Unit 2 powerpoint

UNIT 2

Learner Centered Strategies

UNIT 2’S OBJECTIVES

Review learner centered strategies Current educational technologists...who are they

and what are they are researching? Classroom practices that connect constructivism

to everyday teacher needs Backward design planning and assessment

strategies—review steps Evolution of learner theories and how those

theories apply to technology integration Matching traditional instructional strategies to

technology integration Using ISTE standards to match age appropriate

activities with technology

READ CHAPTER 5

We will be using the textbook you’ve used in other TET courses.

Integrating Technology into Teaching: The Technology and Learning Continuum by Arthur Recesso and Chandra Orrill

WHAT IS A LEARNER CENTERED STRATEGY?

Recall what Chapter 1 of your textbook outlined about learning and gave 14 points to the Technology and Learning Continuum Model

WHO ARE THE THEORISTS IN EDUCATIONAL TECHNOLOGY THAT DEVELOPED THESE IDEAS?

DIGITAL TOOLS ARE UNLIKE ANY OTHER TOOLS AND HAVE UNIQUE PEDAGOGY

Image licensed under Creative Commons license at http://www.fashionmagazine.com/blogs/wp-content/uploads/2009/07/sum09ooak1_lg.jpg

LEARNING IS A

CONTINUUM

Flickr image licensed under Creative Commons http://www.flickr.com/photos/mdezemery/

LEARNING IS A PROCESS WHERE THE IDEAS BUILD UPON ONE ANOTHER

HIGH QUALITY INSTRUCTION REQUIRES CAREFUL PLANNING

TEACHERS PERFORM TWO TECHNOLOGY INTEGRATION ROLES:

They are designers of the learning experience

They become facilitators of learning

SHERYL NEUSSBAUM-BEACH

Prolific writer and speaker

Teacher leader Promotes authentic

technology integration

Website is http://21stcenturylearning.typepad.com/

SEYMOUR PAPERT

Believes students use computers to construct knowledge

Early robotics innovator

Website is http://www.papert.org

ALAN NOVEMBER

One of the first to embrace ed tech and web 2.0 technologies

Special interest in leadership

Website is http://novemberlearning.com

JAMIE MCKENZIE

Publisher of online journals

Writer of multiple titles

Special interest in questioning techniques

Website is http://fno.org

IAN JUKES

Constructivist Online theorist Special interest in

leadership Website is

http://committedsardine.com

WILL RICHARDSON

Well known bloggist Especially

passionate about the Read-Write Web

Blogging and wiki advocate

Website is http://weblogg-ed.com

GARY STAGER

Radical theorist Constructivist Computers should

allow students to explore ideas and interact

Website is http://www.stager.org

DAVID WARLICK

Activist in blogging world

Early adopter of web 2.0 literacy

Creator of Citation Machine

Website is http://davidwarlick.com/wordpress/?page_id=2

Meaningfullearning

WATCH ALAN NOVEMBER’S SPEECH ON INCORPORATING MEANINGFUL TECHNOLOGY INTO STUDENT WORK

EVOLUTION OF LEARNER THEORY

WHAT DO THESE THEORIES HAVE TO INTEGRATING TECHNOLOGY?

As developer, you will be facilitating learning rather than dictating it

Applying the tools of constructivism such as simulations, modeling tools, research activities allow you to support students without taking over their learning

Instead of giving them the answer, you’ll lead them towards it

PRACTICES THAT APPLY TO CONSTRUCTIVISM

Inquiry learning Problem-based learning

APPLYING THESE THEORIES TO DEVELOPING CLASSROOM PLANNING INSTRUCTION

The process of backwards design considers the need to transform beyond consideration of the textbook as the primary source for daily lessons. It attempts to structure learning so that prior learning is organized into ways of thinking so that the new learning can be more easily taken into existing patterns of organization. Through the gradual building (or scaffolding), students are supported beyond rote, simple understanding of ideas and concepts. (p 51-90)

