Upgrading Your Curriculum for Norfolk Collegiate School
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Upgrading Your Curriculum for Norfolk Collegiate School
- 1. PEDAGOGY Mike Fisher www.digigogy.com @fisher1000 Backchannel Room: TodaysMeet.com/NCS 21st CENTURY A NEW
- 2. Image: CC Flickr User: Pathlost
- 4. Checkpoint: Notice? What’s jumping out at you as important information to know? Think? What connections are you making to previous learning or observations? Wonder? What questions do you have about the implications of what I’m sharing?
- 5. Summer Reading Project 1987 (and 2013?) • Read Ender’s Game by Orson Scott Card • Define the attached list of 30 words, which include holographic, isolation, hegemony, and Warsaw Pact • Answer the attached list of questions. • Find and make a list of ten important quotes, three of which you will use in your writing. • Write a one page summary of Ender’s Game using three of the quotes you found. Image from purchased copy of Kindle edition of Ender’s Game
- 6. Modern Literacy and Modern Learning should not be seen as opportunities to “cheat.” They should be seen as opportunities for REDEFINING and REPLACING instructional practice to meet the RIGHT NOW needs of our students.
- 7. Checkpoint: Notice? What’s jumping out at you as important information to know? Think? What connections are you making to previous learning or observations? Wonder? What questions do you have about the implications of what I’m sharing?
- 8. Let’s play a game: This ROCKS. This STINKS.
- 10. When was the last time you: • Used a VHS tape? • Made a call on a public telephone or in a telephone booth? • Bought a disposable camera? • Had to remember a phone number? Photo: valli_mark on Flickr Creative Commons
- 11. When was the last time you: • Made a warm drink like coffee or tea on the stove? • Hand washed your clothes? • Called the phone operator to find out someone’s number? Photo: Patrick Furlong on Flickr Creative Commons
- 12. Photo: Israelavila on Flickr Creative Commons Things today’s kids will never know…
- 14. Photo: Eric Bjerke on Flickr Creative Commons
- 17. So what do you think is best practice for students in the 21st Century? https://www.polleverywhere.com/free_text_polls/57NjXaoq5lbEeMY#
- 19. Just One Thing.
- 21. Kindergarteners Class of 2027 Are we thinking about the world our students live in now as well as in the future ? Gr. K Gr. 12
- 22. From Chapter 2: It was during a session with the English department that I [Heidi] had a curricular epiphany. We were using the wrong words to help colleagues, and we were not specific enough about what to do. We needed to use the word replace, not integrate, and we needed something concrete to offer as a replacement. And given how overwhelming it might seem to change an entrenched curriculum, we needed a reasonable place to commence upgrading. (p. 20)
- 23. Each teacher commits to … • Review all current available technological resources in the district. Online resources: video streaming; Internet Web sites and subscriptions; WebQuest creation; Webcasting through laptop. Hardware resources: videoconferencing; laptop labs; digital cameras; digital recording studio. Creative software: Movie Maker; MediaPlayer; video clips via digital cameras. • Identify at least one specific unit to revise. 21st Century Pledge
- 24. • Plan to replace a specific content, skill, and assessment practice with a 21st century upgrade within the unit. • Share the proposed change with colleagues. • Learn to use the tool that will be requisite to replace the current unit design with the new practice. • Revise the unit and begin implementation with students. • Tolerate a certain degree of frustration. • Celebrate the victories. • Review and share 21st century learning openly with colleagues at targeted work sessions through the school year. (p. 22)
- 25. Checkpoint: Notice? What’s jumping out at you as important information to know? Think? What connections are you making to previous learning or observations? Wonder? What questions do you have about the implications of what I’m sharing?
- 30. 1. What’s working? What’s not working? 2. Prioritize improvements.
- 31. 3. Secondary considerations? 4. Gather a team.
- 32. 5. Budget time. 6. Leverage what you need from your team.
- 33. 7. Ask the customer. 8. Implement.
- 34. 9. Reflect and revise. 10. How do you sustain it?
