Changing Minds One Curriculum

at a Time

Agenda• Us• Them• IT (instructional technology)oEach One Teach One

Please raise your hand if

you have been teaching 0 - 5 years

Please raise your hand if

you have been teaching

6 - 10 years

Please raise your hand if

you have been teaching 11 - 20

years

Please raise your hand if

you have been teaching 20 or more

years

Please raise your hand if you left one career to

become a teacher

Please raise your hand if you teach

more than 4 different courses most

semesters

Please raise your hand if

you have had 2 or more formal courses

in education

Please raise your hand if you have taught an online

course

Have you ever taken an

online class?

Please raise your hand if you teach through distance

learning.

Please raise your hand if you teach classes which are required core courses for any associate’s degree

Please raise your hand if you are able

to describe your philosophy or

approach to teaching

Please raise your hand if your arm is

getting sore and you want me to stop the

interrogation

Using Technology with Classroom Instruction that Works

Pitler, Hubbell, Kuhn, Malenoski, (2007)

Effective teaching activities

pp. 6 - 9

Nine Categories of Instructional

Strategies that Affect Student Achievement

Can you organize them from most to least effective?

Cooperative learning

Group interactions

Reinforcing effort and providing recognition

Guides students understanding between effort and achievement

Cues, questions, and advance organizers

Students retrieve, use & organize what they know

Homework and practice Extend learning by practice, review and applying knowledge

Summarizing and note taking students synthesize & organize to capture main/secondary ideas

Setting objectives and providing feedback

Orients students & provides feedback

Generating and testing hypotheses Mental processes involve making and testing hypotheses

Identifying similarities and differences

Mental processes

Nonlinguistic representation Students use mental images to represent knowledge

6 Cooperative learning

Group interactions

3 Reinforcing effort and providing recognition

Guides students understanding between effort and achievement

9 Cues, questions, and advance organizers

Students retrieve, use & organize what they know

4 Homework and practice Extend learning by practice, review and applying knowledge

2 Summarizing and note taking students synthesize & organize to capture main/secondary ideas

7 Setting objectives and providing feedback

Orients students & provides feedback

8 Generating and testing hypotheses Mental processes involve making and testing hypotheses

1 Identifying similarities and differences

Mental processes

5 Nonlinguistic representation Students use mental images to represent knowledge

Nine Categories of Instructional Strategies That Affect Student Achievement

Strategy Average

Effect Size Percentile

Gains Number

of Studies

1. Identifying similarities and differences 1.61 45 31

2. Summarizing and note taking 1.00 34 179

3. Reinforcing effort and providing recognition

.80 29 21

4. Homework and practice .77 28 134

5. Nonlinguistic representation .75 27 245

6. Cooperative learning .73 27 122

7. Setting objectives and providing feedback .61 23 408

8. Generating and testing hypotheses .61 23 63

9. Cues, questions, and advance organizers .59 22 1251

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. CO: Mid-continent Research for Education and Learning (McREL).

A neuroscientist looks at the

effects of technology on

the brain

The Pew Internet & American Life Project

iBrain by Gary Small, M.D. & Gigi Vorgan (p. 91-92)

Continuous partial attention

pp. 18-19, 68

Continuous partial attention

This is not the same as multitasking. Multitasking shares

the focus or attention whereas continuous partial attention uses peripheral senses. Continuous partial attention leads to the “digital fog” actually altering

brain chemistry. (p. 18)

Lack of social interaction thwarts brain development

pp. 116, 184-186

Lack of social interaction thwarts brain development

• Social interactions develop the frontal lobe

• This area is also involved in memory and impulse control

Experiment of 15 year old and 30 year old…

Project-based learning• Authentic, or real world problems

• Student centeredo Agency and consequentialityo Creativityo Diverse learners friendly

EachOneTeachOne

http://eachoneteachoneterps.wikispaces.com/Welcome+to+EachOneTeachOne

Explore the use of project-based learning and technology to meet

the core objectives required by the Texas

Higher Education Coordinating Board

Core Objective Skill

demonstrated Skill Partially demonstrated

Skill Not Demonstrated

Critical thinking skills: to include creative thinking, innovation, inquiry, and analysis, evaluation, and synthesis of information

Communication skills: to include effective written, oral, and visual communication

Empirical and Quantitative skills: to include applications of scientific and mathematical concepts

Teamwork: to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal

Social Responsibility: to include intercultural competency, civic knowledge, and the ability to engage effectively in regional, national, and global communities

Personal Responsibility: to include the ability to connect choices, actions and consequences to ethical decision-making

Thank you Katrieva Munroe-Jones, the Howard College eLearning Department, and all those

who helped make this conference possible.