1. Educational Technology Mr. Galusha

2. What do you teach? “Churchill” and Module 2 Agenda Activators: ‘Disneyland’ Discussion: Changing Paradigms and 21 st Century SkillsChanging Paradigms What are curriculum standards and how do you read them? (The Common Core ) Activity 1: Gathering Resources Scavenger Hunt Bloom’s taxonomy: Aiming your lessons at the right level. Activity 2: Using Web 2.0 to collaboratively create a student skill progression profile for use in our course Summarizer: Posting and presentation of the profile

3. Why use technology? Module 2 Objective Students will explore the role of technology in the 21 st century classroom. Upon completion of this course, participants will develop an instructional style that integrates technology as a tool for enhanced content delivery, skill development, and student expression. Successful completion of this objective will be evidenced by the creation of a sound Educational Technology Philosophy Statement and accompanying video.

4. 21 st Century Skill Education and Competitiveness

5. Why we need to act now 1.Fundamental changes in the economy, jobs and businessesFundamental changes in the economy, jobs and businesses 2.New and different skill demandsNew and different skill demands 3.Two achievement gapsTwo achievement gaps So what do we do?

6. 1. Manufacturing jobs are gone for good.

7. 2. New jobs require new skills

8. Changing Paradigms by Sir Ken Robinson

9. 3. Achievement Gaps

10. What do we need to do?

11. Standards Massachusetts State Frameworks National Educational Technology Standards for Students and Student ProfilesStandards for StudentsStudent Profiles

12. What is a Standards-Based Education ? Clearly defined academic content standards provide the basis for content in instruction and assessment. These become a tool for planning, delivering, monitoring and improving academic programs

13. What is a Standards-Based Education ? Standards help ensure students learn what is important, rather than allowing textbooks to dictate classroom practice. Student learning is the focus - aiming for a high and deep level of student understanding that goes beyond traditional textbook-based or lesson- based instruction.

14. What is a Standards-Based Education ? Consistently communicates and uses standards to focus on ways to ensure success for all students. Uses assessment to inform instruction.

16. Common Core Standards

17. What is the Common Core? A state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.

18. Primary Intent The New ELA/Literacy and Math Curriculum Frameworks, comprised primarily of the Common Core State Standards, were written explicitly to define the knowledge and skills that students must master to be college and career ready by the end of high school.

19. The Common Core Standards Are aligned with college and work expectations Are clear, understandable and consistent Include rigorous content and application of knowledge through high-order skills Build upon strengths and lessons of current state standards Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society Are evidence-based.

20. Timeline for Preschools, Districts, Colleges and Universities 2010-2011 Initial Planning Build awareness and identify what needs to change and how it will be changed 2011-2012 Partial Implementation Continue planning and make changes in targeted grades, subjects, and courses 2012-2013 Near Full Implementation Implement balance of changes

21. Activity 1: Gathering Resources Scavenger Hunt

22. Original Terms New Terms Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

23. Creating Evaluating Analyzing Applying Understanding Remembering Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding

24. Remembering The learner is able to recall, restate and remember learned information. – Recognizing – Listing – Describing – Identifying – Retrieving – Naming – Locating – Finding Can you recall information?

25. Remembering cont’ List Memorize Relate Show Locate Distinguish Give example Reproduce Quote Repeat Label Recall Know Group Read Write Outline Listen Group Choose Recite Review Quote Record Match Select Underline Cite Sort Recall or recognition of specific information Label List Workbook Reproduction Vocabulary Products include : Quiz Definition Fact Worksheet Test

26. Classroom Roles for Remembering Teacher roles in assessing Directs Tells Shows Examines Questions Evaluates Student roles in assessments Responds Remembers Recognizes Memorizes Defines Describes Retells

27. Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. – Interpreting – Exemplifying – Summarizing – Inferring – Paraphrasing – Classifying – Comparing – Explaining Can you explain ideas or concepts?