- 37. THINK IMMERSIVE
- 38. Santos
- 40. What needs to happen in order for you to begin to think IMMERSIVE? How will thinking in that way change your professional practice?
- 42. Replacement behaviors are not expected to happen automatically. There are some considerations when choosing to digitize instructional actions or assessments.
- 43. 1. What is the learning objective? What instructional tasks have you designed in the past to meet the objective? What choices will students have to demonstrate their learning?
- 44. 2. Is the instructional task worthy of a digital upgrade? Will using digital tools enhance the learning? If so, in what ways?
- 45. 3. Will the digital tools increase or decrease the cognitive rigor of the task? What additional skills might have to be considered in order to engage this upgrade?
- 46. 4. Does the digital upgrade involve collaboration, communication, creative problem solving, and/or creative thinking? How will students engage in these skills?
- 47. 5. Are sufficient digital tools available and do all students have access to them? Brainstorm potential technology access points and digital tools that should be in the students’ toolboxes.
- 48. 6. Are the students involved in some of the decision-making? How much are the students contributing to the design, process, or product?
- 50. Checkpoint: What tools are you already using or perhaps comfortable with that could be upgraded to deepen the learning? As you listen to today’s message, is your Just One Thing starting to coalesce in your mind? What can you put into practice quickly?
- 53. Checkpoint: What other tools/apps are being used in your schools? How can you leverage what you’ve already got OR your colleagues that have an expertise in an area that would be beneficial to you and your students?
- 54. G.P.S.
- 59. Michael Fisher Twitter: @fisher1000 Email: mikefisher821@gmail.com Website: www.digigogy.com Attributions: • Photo courtesy Allison Moulin Photography, used with permission • Book images courtesy ASCD.org • Background image purchased from Fotolia.com • Additional images attributed within presentation
Notas del editor
- Encourage the use of Twitter. My username is @fisher1000, hashtag #CamdenCS I’m going to be asking you to think and share quite a bit during this session. While I’m fine with you taking mental notes about how what I’m sharing will impact your professional practice, I want to give you a little guidance around some things to think about and what will definitely be worth writing down.
- Scribd.com Biscotti
- Discuss G.P.S. – Tell the Triptic story…
- Before we get to the HOW, let’s talk about the WHY.
- Redefining and replacing pieces of our instruction, activities, and potentially assessments is my through line today. It’s the overarching big idea and is where I want you to begin thinking about your own Goals and the processes to help you achieve those goals!
- Another thing we’re going to explore is Provocations, in the form of quotes about modern teaching and learning. The protocol is for you to decide what Rocks and what Stinks, and be ready to defend your position with those that you are sitting around. I may ask a couple of you to share why you think it rocks or why you think it stinks. Let’s practice this now!
- Our world is in a replacement zone. Many of the things that we used to do are being digitized for the sake of more convenient lifestyles. This is the world we live in now. This is the world our kids were born into. This is the world that they will graduate into.
- Our world is in a replacement zone. Many of the things that we used to do are being digitized for the sake of more convenient lifestyles. This is the world we live in now. This is the world our kids were born into. This is the world that they will graduate into.
- And we have to be okay with it and move on!
- Tell Wonder Woman Story from Lils…
- Tell story about grandfather and great-grandfather and why this is a good metaphor for modern instruction before next slide. All comes down to speed, efficiency, and precision. Innovations in drills have allowed us to move from this to our current electrical and battery powered models. What we’re doing with the drill hasn’t changed, though…
- Students choose the right tools…
- This is not one of our ROCKS/STINKS slides. It’s meant to underscore what teaching and learning in the 21st Century are all about. Your toolbox and your students’ toolboxes matter. And you don’t all have to have the same tools in your boxes.
- Explain how poll works and that only the first 40-50 respondents get in on the free plan. You can use this in your classroom for free to collect quick formative data or take a poll, like I’m doing here…
- So what’s the biggest roadblock? And now let’s talk for a moment about what’s best for teachers. Discuss decision paralysis. There are so many things to consider on the educational horizon, what do you do? Shrink the change.
