project based learning toby boss esu 6. dangerouslyirrelevant.org technology will never
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dangerouslyirrelevant.org
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Technology will never replace teachers.
However, teachers who know how to use technology effectively to help their students connect and collaborate together online will replace those who do not.
Sheryl Nussbaum-Beach
In an era of ubiquitous interconnection, global awareness does not
mean simply learning about other cultures’ foods and holidays.
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What are we going to ask on our tests, when our students are
walking in with Google in their pocket? Are they going to be
better questions than we ask today? David Warlick
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Transfer
• Apply learning to new situations not only in school, but also beyond it.
• The point of school is to learn in school how to make sense of learnings in order to lead better lives out of school.
• Learn now to apply lessons to later challenges.
The Art & Science of Teaching shares nine key ideas (design questions) teachers consider as they plan a unit of instruction.
1. Learning Goals and Feedback2. Interacting with New Knowledge3. Practicing and Deepening4. Generating and Testing Hypotheses
(application)5. Student Engagement6. Establishing Rules and Procedures7. Adherence to Rules and Procedures8. Teacher-Student Relationships9. High Expectations
Page 7, The Art & Science of Teaching
The Art and Science of Teaching
Heflebower, Marzano Research Laboratorycutting-edge research concrete strategies sustainable success
Learning Goals and Learning Goals and FeedbackFeedback
Rules and ProceduresRules and Procedures
INVOLVES ROUTINES
ENACTED ON THE SPOT
Student EngagementStudent Engagement
High ExpectationsHigh Expectations
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Generating/ Testing
Hypotheses
Practicing and
Deepening
Interacting with New
Knowledge
The Art and Science of Teaching
ADDRESSES CONTENT IN SPECIFIC WAYS
11
Process
• Determine Learning Goal
• Plan how to teach new content
• Plan how to practice and deepen content
• Plan how to have students generate and test hypothesis
Learning Goals and Learning Goals and FeedbackFeedback
Rules and ProceduresRules and Procedures
INVOLVES ROUTINES
The Art and Science of Teaching
Design Question One:
What will I do to establish and communicate learning
goals, track student progress and celebrate success?
“You’ve got to think about ‘big things’ while you’re doing small
things, so that all the small things go in the right direction.”
Alvin Toffler
Literature Framework
Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development.
Wiggins, G., & McTighe, J. (2007). Schooling by design. Alexandria, VA. Association for Supervision and Curriculum Development.
Transfer
• Apply learning to new situations not only in school, but also beyond it.
• The point of school is to learn in school how to make sense of learnings in order to lead better lives out of school.
• Learn now to apply lessons to later challenges.
Enduring Understandings
• An important inference, drawn from the experience of experts, stated as a specific and useful generalization.
• Refers to transferable, big ideas having enduring understanding beyond a specific topic.
• Involves abstract counterintuitive and easily misunderstood ideas.
Enduring Understandings
• Is best acquired by “uncovering” (i.e., it must be developed inductively, co-constructed by learners) and “doing” the subject (i.e., using the ideas in realistic settings and with real-world problems).
• Summarizes important strategic principles in skill areas.
Knowledge vs Understanding
• The facts• A body of coherent
facts• Verifiable claims• Right or wrong• I know something to be
true• I respond on cue with
what I know
• The meaning of the facts
• The “theory” that provides coherence
• Fallible, in-process theories
• A matter of degree • I understand why it is
true• I judge when to use
what I know
A learning goal (essential learning) is a statement of what students will understand and/or be able to do.
For example:
• Students will understand direct and indirect democracies.
• Students will be able to do three-column addition.
What are learning goals or essential learnings?
Why do we need Essential Standards?
• So new teachers (or teachers new to a grade level) know what to teach.
• So we have clear understanding for all teachers of what is essential at each grade level / course.
• So we don’t rely on programs and supplemental materials to tell us what to teach.
Why do we need Essential Standards?
• So students have the opportunity to gain deeper, connected understandings of Essential Standards.
• So we stop talking “about” teachers at other grade levels and begin talking, planning, and teaching WITH them!
• So teachers don’t simply pick what they like, and students end up with gaps in learning.
What are the criteria for essential?
• Endurance (Will this provide knowledge and skills that will be of value beyond a single test date?)
• Leverage (Will this provide knowledge and skills that will be of value in multiple disciplines?)– Inquiry, critical thinking, inferences, problem solving
• Readiness for next level of learning (Will this provide students will the “tools” they need for success at the next level or grade.)
