Whose Learning is it anyway?

1:1 Computing Conference @rolat

Why am I making assumptions of student’s thinking?

Students internalize the learning:

How did I get there?What impacted my learning?

What connections made my learning experiences valuable?

Shifting the responsibility and increasing the engagement

@courosa nothing's real unless we

document and post it, right? #blc13“We shape our tools and our tools shape us.”

McLuhan via @courosa #blc13

@CathDoesMath: Technology is a tool, NOT a learning outcome. #blcbyob #blc13

RT @NLearning: Teach kids to learn how to learn, not be spoon fed information #BLC13 #edtech @globalearner

RT @1stgradethinks: "Learning is social. It’s a group event. The power of the group beats the power of the individual." via @globalearner #BLC13 AMEN to that!!

Pedagogical shift

Learning is transparent

Co-constructed

Clear expectations

Relevant rich tasks

Project Zero Research suggest contrary to Blooms taxonomy Understanding is not a precursor to application, analysis, evaluating and creating but a result of it. (Wiske,1997) Therefore, understanding isn’t a type of thinking, but a result of thinking. Evidence

Evidence

Personalize the learning during the task.

Not to just spin through the task

Giving students the time to reflect and capture learning during the task.Let them observe and analyze what they are doing both cognitively and metacognitively.Giving students a chance to strive reflect and learn together.

Image links to example

Which one to choose?

How to mesh apps?

Apps and tools expectations and purposes:

Settings- Logging- Sharing- Uploading- Time to complete

Consolidation verbal/scribing Steps for an experiment Evidence of differentiation Evidence of team conversations

science skitch feedback on showme

Imovie for capturing full process

Thinglink Fotobabble Pic collage and fotobabble Pic- collage Showme

Evidence of applications on pictures and meshing up apps for evidence of process of learning

https://audioboo.fm/stgabe

If it is student’s learning, then student captures evidence of thinking