The Park Hill Instructional Technology Facilitators work with K-12 teachers to transform classrooms into student-centered learning environments by integrating technology and 21st century skills such as creativity and innovation.
Student collaboration
is key when facilitating classroom environments that are student-centric and
rich in 21st-century learning experiences. With the myriad of
educational technology resources available, it is easy to become overwhelmed
when searching for a tool to support digital collaboration amongst students.
Fortunately, for students and teachers in the Park Hill School District, we
have immediate access to an incredible suite of tools that can quickly and
easily enhance learning experiences. That tool is Google Apps for Education.
A few years ago, the
Park Hill School District decided to integrate Google Apps for Education. This
robust suite of digital collaboration tools is always evolving and changing to
incorporate new tools and resources. In short, students are able to share
documents, presentations, spreadsheets, and more in a way that allows for
real-time editing. This can be a real game changer as it allows students to
collaborate across classrooms, buildings, states, and even nations. It easily
breaks down the walls of the traditional brick-and-mortar classroom to extend
learning beyond the confines of the physical school building and traditional
learning hours.
Quickly gaining popularity,
teachers K-12 are incorporating this tool within daily instruction. One common
question that teachers have, however, is how to effectively and efficiently
share pre-created documents or templates with students. Prior to January of
this year, the response was typically to create a template, “share” it with
your students, have them “make a copy” to place on their own Google Drive, and
then have them “share” that document with collaborating peers and back with the
teacher for comments and feedback as well.
While this process
was effective, it was often times cumbersome and inefficient when trying to
maximize instructional time. Managing workflow and following student naming
conventions from the teacher’s side could quite frankly be an absolute nightmare.
Enter Doctopus.
Doctopus, one of many
Scripts now offered by Google, acts as a digital photocopier. It can easily
copy any type of Google Docs to individual students, groups, or even the whole
class with the click of a button. With ease, teachers can now differentiate
instructional resources without students knowing the difference. From a
management side, it creates well organized folders that allow the teachers
quick and easy access to student work. If you are interested in trying this,
follow the directions shared in this step-by-step PDF. Don’t hesitate to contact an ITF, should you need
help!
As teachers shift their classrooms from teacher-driven to student-centered
learning environments, teachers are working to redefine learning tasks to
increase rigor and incorporate 21st century skills: problem-solving,
higher-levels thinking, collaboration, communication, self-directed learning,
and research. In order to accomplish those goals, teachers are
incorporating instructional strategies that shift the focus of the lesson from
"teacher do" to "student do," "student think,"
and, ultimately, "student think and do."
One strategy that teachers could implement to provide more time
for higher-level thought within the classroom is to incorporate flipped lessons
to share quadrant A information that traditionally devours most of the class
time. According to Dr. Scott Spurgeon from the Smarter Balanced Assessment
Consortium, teachers, unfortunately, have spent the last 15 years in quadrant
A, focusing on lower-levels of application which requires students to
simply acquire knowledge and store pieces of information in order to understand
or remember a concept within one subject or domain.
However, if our goal is to ultimately provide personalized
educational experiences with real-world connections for our students, we have
to think about our instructional methods differently. One of my favorite
quotes is by Dr. Willard R. Daggett, "Learning should be an active
process. Too often, students come to school to watch their teachers
work." Instead of the traditional classroom where "teachers
do" and students watch "teachers do," we have to provide
student-centered education in which we integrate product-focused learning,
rigor, and 21st century skills.
Therefore, this emphasis shifts the instructional process
through problem-based learning, project-based learning, and inquiry learning.
As Daggett says, "When students use what they learn (quadrants B and
D), they remember the information better and understand the utility
of what is being taught.” In addition, this type of learning aligns with
the Common Core State Standards, "which is about helping students become
independent thinkers who can gather information on their own and use knowledge
for real-world tasks" (Davis, SmartBlog on Education, 2013). The
21st Century Learning Academy describes this shift as "Schools of
Consumption" vs. "Schools of Production." Do we want our
students to regurgitate information, focus on a single outcome or search for a
single answer, follow the factory model of education, and, ultimately, be
followers? Or, do we want our students to apply information to multiple
outcomes and be able to search for multiple solutions by defending their
solutions with text evidence and challenging opposing perspectives and,
ultimately, becoming leaders in our own communities?
