Quadrant D Quadrant D Lesson Lesson

PlanningPlanning

Web 2.0 Tools in the Classroom

AgendaAgenda Changing world, changing studentsChanging world, changing students Overview: International Center for Leadership in Overview: International Center for Leadership in

Education Rigor & Relevance FrameworkEducation Rigor & Relevance Framework• RigorRigor

Intel Module 3: Essential QuestionsIntel Module 3: Essential Questions• RelevanceRelevance• RelationshipsRelationships

““Bump up” your lessons/Units to D-QuadrantBump up” your lessons/Units to D-Quadrant Web 2.0 Tools & Rigor/Relevance/RelationshipsWeb 2.0 Tools & Rigor/Relevance/Relationships Workshop TimeWorkshop Time

Changing StudentsChanging Students

Students TodayStudents Today

Magner, Timothy. “Trends in Educational Technology: A National Perspective.”

Internet Use by AgeInternet Use by Age

0%10%20%30%40%50%60%70%80%90%

100%

2-5 6-8 9-12 12-15

16-18

19-24

25-35

36-45

46-55

56-65

65+

Age20002002

Magner, Timothy J. Director, Office of Educational Technology, US Dept. of Education. “Magner Millenials”

1212thth Graders Graders Perceptions About SchoolPerceptions About School

39%

21%28%

0%

10%

20%

30%

40%

50%

60%

School work is often or alwaysmeaningful

Courses are quite or very interesting School learning will be quite or veryimportant in later life

1983 1990 1995 2000

Magner, Timothy J. Director, Office of Educational Technology, US Dept. of Education. “Magner Millenials”

Recent Survey: D20 GradsRecent Survey: D20 Grads

Things Schools Might Do to Better Things Schools Might Do to Better Prepare Students for College or WorkPrepare Students for College or Work• High School should…High School should…

Provide more 21Provide more 21stst century knowledge and century knowledge and skills (e.g., information and communications skills (e.g., information and communications technology skills that involve research on technology skills that involve research on the Internet, blogs, wikis, podcasts, etc.)the Internet, blogs, wikis, podcasts, etc.)

2006 Grads: 2006 Grads: 75%75% 2007 Grads: 2007 Grads:

Changing WorldChanging World

Levy and Murnane. (2004, October). “Education and the Changing Job Market”Educational Leadership. Shared at http://www.doug-johnson.comDoug Johnson: “Skills for the Knowledge Worker.” “Permission to use these materials for non-profit purpose freely given so long as this notice appears.”

Trends in Tasks Done by the US Workforce 1969-1998

Colorado Dept. of Education: Educational Technology, Office of Learning & Results

Daniel Pink: Daniel Pink: A Whole New MindA Whole New Mind

AsiaAsia AbundanceAbundance AutomationAutomation

•Design

•Story

•Symphony

•Empathy

•Play

•Meaning

Our ChallengeOur Challenge

Are our schools ready for this generation?Are our schools ready for this generation? How do we create the learning environments that How do we create the learning environments that

engage this generation to help them reach their engage this generation to help them reach their full potential? full potential?

How do we equip these students with the skills How do we equip these students with the skills and knowledge they need to be competitive in a and knowledge they need to be competitive in a global, information-based economy and global, information-based economy and contributing citizens?contributing citizens?

What assumptions about education do we need to What assumptions about education do we need to question?question?

Magner, Timothy J. Director, Office of Educational Technology, US Dept. of Education. “Magner Millenials”

Implications for SchoolsImplications for Schools

Individuals fill out worksheet Individuals fill out worksheet Discuss in small groupsDiscuss in small groups Share backShare back

What Can We Do?What Can We Do?

ExerciseExercise

BreakBreak

AAKnowledge in Knowledge in one disciplineone discipline

BBApply Apply

knowledge in knowledge in one disciplineone discipline

CCApply Apply

knowledge knowledge across across

disciplinesdisciplines

DDApply Apply

knowledge to knowledge to real world real world

predictable predictable situationssituations

EEApply Apply

knowledge to knowledge to real world real world

unpredictable unpredictable situationssituations

EvaluationEvaluation

SynthesisSynthesis

AnalysisAnalysis

ApplicationApplication

ComprehensionComprehension

KnowledgeKnowledge

AcquisitionAcquisition ApplicationApplication

AssimilationAssimilation AdaptationAdaptation

Knowledge

Knowledge

ApplicationApplication©International Center for Leadership in Education

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance Framework

TeacherWork

Teacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

RigorRigor

Big Idea: Action Word ListBig Idea: Action Word List

Brainstorm Activity:Brainstorm Activity: Action Word ListAction Word List

On chart paper, On chart paper, each group will list each group will list process verbs and process verbs and products for their products for their assigned level of assigned level of Blooms. Blooms.

