TPACK Certified

Frameworks for Design and Change

Introductions

Connie White/cwhitetech

Elizabeth Helfant (ehelfant)

The Audience

http://todaysmeet.com/ASB2012
Name What you teach/do Where are you from twitter ID

Objectives
Explore TPACK as an overarching Framework Examine Frameworks that support Curriculum Design and Technology Integration Exposure to New Tools Examine emerging Pedagogical Changes that Technology can support/enhance Consider how to teach Brain-Friendly Examine Curriculum Design process

Paradigm Shifters

Rate/Nature of Change
http://www.dreamstime.com/royalty-free-stock-photo-time-s-up-earth-s-hourglass-image16890835

Social/Collaborative

iBrain
Mind Brain and Education Science + Metacognition/Skillfull Thinking

Innovation
Change that creates a new dimension of performance.
management guru Peter Drucker

Frameworks
and Vocabulary to Support Paradigm Change

Shared Vocabulary
Matches vision and school mission
Language of Assessment in general

Used throughout:
Standards Rubrics Grading Practices

ABCs of Frameworks

http://goo.gl/IOrUP

Overarching Framework for Integration

Content

Contemporary Content
More integrated 30 years of history since I graduated Nanotechnology 3D prinitng Use of current events Design and systems thinking

Content as Questions
Driving Questions Essential Questions Relevant Questions Open-Ended Questions Ethical Questions Student Generated Questions

Skills
Buck s Institute Bie.org

Skills
Critical Thinking and Problem Solving Collaboration Across Networks and Leading by Influence Agility and Adaptability Initiative and Entrepreneurship Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination

New

OR
Evolved/More Sophisticated SKILLS?

Effective Oral and Written Communication

Consume and Create

Writing

Foundation for Expression

Writing

Hypertext Image-Supported Image as Necessary Video Multimodal/Multimedia Audience

Research Information Literacy

Creativity, Critical Thinking and More Required

How do we teach Creativity?

Define, Teach, and Assess

not just provide Opportunity for?

NOT

Accidental

Intentional

Creativity Stanford Design Thinking

How do we teach

Critical Thinking?

How do we teach

Ethical Thinking?
Empathetic Thinking

How do we teach

Systems Thinking?

How do we teach Disciplinary Thinking?

How do we teach Metacognitive Thinking?

How do we teach Problem Solving?

DeBono Thinking Hats http://sixthinkinghats.com

Skillful Thinking
Thinking Based Learning

How do we Assess

Thinking?

Blooms Taxonomy

Difficulty vs Complexity

Habits of Mind

Content Alone won t do it

Need to examine Pedagogy -

Pedagogy Bubble
Differentiation Formative Assessment PBL Executive Function Learning Styles Differences Trans-Disciplinary Traits Danielson s Domains Portfolio Assessment Brain Rules/Brian based research Multiple Intelligences

Pedagogical Methods
Differentiation Utilizing Formative Assessments Maximizing Feedback 6+1 writing Big 6 Research Skills Flipping the Classroom Online Courses Computer Assisted Assessment and Feedback Computer Enforced Conditional Pathways Use of Virtual Worlds to Teach and to Assess

Assessment Types
Diagnostic Pre-Assessment Formative Summative Performance Based Authentic Portfolio Project Based

Feedback

Brown s Model of Executive Function

Areas Supporting Differentiation

Assessment
Pre-/Diagnostic Formative

Student Choice
Task Content

Formative Assessment Strategies

Slide From Tomlinson ASCD Presentation 2010

Scamper Prompts

From Tomlinson_QualityDI.pdf, ASCD San Antonio March 2010

3-2-1 3 Things You Learned 2 Things You Want to Know 1 Thing You Are Unsure About

Misconceptions

Long Term - Student Choice

Choice Board Total 10 Board

Technology Bubble

Technology Toolkit

Activity: What is your toolkit? How should it change?

Creating Your Toolkit

Level 1

Level 2

Level 3

Framework of Tech Integration

SAMR
Substitution Augmentation Modification Redefinition

SAMR Tech Transformation

Student creates interactive ebook and publishes for sale on distribution site. Student embeds multimedia elements into story Student adds hyperlinks to text.

