-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
Diocese of St. Petersburg Professional Development Workshop for Teachers
-Friday February 26, 2016
-Presenters: Mr. Robert Yevich and Dr. Mark Majeski
Power Standards
*Catholic School brand
-We will work harder than anyone else
-We can do hard things
-We can learn anything
*Much of teaching feels like an assembly line
-disconnected from the other steps in the assembly
-fast paced, mechanical vs. fluid / organic
-factory, product vs. creation, art
*Growth vs. fixed mindset
-we can learn anything vs. learning / intelligence is fixed
-fixed mindsets could led to lower performance, less transfer of knowledge and skills
*Application of learning
-acquisition, meaning, transfer
-transfer learning / skills to new situations signals the deepest level of understanding
-interdisciplinary – bring in content and skills learned in
other disciplines to solve problems
*Alignment between and among desired results, learning
activities and assessments (the three stages of Understanding by Design)
-alignment between and among objectives, activities and assessments on a daily basis
-alignment to standards
-alignment to standardized tests
*Power Standards
-must include endurance, leverage and readiness for the next
level
-Endurance – will this standard last beyond an assignment or
test; ex: proficiency in reading
-Leverage – will this standard have application in other
disciplines; ex: proficiency in reading graphs, tables and charts
-Readiness – will this standard provide essential knowledge
or skills for success at the next level; ex: simplifying fractions, converting
in order to add/subtract with unlike denominators
ICS Dynamic Learning - education that is positive
in attitude and full of energy and new ideas
One of the biggest indicators of student success relates to time on task. In short, student academic achievement increases in direct proportion to the amount of time they spend actively engaged in the instructional time.
This approach makes logical sense. The more time spent dribbling a basketball, the better one becomes at dribbling. The more hours occupied in reading, the broader one's vocabulary. More time spent exercising leads to better fitness. Do something more often and become better at it.
But, this time spent practicing must be purposeful; it must be worthwhile. Dribbling a basketball with just one hand while standing still will not affect as much improvement in ball-handling as working with both hands while moving. Vary your movement, pace, hand - more actively engage in the activity - and your skill in that area will improve.
So then, time-on-task entails more than just counting seconds, minutes, hours or days. Instead, it involves making those seconds, minutes, hours and days count.
Flexible / Mobile Seating
*students shouldn't feel trapped in a desk and sitting still shouldn't be a goal in and of itself
Being sedentary leads to health problems including obesity and back problems (https://www.washingtonpost.com/apps/g/page/national/the-health-hazards-of-sitting/750/). Furthermore, being sedentary with our bodies leads to being sedentary with our brains. In his work titled, Brain Rules, Dr. John Medina proposes that our brains work best when our bodies are in motion at a pace of about 1.8 miles per hour (http://www.brainrules.net). In this way, classrooms filled with desks and chairs keep kids both seated and still. While prolonged focus has its benefits, learning - an active process - requires action.
*education shouldn't be limited to a notebook; space within the classroom should be maximized for student usage
Another way to incorporate movement into classrooms and promote engagement is to have students out of their "seats" and using all available wall space to work. Most typically used in math, 360 degree classrooms make use of dry erase, chalkboard or glass surfaces in order to give students functional and organic work spaces. 360 degree classrooms can allow for teachers to provide formative feedback easily as student work is readily displayed for the teacher's analysis.
When academic activities offer too much or too little of a challenge for a student, his/her engaged time-on-task decreases. In turn, his/her learning gains will also decrease. Therefore, classrooms should allow for small group instruction and differentiation.
A common practice in early childhood and primary classrooms, small group instruction typically wanes in Upper Elementary and Middle and High School classrooms in favor of tracking and one-size fits all instruction.
Resources available for small group instruction can lead to more specific and individualized plans while at the same time promoting motion and activity within the room.
Student Autonomy
*one of the best strategies for engaged learning is through choice; this also leads to greater self-awareness and meta-cognition
Providing students with choices as to how they can engage in a classroom is an incredibly motivating strategy. Giving students the ability to self-analyze how they best learn - standing, sitting, using a band for their feet, comfortably sitting in a bean bag chair, etc. - and then affording them the ability to utilize that strategy throughout the learning process can awaken and enliven the educational process.
This self-analysis can promote self-assessment (one of the most valid assessment strategies) and meta-cognition. A student who is thinking about their thinking and free to choose the setting in which he/she learns best will be more apt to identify their own misconceptions, errors and or gaps in learning. This, in turn, provides formative feedback to both students and teachers, promoting greater differentiation, purposeful instruction and engaged learning.
Environment
*it is said that every classroom has three teachers - the teacher, other students and the room
Classrooms must be structured in a way that promotes engagement. Time spent actively engaged leads to learning gains. Learning gains brings knowledge. Knowledge brings power.
Four Topics to
Address with Designing a Lesson Stamina Making Meaning Multiple Intelligences Technology Stamina Noun: Strength of physical
constitution; power to endure (Dictionary.com)
Stamina in Classroom GOAL: Change it up every ten
minutes... Get students out of their seats,
talking with one another, brain breaks, WHATEVER.
