Classroom Instruction
Learning First, Technology Second
09.December.2011 08:33 Filed in: Instruction
***This post was
written by Tracy Crowley, CCSD21 Integrated
Technology Specialist, and was previously published
in the December 2011 Beacon, published by the District 21
Education Association.
This summer I attended a learning conference hosted by education and technology expert Alan November. The learning I experienced there led me to ask some very important questions of myself and of our District. I would like to share these questions with you, as well as some resources I discovered to help blend learning and technology to make our Learning21 Principles a reality for all students.
View the Learning21 Principles.
Who owns the learning? The one talking and doing the learning owns the learning.
How can students add value to the classroom and to the world? One example is they can take what they are learning and create products posted through wikis, blogs, and podcasts. Give your students opportunities to have a global voice!
How can students have authentic learning experiences with a real purpose, solving real problems, and create solutions for real audiences centered around learning standards? Start with a unit you are already doing and focus on the Power Standards that are embedded in that unit and/or can be integrated with other subject areas. Next, ask yourself and/or your students what problems exist today and what they can do to solve those problems. Once you have decided on a problem, identify the real audience for your solution. From there, plan specific, differentiated learning experiences to attain those goals.
How can students do more than digest information and output answers for the teacher? Have students develop and articulate a deep understanding of important concepts rather than isolated facts. Let them learn in public and receive feedback from others around the world.
How do I allow students to create real products using different technologies I may not be comfortable with? One way is to assign groups of students to discover, play with, learn, and teach new technologies. See Alan November’s Digital Learning Farm article for ideas. Students can go to AtomicLearning to learn how to use software we have in our district. (CCSD21 staff members--If you do not remember the username and password for AtomicLearning, please see your LMC Team.)
I want to use more technology with my students, where do I start? Always start with the Power Standards and the CCSD21 Curriculum Frameworks, look for technology to help solve a real problem for real audiences. Also, ask your students and iTech teachers, LMC Specialists, Learning Coaches, or Principals; they will have ideas! In addition, check Connect21 for sample authentic learning units as staff members are posting them. (And--Post the authentic learning units that you have created, too!)
How much time should I spend on learning the technology? Spend more time on critical thinking and problem solving skills. Don’t spend too much time learning one type of technology, which will change quickly, but do become “tech comfortable,” in general.
Are our students leaving learning legacies? If they are doing purposeful work to solve real problems for real audiences, they are. Authentic learning experiences lead to learning legacies that last well after students graduate. This kind of learning will stay with them for a long, long time. There are an unlimited number of real problems our students can be solving during the learning process.
How can I better motivate students? If students are working on real problems and sharing with real audiences, they know they are making a difference. This will motivate nearly every student. Also, saying to every student (and saying it as often as possible) “You matter, and the world values your contribution” will deeply motivate students to learn and produce to the best of their ability. They will amaze us (and meet standards along the way)!
Overall, how are my students experiencing learning? Take a look at your day from an outside perspective. Does what students are doing look like a working and/or learning environment in the “real world” in 2011? It should. If not, what baby steps can you take to make it look like how the world works today? Congratulate yourself and celebrate each success. This is important work!
Where can I find some examples of this kind of work being done by students? Two great examples: http://mathtrain.tv (view from outside of the district) and http://dgh.wikispaces.com/Mr.+Holman+%26+Mr.+Pennington (a class digital textbook).
Asking and answering these questions in teams can build on the great things already happening our classrooms and help take learning experiences to the next level…reaching the goals of the Learning21 Principles and standards while completely engaging students. View an Alan November talk on this subject on YouTube (again, outside CCSD21).
This summer I attended a learning conference hosted by education and technology expert Alan November. The learning I experienced there led me to ask some very important questions of myself and of our District. I would like to share these questions with you, as well as some resources I discovered to help blend learning and technology to make our Learning21 Principles a reality for all students.
View the Learning21 Principles.
Who owns the learning? The one talking and doing the learning owns the learning.
How can students add value to the classroom and to the world? One example is they can take what they are learning and create products posted through wikis, blogs, and podcasts. Give your students opportunities to have a global voice!
How can students have authentic learning experiences with a real purpose, solving real problems, and create solutions for real audiences centered around learning standards? Start with a unit you are already doing and focus on the Power Standards that are embedded in that unit and/or can be integrated with other subject areas. Next, ask yourself and/or your students what problems exist today and what they can do to solve those problems. Once you have decided on a problem, identify the real audience for your solution. From there, plan specific, differentiated learning experiences to attain those goals.
How can students do more than digest information and output answers for the teacher? Have students develop and articulate a deep understanding of important concepts rather than isolated facts. Let them learn in public and receive feedback from others around the world.
How do I allow students to create real products using different technologies I may not be comfortable with? One way is to assign groups of students to discover, play with, learn, and teach new technologies. See Alan November’s Digital Learning Farm article for ideas. Students can go to AtomicLearning to learn how to use software we have in our district. (CCSD21 staff members--If you do not remember the username and password for AtomicLearning, please see your LMC Team.)