Student writes a story using word processing and all its features

INNOVATION?
A New Level of Performance? Still focusing on ProductNeed to focus on Student Learning on Process

Innovation is Fleeting

Growing Your Bubble

Add tools you want to try Add pedagogical strategies you want to try We will circle back at the end-

Bubbles in Context

By: arteyfotografia.com.ar

BASIC FACTS

Dr. Gary Small, MD- iBrain

Digital technology is changing the brain. Kids spending 1/3 of day engaged in video and digital media. Neuroscientists tell us that the brain is a use it or lose it organ. Parts of the brain that are no longer used are withering away.

Brain Plasticity
Neural circuits grow and rewire as they are worked

Neurogenesis
Neurons do regenerate!

What Does Learning Look Like?

From a Brain s Perspective Experience Repetition Physical Changes

Learned Physical Pathways/Structures in the Brain

Multiplication Tables Vocabulary Recognition Balancing Equations Stress Reduction Addictions
Once learned information is hard to undo

Brain Development
Emotional areas of the brain are fully developed around the age of 10-12 yrs. Regions responsible for rational thought and emotional control mature closer to 22-24 yrs. Strategy: Count to 10 before reacting Strategy: Spell your name backwards before reacting
(Giedd, Molloy, & Blumenthal, 2003; Johnson, B.lum & Giedd, 2009)

Brain Structure
No two are identical, and each is organized differently. Different brains can wire the same pieces together in different ways. Some learn faster than others and in different ways. Some students learn more slowly because they process information more deeply.
David Sousa- The Basics of Creating a Brain Compatible Classroom

Memory Capacity
When students learn something new, they process it in the temporary memory called working memory. (frontal lobe) Newer studies tell us that the capacity is much less than previously thought closer to 4 items.
(Cowan, Morey, Chen, Gilchrist, & Saults, 2008)

CHUNKING

Mind, Brain, and Education Science

Research based information in the areas of:

Neuroscience Psychology Education

What we know as fact (not a lot!) What is probably true What is believed passed on, sold but unhelpful, misguided, wrong ( Neuro-myths )

Instructional Guidelines for Teachers By: Tracey Tokuhama-Espinosa

1: Environments 2: Sense, Meaning and Transfer 3: Different Types of Memory Pathways 4: Attention Spans 5: The Social Nature of Learning 6: The Mind-Body Connection 7: Orchestration and Midwifing 8: Active Processes 9: Metacognition and Self-Reflection 10: Learning Throughout the Life Span

Instructional Guideline 1: Environments

Good learning environments in education are those with physical and mental security, respect, intellectual freedom, self-regulation, paced challenges, feedback, and active learning (Billington 1997)

By: Tracey Tokuhama-Espinosa

Teachers must convey: Like Believe

Carol S. Dweck, Ph.D.

 Tracey Tokuhama-Espinosa

Donna Walker Tileston

Instructional Guideline 2: Sense, Meaning and Transfer

Students learn best when what they learn makes sense, has a logical order, and has some meaning in their lives. (Sousa 2000)

By: Tracey Tokuhama-Espinosa

 Autonomy Mastery - Flow Purpose

Learning to Learn
1. Play the whole game. 2. Make the game worth playing. 3. Work on the hard parts. 4. Play out of town. 5. Uncover the hidden game. 6. Learn from the team and the other team. 7. Learn the game of Learning.

Instructional Guideline 3: Different Types of Memory Pathways

Teachers should teach to auditory, visual, and kinesthetic pathways as well as allow for both individual and group work in order to improve the chances of recall.

By: Tracey Tokuhama-Espinosa

Instructional Guideline 4: Attention Spans

The average student has an attention span between 10 and 20 minutes. Students learn best when there is a change of person, place or topic every 10 to 20 minutes. Interest impacts attention spans and, consequently, the motivation for learning. Time flies when you are having fun .
By: Tracey Tokuhama-Espinosa

Myth of Multitasking
The brain cannot carry out two cognitive processes at the same time. What we refer to multitasking is actually task switching. Dr. Larry Rosen, PhD Understanding the iGeneration

Instructional Guideline 5: The Social Nature of Learning

Debate is one of the most effective teaching methods. It forces students to think critically and to interact with each other; it also prepares them to deal with countering opinions.