Reeves, D. Cited in Ainsworth, L. (2003). “Unwrapping” the Standards. Englewood, CO. Advanced Learning Press.
cutting-edge research concrete strategies sustainable success
Example:• Larry Ainsworth describes a powerful
illustration in “Unwrapping” the Standards, 2003– Two students leaving college history class– Comparing results from essay exam about the
Asian Revolution– One student=recalled nothing– Other student =recalled the common
attributes noted in all revolutions he’d learned in high school (Essential Learnings)
Processing
• Think of no more than 5 big things you want your students to know or be able to do this semester.
• Remember the criteria:– Endurance– Leverage– Readiness
• Be ready to share at your table
Process
• Determine Learning Goal
• Plan how to teach new content
• Plan how to practice and deepen content
• Plan how to have students generate and test hypothesis
Heflebower, Marzano Research Laboratorycutting-edge research concrete strategies sustainable success
Learning Goals and Learning Goals and FeedbackFeedback
Rules and ProceduresRules and Procedures
INVOLVES ROUTINES
ENACTED ON THE SPOT
Student EngagementStudent Engagement
High ExpectationsHigh Expectations
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Generating/ Testing
Hypotheses
Practicing and
Deepening
Interacting with New
Knowledge
The Art and Science of Teaching
ADDRESSES CONTENT IN SPECIFIC WAYS
30
Generating/ Testing
Hypotheses
Practicing and
Deepening
Interacting with New
Knowledge
The Art and Science of Teaching
Content Segments
ADDRESSES CONTENT IN SPECIFIC WAYS
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Process
• Determine Learning Goal
• Plan how to teach new content
• Plan how to practice and deepen content
• Plan how to have students generate and test hypothesis
Learning Goals and Learning Goals and FeedbackFeedback
Rules and ProceduresRules and Procedures
INVOLVES ROUTINES
Interacting with New
Knowledge
The Art and Science of Teaching
ADDRESSES CONTENT IN SPECIFIC WAYS
Please think about the look fors… Previewing activities Info presented in small chunks Students processing each chunk in small
groups Students summarizing and taking notes after
content has been introduced Students reflecting on their learning Personal story shared
Process
• Determine Learning Goal
• Plan how to teach new content
• Plan how to practice and deepen content
• Plan how to have students generate and test hypothesis
Learning Goals and FeedbackLearning Goals and FeedbackRules and ProceduresRules and Procedures
INVOLVES ROUTINES
ENACTED ON THE SPOT
Student EngagementStudent Engagement
High ExpectationsHigh Expectations
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Stud
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Adherence to Rules and Procedures
Generating/ Testing
Hypotheses
Practicing and
Deepening
Interacting With New Knowledge
The Art and Science of Teaching
ADDRESSES CONTENT IN SPECIFIC WAYS
Students Engaged in:• Practicing skills, strategies, and processes• Examining similarities and differences
– Comparing/contrasting, – Classifying, – Creating analogies and metaphors
• Identifying Errors in Thinking• Using homework
– Guided and independent practice
• Cooperative learning activities• Revising knowledge
– Reviewing/revising notes so they are useful to students and add clarity to understanding.
Process
• Determine Learning Goal
• Plan how to teach new content
• Plan how to practice and deepen content
• Plan how to have students generate and test hypothesis
Learning Goals and FeedbackLearning Goals and FeedbackRules and ProceduresRules and Procedures
INVOLVES ROUTINES
ENACTED ON THE SPOT
Student EngagementStudent Engagement
High ExpectationsHigh Expectations
T
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Adherence to Rules and Procedures
Generating/ Testing
Hypotheses
Practicing and
Deepening
Interacting With New Knowledge
The Art and Science of Teaching
ADDRESSES CONTENT IN SPECIFIC WAYS
Different Lessons and Expected Behaviors
Different Lessons and Expected Behaviors
New Knowledge– Preview– Small chunks– Students process
chunks.– Summarize and take
notes.– Students reflect.
Generating or Testing Hypotheses (application)
– Brief review– Students work
individually or in groups, applying content.
– Teacher as facilitator/resource provider
Moving to Application• Effective support
– Valid claims– qualifiers
• Experimental inquiry
• Problem-solving
• Investigations
• Decision-making
P. 14
So what does it look like?
• Audri’s Rube Goldberg Machine
Problem-Solving Invention Convention• Students read about famous inventors
and how they got ideas…including how patents were obtained.
• Considered a problem they would like to solve—used scientific method.
• Researched if there was a market. • If a market, began creating a prototype.• Create the real thing and test it out.• Showcase the invention.
Discuss
• Choose one learning goal you listed.
• Share how you might help kids generate and test hypotheses.