Participatory Learning: Using the Power of People MAHETC 2008 - Todd A. Fishburn | tfishburn@seaford.k12.de.us@seaford.k12.de.us.
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Participatory Learning: Using the Power of People
MAHETC 2008 - Todd A. Fishburn
http://mahetc.wikispaces.com | tfishburn@seaford.k12.de.us `
Participation – Square Dancing I did a search in uTube for
participation – here’s what I found!
Video converted from uTube using vixy.net
Technology does not necessarily improve education. Take a simple innovation like the pencil: One can use it to write a superlative essay, to drum away the time, or to poke out someone’s eye.
Shirley Veenema & Howard Garner
The Machine is Using Us!
How technology and the internet are changing the way we get and use information.
Video converted from uTube using vixy.net
Research Technology can enhance both what
and how children learn when used in conjunction with: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts. Roschelle, J.M., Pea, R.D., Hoadley, C.M.,
Gordin, D.N., and Means, B.M. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10:2, 76-101.
What is a Participative Learning System? An environment where the
learner has: Choice and say The ability to actively add
input/information to the activity (the learner adds value)
Ownership in the learning activities The ability to show that they know
the material in diverse ways The ability to provide feedback to
the teacher, others, and themselves
Participative Learning System Tools Web-based Tools
Wikis Blogs RSS Web 2.0
Classroom Tools Choice Surveys Feedback to the
teacher Questioning
strategies Pre-teaching
assessment
Multimedia Tools Photos Videos Podcasts
People Tools Surveys Questioning
strategies Listening Documenting Interviews
Future Tools Twitter Mobile devices
We Remember….
Glasser, 1990
…50% of what we both see and hear
…95% of what we teach someone
…70% of what is discussed with others
…20% of what we hear
…30% of what we see
…10% of what we read
…80% of what we experience personally and think critically
about
Eco Calculator
We Didn’t Start the Fire
www.teacheroz.com/fire.htm
Teachade - www.teachade.com
Room to Read
Access
Video converted from uTube using vixy.net
www.roomtoread.org
Teacher Tube
Teacher Tube
7 Things You Should Know About…..1. What is it?2. Who’s doing it?3. How does it work?4. Why is it significant?5. What are the downsides?6. Where is it going?7. What are the implications for
teaching and learning?
Educause Learning Initiative
Profound Learning Experiences Think of a learning experience
that changed your thinking or your life.
Was is a school moment or non-school moment?
What are we doing to give learners profound learning experiences?
Menu Planner For: _____________ Due: __________
All items in the main course and specified # of side dishes must be completed by the due date. You may select among the side dishes and you may decide to do some of the desserts as well.
How to Differentiate Instruction in Mixed-Ability Classrooms, Carol Ann Tomlinson, 2001
Main Course (complete all)
Side dishes (select ____)
Desserts (optional)
Kinesthetic Board
Line Plot
Box Plot
3-2-1 Card
Tomlinson, Carol Ann. "A Look at Differentiation at the Middle and High School Levels." Seaford School District. , Seaford. April 2005.
Name: _______________________Date: ______________
3 things I learned from the friction lab….
2 questions I still have….
1 way I see friction working in the world around me…..
“Way Out” Cards
• Cable – “I got it and my connection is blazing!”
• DSL – “I get it for the most part, but I still havequestions (some downloads are slow).”
• Dial-up – “I still don’t get it (I can’t connect)!”
Or….”Dip Stick” Check – full, half full, need oilOr….”Beaker Check” – full, half full, emptyOr….create your own specific to your content area
Student Readiness
Knowledge Rating
1. Never heard of before
2. Heard of this, but unsure
3. Know about this and how to use it
_____ Direct Noun
_____ Direct object pronoun
_____ Indirect object
_____ Indirect object pronoun
_____ Adjective
_____ Add your’s here: __________________________________
Definition Word Chart
Word
Things I know about the word:
General category this word might belong in…
Examples or other related words:
My definition:
Directions: Complete the chart to show what you know about Jazz. Write as much as you can.
Definition Information or Illustration
Examples Personal ExperienceJazz Music
word
What is it not like? What is it like?
