1. Why?
WHY?
Ira David Socol
Pamela R. Moran

2. Rethinking Differentiation
 What is our purpose?
 What should students take from this
academic
activity/endeavor/semester/year?
 What will they know?
 What skills will they have?
 How will they have changed?
 Purpose driven differentiation

3. Rethinking Technology
 Task-based
 What has to be done?
 Environmentally centered
 Where, for Who, under what
circumstances
(are environmental constraints valid?)
 Student centered
 Skills, Comfort, Preferences
 Knowledge based
 Knowledge of, training with, tools

4. Rethinking Reading
 Reading is getting information from a
recorded source into your head.
 In a way which allows you to process
and work with that information.
 Was Homer literate?

5. Rethinking Writing
 Writing is getting information from
your head into forms which others
can access asynchronously.
 “Literature” is an idea far beyond
books, and always has been.
 Literature is Narrative, and it takes
many forms.

6. Rethinking Space
 Why do we teach in rectangles
separated from the world?
 Do any of you have this kind of
furniture at home?
 What does space do?

7. Rethinking Time
 Is this a “learning schedule” or a
“delivery schedule?”
 What does the “school day” do, good
and bad?
 How do we bring the students’ lives
into school and education into the
students’ lives.

8. Rethinking Connections
 How do we join our students to the
world?
 How do we help them learn to build
their own connections?
 How do we help them learn to build
complex networks safely and well?

9. • Transparent
Learning is Visible
• Iridescent
Learning is Actively Shared
• Choice Driven
Students Learn to Make Choices
by Constantly Making Choices
• Connected
Learning is Not Constricted by Walls
Real, Virtual, or Imagined
• Adaptive
Spaces Adapt to Students
Students Don’t Adapt to Spaces

10. Transparency (Middle School)

11. Transparency (High School)