Making Meaning Psychologists Piaget and Anderson
suggest a key ingredient to students’ learning is making meaning and building
on preexisting knowledge. Whiteboard talks, KWL, Drawing
pictures, Partner pictures. Essential Questions… Real life
purpose why this matters to my life
Multiple Intelligences: Avenue for
Differentiation, Multiple Mediums for Reaching All
Students 8
Intelligences – by Dr. Howard Gardner 1.Linguistic 2.Logical/
Mathematical 3.Spatial 4.Bodily/
Kinesthetic 5.Musical 6.Interpersonal 7.Interpersonal 8.Naturalistic
Components to Include in a Lesson ·Video ·SmartExchange/
PowerPoint ·Independent
Work ·Partner/
Small Group ·Whole
Group ·Movement ·Direct
Instruction
"Brain Rules" by Dr. John Medina
-Exercise - endorphins, heart rate, oxygen, stimulation
-Motion can increase production - 1.8 miles per hour is the ideal rate of movement for productivity - movement - active learning environment - mobile furniture
-the brain works well when in motion
-Survival - brain works well in survival mode - figuring out how to survive
-we are programed to work in community, with others, to enhance our chances of survival
-importance of relationships - between students, teacher / student
-Wiring - regions of the brain develop in different parts at different times for different people - not everyone is hard wired the same way
-Attention - multi-tasking makes it harder to focus
-social-emotional intelligence is key - we can't focus if we're emotional
-we don't pay attention to things that are boring
-Short-Term Memory - we can only hold 7 pieces of info in our STM for 30 seconds
-STM requires repetition - scaffolding - importance of spiraling the curriculum - continuing to repeat and reinforce concepts
-Long-Term Memory - in order of LTM to take root, we need to spiral concepts and continue to go deeper with them - something learned in 2nd grade takes until 10th grade to really become solidified in LTM
-it should be expected that we reteach things from year to year
-Sleep - we need sleep
-26 minute nap, performance improved by 34%
-movement may help to have a similar effect when we can't afford time / resources for a nap
-incorporate short brain breaks every 20 minutes or so
-Stress - stressed brains don't learn the same way that non stressed ones do
-we can only handle acute stress for 30 seconds before it has damaging effects
-the emotional stability of the home is the biggest indicator of student academic success as it pertains to stress
-Sensory Integration - memory recall can be affected by sensory engagement
-learning links are powerful - our brain is wired to connect pieces of information - stimulate the senses
-Vision - our brains are really good at remembering pictures
-relevant pictures can boost memory
-Gender - the male and female brains are different - we are wired differently
-women handle stress better because of the ability to give birth
-men are more prone to depression
-Exploration - Google's 80/20 rule - 80% of the time employees are working specifically at their job, 20% spent on something that interests them that is job related
-Success beyond the test
*core academics - achievement of standards in core content
*stretch learning - demonstration of rigorous and relevant learning beyond the minimum requirement - can students relate the learning, connect it to other areas, new environments
*learning engagement - the extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; relationships with peers, adults, and parents that support learning
*person skill development - leadership skills, interpersonal skills, presenting, working together, etc.
Rigor / Relevance Framework
-acquisition needs to lead to adaptation
-through assimilation and application - knowledge - apply in discipline - apply to other disciplines - apply to real world - apply to unknown circumstances
-High rigor and high relevance - student working and thinking
-Low rigor and low relevance - teacher working and thinking
Achievement Zone
Too Easy = get it right away
On Target = I know some things
Too Hard = I don't know where to start, I can't figure it out
21st Century Learning - students working in teams to experience and explore relevant, real-world problems, questions and challenges and then presenting their findings to others
21st Century Skills
-7 C's
1. Critical thinking and problem solving
2. Creativity and innovation
3. Collaboration and teamwork and leadership
4. Cross cultural understandings
5. Communication and media literacy - we need to get students to understand the application between what they can do on their phones and devices and what they need to do in school / work
6. Computing and technology literacy
7. Career and learning self-direction
Project Learning Classroom is...
*project oriented
*open ended
*real world
*student centered
*constructive
*collaborative
*creative
*communication based
Teacher's role in Project Learning Classroom is to guide
Relationships are essential in a 21st Century classroom
Six A's
-authenticity
-academic rigor
-applied learning - students must be engaged in multiple ways
-active exploration
-adult connections
-thoughtful assessment practices
Projects vs. PBL (project based learning)
-teacher directed vs. inquiry based
-highly structured vs. open ended
-summative vs. ongoing
-thematic vs. driving question / challenge
-fun vs. engaging
-answer giving vs. problem solving
-de-constructing school world vs. real world
Optimal learning environment
-3 ideas for improving learning:
*see the whole before practicing the parts
*study the content and apply it to authentic problems
*make schoolwork more like real work
PBL - connect to real life, incorporate problem solving, relevant research, presentation
Managing PBL
-orient students to goals of the project on a regular basis
-group students appropriately
-organize project on a daily basis
-clarify everything
-monitor and regulate student behavior
-manage flow of work - draw a storyboard of the work, checkpoints or milestones
-evaluate success of project - by teacher and student - debriefing sessions - what did we learn, effective collaboration, what skills were learned?
-Portfolio - artifact - reflection - abstract (abstract = overall summary of the entire work)
Challenge-Based Learning - students working together in multi-grade teams to solve year long problems
STEAM
-Science, Technology, Engineering, Arts (technical fine arts) and Math
-developing a program:
*use every space - all surfaces as whiteboards
*$10,000 to start a STEM program for 20 students - computers, robotic kits, 3D printers
*expose entire faculty to the approach - training for all
*integration across the curriculum
*CAD programing - Computer Aided Design - 3D printing