By: Tracey Tokuhama-Espinosa

Instructional Guideline 6: The MindBody Connection

This includes active learning techniques and serves as a reminder of the importance of sleep, nutrition and physical exercise.

By: Tracey Tokuhama-Espinosa

Sleep
REM - In 8 to 9 hour sleep cycle there are usually 4-5 REM stages. HS students typically get between five and six hours of sleep on a school night (Carskadon, Acebo, & Jenni, 2004) Preadolescents need 9-10 hrs. and 8-9 hours for adolescents.

stewickie

Sleep
A brain deprived of sleep has diminished attention, executive functions, working memory, mood, logical reasoning, quantitative skills, and motor dexterity. Poor grades and depression increases with loss of sleep. Loss of sleep can damage the hippocampus, leading to cognitive dysfunction and possible mood disorders

During sleep is when the brain establishes long term memory circuits needed for remembering new information and skills.

Brain Fuel
The brain cells consume oxygen and glucose (a form of sugar) for fuel. The more challenging the brain s task, the more fuel it consumes. Low amounts of oxygen and glucose in the blood can produce sleepiness. Just 50 grams of glucose increased long-term memory recall in a group of young adults by 35%. Water is essential for healthy brain activity is required to move neuron signals through the brain.

Instructional Guideline 7: Orchestration and Midwifing

Similar to an orchestra director a teacher immerse students in complex experiences that support learning by calling on individuals one by one to bring out their voices and then weaving them into a single class experience. Successful teachers will integrate the strengths and weakness of all learners.

By: Tracey Tokuhama-Espinosa

Instructional Guideline 8: Active Processes

Human brains learn best when they are active. (i.e., I hear and I forget. I listen and I understand. I do and I remember Confucius ) ).

By: Tracey Tokuhama-Espinosa

Importance of Movement (David Sousa)

Movement turns on the brain: 7% more intelligent through standing. Nobody really understands why this is. The species with the biggest brains play the most. So many advantages to play. Play and exercise: a way to develop resilience.

By: CC: Redjar

Instructional Guideline 9: Metacognition and Self-Reflection

Teaches allow time for reflection about the concepts being taught and create spaces to think about By: Tracey Tokuhama-Espinosa thinking. Journal writing, Electronic Flashcards
Quizlet

what if .

By: Lee Haywood

Instructional Guideline 10: Learning Throughout the Life Span

Wider windows of learning than previously thought.
Resist the temptation to label students who don t meet the standard developmental milestones. Provide remedial activities to help the student fill in the gaps in knowledge that may exist

By: Tracey Tokuhama-Espinosa

ADDITIONAL CONSIDERATIONS

Different Brains, Different Learners: Rethinking Intelligence for the 21st Century Dr. Jane M. Healy, PhD
A child born today in the US has a 30% chance of being diagnosed with some type of learning problem. New research suggests 1/3 of US kids meet clinical criteria for anxiety disorders.

 A recent study of highly successful entrepreneurs found that close to 50% of them were dyslexic. Michael Barry, financial whiz who read the financial statements and who sold short on the sub-prime mortgage market has Asperger s. Dyslexia: talent or liability? Picasso was dyslexicglobal spatial awareness. Dyslexics have better recognition of impossible figures, better quality of peripheral vision. Are ADHD kids distracted by clearer objects in the periphery of their vision?

Environment of Childhood has Changed Dr. Jane Healy, Ph.D.

Dr. Larry Rosen, PhD Understanding the iGeneration

Communicate differently Nielsen 3705 text messages per month. (share everything) Auditory, visual and tactile/kinesthetic learners Social connections are everything. They want constant reinforcement Spend hours creating content By: jerrycharlotte

What Motivates the Net Generation? Tony Wagner Ed.D

Instant gratification always on connection, use the web for 1) extending friendships 2) interest driven, self-directed learning 3) as a tool for self-expression, Less fear and respect for authority They want to make a difference and do interesting/worthwhile work.

What Motivates the Net Generation? Tony Wagner Ed.D

The Global Achievement Gap is the gap between what even our best schools are teaching and testing. Versus The skills all students will need for careers, college, and citizenship in the 21st century What gets tested is what gets taught: having the wrong metric is worse than having none at all.