28. Understanding cont’ Restate Identify Discuss Retell Research Annotate Translate Give examples of Paraphrase Reorganize Associate Describe Report Recognize Review Observe Outline Account for Interpret Give main idea Estimate Define Understanding of given information Products include : Recitation Summary Collection Explanation Show and tell Example Quiz List Label Outline

29. Classroom Roles for Understanding Teacher roles in assessing Demonstrates Listens Questions Compares Contrasts Examines Student roles in assessments Explains Describes Outlines Restates Translates Demonstrates Interprets

30. Applying The learner makes use of information in a context different from the one in which it was learned. – Implementing – Carrying out – Using – Executing Can you use the information in another familiar situation?

31. Applying cont’ Translate Manipulate Exhibit Illustrate Calculate Interpret Make Practice Apply Operate Interview Paint Change Compute Sequence Show Solve Collect Demonstrate Dramatise Construct Use Adapt Draw Using strategies, concepts, principles and theories in new situations Products include : Photograph Illustration Simulation Sculpture Demonstration Presentation Interview Performance Diary Journal

32. Classroom Roles for Applying Teacher roles in assessing Shows Facilitates Observes Evaluates Organizes Questions Student roles in assessment Solves problems Demonstrates use of knowledge Calculates Compiles Completes Illustrates Constructs

33. Analyzing The learner breaks learned information into its parts to best understand that information. – Comparing – Organizing – Deconstructing – Attributing – Outlining – Finding – Structuring – Integrating Can you break information into parts to explore understandings and relationships?

35. Analyzing cont’ Distinguish Question Appraise Experiment Inspect Examine Probe Separate Inquire Arrange Investigate Sift Research Calculate Criticize Compare Contrast Survey Detect Group Order Sequence Test Debate Analyze Diagram Relate Dissect Categorize Discriminate Breaking information down into its component elements Products include : Graph Spreadsheet Checklist Chart Outline Survey Database Mobile Abstract Report

36. Classroom Roles for analyzing Teacher roles in assessing Probes Guides Observes Evaluates Acts as a resource Questions Organizes Dissects Student roles in assessments Discusses Uncovers Argues Debates Thinks deeply Tests Examines Questions Calculates Investigates Inquires

37. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. – Checking – Hypothesizing – Critiquing – Experimenting – Judging – Testing – Detecting – Monitoring Can you justify a decision or course of action?

38. Evaluating cont’ Judge Rate Validate Predict Assess Score Revise Infer Determine Prioritise Tell why Compare Evaluate Defend Select Measure Choose Conclude Deduce Debate Justify Recommend Discriminate Appraise Value Probe Argue Decide Criticise Rank Reject Judging the value of ideas, materials and methods by developing and applying standards and criteria. Products include : Debate Panel Report Evaluation Investigation Verdict Conclusion Persuasive speech

39. Classroom Roles for Evaluating Teacher roles in assessing Clarifies Accepts Guides Student roles in assessments Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies

40. Creating The learner creates new ideas and information using what has been previously learned. – Designing – Constructing – Planning – Producing – Inventing – Devising – Making Can you generate new products, ideas, or ways of viewing things?

41. Creating cont’ Compose Assemble Organise Invent Compile Forecast Devise Propose Construct Plan Prepare Develop Originate Imagine Formulate Improve Act Predict Produce Blend Set up Devise Concoct Compile Putting together ideas or elements to develop a original idea or engage in creative thinking. Products include : Film Story Project Plan New game Song Newspaper Media product Advertisement Painting

42. Classroom Roles for Creating Teacher roles in assessing Facilitates Extends Reflects Analyzes Evaluates Student roles in assessment Designs Formulates Plans Takes risks Modifies Creates Proposes Active participant

43. National Educational Technology Standards Published by ISTE The roadmap to teaching effectively and growing professionally in an increasingly digital world. Based on the belief that technology literacy is a crucial component of modern society. In fact, the globalizing economy and technological advances continue to place a premium on a highly skilled labor force.

44. Activity 2: Creating a K-12 Skill Progression Profile Get into group 3 groups. Try to have someone from each of the following roles in your group: -Someone with classroom experience -Someone who is tech savvy or has used Prezi before -Someone who has a some career experience

45. Activity 2: Creating a K-12 Skill Progression Profile Identify two standards from both the reading and writing requirements and one that deals with research. On the Prezi, list the standard, give an idea of a lesson that could help student achieve this standard, and connect the standard to it importance later on in the workplace.Prezi