Example:Example:

AnalysisAnalysis

Process Process VerbsVerbs

ProductsProducts

DiscoverDiscover QuestionnaireQuestionnaire

GroupGroup DatabaseDatabase

RigorRigor

QuestioningQuestioning

““Questions and Questions and questioning might be questioning might be the most powerful the most powerful technologies of all.”technologies of all.”-Jamie McKenzie-Jamie McKenzie

Intel Teaching Thinking Intel Teaching Thinking With TechnologyWith Technology

Overview: Module 3: Creating Overview: Module 3: Creating Curriculum-Framing Questions to Curriculum-Framing Questions to

Support Thinking SkillsSupport Thinking Skills

Creating Curriculum-Framing Questions Creating Curriculum-Framing Questions to Support Thinking Skillsto Support Thinking Skills

• Understand different types of questions Understand different types of questions used in the classroomused in the classroom

• Create and revise Curriculum-Framing Create and revise Curriculum-Framing Questions Questions

Ranking QuestionsRanking Questions

1.1. Do all birds eat the same food?Do all birds eat the same food?2.2. How can we improve our feeder so more birds will How can we improve our feeder so more birds will

visit?visit?3.3. How could we sort the birds that come to visit us?How could we sort the birds that come to visit us?4.4. What can nature tell us?What can nature tell us?5.5. How can we measure the amount of food the birds How can we measure the amount of food the birds

eat?eat?6.6. How could we graph the number of birds that come How could we graph the number of birds that come

to visit us?to visit us?7.7. How do the seasons and weather affect birds?How do the seasons and weather affect birds?8.8. How many birds visited us today?How many birds visited us today?9.9. What are the names of the birds?What are the names of the birds?

Asking Questions in the Asking Questions in the ClassroomClassroom

Understanding Open and Closed QuestionsUnderstanding Open and Closed Questions• Closed questionsClosed questions

Test factual knowledgeTest factual knowledge Contain limited range of correct responsesContain limited range of correct responses

• Open questionsOpen questions Build upon factual knowledgeBuild upon factual knowledge Promote higher-order thinkingPromote higher-order thinking

Reflecting on Questions Used in Your ClassroomReflecting on Questions Used in Your Classroom• Reflect on the questions used in a typical day in Reflect on the questions used in a typical day in

your classroomyour classroom

Curriculum-Framing QuestionsCurriculum-Framing Questions

Defining Curriculum-Framing Defining Curriculum-Framing Questions Questions

Essential QuestionsEssential Questions• Are overarching, foundational Are overarching, foundational

“big idea” questions“big idea” questions• Can help focus several unitsCan help focus several units• Can be used over the course of Can be used over the course of

a yeara year• Example:Example:

What does it take to change the What does it take to change the world?world?

Curriculum-Framing QuestionsCurriculum-Framing Questions

Unit QuestionsUnit Questions• Are unit-specific, open-Are unit-specific, open-

ended questions ended questions • Help build understanding Help build understanding

for the Essential Questionfor the Essential Question• Example:Example:

Why leave one’s home Why leave one’s home to make a new life in a to make a new life in a strange land?strange land?

Curriculum-Framing QuestionsCurriculum-Framing Questions

Content QuestionsContent Questions• Are supporting, fact-based Are supporting, fact-based

questionsquestions• Are categorized as closed questionsAre categorized as closed questions• Help strengthen and develop Help strengthen and develop

students’ understanding of larger students’ understanding of larger questionsquestions

• Examples:Examples: What route did the early What route did the early

explorer’s take?explorer’s take? What were the explorers looking What were the explorers looking

for?for?

Curriculum-Framing QuestionsCurriculum-Framing QuestionsIndividual Practice with Individual Practice with

QuestionsQuestions• Determine Essential QuestionsDetermine Essential Questions• Identify Essential, Unit, and Identify Essential, Unit, and

Content QuestionsContent Questions• Review “big idea” conceptsReview “big idea” concepts

With a PartnerWith a Partner• Exchange questions createdExchange questions created• Help each other revise Help each other revise

Essential Questions using big Essential Questions using big ideas as neededideas as needed

Remember to write Remember to write questions in student-questions in student-appropriate languageappropriate language

RelevanceRelevance

Virtual Field TripsVirtual Field Trips• NASA teleconferencingNASA teleconferencing

Real World Problem SolvingReal World Problem Solving• Newspaper Case StudyNewspaper Case Study

Scenario-based LearningScenario-based Learning• Newport News School District ExamplesNewport News School District Examples• WebQuests & “Slam Dunk” lessonsWebQuests & “Slam Dunk” lessons

International CollaborationInternational Collaboration• Worldwise SchoolsWorldwise Schools

RelevanceRelevance

RelevanceRelevance

How can you make it authentic?How can you make it authentic? InstructionInstruction

AssessmentAssessment

The Third Element:The Third Element:

Web 2.0 Tools – Rigor? Web 2.0 Tools – Rigor? Relevance? Relationships?Relevance? Relationships?

VoicethreadVoicethread BlogsBlogs WikisWikis Podcasting with AudacityPodcasting with Audacity

• Mr. Sprankle’s Room 208Mr. Sprankle’s Room 208

RelevanceRelevance

Workshop Time – Next StepsWorkshop Time – Next Steps

Missing Link DatabaseMissing Link Database Collaboration is highly encouraged!Collaboration is highly encouraged! Additional Half Day on your own for Additional Half Day on your own for

planningplanning MentoringMentoring Complete 20/20 Things by December Complete 20/20 Things by December

2, 2008 (Log sheets should be turned 2, 2008 (Log sheets should be turned in by this date)in by this date)

April Reflection MeetingApril Reflection Meeting