Crossing the Great Chasm

Okay. Thank you, guys, for your patients.

This should be the last section of this video.

There's a lot of material to cover.

Okay. We've talked about our philosophies as a reminder.

We've talked about our researchers.

Okay, So how are we going to move forward?

Well, I'm interested in doing a backwards designed where the

big ideas are always pointing back to God.

In order to do this, we are making assessments central

and designing or curriculum to make this more understandable and

coherent for the students.

Um, I like the modernist rigor.

What I don't like is the compartmentalization of subjects.

Yes, we can learn them separate, but we have to

if we're gonna do it this way, if we want

to do things secure, actually, we need to be able

to bring them back in a deeper level.

So we're gonna be using learning maps and student accountability

through progress charts.

In other words, they're gonna be mapping their own progress

and make and and I'm gonna come alongside and help

them make their own education plans.

And how are we gonna make all of this happened?

We're gonna bring it all together using a flipped classroom

this is gonna address differentiation, rigor, deep reasoning skills, student

engagement. It's going to exceed core standards, give student autonomy

and choices.

It's gonna make our curriculum revel in relevant.

And it's going to integrate technology so that we are

also dealing with other important standards, huh?

So what are the resource is that are needed?

Well, mainly, we need large tables, which we have ordered.

We need approval from an administration, which I have gotten,

Um, we're gonna need parents to be on board, and

we've prepared paperwork for that.

And we are ready and able to adjust if it

doesn't work or to tweak it, depending on the community

response. And what we really need is technology, which we've

also received these computers.

So this is gonna be the one that I breezed

through. There's a lot of details involved as I speak,

if you'd like to read through this.

But we have the International Society for Technology and Education,

and like the core standards, this is a technology standards.

Um, there's a lot of educators that are not even

aware that this exists.

You can look at the date here.

The most current one, uh, was updated in 2020.

There's been a few differences, but I feel that if

course standards are important, how much more food technology standards

be a part of what we're learning about?

So what I've developed here, it is quite lengthy.

I will post this free to go through, but what

I'm gonna say is there's there's various trends here we're

gonna be talking about, uh, how What are the standards

for technology for teachers?

What are the technology standards for students and what are

the technology standards for administration?

In other words, we all three have roles.

They all overlap.

For example, we have student technology standards to save time.

The standards from 2000 and seven have changed, moving forward

to 2000 and 16.

It's gone from, I would say, being more problems.

I guess there's more simulation online, so programs are being

utilized. The programs have already been developed, but the students

are learning how to use them.

That is wonderful, but it's been enough time that we

don't just need users and consumers.

Dewey. This goes back to wanting to make creators, inventors,

designers of the tools that the students are using, not

just playing the games right, but in fact inventing and

developing greater games.

So students standards actually went from being more basic, uh,

to more intricate.

It's interesting, because for teacher technology standards, actually, their role

has reversed as we see as we go and trend

forward. In the very beginning, When technology came out, it

was new to everyone.

So outlines in lists and how to teach were great

ideas. It was very itemized.

It had a very modernist approach and look.

But as we move forward, you can begin to see,

especially in technology.

You can see this humanistic slant that is coming into

the line, and I must add for good cause because

I think it offers better learning for the students.

It also helps again.

It's helping the teacher.

It's taking away these administrative technology, um, the taking care

of extra work.

So we have more time with the students.

Okay, This talks about addressing current personal in school technology.

We already are familiar with that hair.

Trinity. Every school is going to be different.

We've brought in the computers and the things that I've

requested as best as we can very quickly.

If you want to go back to this.

Here are some actual standards that I've used here, a

tw the top that would be almost like saying this

is a core standard.

If this were a lesson plan and then as you

go down, you can see that I'm mapping out ways

to address this.

It's telling me that I need to be an empowered

professional. So educators should be continually improving their practice by

learn learning from and with others exploring methods and practices.

You know, kind of rolling up your sleeves and getting

in there.

So I've got a few ideas.

Resource is to help me or teach dot com MedTech.

There's all kinds of podcasts, magazines and, of course, within

my own building.

Um, some of the best information comes from the teachers

around me, um, and even go down her pad lit.

I've developed a website for my students that will be

blogging together.

It's also calling me to be a leader.

We've talked about that.

I'm going to be an example that works really well

here at Trinity because we do the traditional, um think

pair share or, uh, it's also known as you know,

I show you, you practice and then we master it,

right? We do it, I do it.

You do it, Teoh, are we do it together.

I'm sorry.

And then you do it alone at the end until

you've mastered it.

What I really like and I think is really significant

with I S t e standards is it talks about

digital citizenship.

This goes This really ties in well with our philosophies

at the school.

We technology is not bad in of itself.

However, it needs to be regulated.

Generation Z is up against a lot.

I don't have time to get into it here.

That's another study.

But it is our responsible responsibility as Christian teachers to

adhere to our philosophy of the school.

And that involves, um, being in the world and not

of the world.

So we're teaching our students to utilize this technology in

positive ways because they will be having their hands on

it. We cannot stop that.