Judy Willis, M.D. Engagement Strategies

Attention Is Not Voluntary Choice Whatever is new or different will get priority.

Judy Willis, M.D. Engagement Strategies

The more ways something is learned, the more memory pathways are built Multiple stimulation mean better memory Examples: Multiple forms of review Visual imagery Personal relevance Role-play Produce product or models

Engagement Strategies
Attention is not a voluntary choice input must be selected by sensory filter. If it does not reach per-frontal cortex, it does not make it to long term memory. Must be selected to make it to the Reticular Activating System (RAS). Survival skills for animals.

The RAS Judy Willis

Curiosity alerts the RAS Sound (voice volume, pitch, cadence) Color, placement of objects Your appearance (costumes, hats) do something unusual Novelty and curiosity Predictions are great (which one do you want 1 penny doubled for a year or $1000,000?) Optical Illusions http://www.michaelbach.de/ot/ Grumpy faces do not allow passage to pre-frontal cortex

Stress Management
Boredom is stressful.
The lower reactive brain is in control.

Behavior
Fight (Disruptive) Oppositional Defiant Flight (Withdrawal) ADHD and ADD Freeze (Zone Out) social anxiety syndrome, seizures, OCD Children are misdiagnosed when the brain is not the problem. Kids are bored. Children want the dopamine pleasure that games and technology brings.

Learning Retention Harold Pashler, PhD

Longer time frames between study sessions provides greater long term retention. If you want to remember for years .need to space 2nd study session at least 6 months away. For best test performance 1 day spacing Closed book quizzes between initial exposure and final assessment.

Working Memory Retention

Learners can hold items in working memory longer than previously thought - up to several weeks. Then discard when they serve no further purpose like after a test
(Lewandowsky & Oberauer, 2009)

Rote and Elaborative Rehearsal

Memorize Poem Assign Meaning

Massed and Distributive Practice

Connecting Emotions to Content

It helps to make emotional connections to curriculum in order to achieve long term retention. For example by considering the emotional toll of the US Civil War may connect learning much more than isolated battles, and persons involved.
The two structures in the brain responsible for longterm remembering are located in the emotional area of the brain.
By Mc Knoell - http://creativecommons.org/licenses/by-nd/2.0/deed.en

Laugh
Humor has many benefits for increased retention. Provides more oxygen to the brain Laughter causes the release of endorphins in the blood. Endorphins stimulate the brain s frontal lobes, thereby increasing the degree of focus and amount of attention time. Humor also decreases stress, pain and blood pressure. Humor boosts immune defenses. Be Happy!

Intelligence for a Digital Age:

Dr. Jane M. Healy - PhD

Symbolic analysis, creative imagination, selfregulation, moral reflection. Consider that difference may be an asset. Teach students to be masters of their tools.

Brain Maintenance Manual http://goo.gl/IOrUP

Activity: What are some things that you would do differently? http://goo.gl/Y4Rg1

The Overlaps

PC Overlap (Pedagogy and Content)

Differentiation Much harder without tech

TC overlap (technology meets content)

Textbook transformed to be online Multimedia and Interactive Conditional pathways, differentiated, and selfgrading

http://www.moglue.com/

CT Overlap
Electronic Grading Turnitin

The Sweet Spot

Essential Questions as the driver

BREAK

Formative Assessment with Technology

Exit Cards DyKnow or Google PPT

Graphic Organizers/Mind Maps

Make Student Understanding Explicit Visual Learner Aids Focus Use as Scaffolding support to help students make connections Tools Bubbl.us Mindomo Spiderscribe Mindmeister

Socrative.com

Google Forms

Spreadsheet view Tools Script Gallery Flubaroo

 OneNote Shared Notebooks Evernote Shared Notebook Google Docs Shared Folders

Synchronous Writing Prompts

TIP: USE A TIMER

TIP 2

http://chir.ag/projects/team-maker/

Habits of Mind Skills Assessment

ClassDojo.com

Meaningful Homework

Autograded

Brain likes patterns, don t develop bad ones.