I want to use more technology with my students, where do I start? Always start with the Power Standards and the CCSD21 Curriculum Frameworks, look for technology to help solve a real problem for real audiences. Also, ask your students and iTech teachers, LMC Specialists, Learning Coaches, or Principals; they will have ideas! In addition, check Connect21 for sample authentic learning units as staff members are posting them. (And--Post the authentic learning units that you have created, too!)
How much time should I spend on learning the technology? Spend more time on critical thinking and problem solving skills. Don’t spend too much time learning one type of technology, which will change quickly, but do become “tech comfortable,” in general.
Are our students leaving learning legacies? If they are doing purposeful work to solve real problems for real audiences, they are. Authentic learning experiences lead to learning legacies that last well after students graduate. This kind of learning will stay with them for a long, long time. There are an unlimited number of real problems our students can be solving during the learning process.
How can I better motivate students? If students are working on real problems and sharing with real audiences, they know they are making a difference. This will motivate nearly every student. Also, saying to every student (and saying it as often as possible) “You matter, and the world values your contribution” will deeply motivate students to learn and produce to the best of their ability. They will amaze us (and meet standards along the way)!
Overall, how are my students experiencing learning? Take a look at your day from an outside perspective. Does what students are doing look like a working and/or learning environment in the “real world” in 2011? It should. If not, what baby steps can you take to make it look like how the world works today? Congratulate yourself and celebrate each success. This is important work!
Where can I find some examples of this kind of work being done by students? Two great examples: http://mathtrain.tv (view from outside of the district) and http://dgh.wikispaces.com/Mr.+Holman+%26+Mr.+Pennington (a class digital textbook).
Asking and answering these questions in teams can build on the great things already happening our classrooms and help take learning experiences to the next level…reaching the goals of the Learning21 Principles and standards while completely engaging students. View an Alan November talk on this subject on YouTube (again, outside CCSD21).
New Teachers Consider Authentic Learning
18.August.2011 08:34 Filed in: Instruction
| Assessment
The most fundamental key to unlocking deeper levels
of student learning is to provide students with
learning experiences that are authentic--challenging,
engaging, differentiated challenges that have a real
purpose beyond the classroom and school to impact the
community and world and that have a real audience,
again, beyond the classroom. Such experiences still
rely on the same curriculum, but when teachers
approach it as collaborative professionals whose role
is to support and facilitate learning rather than to
provide information, learning can be much deeper and
longer lasting than in a traditional environment.
For the third consecutive year (2009-2010 & 2010-2011), District 21's new instructional staff members have recorded a podcast to both publicly commit to authentic and relevant learning experiences for students and to share their ideas with the community of learners that is made of 21st Century educators worldwide.
> 2011-2012 Staff & Authentic Instruction Podcast
For the third consecutive year (2009-2010 & 2010-2011), District 21's new instructional staff members have recorded a podcast to both publicly commit to authentic and relevant learning experiences for students and to share their ideas with the community of learners that is made of 21st Century educators worldwide.
> 2011-2012 Staff & Authentic Instruction Podcast
New Staff Members Commit to Relevant Learning
16.August.2010 14:03 Filed in: Instruction
| Assessment
As we began the 2009-2010 school year, we asked
new teachers and
administrators to consider what it meant for
learning to be relevant in our classrooms in order to
best prepare students for their futures. As we now
begin the 2010-2011 school year, this year’s new
District 21 staff members are also considering what
it means to make learning relevant.
New certified staff members to School District 21 believe that authentic and relevant learning is:
New Staff Orientation Podcast 2010-2011
New Staff Orientation Wordles 2010-2011
New certified staff members to School District 21 believe that authentic and relevant learning is:
- Content is meaningful to students
- Students make connections between new concepts and those that they already know
- Learning that can be generalized across many different environments
- Focused on problem solving
- Learning in which students are not only consumers, but also producers of, knowledge
- Practical and applied
- Learning in which students and teachers are all learners
- Collaborative
- Learning that inspires questioning and creativity on the part of students
- Learning that connects the past, present, and future
- Learning that teaches and requires empathy
New Staff Orientation Podcast 2010-2011
New Staff Orientation Wordles 2010-2011
Relevant & Authentic Learning
As
we began the 2009-2010 school year, we asked
new teachers and
administrators to
consider what it meant for learning to be relevant in
our classrooms in order to best prepare students for
their futures. As we now begin the 2010-2011 school
year, this year’s new District 21 staff members are
also considering what it means to make learning
relevant. Specifically, three guiding questions are
providing direction for their thoughts:
During the workshop, we will use multiple tools to help us capture and organize our thinking. Among these, groups will be using Wordle to summarize the thoughts of the group:
Finally, participants will create a podcast articulating what they will do to ensure that their students benefit from relevant and authentic learning throughout the school year! This podcast will be posted on The Modern Pen following the workshop.
Other Resources discussed for teachers to consider include:
- WHAT is relevant and authentic learning?
