Presentation on theme: "Making Connections: “LFS” & Business Education/Technology Brenda Monick, Dir. of Curriculum, Instruction & Technology Southern Columbia Area School District."— Presentation transcript:
Making Connections: “LFS” & Business Education/Technology Brenda Monick, Dir. of Curriculum, Instruction & Technology Southern Columbia Area School District Spring 2014 Bloomsburg University, Education Teacher Seminar
Background: How I got here! “Technology” seemed to be MY path (written in the stars!) Educator: Teacher in 3 districts in various grades MS Technology Teacher & Tech Coordinator Education: MS in Instructional Technology, MEd in Curriculum & Instruction; Superintendent’s Letter Administrator 5 Years: “Marriage” of Technology & Curriculum! “LFS” Training as coach/trainer and administrator (assess LFS) Training in SAS and many areas of Curriculum, PA Core Standards, Teacher Effectiveness, Instructional Technologies....
How did YOU get here? “Technology” or “Business” Story? “LFS” Training? Are you “using” LFS currently? PA Core Standards (PCS) Teacher Effectiveness System Danielson’s Framework for Teaching Training in SAS (Standards Aligned System) STEM Education
Why should technology & business educators care about LFS? For him/her...the future graduate of and those that come before and after....THE FUTURE!
What Do We Need to Change? Computational Thinking
Exposur e Experienc e Expertise “Computation Thinking” is a NECESSITY! Build Technological Expertise & Confidence! Our Responsibility! APPLICATIONS DESIGN & DEVELOPMENT PROGRAMMING FINANCE/ACCOUNTING BUSINESS & MARKETING ENTREPRENEURSHIP ENGINEERING OTHERS
“That Used To Be Us” (2011) Thomas Friedman Thomas Friedman Author of: “The World Is Flat” (2007) The Revolution of Informational Technology The Revolution of Informational Technology How America fell behind in the world that it invented & how we can come back!
In his pivotal work “ Creating Innovators ”, Harvard Professor Tony Wagner points out that the Chinese and other global economic competitors are attempting to challenge U.S preeminence in economic innovation, partly by reforming their education system to nurture more creative and entrepreneurial minds. Wagner argues that increased standardization in schools and universities is hindering creativity amongst American youth; it stymies risk-taking by penalizing failure, and thus keeps students from looking at the world in new and unique ways. Think About This! eSchool News, , Tom Daccord, Director of EdTechTeacher
The LFS Story LFS = Learning Focused ‘Solutions’, ‘Schools’ or ‘System’ Founder: Dr. Maxwell Thompson, 10+ years ago Major funding provided: US Dept. of Education, Pew Charitable Trust, Gates Foundation, and others. “Foundational Skills” that improve student learning Five focus areas: Planning, Curriculum, Instruction, Assessment, and School Organization Based on exemplary practices & research-based strategies Impressive Evidence: “90/90/90 (90/90) Schools” - 90% on or above grade level, 90% F/R Lunch, 90% Minority “Persistent” & “Pervasive” (http://www.learningfocused.com)
“What is LFS?” (from Dr. Thompson)
21st Century Teaching & Learning LFS + Technology =
What Does LFS Look Like? PLANNING A month ahead A month ahead Teams/Individual Teams/Individual By Concept or Skill By Concept or Skill VOCABULARY Very Essential Very Essential Every Lesson Every Lesson Varied Activities Varied Activities LITERACY Must Include! Must Include! Every Concept Every Concept Writing Activities Writing Activities RaiseAssignment Levels and Expectations ADAPT DON’T ADOPT EXEMPLARYPRACTICES Raise Standards for EVERYONE! CONSISTENT&PERVASIVE! SUCCESS! Raise Student Raise StudentAchievement
What does LFS do for students? LFS creates.... Interest Engagemen t Differentiation Inspiration Empowerment Motivation Confidence Scaffolding Connections Purpose LFS
LFS – Main Components LFS Strategies: Include “Foundational Skills” -many are teaching strategies that you are already doing! Some are just under different names! “Persistent” & “Pervasive” E ssential Questions: Helps identify the “critical learning” A ctivating Strategy: Why do they need it? Reason? Curiosity? T eaching: Organizing learning; collaboration, interaction,... S ummarization: Presentations, review skills, knowledge,...
