changing minds one curriculum at a time
DESCRIPTION
Changing Minds One Curriculum at a Time. Agenda. Us Them IT (instructional technology) Each One Teach One. Please raise your hand if you have been teaching 0 - 5 years. Please raise your hand if you have been teaching 6 - 10 years. - PowerPoint PPT PresentationTRANSCRIPT
Changing Minds One Curriculum
at a Time
Agenda• Us• Them• IT (instructional technology)oEach One Teach One
Please raise your hand if
you have been teaching 0 - 5 years
Please raise your hand if
you have been teaching
6 - 10 years
Please raise your hand if
you have been teaching 11 - 20
years
Please raise your hand if
you have been teaching 20 or more
years
Please raise your hand if you left one career to
become a teacher
Please raise your hand if you teach
more than 4 different courses most
semesters
Please raise your hand if
you have had 2 or more formal courses
in education
Please raise your hand if you have taught an online
course
Have you ever taken an
online class?
Please raise your hand if you teach through distance
learning.
Please raise your hand if you teach classes which are required core courses for any associate’s degree
Please raise your hand if you are able
to describe your philosophy or
approach to teaching
Please raise your hand if your arm is
getting sore and you want me to stop the
interrogation
Using Technology with Classroom Instruction that Works
Pitler, Hubbell, Kuhn, Malenoski, (2007)
Effective teaching activities
pp. 6 - 9
Nine Categories of Instructional
Strategies that Affect Student Achievement
Can you organize them from most to least effective?
Cooperative learning
Group interactions
Reinforcing effort and providing recognition
Guides students understanding between effort and achievement
Cues, questions, and advance organizers
Students retrieve, use & organize what they know
Homework and practice Extend learning by practice, review and applying knowledge
Summarizing and note taking students synthesize & organize to capture main/secondary ideas
Setting objectives and providing feedback
Orients students & provides feedback
Generating and testing hypotheses Mental processes involve making and testing hypotheses
Identifying similarities and differences
Mental processes
Nonlinguistic representation Students use mental images to represent knowledge
6 Cooperative learning
Group interactions
3 Reinforcing effort and providing recognition
Guides students understanding between effort and achievement
9 Cues, questions, and advance organizers
Students retrieve, use & organize what they know
4 Homework and practice Extend learning by practice, review and applying knowledge
2 Summarizing and note taking students synthesize & organize to capture main/secondary ideas
7 Setting objectives and providing feedback
Orients students & provides feedback
8 Generating and testing hypotheses Mental processes involve making and testing hypotheses
1 Identifying similarities and differences
Mental processes
5 Nonlinguistic representation Students use mental images to represent knowledge
Nine Categories of Instructional Strategies That Affect Student Achievement
Strategy Average
Effect Size Percentile
Gains Number
of Studies
1. Identifying similarities and differences 1.61 45 31
2. Summarizing and note taking 1.00 34 179
3. Reinforcing effort and providing recognition
.80 29 21
4. Homework and practice .77 28 134
5. Nonlinguistic representation .75 27 245
6. Cooperative learning .73 27 122
7. Setting objectives and providing feedback .61 23 408
8. Generating and testing hypotheses .61 23 63
9. Cues, questions, and advance organizers .59 22 1251
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. CO: Mid-continent Research for Education and Learning (McREL).
A neuroscientist looks at the
effects of technology on
the brain
The Pew Internet & American Life Project
iBrain by Gary Small, M.D. & Gigi Vorgan (p. 91-92)
Continuous partial attention
pp. 18-19, 68
Continuous partial attention
This is not the same as multitasking. Multitasking shares
the focus or attention whereas continuous partial attention uses peripheral senses. Continuous partial attention leads to the “digital fog” actually altering
brain chemistry. (p. 18)
Lack of social interaction thwarts brain development
pp. 116, 184-186
Lack of social interaction thwarts brain development
• Social interactions develop the frontal lobe
• This area is also involved in memory and impulse control
Experiment of 15 year old and 30 year old…
Project-based learning• Authentic, or real world problems
• Student centeredo Agency and consequentialityo Creativityo Diverse learners friendly
EachOneTeachOne
http://eachoneteachoneterps.wikispaces.com/Welcome+to+EachOneTeachOne
Explore the use of project-based learning and technology to meet
the core objectives required by the Texas
Higher Education Coordinating Board
Core Objective Skill
demonstrated Skill Partially demonstrated
Skill Not Demonstrated
Critical thinking skills: to include creative thinking, innovation, inquiry, and analysis, evaluation, and synthesis of information
Communication skills: to include effective written, oral, and visual communication
Empirical and Quantitative skills: to include applications of scientific and mathematical concepts
Teamwork: to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal
Social Responsibility: to include intercultural competency, civic knowledge, and the ability to engage effectively in regional, national, and global communities
Personal Responsibility: to include the ability to connect choices, actions and consequences to ethical decision-making
Thank you Katrieva Munroe-Jones, the Howard College eLearning Department, and all those
who helped make this conference possible.