What is it like?
Illustration?
What are some examples?
What are some examples?
Math - Vocabulary
Word: Teacher’s Description My Description
How I’ll Remember This Word
Word: Teacher’s Description My Description
How I’ll Remember This Word
See the link on the wiki for more!
National Library of Virtual Math Manipulatives
http://nlvm.usu.edu/en/nav/vlibrary.html
Participative Writing
Participative Writing
Participative Writing
Participative Writing
Classroom scribe, student generated themes, all writings made into a class journal/book, or on the web, wiki, blog et cetera.
Wikis Made Simple
Video converted from uTube using vixy.net
Wikis
www.wikispaces.com
Gliffy
Google Text
New York Times
Classroom examples Lesson ratings? Co-creation (negotiate) of rubrics Student self-assessment and tracking
of learning…graphs, charts… Cooperative groups Rating and self regulation of learning Learning “wish list” Teacher text review before an
assessment???
www.webkinz.com
Blogs
www.journalscape.com
Jeopardy Games
www.hardin.k12.ky.us/res_techn/countyjeopardygames.htm
Forward Thinking Lesson analysis on a wiki Tagcrowd Ask students when they are ready for
the assessment Learning experience – learning takes
place through the active behavior of the student; it is what he does that he learns, not what the teacher does. R. Tyler (1949)
Philosophy of Edu. – R. Tyler (1949) Adjust to society – accept social order or
improve the society in which he lives? This is a school issue!
Forward Thinking
Learning as a member of a small learning team is much more need-satisfying, especially to the needs of power and belonging , than learning individually. – Glasser (1990)
TIG – Taking it Global
http://www.takingitglobal.org/
www.takingitglobal.org
www.moshimonsters.com
Go2Web2.0 - www.go2web20.net/
Cool Google Tip!
1. www.google.com
2. Advanced search
3. Enter search term (s)
4. Choose file format - PowerPoint
Cool Google Tip!
Surveys
Survey Monkey
Principles of Good Instruction Well managed learning
environment Clear expectations Rich well-organized physical setting
for accessibility Prior knowledge and motivation Appropriate learning and
assessment strategies Provide for opportunities for diverse
talents and ways of learning
Principles of Good Instruction Encourage active learner
participation all the way through Develop reciprocity and
cooperation among learners Monitor progress Discussion and questioning
techniques to improve interactions
Provide prompt feedback Encourage learner self regulation
and self monitoring
What does this all mean? Are we still teaching the same way we
did in 1975? (not that it’s bad, the students have changed and so has our culture)
Are we growing as individuals? Are we giving learners choices? Are we accepting and giving
feedback? Are we creating ownership? Are we respecting the diverse talents
of our students? - Choice
Research Using computers to teach low order
thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw students’ math scores increase. Wenglinsky, H. (1998). Does it
compute? The relationship between educational technology and student achievement in mathematics. Princeton, NJ.: ETS Policy Information Center.
Research
Supporting a diversity of learning styles recognizes that students think and learn in many different ways and offers opportunities for learners of all ability levels to excel. Gardner, H. (1985). Frames of
mind: the theory of multiple intelligences. New York: Basic Books.
Research
Representing similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge. Marzano, Robert J., Pickering, Debra
J., Pollock, Jane E., (2001) Classroom instruction that works: research-based strategies for increasing student achievement.
Research Higher student achievement gains
were found in classrooms using technology in conjunction with inquiry-based teaching that emphasized collaborative learning methods, critical thinking, and problem solving skills. Perez-Prado, A., Thirunarayanan, M.
(2002). A qualitative comparison of online and classroom-based sections of a course: Exploring student perspectives. Education Media International, 39(2), 195-202.
Questions?
http://mahetc.wikispaces.com tfishburn@seaford.k12.de.us
The Impact of Images!
www.johnstanczak.com/files/2005NBCPhoto_s.ppt
The Culture of Education “Turn work into
works…” – J. Bruner “Education is an
active process….if school matters interest the learner, he will actively participate in them…” – Ralph Tyler
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