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Copy of 21st Century Teaching-The Vision, The Need, The Direction

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patricia barnett

on 6 January 2013

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Transcript of Copy of 21st Century Teaching-The Vision, The Need, The Direction

Effective Instruction:
A Vision for
Today's Career Instructors Where are we headed? "In the future, HOW we educated our children may prove more important than HOW MUCH we educate them." from The World is Flat by-Thomas Friedman "If you do things well, dare to do them better. Be daring, be first, be different."
Anita Roddick Technology Learning Objectives Successful Students Why? HOW? When Our students are counting on us to prepare them for a choosen future. We need to engage in the learning process so they will be active learners. But, how? But what if "we" don't know as much about technology as our students do?

Like our students... we must risk fear and failure. So... To prepare students for 21st Century careers, we will leave behind.... If instructors can only provide: content facts dates
formulas stories
theories information Then our role in the lives of students is... obsolete Students have access to information on
anything
anytime
anywhere cell phones Google iPods Blogs Twitter Wikipedia RSS Feeds Social Networks YouTube Virtually limitless information Whatever Whenever Wherever We are no longer the main source
of information... We are the filter. an old-fashioned education
that simply includes the memorization of discrete
facts... and textbook
assignments and learning in
isolation and learning
beyond the
"normal" avenues. Introduce an
education Revolution! Encourage students to unleash their hidden talents. Offer a global
classroom leading to
career opportunities! Provide an environment
where learning is active, collaborative,
connected, and holds students' interests. Encourage a spirit
of student innovation
and critical thinking. Demonstrate the power
of technology to transform career education
to energize students and inspire creative
thinking needed for learners' future careers. Teach students how to navigate and
sort through an overload of
information. but..."Today's education
system faces irrelevance
unless we bridge the gap between how
students live and how they learn." (Learning
for the 21st Century) Vocational classrooms
allow students to learn content through real world experiences and applications. Equip students with
skills to think critically,
apply knowledge, analyze
information, comprehend, new
ideas, collaborate, communicate
solve problems and make decisions. Have students apply skills in real life
scenarios, identify what information is needed,
and then decide which digital tools will work best
to locate it. Career instructors have the incredible ability to make change...the future is in our hands. We are willing to accept the mission...
it cannot be post-poned. Education is changing... We all need to change
with it! But...Technology itself is not the answer. Technology is only a tool. The career instructor is
more important than ever in
a technological age. Used correctly it is a game
changer. Used incorrectly it
can be a waste of time. It is not everything, but technology is
definitely something. "School is the only place where I'm encouraged to power down, to disengage, and tune out. As long as I don't cause any problems, it seems everyone is happy for me to just sit here."
--Anonymous Student 2011 Did you know... Wolf RamAlpha will solve any
math problem from the very basic to complex
differential equations...step by step? Kids know about it. Some of your adult
students know it. Do you?
How does that change how you might
teach a math concept? Students use plagiarism checkers
to make sure their copied work isn't detected by you. Do you use one? Can we design work that
can't be copied? Is that possible? Turnitin.com is only one free plagiarism checker available online. There are others available (i.e. Google it!). Google wikis youtube apps digital
portfolios blogs screencasting video
production Podcasting digital story
telling project-based
education flipped
classrooms prezis sliderocket Where do we start? One bite at a time... It's overwhelming! There's help! Ask IT for help
Search the "Net"
Ask a student! Google Site for
Self-Help Podcasts
Webinars
Training
Resources ASK A STUDENT! Where do we start:
-with Google Apps
-teach students to email their assignments
-scan a worksheet and allow students to use an
annotated app to fill in the answers on their ipads
and email it back to you.
-use the record feature on their ipads to practice
vocabulary fluency (i.e. medical terms)
-use some apps to prepare students for the
testing/certification It doesn't matter where or how you start. Just pick ONE thing and begin! You don't have to be an expert! Your students already are...let them teach you!
Be open to learning new things! Be a model of a life-long learner www.youtube.com/watch?v=KiG6_H-uQKM Any growth requires
a temporary loss of security.
--Madeline Hunter Some times we have a lot of excuses
for not wanting to learn new
things ourselves or for not
wanting to change anything
about what we do. ...We'd never accept these kinds of excuses from
our students... Collaborative Learning: Working
on a team to earn an individual
and a team grade to capitalize
on students working together INSTRUCTIONAL STRATEGIES: Direct Strategies
to Avoid and it should be an enjoyable and engaging process! Reminder: Learning is not a race… How did you feel?
Rushed? Frustrated?
Did you experience restrictive motivation?