We need to be effective with a positive way to

move forward.

I believe so.

Citizenship is how to keep your information private and how

not to get into other people's business.

You know it's going to get into copyright on what

have you, Um, and there's I've got fun projects for

that that I ve there kind of a treasure.

Tresh. I'm sorry.

A treasure chest of ideas from the graduate school, like

scavenger hunts.

Also, it's saying that you know, I need to be

a collaborator.

That's meeting with the teachers.

I need to be my own designer.

I need to facilitate the students.

More importantly, just like assessment.

I had never thought about assessing the curriculum.

I thought we were just assessing the student.

That's what I've learned the most through my graduate studies.

So I'm going to, um I'm gonna draw this plan

together. That's why it's so lengthy, because now I want

to go back and I want to analyze.

So I analyze once a week, once a month, every

semester. Well, at the very least, we need to be

analyzing that the end of the year.

Wouldn't you agree?

So we're gonna analyze is what we're doing.

Working doesn't line up with our philosophies.

So here we get into the students, they're gonna have

the same responsibilities.

You can look into the details.

I have passed out for you.

A list of all the particular technologies and platforms that

will be using, um, But what I like about this

is they have this title of empowered learner.

And whereas the teacher's role went from very specific to

general, um, you know, actually, the students is going from

very general to specific, because now we're giving them the

car keys there.

They're driving the system.

Now, if that makes sense Mm.

So as we go on, they're gonna have the same

thing. Responsibility is something we want to teach.

We want them to be knowledge.

Constructors. We're gonna go here.

I'm gonna fast forward to the end on We're going

to get into what we call the Sammer model.

It's much like the Bloomberg, uh, Bloomberg's taxonomy of higher

order thinking.

Basically, this gentleman has taken the Bloomberg Taxonomy and built

the same kind of platforms as we migrate up.

And in this technology and higher order thinking.

So he he addresses that interface of the human mind

with the capabilities of the computer.

It's quite interesting.

Um, and so I'm going to go through this.

We want our students to be computational thinkers.

We want them to be creative thinkers, and we want

them to be global collaborators.

That is something new that's on the horizon.

That's very postmodernists.

But I really encourage you whatever your view is.

The fact is, technology has made us global collaborators, and

so we really need to.

This is one of the times where we do need

to move with the times in the proper way while

maintaining our philosophies.

So here's that model I talked about very simple.

Um, it starts at the lower level of thinking, which

would be substitution or example.

Substitution would be my keyboarding class.

We go in in the old days, quote unquote, like

when I was a student, we would use pen and

paper, so it's simply the same task being substituted.

If we move up to augmentation.

Now, the technology is acting as a direct tool and

a substitute.

Another words.

It's showing functional improvement.

A good example.

Augmentation would be e mental capabilities.

Yes, we are substituting by writing toe one another.

But in the past, without computer, we cannot, um, we

cannot write to one another over the airwaves, so we

weaken, weaken, draw the conclusion that that's augmentation.

Next we get to the next level modification.

This is allowing for significant task redesign.

That would be somewhere to do in a Prezi.

Um, you know, not only and I say this because

you are creating you know, you're creating something on your

own yesterday software that exists.

But what makes it modification is again we're going outside

of the classroom from person to person and in fact,

outside of the state and in fact, outside of the

state, by going into other countries.

So that modifies in that way as we go up

to redefinition.

That is the highest order of thinking that that is

what I really aspire for our high school students to

be learning if we're using Ah Rose owes model of

the growth theory model.

If you look at this, it progresses up.

So in K through five, we have substitution.

Perhaps we have a great teacher that can implement some

augmentation because I can tell you the students conduce Oh,

it The question is, will we the teachers do it?

Perhaps there could be a little bit of modification.

Maybe they do a look.

Ah, school newspaper.

That is, in fact, a modification.

For sure.

We want our junior high to be doing augmentation at

the lowest level.

We don't even want to mess around with substitution anymore.

There's not enough time in the day.

We're moving onto modification.

That's gonna be the meat of what they're doing as

they drawn to ninth grade and they're preparing for high

school. We want redefinition in our high school classrooms.

Please be on board.

Please consider being on board with me in this area

for sure.

Administration, really.

These students have been in school.

They've made a career out of school.

If we have done well, they now have all the

tools that they need.

This is the platform where students should have the freedom

to dream, to fail, to succeed, to implement to, um,

broaden their horizons to narrow their horizons, above all, for

things to be relevant so that when they go into

the world, they're interested and equipped.

I really would.

I know we can get our students there.

I'm gonna compare this to Bloomberg's taxonomy model, and instead

of going through all the technology again, you can look

at your list.

Is I go through this?

But here's what we want.

According to the standards that I basically crossed Bloomberg's tax

on on ime with the I S t technology.

They say that if they were to analyze, break everything

down. Um, deconstruct all this long technology plan, they would

come up with these 123456 major points.

So what?

Crossing the Great Chasm

Audio TranscriptAuto-generated