- SO WHAT? Why is it important for learning to be relevant and authentic?
- NOW WHAT? What are you going to do to ensure that learning in your classroom and/or with your students is relevant and authentic this year?
During the workshop, we will use multiple tools to help us capture and organize our thinking. Among these, groups will be using Wordle to summarize the thoughts of the group:
Finally, participants will create a podcast articulating what they will do to ensure that their students benefit from relevant and authentic learning throughout the school year! This podcast will be posted on The Modern Pen following the workshop.
Other Resources discussed for teachers to consider include:
Using the MacBook as the Classroom Computer
25.April.2010 15:43 Filed in: Instruction
| Tech Tips
How do I have students use the Staff MacBook as the
classroom computer?
One of the key components of the Staff MacBook deployment was that the Staff MacBook would also serve as the primary classroom computer. This decision was made initially and later affirmed by District 21 teachers through the Tech Plan process in 2008 and again in 2009. Based on this, the use of the Staff MacBook as the primary classroom computer was part of what was presented to the Board.
Of course, we do not want students (or other staff members) to be able to access an individual’s email nor files that are not being shared collaboratively via a team wiki or email. So, how do multiple users share the same computer without being able to access an individual’s private files?
Both Windows and Mac computers allow for the creation of multiple user accounts on a single computer. The MacBooks deployed to staff take advantage of this. As a staff member, you log-in and log-out of your account on the computer. Assuming you do not share that password with anyone, only you can access that email and those files.
When you want students to use your computer, to share their documents from the server, to create a new document, or to use the Internet, you first need to log-out of the computer. A student should never be on a staff laptop while the staff member is logged in!
Option 1--Use Generic Student Account
Each staff laptop contains a generic Student account. The username for this account is Student. The password for this account is student. Students can log-in to this account. From there, they can use the Internet. They can access their home directories on the server, and use files already saved or save new files. From this account, if the student needs to access the server, the student should use the Go > Connect to Server option from the menu bar.
Then, you will need to enter the address of your school’s file server. Just replace “field” with the name of your school. Then, hit enter.
Now, the student will enter his/her username and password and can access existing files or save new files.
This option is ideal when a number of different students will be accessing the staff laptop in a relatively short amount of time.
Option 2--Students Log-In with AD Username
The other option is that students can simply log-in with their own username and password, just like they do in the Labs/LMC. This will require the computer to be connected to the network, which will be no problem once the wireless network is up and running in May 2010. When the student logs-in like this on the staff laptop computer, the student’s home directory will pull down from the server. This will take just a few minutes for most students. Then, the student will work on the computer, and the work will sync back to the server every 10 minutes. It is important that the student logs out at the end of the work time.
This option is ideal when a single student will be working extensively on the staff laptop.
There are pluses and minuses to each of these options. Choose whichever seems to make the most sense at the time for you, and don’t be afraid to choose different options in different situations.
One of the key components of the Staff MacBook deployment was that the Staff MacBook would also serve as the primary classroom computer. This decision was made initially and later affirmed by District 21 teachers through the Tech Plan process in 2008 and again in 2009. Based on this, the use of the Staff MacBook as the primary classroom computer was part of what was presented to the Board.
Of course, we do not want students (or other staff members) to be able to access an individual’s email nor files that are not being shared collaboratively via a team wiki or email. So, how do multiple users share the same computer without being able to access an individual’s private files?
Both Windows and Mac computers allow for the creation of multiple user accounts on a single computer. The MacBooks deployed to staff take advantage of this. As a staff member, you log-in and log-out of your account on the computer. Assuming you do not share that password with anyone, only you can access that email and those files.
When you want students to use your computer, to share their documents from the server, to create a new document, or to use the Internet, you first need to log-out of the computer. A student should never be on a staff laptop while the staff member is logged in!
Option 1--Use Generic Student Account
Each staff laptop contains a generic Student account. The username for this account is Student. The password for this account is student. Students can log-in to this account. From there, they can use the Internet. They can access their home directories on the server, and use files already saved or save new files. From this account, if the student needs to access the server, the student should use the Go > Connect to Server option from the menu bar.
Then, you will need to enter the address of your school’s file server. Just replace “field” with the name of your school. Then, hit enter.
Now, the student will enter his/her username and password and can access existing files or save new files.
This option is ideal when a number of different students will be accessing the staff laptop in a relatively short amount of time.
Option 2--Students Log-In with AD Username
The other option is that students can simply log-in with their own username and password, just like they do in the Labs/LMC. This will require the computer to be connected to the network, which will be no problem once the wireless network is up and running in May 2010. When the student logs-in like this on the staff laptop computer, the student’s home directory will pull down from the server. This will take just a few minutes for most students. Then, the student will work on the computer, and the work will sync back to the server every 10 minutes. It is important that the student logs out at the end of the work time.
This option is ideal when a single student will be working extensively on the staff laptop.
There are pluses and minuses to each of these options. Choose whichever seems to make the most sense at the time for you, and don’t be afraid to choose different options in different situations.