LFS + Technology = 21st Century Teaching & Learning
LFS - E.A.T.S. #1: Essential Questions Posted in clear view throughout the lesson(s), revisited as needed throughout the lesson Should ask for broad understanding of the whole unit Most important learning that must take place Students show understanding through performance or product Gives students a reason for the learning: Why & How? (not: What, Where, When....only provides facts!) At least one essential question for each major concept or skill Provide the backbone and purpose for the learning plan
LFS - E.A.T.S. #1: Essential Questions #1: How can a spreadsheet assist you in accounting? #2: How are robots helping humans live longer and better lives? #3: Explain how images be edited in Photoshop to depict aging? #4: Why is it important to understand the structure of a programming language? Provide Examples. Sample “E.Q.s”
LFS - E.A.T.S. #2: Activating Strategies “Every encounter with something new requires the brain to fit it into an existing memory category (network of neurons).” ~ Pat Wolfe
LFS - E.A.T.S. #2: Activating Strategies LFS - E.A.T.S. #2: Activating Strategies LINK ” to prior knowledge Something they already know Connect to experiences students already have Create a new experience with students that provides a foundation for new information within the lesson “ HOOK ” to motivate by engaging and involving the students from the beginning
Pose a world, school or district problem or issue that needs a solution Show a poignant video or digital resource that inspires Discuss a career that is essential in today’s economy Demonstrate a programming problem that involves currently has no solution Allow time for group discussion of an important issue to get student perspective and potential solutions Samples: LFS - E.A.T.S. #2: Activating Strategies
Instructional Strategies Most Effective in Learning and Achievement in Learning and Achievement LFS - E.A.T.S. #3: Teaching Strategies RankStrategyEffect Size Percentile Gains Achieved 1 Extending Thinking Skills Summarizing Vocabulary in Context Advance Organizers Non-Verbal Representations0.6525
LFS + Technology = 21st Century Teaching & Learning
Higher levels of Bloom’s Taxonomy Level 3 & 4 of Webb’s ‘DOK’ “Depth of Knowledge” Compare & Contrast Classify & Organize Inductive and Deductive Reasoning Analyze & Synthesize Evaluate Create & Design.... Should be used 2-3 times in each unit LFS - E.A.T.S. #3: “Extended Thinking Skills” LFS - E.A.T.S. #3: “Extended Thinking Skills”
Bloom’s Taxonomy: Revised 21st Century Skills 21st Century Tools
Webb’s Depth of Knowledge-‘DOK’ LEVEL 3 & 4 21st Century Skills
LFS - E.A.T.S. #4: Summarization Strategies LFS - E.A.T.S. #4: Summarization Strategies Done throughout lessons to check for understanding Provides evidence of student learning Students answer the essential question Solidifies learning Find out what students have internalized, understood, and remembered Confusions, misconceptions, or misunderstandings surface immediately Teacher knows what to re-teach. By test time, students have already answered questions multiple times.
LFS - E.A.T.S. #4: Summarization Strategies LFS - E.A.T.S. #4: Summarization Strategies ‘Walk through’ a solution or process in teams “student teacher” explain in small groups ‘Partner-share’ a process or feature Learning Log/note review Reflection Questions Review ‘steps’ to a process Demonstrate on computers (share visually with class) Use Social Media: Post to Blog or Wiki; Tweet Text a response to teacher or student Examples for Technology or Business:
LFS Strategies in the 21st Century: LFS Strategies in the 21st Century: Decide on desired learning outcomes first Link to appropriate standards: PA Science & Technology, Business, PCS-PA Core Standards Target 21st Century Skills & “NETS”-National Education Technology Standards Identify students’ learning styles and needs Choose a technology that will enhance LFS strategies Keep it simple Review, Revise, Reinvent, Redo Planning - Technology & Business Education:
21st Century Instructional Practices : 21st Century Instructional Practices : Offer varied levels for styles of learning and attainment Engage students in high levels of interactivity Use effective digital technology tools and formats Provide productive opportunities for learning Create collaborative environments Offer high levels of varied communication Support and reinforce the core standards and digital / technology competencies Always be prepared for challenges & alternate routes Be flexible; be willing to detour with the learners It is NOT about the TOOLS! It’s about the learning!
21st Century Instructional Practices : 21st Century Instructional Practices : Appeal to the millennial learners Develop 21st Century literacy skills Teach outside the box Project -based Learning Solving Real-World Problems Integrate technology transparently Integrate technology seamlessly Teach digital citizenship Create effective and efficient information managers
PDE - Standards Aligned System
PCS - PA Core Standards for Literacy (Technology) From SAS - Standards Aligned System Standards- Critical for learning and using technology effectively In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results. CC D : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CC E: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CC F: Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CC G : Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
NETS for Students - ISTE 21st Century Skills STEM (STEAM) Skills Next Generation Science Standards
How to connect Standards & Technology to LFS Components/Lesson? SAS - Standard-linked resources - eSchool News - Edutopia - GooRu Learning - CK Tch - The Teaching Channel - https://www.teachingchannel.orghttps://www.teachingchannel.org Khan Academy - Discovery Learning Videos - *http://www.discoveryeducation.com Defined STEM - *http://www.definedstem.com Other Web sites specific to Business Education & Technology * subscription-based
How Can We Meet The Challenge? Do SOMETHING...ANYTHIN G! Try Something NEW! Raise Your EXPECTATIONS Research BEST Practices Explore NEW Technologies Use Project-Based Learning Provide EXPERIENCES Integrate Other Learning Make Learning MEANINGFUL! Make Learning EXCITING! COLLABORATE with Others PLEASE DON’T WAIT!
Thank You! Contact Information: Brenda Monick Director, Curriculum, Instruction & Technology, (CIT) Southern Columbia Area School District > curriculum Send an or I will post presentation in PDF and PPT forms