CHARACTERISTICS OF BACKWARDS DESIGN AND CONSTRUCTIVISM

TARGETING INSTRUCTION TO DEEPER LEVELS

IDENTIFY THE LEARNERS,KNOW THE CONTEXT

ACCOUNT FOR PRIOR LEARNING

RANK CURRICULAR PRIORITIES

FIND BRIDGES FROM SIMPLE UNDERSTAND TO DEEPER KNOWLEDGE

DESIGN FORMATIVE AND SUMMATIVE ASSESSMENTS TO MATCH LEARNING TARGETS

PROVIDE COMPELLING EVIDENCE

USE ASSESSMENT TYPES THAT PRODUCE MULTIPLE MEASURES OF LEARNING

Performance assessments Projects Open-ended questions at cognitive levels of

deep understanding (similar to essay questions but requiring more than a single class period to answer)

Answers essential questions that uses information from throughout the learning experience

Quiz/tests---used to establish learning occurred at foundational levels

CREATE LEARNING ACTIVITIES

PEDAGOGICAL CHALLENGE

Students working

independently

Teacher directed learning

Negotiation between teacher and student

INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION (ISTE) ICT PROFILES

Created to help teacher envision wide variety of learning experiences that seamlessly integrate technology

Target age-specific bands of students Based on ISTE beliefs that students must

have regular opportunities to develop tech skills Based on NETS-S 2007 Organized around 4 grade bands Created to establish indicators of achievement

throughout student’s school career Examples posted by ISTE at

http://nets-implementation.iste.wikispaces.net

UNIT 2 ASSIGNMENTS AND ACTIVITIES

Read through the Integrated Technology Unit Project Description (download it from Moodle).

Review and analyze classroom curriculum. Pick one classroom curriculum unit to incorporate

constructivist elements, integrates technology and can be framed around authentic learning experience

Analyze the selected unit using the ISTE ICT Profiles…fill out ICT Comparison Worksheet and write paragraph

Create your Introductory Wiki page at www.tet7403.pbworks.com

Post this week’s discovery about Classroom 2.0 on your blog.

INTEGRATED TECHNOLOGY UNIT PROJECT OVERVIEW

Reflects the constructivist philosophy because you facilitate using basic knowledge to answer overarching questions central to the curriculum.

As their teacher, you will act as the facilitator” of their learning as they engage in “sense-making” of this new knowledge

Design a learning experience that embodies an “idea-based unit”

Each week we will do a piece of this Integrated Technology Unit Project…either thinking, designing, collaborating or writing. You will post these to the class wiki www.tet7304.pbworks.com .

ISTE ICT COMPARISON ASSIGNMENT You will read through the ICT Profile you think is most

appropriate for your classroom. Fill out the ICT Profiles Comparison worksheet, which

analyzes the match with your students, the year’s classroom curriculum, the technology you have available and your technology expertise. List the ICT learning activity in the left-hand column; indicate where in your year’s classroom curriculum this type of activity would be matched and then put an “X” in the other columns if where there is a match.

Use the information from the Comparison worksheet to analyze your options and then focus in on one unit where you need to infuse technology integration.

Write a paragraph that summarizes which classroom curriculum unit you picked and explain why it was the best match for creating a Technology Integration Unit Project.

PLEASE NOTE: THE PROFILES DO NOT GIVE LESSON PLANS SO IT WILL BE UP TO YOUR EXPERTISE AND IMAGINATION TO DEVELOP THE IDEA INTO A ROUGH IDEA OF SOMETHING THAT FEASIBLE AND REALISTIC. EXPLAIN WHICH EXPERIENCES OFFER THE BEST MATCH WITH YOUR STUDENTS, YOUR CURRICULUM, THE TECHNOLOGY YOU HAVE AVAILABLE AND YOUR TECHNOLOGY EXPERTISE.