How do you think...
your students would feel? SET?? Take out a piece a scrap paper & something to write with please…. Bloom, B. (1998). Retrieved March 5, 2010, from http://images.google.com/images?client=safari&rls=en&q=bloom's+taxonomy&oe=UTF-8&um=1&ie=UTF-8&ei=2AydS8aIK4K88gar3I2EDg&sa=X&oi=image_result_group&ct=title&resnum=4&ved=0CCEQsAQwAw
Dewey, J., 1997. Experience and education. New York: Touchstone Books.
Flynn, M (2002). Integrating brain-based strategies into library research assignments. Academic Exchange Quarterly, 6(4), 66-70.
Fulton-Calkins, P. (2007). The Administrative Professional: Technology & Procedures (13th ed.). The Workplace Team. p. 237.
Hunt, G.H., Touzel, T.J. & Wiseman, D.G. (1999). Effective Teaching. Springfield, IL: Thomas.
John Piaget Society (2007). Retrieved August 12, 2007 from www.piaget.org
Schrock, K. (2012). Retrieved December 20, 2012 from http://www.kathyschrock.net
Schrock, K. (2012). Retrieved December 21, 2012 from http://www.schrockguide.net/bloomin-apps.html REFERENCES Pre-game: Relate the game to learning concepts
During-game: Establish rules & monitor
Post-game: Discuss the experience and assess learners either formally or informally Instructional Games: Active learning that stimulates thinking State the problem
Develop a hypothesis
Collect relevant data
Analyze & interpret the data
Report the conclusions GUIDED INQUIRY: Students learning on their own… Please return on-time. Thank you! 10-minute Break - Determine student needs
- Formulate objectives (what students will learn)
- Select of materials
Select methods: Students have different needs,
interests, and each class is unique in dynamics Remember...Assessment is Ongoing… Positivism (all knowledge comes from experience therefore, active learning is encouraged)
Set boundaries
Scaffold Learning
Teacher-student one-on-one attention
Record base-line abilities and implement strategies for student improvement
Daily teacher reflections
Promote life-long learning through modeling
Promote risk-taking EFFECTIVE TEACHING METHODS Presenting Lessons
(other than lecture) EFFECTIVE
INSTRUCTION Values and Power Effective Use of Time -Provide students with supplemental
material that includes all of the facts
and concepts that you will test. DRILL-101 If you must… HOWEVER… -Arrange the demonstration so everyone can see and hear
-Begin with a short overview of the topic
-Outline the main points creating a handout
Encourage verbal or student movement
End the demonstration with a Socratic question and answer period
Engage students in immediate practice DEMONSTRATION-101 If you must… HOWEVER… -Use an attention grabber
-Use audio/visual aids
-Use language that “paints” the concepts
- Be open to students’ questions LECTURE-101 If you must… HOWEVER… ATTITUDES Directions: In the following simple math problems.
A plus (+) sign means to multiple, a divide (/) means to add, a minus (-) sign means to divide
and a multiplication (X) sign means to subtract.
You have 1 minute to complete the test!

8 + 2 = 7 X 2 =
9 + 11 = 9 + 2 =
4 X 3 = 8 – 4 =
9 – 3 = 9 + 6 =
7 X 4 = 8 / 4 =
4 + 4 = 9 + 6 =
12 X 2 = 8 / 4 =
2 – 10 = 8 X 7 =
9 – 1 = 13 – 1 =
5 + 6 = 16 – 4 =
2 X 1 = 8 X 2 =
10 – 5 = 6 X 2 =
12 + 2 = 8 + 4 =
6 / 2 = 10 – 2 =
8 + 5 = 4 – 1 =
6 + 6 = 28 + 2 = GO… READY? One who recognizes full blooms from the buds and learns from the growth.-

