-not the end of the work - the beginning of designing rubrics
Example: PE Power Standard
-Standard: PE.6.1.3.1 - Participate in moderate physical activity on a daily basis
-Students Will Know (SWK): Vocabulary - moderate, physical activity, cool down, warm-up, stretching; reach a target heart rate; many benefits; can come via many forms or avenues
-Students Will Be Able To (SWBAT): Participate in moderate physical activity; maintain a weekly exercise log book; Explain the reasons why warm-up and cool down are necessary steps of physical activities
-Rubric:
4 = In addition to 3.0, student may be able to do the following: exercise more frequently, coach or teach an activity or exercise, participate in high intensity activity, reflecting upon own progress
3 = Choose an exercise activity to perform on a daily basis; maintain a weekly exercise log book; explain the reasons that stretching before and after is important
2 = Hits on 3.0 activities, but inconsistently or incompletely
Dr. Jeff Borden
Bethany Center
October 10, 2016
Training within the Diocese of St. Petersburg
Forgetting Curve
-how many times does it take for something to get entrenched in memory?
-the more we are reminded of things, the longer we can remember it
-however, everyone has a different "forgetting curve" - how long they can not be reminded of something and not forget it
-Head Magnet: https://headmagnet.com
Learning: to acquire knowledge of or a skill in something by study, experience, or being taught
What if we learn something wrong?
Learning isn't just taking in something new, it is consciously allowing something new to take over something that we've learned before
Rigor
-demanding, difficult, extremely thorough, exhaustive, while accurate
How do you measure rigor?
*Typically, this is what education does to enhance rigor:
-testing, speeding up instructional objectives
-less time, younger, less mature, quantity
Rigor is not more, earlier Rigor at Scale
-Challenge, Satisfaction, Skill, Focus, Anticipation
-requires technology
SAMR (Puentdura - 2002)
*need to move up from substitution to redefinition RE: using technology
-Redefinition
-Modification
-Augmentation
-Substitution
Flow (Mihaly Csikszentmihalyi - 2000)
-Gaming culture
-Challenge vs. Abilities
Social-Emotional Learning
-We can't learn if we are anxious
-Must consider this RE: enhancing rigor
-Matthew Lieberman: http://www.scn.ucla.edu
-our brains wake up desiring connection - it stays activated until we encounter a task
-our brains desire to work with someone on a task
Boredom releases cortisol - causes heart problems, depression, overeating - bad things!
-"If someone is bored for more than 7 minutes, you're killing them!" (Dr. Jeff Borden)
Mark Edmundson
-students go to college for the "Great Lecturer"
-however, research shows that we learn less through lectures
-brain activity is extremely low during lectures - similar to watching TV (there is more brain activity in sleep)
Focus - norepinephrine
-just enough conflict to stay engaged - too much is overwhelming, too little is boring
-as teachers, how can we create just the right amount of conflict to spur motivation?
Dopamine
-released when we believe we can attain something
-this belief can allow for us to accomplish something
Tell, show, do, review, ask
-Rewire this - Do, Show, Tell, Review, Ask - we need to allow students to do more
Endorphines and Dopamine
-recognizing patterns releases these two
Chords from "Can You Feel the Love Tonight?"
-date all the way back to 1690
-artists have used these 9 chords countless times
-Create, consume, remix and share
