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Chapter 5:& 6 Prensky

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Tabitha Collins

on 21 March 2014

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Transcript of Chapter 5:& 6 Prensky

Chapter 5: Planning
Chapter 6: Using Technology in Partnering

By: Tabitha Collins, Catherine Koch & Jennifer Trujillo-Johnson
Chapter 5: What does planning mean in the partnering pedagogy?
"Of all the pieces of partnering planning, the most important is almost certainly translating the content of lessons into the
questions you will ask to guide students
to the information and learning they need, without you haveing to tell it to them. The next most important part of a partnering plan is figuring out how to make an
explicit connection to the underlying skills
, or verbs, that the students are learning and practicing as they answer the guiding questions and learn the content of the lesson." (Prensky, 2010, p. 83)
Creating Guiding Questions
aka: driving questions, inquiry questions, or challenge questions
Questions are the device that frames, guides, and evaluates all learning
Ask the questions before they are answered in the content-- turn content into a series of question
Guiding questions come in two varieties
Big or overarching, also referred to as the goal or objective of the lesson in question form
More detailed incremental or supporting questions
Always think about what you can ask students rather than what you can tell them

A checklist for making your guided questions better:
1. Can my students understand the guiding questions?
2. Are the guiding questions open-ended, and do they require a complete answer?
3. Will my students need to learn important content knowledge and a variety of skills and tools to answer the guiding questions?
4. Do the guiding questions allow me to create a local context for the topic(s) under study and have students solve a real problem?
Reverse the tests and textbooks:
Think of what you might ask your students to check understanding (like on a test)
Condense those questions down to 5-10 most important
Give the students the questions and allow them to find the answers by any means
Try turning chapter or subheads into questions
Ask yourself these questions:
How interesting/motivating will these questions be for my students?
How could I make them more so?
How can I relate them to my students' passions?
What interesting activities can my students do to answer these questions and show me they know the answers?
Encourage your students to be questioners!
What effect do plants in your environment have on the air quality? (Science)
How could we make our community better for its citizens? (History)
What makes someone a hero? (ELA)
How do architects use geometry? (Math)
Some examples of guiding questions:
Bad, Good, and Better Guiding Questions:
Guiding questions are bad when they:
can be answered simply, with a right answer
do not have multiple solutions and subquestions for students to explore
are phrased in too academic or jargon-based a style
have no actions associated with them, that is, the answers don't cause students to do anything
Guiding questions are good if they:

have multiple solutions and no simple answer
have local and global implications
have practical results
Guiding questions are even better if:

Students react by saying, "That's a good question"
They can be adapted to several students interests and passions
They lead to real actions that change the world
Creating Individualization and Differentiation Through Guided Questions:
A great advantage-- students can approach finding answers in his or her own way
All that matters is that the answers are correct and students learned information
In partnering pedagogy-- hand out the questions (overarching and more detailed, incremental ones) and then act as a coach or a guide as students use resources at their disposal to answer the questions
This works as individual students and in groups/teams of students
Relating Guiding Questions to Student Passions:
"In order to make the guiding questions interesting to all students, and to motivate all students to want to answer them, a key job for teachers is to help each student relate the guiding question to his or her own passions." (Prensky, 2010, p. 89)
Get your students to coplan
Have them keep a notebook or a blog about relating their learning to their interests
Enlist students who are passionate about the subject you teach as peer-to-peer instructors
Research how the subject you teach relates to students' interests and passions and use this
1) Planning for a classroom where students choose their own path to the answers
a) evaluate your classroom and expect it to change over the school year
b) arrange for passes out of your classroom for groups of students needing to research (especially if your school is not 1:1)
c) find out if youtube is blocked
d) roam the room while students are working, guiding them as they work. More often than not, you will not be at the front of the room
2) "Three Rules of the Classroom
a) Always try to behave ethically
b) Do your best to learn
c) Don't disturb anyone else in the process" (Prensky, 2010, p.91)

When partnering, it is important to focus on the verbs, or skills you want the students to learn instead of the content. Make these skills clear, students must know what skills they are learning and practicing- explicitly tell them. Look through all the verbs from table 2.1, pages 48-49, to see which skills you think the students need to practice for the lesson or review your past lessons to re-plan using verbs or skills necessary to master the content.
1) Two special verbs
a) Frequent Decision Making
i) ask more questions
ii) require answers to every question from every student
iii) Each student should decide and commit to a position on a question
iv) utilize technology to answer questions
(1) clickers
(2) texting
(3) Twitter
(4) polleverywhere.com
v) make feedback templates on PowerPoint to record feedback on multiple decisions
b) Socratic Questioning (asking open-ended questions to get a person to alter their position on a topic)

Focus on the Verbs:
Chapter 6: Using Technology in Partnering
1) Nouns change frequently due to better technology being available or improvements made to the original tool. Verbs will never change!

Reminder: Keep your focus on the verbs or skills you want students to practice and master, not the technology or nouns!
1) Students need tools to be able to learn on their own
2) Not necessary for the teacher to use the tools themselves
a) know what tools are out there
b) develop an understanding of what the tools do
c) make tools available in the classroom (after checking district technology guidelines)
3) "Technology's role... is to support the partnering pedagogy" (Prensky, 2010, p.99).
a) It enables students to teach themselves in ways that were not possible in the past.
• As long as students have access to some digital technology, they should be able to participate in a partnering classroom. It's important to "not hold back because some students do not have the same access as others" (Prensky, 2010, p.99). Make accommodations such as grouping students together if only a handful have smart phones.

• Don't be overwhelmed with the technology available! "The partnering teacher's job is simply to know about these technologies and how they can aid student learning" (Prensky, 2010, p.99). If you are not an expert using the tool, then perhaps one or more students could be, or you could bring in an outside expert to present the tool to the students, not you.
The Prensky Apostasy
The Partnering Role of Teachers with Regards to Technology
Prensky’s Apostasy = partnering teachers should never, ever use the technology for their students
Teachers should use technology only when students cant’s or shouldn’t use it
The teacher should be the guide and coach for the technology
However, teachers should model what they expect
Students should learn how to use and master the technology on their own
Students should be the users of technology
Mention all technologies that are available to students
Watch students work with the technology and monitor their products
Encourage students to work with several different forms of technology
Mention potential mistakes students make when using technologies
Help students become critically aware of the tools they use

1) Web 2.0
“A medium for reading and watching”…”A medium for publishing”
The importance Web 2.0 is to publish work for learning, sharing, improving, and developing
2) 1:1
“The idea of giving each student his or her own computer to use, maintain, take home, and, essentially learn on” (Prensky, 2010, pg. 103)
Concerns however, include the need to change the classroom pedagogy to help facilitate meaningful computer use in the classroom
3) Cell Phones
They are already an important tool in student lives
They can help cover the digital divide
Smartphones are powerful sources of information
Many already exist in your classroom
4) Games
Academic versions of Jeopardy
Existence of off-the-shelf commercial games for specific content areas
Students can create their own games

Four Special Cases of Technology According to Prensky (2010)
No Technology Available?
Pretend your classroom has the technology
Have students hypothetically simulate their use with the technology while answering guiding questions

Using the Appropriate Nouns For The Guiding Questions And Verbs
The available technologies come in vast numbers and can constantly change
Partnering teachers should strive to teach students familiarity with as many tools as possible
However, because of this frequent change in technology, many teachers continue to just keep using the same tools out of familiarity

Prensky, M. (2010).
Teaching digital natives. Partnering for real learning.
Thousand Oaks, CA; Corwin.
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