Post on 21-Dec-2015
Back to Cool
How to TeachFor
UnderstandingT-527
Back to Cool
How to TeachFor
UnderstandingT-527
The Partnership for 21st Century Skills Framework
STUDENT OUTCOMES: Skills, knowledge, and expertise students should master to succeed in work and life in the 21st century.
STUDENT OUTCOMES: Skills, knowledge, and expertise students should master to succeed in work and life in the 21st century.
SUPPORT SYSTEMS: Alignment of these elements creates the support system necessary to produce 21st century outcomes for today’s students.
How to Teach for UnderstandingT-527 Fall 2010
Thursdays 1-4 PMInstructor: Stone Wiske
Teaching Fellow: Shane Tutweiler, and more?
Focus, Goals, Activities and Results, Technologies, Assessment, Logistics
Challenge = bridge the knowledge-action gap
Connecting educational researchwith practice
Using theory
To design and analyze practice
Focus
EducationalPrinciples
EducationalTechnologies
How can we deepen learning?
ReflectiveCommunity
Designs for Learning
Course Goals
• Design curriculum that applies research to deepen meaningful learning
• Integrate new technologies to enhance teaching and learning for understanding
• Develop a collaborative, reflective
community of learners
How do we design for deep learning?
CurriculumTeaching/Learning Activities
AssessmentDiverse Learners and Settings
Collaborative CommunityTechnology Integration
How can new technologies promoteteaching for understanding and
meaningful learning?
Make curriculum authentic and generative
Make goals clear and accessible
Support rich, varied performances
Enable ongoing assessment and revision
Foster reflective, collaborative communities of learners
Process
EducationalPrinciples
EducationalTechnologies
How can we deepen our own learning?
ReflectiveCommunity
Designs for Learning
Process
How can we deepen our own learning?
EducationalPrinciples
EducationalTechnologies
ReflectiveCommunity
Designs for Learning
EducationalPrinciples
EducationalTechnologies
ReflectiveCommunity
Designs for Learning
Hall of Mirrors
Learning Activities and ResultsCurriculum as Collaborative Reflective Design
Read and thinkShare thinking/expertise with classmatesCollaborate with partnersApply readings and practical insights to
curriculum design or another projectWrite an analytic paper relating the
course ideas to your goals
Using technologyfor collaboration, reflection, and
understanding
Learning Technologies for T527
Case Study: Dynamic Earth:http://isites.harvard.edu/icb/icb.do?keyword
=k12563&pageid=icb.page51520
Education with New Technologies Web site: http://learnweb.harvard.edu/ent/
Collaborative Curriculum Design Tool http://learnweb.harvard.edu/ccdt/
T527 Course Web site:http://isites.harvard.edu/icb/icb.do?keyword=k73141&pageid=icb.page359980
CollaborativeCurriculumDesignTool
An onlineinteractive workspace that
Scaffolds designOrganizes materialsSupports collaboration
Use the CCDT for collaboration
Use the CCDT message board to communicate with your coach, collaborators, classmates
Make your course project a generative experience
Teaching for Understanding at Victoria School in Singapore
ShaneTutweiler
Webquest
Generative Topic & Target of Difficulty
• Identifying, Using, and Sharing Behavioral Health Resources in Cambridge and Somerville, MA
IMPORTANT:
Supporting Children’s Health
TECHNOLOGY:
Mapping, Wikis, Digital
Photography
DIFFICULT:
De-stigmatized Definition of
Behavioral Health
Sara Yamaka and Sybill Hippolitedesigned a community healthproject
Inbal Alon
Lindsay Bellino, who had no teaching experience, collaborated with her teacher mother
Writing like an EducatorBy Andi Long
ConceptMapping Software
Online Coaching
Jenny Cottle collaborated with a teacher in Peru
Collaborate with district leaders and creative teachersin Watertown, Massachusetts to refine and assess integration
of technology to enhance learning for students and adults
Planning your project
• Connect the course to your goals: content, learners, context
• Learn through applying your knowledge
• Critique theory from experience• Consider collaborating—with a teacher,
your colleagues, one or more classmates
Ongoing Assessment Process
• Frequent • Clear criteria related to goals• Generating suggestions for
improvement• Shared responsibility
Logistics
• Review the syllabus on the course Web site
• Post/send a note about yourself by Sept. 1
• Begin to explore project possibilities—see guidelines and a note for teacher partners on the course website
• Purchase the books you want and purchase the reading packet, or find readings on Reserve at Gutman Library
• Come to class prepared to discuss the readings