- Patricia Barnett A true instructor is… Interaction with Peers / Experts during seminars/ conferences
Project presentations
Community involvement by organizing blood drives, collecting eye glasses, recycling materials, becoming a mentor to young students. Collaborative Learning Extension Activities Introduction: Concept, contract, rules, & responsibilities
Student Interview/Conference #1: Discuss learning choices
Student Exploration Period: Experiences concepts
Student Interview/Conference #2: Continue to monitor student progress
Student Work Period: Allow time
Completed Contracts: Students share their experiences with the class Instructional Contract: An agreement
between the instructor & the learner that the student will purposely meet all requirements - Correlate trip with goals & objectives
- Develop background knowledge
- Review safety cautions
- Define role expectations
- Conduct follow-up discussions or other activities
- Review the goals & objectives Field Trip: Bringing the students to
the real-world to experience
learning concepts Pre-laboratory: Plan to meet objectives, demonstrate, content background, assign roles, & provide a lab guide
Laboratory experience: Let students work together, be a facilitator or guide, provide adequate time, & ensure records are kept
Post Laboratory: Ensure the objectives were met, conduct follow-up discussions, & allow time for presentations and findings. Laboratory (Students manipulate objects or equipment under the instructor’s guidance) Select 4-6 students for a panel
Assign responsibilities
Suggest or guide the development of the concept
Provide a summary of the instructional objectives Panel Discussions:
Groups take the role of the instructor Guided Inquiry
Panel discussions
Laboratory experiences
Field tips
Instructional games
Instructional contracts
Cooperative learning 7 Methods to Engage Students Modeling
Surveys
Meta-cognition
Mnemonics
Rubrics
Checklists
Portfolios
Visual Aids
Extension Activities for Enrichment Anticipation Guides
Think-Pair-Share
Word Studies
Challenge student beliefs
Free-writing
Graphic Organizers
Technology Examples of Bloom’s Critical Thinking
Make literacy meaningful
Peer-editing
Literacy choice
Connections (self, text, and the world)
Technology integration LITERACY EXPERTISE - Facilitator or guide (minimize lectures)
- Non-judgmental (accept student ideas)
- Formulation of questions (Why? What if? Could or Should we?)
- Involve students in some decision making (provide choice) INSTRUCTOR BASICS Did you know?

Similar to lectures, showing students how a task is accomplished has a 50/50 success rate. -Lecture (Tells the student what to learn)


Did you know?
During a 10-minute lecture, 50% of the information is lost.
Within 48-hours, that 50% drops by another 50%. That means only 25% of the lecture is retained.


Falton-Calkins (2007) Direct Strategies to Avoid Create a Community of Learners:
Students & Instructors Strategies for Avoiding Procrastination
“This place drives me crazy!” Un-conducive Environment
“I didn’t hear that. How am I supposed to know that?” A Lack of Skills…
“Ahhhh…I can knock this out later…” Underestimating Time
“I already have to much to do!” Over-committed…
Lack of interest
Lack of motivation
Lack of purpose Forced Learning =
Why do I need to learn this? Patricia Barnett
January 3, 2013
Effective Instruction
for the
21st Century INDIRECT STRATEGIES Emphasizes student discoveries & self-learning activities Focus on Analysis, Synthesis, & Evaluation
Benjamin Bloom’s
Taxonomy
“It’s just too confusing right now.” The Task is too difficult…
“I just can’t do this!” Low Self-Esteem… Kathy Schrock’s Collection Bloom’s Taxonomy Online To CREATE a product that will prove
they remember, understand, apply, analyze, and evaluate the knowledge they have learned??? How do we help students
using technology… Before students can CREATE it,
they must have remembered, understood, applied, analyzed,
and evaluated the topic. To EVALUATE a topic??? How do we help students
using technology… To ANALYZE a topic??? How do we help students
to use technology… Before students can EVALUATE its impact, they must have ANALYZED it. To Apply a topic to a learning concept??? How do we help students using technology… Before students
ANALYZE it,
they must
be able to
APPLY it. To Understand a topic? How do we help
students using
technology… Before students
can APPLY
the concept,
they must
UNDERSTAND it. To Remember a topic??? How do we help students
using technology… Before students
can UNDERSTAND
a concept,
they have to
REMEMBER it. BLOOM’S REVISED TAXONOMY BLOOM’S REVISED TAXONOMY BLOOM’S REVISED TAXONOMY BLOOM’S REVISED TAXONOMY BLOOM’S REVISED TAXONOMY BLOOM’S REVISED TAXONOMY How do we help students using technology…

To APPLY a concept?
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