsCurriculum as Collaborative Reflective Design

Read and thinkShare thinking/expertise with classmatesCollaborate with partnersApply readings and practical insights to

curriculum design or another projectWrite an analytic paper relating the

course ideas to your goals

Using technologyfor collaboration, reflection, and

understanding

Learning Technologies for T527

Case Study: Dynamic Earth:http://isites.harvard.edu/icb/icb.do?keyword

=k12563&pageid=icb.page51520

Education with New Technologies Web site: http://learnweb.harvard.edu/ent/

Collaborative Curriculum Design Tool http://learnweb.harvard.edu/ccdt/

T527 Course Web site:http://isites.harvard.edu/icb/icb.do?keyword=k73141&pageid=icb.page359980

CollaborativeCurriculumDesignTool

An onlineinteractive workspace that

Scaffolds designOrganizes materialsSupports collaboration

Use the CCDT for collaboration

Use the CCDT message board to communicate with your coach, collaborators, classmates

Make your course project a generative experience

Teaching for Understanding at Victoria School in Singapore

ShaneTutweiler

Webquest

Generative Topic & Target of Difficulty

• Identifying, Using, and Sharing Behavioral Health Resources in Cambridge and Somerville, MA

IMPORTANT:

Supporting Children’s Health

TECHNOLOGY:

Mapping, Wikis, Digital

Photography

DIFFICULT:

De-stigmatized Definition of

Behavioral Health

Sara Yamaka and Sybill Hippolitedesigned a community healthproject

Inbal Alon

Lindsay Bellino, who had no teaching experience, collaborated with her teacher mother

Writing like an EducatorBy Andi Long

ConceptMapping Software

Online Coaching

Jenny Cottle collaborated with a teacher in Peru

Collaborate with district leaders and creative teachersin Watertown, Massachusetts to refine and assess integration

of technology to enhance learning for students and adults

Planning your project

• Connect the course to your goals: content, learners, context

• Learn through applying your knowledge

• Critique theory from experience• Consider collaborating—with a teacher,

your colleagues, one or more classmates

Ongoing Assessment Process

• Frequent • Clear criteria related to goals• Generating suggestions for

improvement• Shared responsibility

Logistics

• Review the syllabus on the course Web site

• Post/send a note about yourself by Sept. 1

• Begin to explore project possibilities—see guidelines and a note for teacher partners on the course website

• Purchase the books you want and purchase the reading packet, or find readings on Reserve at Gutman Library

• Come to class prepared to discuss the readings