Ideas



Stevan Kalmon
Colorado 21st Century Learning. --learning IN vs learning FOR 21st century

Learning IN: using tools, media, to do the work

Learning FOR: transformative - students are creating something-- students create something new not just regurgitate
Are the students connecting to the information AND extending the information from what they've learned

Can they demonstrate their learning?

20% PROJECT (Google). - employees are expected to work on personal projects NOT related to their jobs-- projects based on personal interests

Flipped classrooms: bit.ly/FlipLearning

Based on Aaron Sands at Woodland HS in Colorado. (webinar is 1hr)

Book Get Real
10 and up
Can you change the world with your wallet?

You already do.
In this frank, teen-friendly manifesto, Mara Rockliff reveals what you’re really buying when you spend your money on a cell phone, a cheap t-shirt, or fast food—and shows the way to better choices, both for people and the planet.

Start seeing the world for real, and discover how you can make a difference. You’ve got buying power—now let’s see you change the world for good!


Backward planning

How do we assess 21stcentury skills?
Understanding by design--- what do we want them to know?
Put students in the role as teacher-- if they really know something they can teach it/ Higher order thinking
real world problem solving

Why do students have to learn this?

"I want students to understand this because-_ they will be able to _"


What is the enduring understanding? what should they have learned from this for 10 years down the road?
a question that ties the who semester of year- overarching question ( eg. what is courage?)

PBL checklists
21st century skills assessment -- multi media


Math related curriculum books:

http://investigations.terc.edu/library/components/childrenslit3-5_2ed.pdf



RUBISTAR





D-Quadrant Backward Planning
Readings.jpg

Lesson Title
Reading Challenge Book Trailers

What is it you Want Students to Know and Be Able to Do? – Content Standards

Take their learning (reading of an independent novel) and working in pairs create book trailers persuading others to read their book. The trailers will be aireat during weekly announcements, poseted to Good Reads and turned into QR stamps and placed on book covers.

Information Literacy, collaboration, self- direction


21st Century Skills (ISTE NETS) What will you assess, specifically?


Transfer: Students will be able to independently use their knowledge, understandings, and skills acquired to _
Persuade the other students in the class to read this novel and rate it favorably.

Essential Question Big, broad open question not subject specific
This book is worth reading because ...

Enduring Understanding: What do you hope students to remember 10 years from now?
1). reading can be enjoyable doesn't only have to be for information

2). using technology they haven't used before (to create a book trailer)

3). learning to work collaboratively and productively

4.) a becoming part of the Good Reads community to find books they might want to read and to join a community of readers

Unit Questions: Open questions – subject specific
How can you persuade people to do something?


Content/Guiding Questions: Closed questions – fact finding

- What are the qualities- theme, character, storyline that make the story compelling?
- How can you highlight those eleintros into 1-2 minutes? How do you persuade quickly and compellingly?

Technology questions:
- Where can you get a public domain and creative commons audio and visuals?
(ie Extanormal.com or voki.com)

- How do you create a book trailer?
- How do you create a Good Reads account?
- How do you upload to Good Reads?
- How can you burn the trailers so they can be aired in Friday announcements?
- How do you create a QR code?

How will you know they know it? Formative & Summative Assessment Strategies of content and skills


Formative Assessments:







external image head2.gif
Multimedia Presentation: Grades 9-12
Teacher Name: Beatrice

Student Name:_ Reviewer Name: _
Date: ___
Project: book trailers
CATEGORY

RESPONSIBILITIES



Resources

I used a variety of resources when collecting information.


I used electronic resources (Internet, CD-ROMs).


I used print resources (books, magazines, textbooks, newspapers).


I used documentaries or news interviews.


I used portions of videos, films, or television shows to gather information.


I used material in accordance with copyright.


I used resources ethically and appropriately.


I cited my resources.









Performance Assessment Task – G.R.A.S.P.S.


Goal: The “hook”– Your task is…anengaging introduction that kids can connect with – the “real world” situation




The Role - Who does this kind of work or problem solving in the “real world?”


The Audience – Who will you present your product to (other than the teacher)?


The Situation – More details on the goal






The product – What would you turn in to your boss?





Standards & Criteria for Success – Rubric criteria – what is expected? Should align with learning goals
have you seen this title list of math related books? They are talking about these at my conference this morning:

http://investigations.terc. edu/library/components/ childrenslit3-5_2ed.pdfhave you seen this title list of math related books? They are talking about these at my conference this morning:

http://investigations.terc. edu/library/components/ childrenslit3-5_2ed.pdfhave you seen this title list of math related books? They are talking about these at my conference this morning:

http://investigations.terc. edu/library/components/ childrenslit3-5_2ed.pdf
have you seen this title list of math related books? They are talking about these at my conference this morning:

http://investigations.terc. edu/library/components/ childrenslit3-5_2ed.pdf