Electronic Quiz Applications

Canvas Moodle Quia WebAssign

Electronic Grading Applications

Raptivity Fluid Math/
WolframAlpha

Electronic Grading Applications

Fluid Math/
WolframAlpha

Flipped Classroom/Blending Learning

Where on SAMR SCALE?

http://goo.gl/IOrUP

Activity: Lets play with Sofia and Differentiation of Content Resources

Differentiation with Technology

Diigo Annotations LiveBinder

English Differentiated Assignment

Differentiation Student Choice

VIsual Oral Research

Differentiation using Conditional or Branched Activities

UDUTU

MyUdutu.com or Udutu.com

LAMS

Metacognition/Self-Reflection

http://www.justshuddup.com/tag/self-reflection/

SELF-REFLECTION
Learning Journals/Blogs Shared Google Doc Shared Spreadsheet Key Idea/ What I learned/What I still wonder Frederick Douglas Speaker Series Ustream Presentations

WHY? Brain Closure move to long term memory

Feedback

Drafts in Progress

Research and Writing: Noodle Tools and Google Docs

Peer Feedback
Discussion Boards Google Sites with Comments Peer Review Google Docs

Curriculum Examples
GAP What If History Musuem Project Rhodes Socialism Frederick Douglas American Dream Project

PART TWO: DESIGNING CURRICULUM

Designing TPACK Curriculum

What do we need to teach? Standards How best do we teach it? Pedagogical Strategies How do we Assess it? Rubrics meet Assessment How do we verify for:
Rigor/Relevance Brain Friendliness Differentiation TPACK Certification

ZPD and Flow

http://innovationprinciples.blogspot.in/2011/12/zone-of-proximal-development.html

http://blog.trainerswarehouse.com/?p=584

Rigor and Relevance

Let s Design
Take Template and Lets Go Thru It with TPACK in mind What is the next unit you will be teaching? Lets TPACK certify it You work on yours and we will do one for you- (do a google doc template and walk thru it-

Essential Questions
Absolutely Essential Can be very liberating- if it isn t essential, don t feel compelled to teach it unless it works for student learning More: goo.gl/ZAc1n

Enduring Understandings
What do you want them to remember in 10 years?

Visualize
Understanding
http://under30ceo.com/creative-visualization-theart-of-making-negative-thinking-positive/

Now write what students will know and be able to do Do Know first- Its easier

Any Misunderstandings?
Can Formative Assessment Help here? Does it need to be individual or as a class?

Now do Be able to do -SKILLS

Add one contemporary Skill Add on Habit of mind to work on-

How will we Assess?

The Content The Skill The Habit of Mind Consider Diagnostic Formative Assessment Summative Self Assessment Peer Assessment

The Learning Plan

Do WHERETO W Where headed? H Hook? E opportunities to equip, explore, experience key ideas R rethink, rehearse, refine, revise E evaluation by students T- tailored to individual needs 0 organized for maximum engagement Then design a single day

Adding the Tech

Our toolkit Where will tech move you up SAMR scale?

Other Checks?
Rigor and Relevance

Brain-Friendliness

Two Pedagogies for Delivering the Design

POGIL PBL

Project Based Learning

Global Action Project

Story Telling Thru Documentary Global Issues Service Social Entrepreneurship Identify an Issue affecting a population. Tell the story. Determine a way to help. Create a business plan. Present to a panel of adults who have the means to fund you.

History Museum Advanced WH Documentaries Regular World 1 minute Global Issues Videos US History Websites on post 1950 topic AP US What If Grade 9 Graphic Novel of World History Kinesiology and Health Class Designing school s outdoor health track

What If

POGIL
Process Oriented Guided Inquiry Learning Pogil.org http://pogil.org/resources/curriculummaterials Started in Science Chemistry

Assessment Strategies
Performance based assessment CWRA

PART THREE: TPACK AND FACULTY PD

Grow Each Bubble

Faculty Survey

Faculty Portfolios
Include:
Goals Professional Development Reflection Samples of Different Pedagogies

Shared with Department Head, Instructional Tech Using Chalk and Wire (chalkandwire.org)

Learning Groups

Other Mechanisms
Summer PD Faculty Bingo
Differentiation Bingo Tech Integration Bingo Brain Compatible Bingo

THANK YOU!