Microsoft in Education Educator Professional Development 4/14/2019 Microsoft in Education Educator Professional Development © 2012 Microsoft Corporation. All rights reserved. Microsoft, Windows, and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries. The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

Learning Design: 21C Skills Framework Collaboration Use of ICT for learning Real-world problem-solving and innovation Skilled communication Knowledge construction Self-regulation Discussion / Sharing: Share your ideas about designing learning activities that embed collaboration change? Who tried to implement this 21st Century skill with their students? How did it work?

Knowledge Construction 21st Century Learning Design NOTE TO Learning Design Guides: This presentation is intended to give Learning Design participants a brief introduction to how the Learning Design program developed - ITL Research Phase I, providing evidence to support the approach of the program. It also describes what they’ll be doing in the program. Please customize this presentation as appropriate for the educators you’re working with, add elements to help motivate them to engage in this work, and add your own name to the front page.

Knowledge Construction….? Discussion: Framing questions: What are the core elements of the concept of Knowledge Construction? How can learning activities be designed for deeper knowledge construction?

What is “knowledge work”? Creating Social Programs Policies & Laws Web apps & Software Marketing & Strategies Design & Engineering Info and ideas Solution What is “Knowledge Work” In contrast with production of material goods, that was the predominant work activity in industrial age, what is your definition of ‘knowledge Work’? Delivery Note: Allow time for the delegates to respond and share ideas. The short definition is: (mouse click) A knowledge worker is anyone who works for a living at the tasks of developing or using knowledge. Definitions may include: software engineers, doctors, architects, engineers, scientists, public accountants, lawyers, and teachers, because they ‘think for a living’ Knowledge workers are workers whose main capital is knowledge.

Knowledge Construction… Your thought? Your thoughts? Activity / Discussion: Delivery Note: Video 1) Ask the delegates to what this short video of a young boy speaking many languages to sell Peacock Fans. Discuss how has this young boy constructed and applied knowledge? Video 2) Ask the delegates to watch this insightful video. It takes a look at the changing demographics in the workplace, the technological changes that we're seeing globally and poses the question ‘How will you manage?’ There are some fascinating statistics. Q: how will you prepare students to participate in this future?

Knowledge Construction We often hear the term “knowledge economy.” More and more, people are expected to not only be intelligent consumers of information, but also to create information and ideas. In this rubric, students are asked to do the same: to evaluate, synthesize, analyze and interpret information. We have overwhelming access to data so we must prepare students to be informed consumers and smart producers who can integrate information from multiple sources across multiple disciplines in order to further expand their learning and make sense of the world. Do your learning activities model this today? Discussion: Delivery Note: Allow time for the delegate’s to read the description, (mouse click) then ask the following questions and discuss their learning activities today: Q1) Are students required to construct and apply knowledge? Q2) Is that knowledge interdisciplinary?

Review example learning activities World War One Home front Delivery Note: Distribute learning activity examples for the delegates to review

Discussion Did these examples promote Knowledge Construction? Delivery Note: Discussion around the learning activity examples

The Learning Design Rubric: Knowledge construction activities require students to generate ideas and understandings that are new to them. Students are expected to apply their new knowledge in a different way, helping them to further deepen their understanding. The best examples of knowledge construction are when students combine two different subject areas, e.g. history and literacy. Delivery Note: Introduce the Knowledge Construction Rubric Allow time for the delegates to read and consider the various levels Talk through the examples within each level to consolidate understanding

Review Rubric Knowledge Construction Delivery Note: Highlight the questions areas in the flow chart

Coding World War One Home Front Question: What would make these activities score higher? Delivery Note: Activity – Ask the delegates to code the learning activities against the rubric Do they agree on a level? What are their reasons for the level choice? The goal is to get participants thinking about how to assess LA on knowledge construction and innovation. Reveal where each of the learning activities are on the rubrics and supporting provide explanations

Your learning activity… Design a learning activity to score at least 3 on the Knowledge Construction rubric. Try it out in class. Evaluate and code the lesson activity using the rubric. Discuss during next week’s training. Delivery Note: Activity – Ask the delegates to honestly review and score one of their own learning activities Ask the delegates to redesign their learning activity to score higher on the rubric Discuss their reasoning Ask the delegates to try this newly designed learning activity (if appropriate within their teaching practice at this time) and review the students outcomes Encourage the delegates to reflect on this exercise and be prepared to discuss in the next session

Learning Design: 21C Skills Framework Collaboration Use of ICT for learning Real-world problem-solving and innovation Skilled communication Knowledge construction Self-regulation These are the two rubrics that have been considered so far and the four remaining. Delivery Note: Highlight to delegates that any learning activity cannot/should not score high on all six rubrics, but learning activities across a scheme of work should score high on all rubrics to provide a balance and instil 21st Century Skills. Example ‘Mango Street’

4/14/2019 6:13 PM © 2012 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries. The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION. © 2010 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries. The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.