1. Microsoft in Education Educator Professional Development
4/18/2018
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.

2. 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?

3. 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.

4. 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?

5. The Industrial Age
The industrial age – the predominant work activity was the production of material goods

6. 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.

7. ‘Knowledge Typology Map’
Peter Drucker -
Peter Drucker was an Austrian-born American management consultant, educator, and author, whose writings contributed to the philosophical and practical foundations of todays business world.
In his book ‘The Knowledge Worker’ right back in 1966 he provided this ‘Knowledge Typology Map’ (mouse click)
Peter Drucker predicted that the major changes in society would be brought about by information. He argues that knowledge has become the central, key resource that knows no geography. According to him, the largest working group will become what he termed “knowledge workers.”

8. 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?

9. 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?

10. Review example learning activities
Design a Catapult House on Mango Street Native Peoples
Delivery Note: Distribute learning activity examples for the delegates to review

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

12. The Learning Design Rubric:
Knowledge construction activities require students to generate ideas and understandings that are new to them. Students can do this through interpretation, analysis, synthesis or evaluation. In stronger activities, knowledge construction is the main requirement of the learning activity. The strongest activities require students to apply the knowledge they constructed in a different context, helping them to deepen their understanding further, and to connect information and ideas from two or more academic disciplines (for example, integrating learning from both science and literature).
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

13. The Learning Design Rubric:
Interpretation
Analysis
synthesis
evaluation.
Interpretation means drawing inferences beyond the literal meaning. For example, students might read a description of a historical period and infer why people who lived then behaved the way they did.
Analysis means identifying the parts of a whole and their relationships to each other. For example, students might investigate local environmental factors to determine which are most likely to affect migrating birds.
Synthesis means identifying the relationships between two or more ideas. For example, students might be required to compare and contrast perspectives from multiple sources.
Evaluation means judging the quality, credibility, or importance of data, ideas, or events. For example, students might read different accounts of an historical event and determine which ones they find most credible.
If an activity asks students to practice a procedure they already know, or if the activity gives students a set of steps to follow, the activity does NOT require knowledge construction. To determine whether students already know a certain procedure, consider what is typically expected of students of their age. If an activity asks students to devise a procedure themselves, the activity DOES require knowledge construction.
It is important to note that not all student activities that are commonly described as “research” involve knowledge construction. If students are asked to look up information and then write a paper that simply describes what they found, students are reproducing knowledge, but they ARE NOT constructing knowledge—they have not been asked to interpret, analyse, synthesize, or evaluate anything.

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

15. Is… Knowledge Construction?
Knowledge Construction the main activity’s main requirement?
Students required to apply their knowledge?
Interdisciplinary?
Discussion:
Discussion around the examples in the Rubrics guide
Distribute the Rubrics and ask delegates to read through before they undertake the coding activity

16. Coding
Design a Catapult House on Mango Street Indigenous Cultures 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

17. Redesign Design a Catapult House on Mango Street Indigenous Cultures
Delivery Note:
Activity –
Ask the delegates to redesign the learning activities to score higher on the rubric
Share and discus their ideas for doing this

18. Your learning activity…
Review your learning activities
Code each learning activity on this rubric - Knowledge Construction
Prepare to discuss the coding score
Redesign your own learning activity to score at least a 3 on Knowledge Construction
…try it out with your students
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

19. 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’

20. 4/18/2018 7:10 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.