2 21st century learning design innovation pdf 1

I. TRADITIONAL

1 Lecturing 2. Discussion 3. Questioning 4. Using Audio-visua Audio-visuall

PURPOSES OF LECTURES

1. Efficient me means of introducing learners to new topic and sets the stage of learning learner ’s interest 2. Stimulates learner’ 3. Helps to integrate and synthesize a large body of knowledge 4. For clarification of difficult parts 5. To advance knowledge when textbooks are not available

ADVANTAGES OF LECTURING 1. It is economical. economical. Great deal of information – shared. 2. Su Supp ppli lies es and and text textbo book okss beco become me true to life  ‘theater’ 3. Teacher se serve rves as as model  students see a ‘creative mind at work’ 4. Help Helpss stu stude dent ntss dev devel elop op thei theirr listening abilities. listening abilities.

DISADVANT DISADV ANTAGES AGES OF OF LECTURI LECTURING NG 1. Puts learners in the PASSIVE ROLE of a sponge 2. Focuses on the TEACHING OF FACTS with little focus on analytical thinking or transfer tr ansfer of learning  results in SURFACE learning 3. Does not meet student’s individual learning needs 4. Student’s have little attention time span (15 minutes)

 DISCUSSIONS

1. FORMAL DISCUSSIONS Announced topic Reading, watching movie – done in advance

2. INFORMAL DISCUSSIONS Spontaneous

Learns problem solving method (groups)

Change in attitudes and values

PURPOSES and ADVANTAGES

Assists to evaluate beliefs/positions (professional, societal or ethical issues)

Opportunity to apply principles, concepts and theories

Clarifies information and concepts

Gathering of uninformed opinions

One person/few participants (monopolies)

Takes a lot of time

 

QUESTIONING Can

be a teaching strategy Ask questions  higher order thinking

FUNCTIONS OF QUESTIONS 1. Places Places the learne learners rs in in an an acti active ve role role  Simple recall  Helps students analyze concepts Evaluate worth worth of ideas  Evaluate  Speculate “if” 2. Assesses baseline knowledge retention

3. Helps review content – enlightens gray areas

4. Motivates students  Stimulates

thinking & curiosity

5. Guides learner’ learner ’s thought process

According to BARDEN A. LOWER-ORDER QUESTIONS  Recall information, read or memorize B. HIGHER-ORDER QUESTIONS > Requires comprehension and critical thinking

HOW TO ENGAGE? Pair work – give ideas

USING VISUAL AIDS • Can enhance teaching interest • Can add interest to the classroom

ACTIVITY BASED TEACHING TEACHING STRATEGIES 1. Coo oope perrati ative learn earnin ing g 2. Simulations 3. Proble oblem m bas base ed learn earnin ing g 4. Se Sellf-le f-lear arni nin ng modu module less

ROLE PLAYING

CASE STUDIES

PROBLEM BASED SOLVING

DIFFERENCES PBL

CASE STUDIES

> Conducted Conducte d in small groups

> Used by individuals/groups individuals/grou ps

> Students have have little backgrounds backgrounds knowledge of subject matter

> Students hve most of the background learning theory to apply to the case

> Cases are usually brief & presenting problems are ill-structures

> Cases are often long & detailed, and their problems are well-defined

COMPUTER-AIDED INSTRUCTION INSTRUCTION

COMPUTER-MANAGED INSTRUCTION

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Any system of record keeping

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Use of authoring systems – pre-developed software packages that guide the educator´s process.

THE INTERNET A mammoth complex of computer connections across continents, connecting many millions of computers.

EMAIL (electronic)   

Greater collaboration collaboration between be tween teachers vs. students and between students vs. students Source of peer support Means to seek referrals, for consultation and for post-discharge follow-up EX. LIST SERVS – a group of people who have have similar interests and want to share information and experience regarding their interest in a type of discussion groups

NEWS GROUPS  Discussions groups of people with

same interest

 Messages appear in general mailbox

Ex. – group discussing all kinds of issues.  Also used for online support s upport groups

3. World Wide Web  A collection of “documents” found on Web Web pages  A place to find specialized knowledge and multimedia presentations

Criteria to choose WWW site 1. Purpose – audience? 2. Currency 3. Credibility 4. Content accuracy 5. Design

Provides Provides home-based support.

student Tool for student

management – part of information system

Provides

student teaching

Supports mastery learning

> Maximizes time on task and helps develop overlearning (beyond mastery, responses becomes automatic) > Provides instant feedback > Develops cognitive residues (skills in researching  skills in managing information) > Promotes interactivity, institutional consistency, individualized individualized instruction, time efficiency eff iciency and cost-effectiveness (savings)

High-cost  initialoutlay for hardware and software Negative effect  personal and professional communication

st 21  Centur  Centuryy UMG 2014 Teaching Techniques II

Learning Design Learning Design

Learning Design Learning Goals Deepen understanding of Collaborate in analyzing and advancing our own Learning Activities Plan how to use this proje project ct for educator collaboration in our schools

What does “innovative teaching” mean to you?

