Chapter 3 The FACTS of Design. Teacher as Designer Some “suggested” roles of teacher –Sage on stage, director, coach, cognitive mentor Norton & Wiburg.

Chapter 3The FACTS of Design

Teacher as Designer• Some “suggested” roles of teacher

– Sage on stage, director, coach, cognitive mentor

• Norton & Wiburg suggest:

teachers are designers responsible for– Planning, – Structuring, – Provisioning, – Orchestrating learning

Teacher must address audience

• “Packaged” curriculum does not address– Specific audience– Needs of populations– District requirements– Classroom conditions– Group dynamics– Special needs of students– Resources available

Foundations of Learning THEN

• Industrialized society had need for:– (Overt) Reading, writing, arithmetic– (Covert) Punctuality, obedience, rote

• Hirsch – knowledge of good citizenship– History, – constitution, – oral expression,– written expression– arts, etc.

• SCANS – high performance skills for success in high performance workplace. Ability to:– Identify, organize, plan, and allocate resources, – Work with others,– Acquire and use information– Understand complex interrelationships– Work with a variety of technologies

Foundations of Learning NOW

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The Art of Design: FACTS

•Foundations – of learning students need most

•Activities – to actively engage through construction

•Content – ideas or concepts that afford context

•Tools – support and enhance learning•System – for assessment

FACTS DesignLearners will:• Be knowledgeable• Be problem-solvers• Link symbolic world with meaning (literacy)• Use information in the conduct of their lives• Be active participants in various communities

Activities

• Opportunities to engage in activities that support and shape thinking and problem-solving– Memory– Information extending – Information rearranging– Metacognition

• Anchored in broader learning activities

Photo by Julia-Freeman Woolpert

Problem-centered learning

• ABCS of activities– Authentic activities

• Provides experience for subsequent activity• Provides bridge from “inert” knowledge to actual

use– Building knowledge activities

• Opportunities to gain AND PROCESS knowledge• Facts should be connected and contextual

• ABCS of activities– Constructing activities

• Push beyond knowledge to use the newly gained knowledge

• Construct something that represents deep understanding

– Sharing activities• Share newfound knowledge to deepen and

amend understanding

Content – the something• The something of learning

– Now standards based• High for all students• Rigorous and world class• Useful for developing tools necessary for “life”• Focused on important aspects of discipline• Consistent with time to teach and learn• Clear and usable• Adaptable• Reflect broad consensus - important

Learning about something

• Must learn to solve problems about something

• Must be knowledgeable about something

• Must be literate about something

• Must learn to use information about something

Tools

• Technology creates a bridge between:– an individual’s potentials and – their ability to act on and influence the world.

• Information tools provide– Techniques for constructing cognitive and

social world • Must be considered carefully when

designing opportunities to learn• Tools used determine learning outcomes

Tools• Books

– Design requires students to access information so organized

• Film, video – – Setting contexts, showing

social and emotional consequences of events

– Introducing topics

• Skills software– Develop skills– Remember information

• Computer graphics– Seeing and rendering– Visualizations– Simulations– Creative and artistic development

• Word processors, desktop publishers, web-based editors

• Wikis• Blogs• Simulations• Web-conferencing• Virtual field trips• Virtual meetings• ?• ?

Resources• Content from Norton, P., & Wiburg, K. (2003).

Teaching with Technology. Chapter 3. Belmont, CA: Wadsworth/Thomson Learning

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