With this information in mind, challenge yourself by trying ONE
of these instructional shifts: problem-based learning, project-based
learning, or inquiry-based learning. Below is a short explanation of each
method, adapted from Lauren Davis's blog, Senior Editor of Eye on Education
(Feb. 2013).
What is Problem-Based Learning?
Problem-based learning allows students to research and propose solutions to real-world issues and problems. Problem-based learning doesn't require a project like project-based learning; therefore, it doesn't take as long as project-based learning. However, like project-based learning, it does still incorporate research. Problem-based learning should provide the opportunity for students to investigate multiple solutions because there is no one "right" answer. This type of learning works well in science and math.
Watch Nancy Sulla, from Eye on Education, discuss two examples of Problem-Based Learning from the classroom.
What is Project-Based Learning?
Project-based learning is when students become self-directed
learners who collaborate in diverse student-driven teams to address a driving
question or challenge and create a publicly-presented product. Project-based learning should not simply be a presentation in which
student reiterate information or knowledge from a lecture, textbook, etc.
Project-based learning incorporates research! This type of
learning works well in English language arts, international languages, and
history/social studies, health, science, mathematics, and engineering. Below is a quick video by Edutopia that provides an "Introduction to Project-Based Learning."
For a more detailed "Overview of Project-Based Learning," watch the following video by Edutopia.
What is Inquiry-Based Learning?
Inquiry-based learning is similar to problem-based learning.
Inquiry-based learning is usually associated with science. This
allows students to develop a research question, investigate, and then redefine
research questions based on the investigation and continue the investigation
cycle. Inquiry-based learning allows students to draw inferences based on
their research questions and investigation cycle.
Applying 21st Century Skills, Goal Statements, and
Rigor to Problem-Based, Project-Based, and Inquiry-Based Learning
In addition to trying one of the above instructional models,
review the list of 21st century skills below. Below are 21st century
skills with goal statements and learning targets that apply to problem-based,
project-based, and inquiry-based learning. Think about how these skills and goals increase rigor. How would student expectations and
rigor increase by implementing a problem-based, project-based, or inquiry-based
instructional method?
Student Thinking: Problem-based,
project-based, and inquiry-based learning would allow students to
apply acquired
information in one or more discipline areas or to real-world situations.
(Quadrant B)
use knowledge
learned in one discipline area and look for patterns and relationships, as
well as make predictions and draw conclusions. (Quadrant C)
discover unique
characteristics and look for hidden parts. (Quadrant C)
organize
information and identify components, often leading to new ideas and
concepts. (Quadrant C)
use creativity
(flexibility, elaboration, originality, modification, associative
thinking, attribute listing, and forced relationships) to make something
new based on their extensive knowledge base. (Quadrant D)
formulate a plan
of action to solve problems and come up with solutions, even when there
are confusing unknowns. (Quadrant D)
Problem Solving: Problem-based,
project-based, and inquiry-based learning would allow students to
use information
to solve problems across the discipline areas and in real world problems.
(Quadrant B)
understand when
essential information is necessary and use it to solve predictable and/or
unpredictable situations (Quadrant B)
ask important
questions that shed light on various points of view and lead to better
solutions. (Quadrant C)
use logical
thinking and reasoning skills to solve problems in the discipline.