Change and The Learning Process 20th Centu Century ry

21st Century

Educator

Delivery of content and information

Guiding students’ creation of knowledge-based products

Student

Content and information consumption

Creation of knowledge-based products

ITL Research Innovative Teaching and Learning A global research program that investigates how schools and systems can encourage  and innovative teaching practices have . ITL is the foundation for 21st Century Learning Design

Education System Change

2009-2012

School Leadership and Culture Innovative Teaching Practices

2012-future Individuals with skills for life and work today

SKILLS FOR LIFE AND WORK TODAY Knowledge building

Self-regulation & assessment

Problem solving & innovation ICT use

Collaboration

Skilled communication

Global awareness

www.itlresearch.com

Innovative Teaching Practices Student Centered Pedagogies •

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Personalized Collaborative Knowledge construction Self-regulation

ICT Integration

Extending Learning •

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Problem Solving 24/7 learning opportunities Global and cultural understanding Skilled communication

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By educators By students Basic usage vs. higher-level usage

Schools from over 46 countries using these methods to build innovative teaching capacity

What school factor do you think is most associated with innovative teaching practices in schools?

What we learned Collaboration about teaching among educators in a school Strongly associated with Innovative Teaching Practices Innovative Teaching Practices

Low frequency

Medium frequency

High frequency

What type of professional development builds innovative teaching practices?

Professional Development and innovative teaching practices Practice a new teaching method Conducted research Planned or practiced using ICT in teaching Reviewed and discussed student work Observed a demonstration of ICT use Developed or reviewed curriculum materials Received or delivered one-on-one coaching or mentoring Planned a lesson or a unit Observed a demonstration of a lesson Listened to a lecture

Learning Design: Project goals Develop of important 21st Century skills, and how learning activities can provide opportunities to build them Use detailed definitions and rubrics as a to discuss and a Explore the link between learning activity design and the

Learning Design: 21C Skills Framework Rubric

Key Question

Collaboration

Are students required to share responsibility and make substantive decisions with other people?

Knowledge construction

Are students required to build knowledge? Is that knowledge interdisciplinary?

Use of ICT for learning

Do students use ICT to support knowledge building? Is ICT necessary to that knowledge building?

Self-regulation

Is the learning activity long-term? Do students plan and assess their own work?

Skilled communication

Did the student produce extended communication? Was the communication well-developed and organized around a thesis?

Real-world problem-solving and innovation

Does the learning activity require solving authentic, real-world real-world problems? Are students’ solutions implemented implemented in the real world?

Learning Design: Design: Let’ Let’ss Do Do It Learn and discuss common definitions and a rubric Apply these ideas to sample learning activities – how strong are the opportunities they give students to build this skill? Use the rubric to stren strengthen gthen a learning activity Look at the relationship between learning activity design and student work

What does collaboration mean?

Collaboration In today’s interconnected world of business, real project work often requires collaboration across organizations organizations (e.g. a collaboration between a pharmaceutical company and a chemical engineering company to produce a new vaccine), or with people in a different part of the world. This type of working requires requires strong collaboration skills to work productively on a team and to integrate individual expertise and ideas into a coherent solution. Do your learning activities model this today today??

How is “knowledge work” produced? Through real COLLABORATION Responsible Responsib le

Maria

Project manager

Accountable

James (Microsoft Partners in Learning Sponsor)

ultimately responsible for product achieving its goals

Consulted

ITL advisors

provide recommendations on design and findings

Support

SRI International In country ITL teams

design research methods and analyze data; local execution of research

James’s boss and organizational James’s peers, country stakeholders

kept up-to-date on progress, may have approval role

Informed

This rubric examines whether students are working with others on others on the learning activity, and the quality quality of of that collaboration. (Resear (Research ch rubrics) rubrics) At higher levels of the rubric students share responsibility for their work, and the learning activity is designed in a way that requires students to make substantive together.. These features help students learn the important collaboration decisions together skills of negotiation, conflict resolution, agreement on what must be done, distribution of tasks, listening to the ideas of others and integration of ideas into a coherent whole. The strongest learning activities are designed so that student work is interdependent, interdependent, requiring all students to contribute in order for the team to succeed.

Knowledge Construction….?

What is “knowledge work”? Creating Social Programs Policies & Laws Web apps & Software Strategies Design •

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Info and ideas

Solution

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Knowledge Construction We often hear the term “knowledge. “knowledg e.”” More and more, people are expected to not only be intelligent consumers of information, but also to create information and ideas. Students are asked to do the same: to evaluate, synthesize, analyze and interpret information. We have overwhelming access to data so we must prepare students to be informed consumers and smart smar t producers who can integrate information from multiple sources across multiple disciplines in order to further expand their learning and make sense of the world. Do your learning activities model this today?

Review example learning activities

Knowledge construction activities require students to generate ideas and understandings that are new to them. Students can do this through interpretation, analysis, synthesis or evaluation. In stronger activities, knowledge construction is the main requirement of the learning activity activity.. The strongest activities require students to apply the knowledge k nowledge they constructed in a different context, helping them to deepen their understanding further, further, and to connect conn ect information and ideas from two or more academic disciplines (for example, integrating learning from both science and literature).

Review Rubric Knowledge Construction