- Adopt this as your mantra. In Heidi Hayes Jacobs’ book Curriculum 21, she challenges teachers to consider upgrading one unit or one lesson at a time. When you think about the Goals you have for your professional practice, the Process to achieve your Goals, and the evidence of the Success that you’ve met your goals, try to focus on just one thing. Note that when we do our work together later, we are going to hone in on the just one thing zone…finding that one that that we can begin upgrading now.
- This ROCKS / This STINKS
- Over one-tenth of the 21st Century has passed by…
- Apologize for all the text on the upcoming slides, but without the book, I’ve got to share some important information with you!
- Let’s take a look at the next set of provocations…including the Transformational Matrix.
- This ROCKS / This STINKS
- Print this out…Robert Irvine / Dinner Impossible
- What’s working? What’s not working? — Identify what you do well and should continue doing and then identify areas that need improvement. Prioritize improvements — Of the areas that need improvement, which ones need to happen sooner than later?
- Secondary considerations — Do those improvements have peripheral considerations that will impact the intended need? (For instance, if you decide that you want to upgrade a writing moment using a blog, how much teaching time will you need to devote to learning how to blog and use the tool?) Gather a team — For the needed improvements, who do you need on your team? Technology integrator? Other content areas? Those that think differently from you? Collaboration is key to effective upgrades.
- Budget time — Time is always a thorny issue. You need time for planning, implementation, and reflection. Budget resources — Use what you have. Leverage what you need from your team. Look for opportunities in places you haven’t looked before, such as Donorschoose.org or GrantWrangler.com.
- Ask the customer… the students – One of the missing pieces in Curriculum Design today is real input from the primary targets: the kids. I recently saw a tweet where a member of my network wrote that he supplied the students with an objective, then invited their opinions about how to reach it. Viable ideas were added to the plan. Implement — Unveil the upgrade and put it into place.
- Reflect and revise — What worked and what didn’t? What moves us forward and what holds us back? How do you sustain it? — Sustain your work by not letting it be an all-or-nothing “eggs in one basket” event. Get into the groove of continuous upgrades — one step, one unit, even one lesson, at a time.
- Reflect and revise — What worked and what didn’t? What moves us forward and what holds us back? How do you sustain it? — Sustain your work by not letting it be an all-or-nothing “eggs in one basket” event. Get into the groove of continuous upgrades — one step, one unit, even one lesson, at a time.
- What does this mean for the future of students, classrooms, teachers, and schools?
- I realize that the adverb immersively would be more grammatically correct, but it wouldn’t get the viewer or listener to really understand what I’m trying to say here. Likewise, using immersive as an adjective in this case would suggest that I’m describing something specific, like an environment or a classroom. The noun here is intentional. The noun is what I’m talking about. IMMERSIVE, in this case, is its own state. Immersive as a state of being. Fish don’t think about being a fish, they just are. Our students don’t think about technology, it’s just always there. Like air. Intersection between strong curriculum and task based decisions and always available technology. How does this change the game? What does this mean for the future of students, classrooms, teachers, and schools?
- And now I’d like to tell you a story. Then do, THIS ROCKS/THIS STINKS
- ROCKS / STINKS
- Think about your GPS? How will what I’ve shared so far contribute to the goals you set for yourself and the process that you will undertake to make it happen?
- ROCKS/STINKS
- Let’s look at a digital example and assess it through the lens of the six steps.
- Remind audience that we are 14 years into the 21st Century. Time is not on our side. Analysis and Action must ALWAYS be out of balance. Less Analysis, More Action. Listen to Elvis: A little less conversation, a little more action please.
- ROCKS/STINKS
- Visit the LiveBinder and show everyone how to navigate it. This keynote is just a match, my intention is to set your ideas and your planning and your professional practice on fire. To keep the fire going, you need fuel. Explain about “playing attention” and the 24-7 nature of the binder.
- Ask if anyone has apps that they’d like to share?
- Let’s go back to the beginning and think about our GPS.
- One Last ROCKS/STINKS