(Quadrant C)
use innovative
and conventional methods to solve unfamiliar interdisciplinary or real
world problems. (Quadrant D)
Collaboration: Problem-based,
project-based, and inquiry-based learning would allow students to
demonstrate the
ability to work respectfully in student-led teams. (Quadrant B)
work effectively
in diverse student-driven teams, exemplifying flexibility in planning,
compromise to accomplish a common goal, and shared responsibility for
collaborative work. (Quadrant C)
work effectively
in flexible groupings in order to effectively meet changing
problem-solving demands and needs of the group while maintaining the value
of individual contributions made by each team member. (Quadrant D)
Communication: Problem-based,
project-based, and inquiry-based learning would allow students to
use
communication (oral, written, and nonverbal) and listen effectively to
decipher meaning of materials, including knowledge, values, attitudes, and
intentions for a range of purposes (e.g. to inform, instruct, motivate,
and persuade). (Quadrant B)
communicate
effectively in diverse environments, including utilizing multiple media
and technology, and clearly delineate effectiveness of justifications or
arguments based on predictable circumstances. (Quadrant C)
communicate
effectively in diverse environments, including utilizing multiple media
and technology, and clearly delineate effectiveness of justifications or
arguments based on unpredictable circumstances or perplexing unknown
situations. (Quadrant D)
Self-Directed Learning: Problem-based,
project-based, and inquiry-based learning would allow students to
use acquired
knowledge to solve teacher-designed interdisciplinary and real-world
problems, design solutions, and complete work. Teacher designs pace,
learning environment, instruction, activities and assessments. (Quadrant
B)
co-design
learning goals, pace, learning environments, instruction, activities, and
assessments that include learner voice and choice and require students to
extend and refine their acquired knowledge. (Quadrant C)
design
challenging learning experiences, activities, and assessments based on
learning goals and exhibit evidence of learning. (Quadrant D)
select necessary
pace and instruction needed to achieve learning goals and demonstrate the
competence to think in complex ways and to apply their knowledge and
skills. (Quadrant D)
Research: Problem-based, project-based, and
inquiry-based learning would allow students to
gather
information to answer knowledge and comprehension questions and solve
teacher-designed problems, design solutions, and complete work. (Quadrant
B)
conduct self-generated
research from multiple authoritative sources that extends and refines
acquired knowledge in order to analyze an solve problems and create
solutions. (Quadrant C)
narrow or
broaden the research inquiry when appropriate and synthesize multiple sources
on the subject. (Quadrant C)
conduct
self-generated research from multiple authoritative sources to gather and
transform information in order to create solutions and solve complex
problems with perplexing unknowns. (Quadrant D)
In case we have not formally met, or you are still a little
unsure about who that new team at Central Office really is, be sure to check
out our video.
If you are wondering how exactly
you could utilize an Instructional Technology Facilitator in your own classroom,
consider these five ideas:
1.Re-Define Lessons From Previous Years - Instructional
Technology Facilitators can come to your school and work with your team to
augment, modify, and re-define lessons that you have previously taught to
enhance the lesson and allow for a more student centered approach to learning.
2.SMART Boards – The ITF team can come and provide
SMART Board trainings in your building after school. You will need a minimum of six
participants. Each sessions is from 4-6
PM and you will be paid $20/hour stipend.
We currently have two trainings that we can provide.
·Basic – Learn the skills you need to operate the basic features of a SMART®
Board and the SMART® Notebook software. This session, intended for beginners,
will cover the basic features offered by the Board and how to quickly integrate
this software into everyday classroom use. Participants will also learn how to
locate and adapt SMART® Board lessons crafted by other users to quickly enhance
classroom learning. Your laptop is required in order to participate in this
course.
·Intermediate - This intermediate course builds
on the skills you learned in SMART Notebook Training (Basic). Learn how to use
SMART Notebook collaborative learning software strategically to build more attractive,
clear, organized lessons. During this session, you'll build a SMART Notebook
lesson to use in your classroom or improve one that you bring with you. Users
who choose to attend should be able to effectively integrate the basic features
of the SMART Board and SMART Notebook software within the learning environment.
You must bring your laptop to this session in order to participate.
3.Teaching/Co-Teaching Lessons - The Instructional
Technology Facilitators would be more than happy to join your class to teach or co-teach lessons that
integrate technology. These lessons
could include, but are not limited to:
·Digital Citizenship
·Blogging
·Several Web 2.0 tools
·D2L
·Google Apps for Education
4.Set-Up G-Class Folders – The ITF team can set-up
G-Class Folders for you and your students within each class. G-Class Folders create shared folders for
each student by class. G-Class Folders
provide a folder to edit, view items, and also an assignment folder that is
shared between the student and teacher.
G-Class Folders allow teachers and students to seamlessly share and edit
documents.
5.Try Something Completely New – We would love to
come to your plan time, team collaboration, or even before or after school to
help you create a new, innovative, student-centered lesson based on the CCSS
and the NETS. We could even work to be
there to offer support during your lesson with students.
These are just a few ways that the ITF team
can support you and your students. Feel
free to contact us with any other questions or requests. We are here for you!