This document provides an overview and summary of resources from the book "The Flat Classroom Project". It includes summaries of chapters that discuss setting up a global classroom through connecting with others online, communicating, developing good digital citizenship, contributing and collaborating on projects, providing choices for students, allowing them to create, and celebrating their work. Links and quotes are provided from the book about various topics such as curating online content, assessing student participation, and designing collaborative projects. The document promotes joining the Flat Classrooms community and purchasing the book for more details on creating a global classroom.
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
7 Steps to Flatten Your classroom
1. Join the Global Book
Club – March 2012
www.flatclassroombook.com
2. Domingo’s classroom goes flat and he goes in a
new direction.
How one video changed a life.
Domingo’s Story
P 293-294
3. Success in the 21st century: People and
schools that will thrive and survive
P 294-295
4. “Working with
people across the
world has challenged
me.”
“The majority of my partners
wanted to contribute
something
meaningful to the
project.”
Horizon Project Students
http://horizonproject.wikispaces.com
Casey tells her story
P 29
6. Co-creation of two things
Wiki
Collaboration: Encouraging High-Quality Contribution
P 130-132
7. ISTE SIGTel
Online Learning Award
www.flatclassroomproject.net
www.flatclassroomproject.net Winner 2007
Net Gen
Net Gen
Education
Education
(with Don Tapscott)
(with Don Tapscott)
Short listed in 2009
Eracism Project
Eracism Project
Collaborative Project
Contest First Place
The Flat Classroom™ Story 2007
Flat Classroom™
Flat Classroom™ P 1-2
Conference
Conference
10. ONE PURPOSE
The Internet
Involving the global community
P 131
11. Your Classroom
1.CONNECT
2.COMMUNICA
TE
3.CITIZENSHI
P
4.CONTRIBUT
E &
COLLABORA
TE
5.CHOICE the steps, p 31
Part II of the Book covers
6.CREATE
12. Step 1: Connect
“Pull is the ability to
“Pull is the ability to
attract people and
attract people and
resources to you that
resources to you that
are relevant and
are relevant and
valuable, even if you
valuable, even if you
were not even aware
were not even aware
before that they
before that they
existed.”
existed.”
Brown, J. S., Davidson, L., & Hagel III, J.
Brown, J. S., Davidson, L., & Hagel III, J.
(2010). The Power of Pull (Kindle Edition ed.).
(2010). The Power of Pull (Kindle Edition ed.).
USA: Basic Books. Loc. 172-73, 183-85.
USA: Basic Books. Loc. 172-73, 183-85. How to build the learning pathway
P 41-42
13. PULL Technology #1
The RSS Reader
Personal Learning Network (PLN)
• Classroom Monitoring Portal (CMP)
• Brand Monitoring Portal (BMP)
Efficient Learning Strategies for the
21st Century Teacher (PLN) p 35-38
CMP p 74, 77
Actions to Develop a Personal Brand
in Education p 202-204
15. 7 Pull Technologies
1. RSS Reader
2. Tablet-Sized Devices
3. Handheld Devices
4. Social Bookmarking
5. Joining Online Conversations
6. Networking Organizations
7. Location Based Apps
Pull Learning to help you
easily embed learning in
your weekly schedule
p 36-41
16. Teacherpreneurship
“Finnish teachers pick books and customize lessons as they
shape students to national standards… ‘. In Finland, the
teachers are the entrepreneurs," says Mr. Schleicher, of
the Paris-based OECD, which began the international
student test in 2000.’
“What Makes Finnish Kids So Smart”
The Wall Street Journal
By ELLEN GAMERMAN
February 2008
http://online.wsj.com/public/article/SB12042535506560199
7.html
Teacherpreneurship: Boost
learning in the classroom
p 45-47
17. 1) Analyze Your Context
Connect with your Organization
• Local School Policies and Procedures
• Laws of the State and Nation
• Relationships
• Site Blocking and Unblocking
• Parent Communication &
Permissions
• Past Experiences
• Local Mentors & Advocates for
Global Collaboration
Guidelines and work habits
that support and hold
accountable p 45-50
18. 2) Coordinate with Curriculum
• Project Organizers:
– Agree on mandatory
outcomes and
cooperation aspects
• Local Curriculum
– Standards Alignment
– Augmentation of Project
on Customized Basis
Guidelines and work habits
that support and hold
accountable p 45-50
19. Agreeing on core and
optional outcomes with
stakeholders p 45-47
20. Agreeing on core and
optional outcomes with
stakeholders p 45-47
23. Key Concepts of the Global Classroom
• Teacherpreneurship
• Teachersourcing
• Community Habits
• Connection Mapping
• Dual Communication Modalities
– Asynchronous
– Synchronous
30. The strongest enemy of cyber criminals
“Educators who
arm their students
with knowledge of
common electronic
crime issues of the
day and teach them
the steps to take if
suspicious activity
is noticed or
offenses occur.”
P 103
32. Step 3: Citizenship
Step 3: Citizenship
Technology Access
Map of world’s Facebook connections Source: Facebook December 2010
Citizenship Chapter begins
on p 98
33. Technical Awareness
You can run into the 21st
Century when you know
how to use 21st century
tools.
P 101
34. Individual Awareness
“To blindly accept a
website’s profile settings is
to hand over your digital
destiny.”
P 101
35. Social Awareness
“The novelty and addictiveness of technology
will harm our relationships and productivity
unless we take control.”
Flat Classroom Book
www.flatclassroombook.com
P 101
36. Cultural Awareness
Everyone is not just like me.
Everyone is like me in some ways.
P 101
37. Global Awareness
• Different countries have different laws
– Copyright, legal
– Taboo subjects
• Nationality transcends culture
– Every nation has multiple cultures
– Never stereotype a nation
P 101
38. We need to be strong against
online threats
Identity Theft
Cyberstalking
Viruses,
Malware
Spyware
Phishing
Pharming
Intellectual
Property
P 102
Thieves
39. 5 Steps to Internet Safety
1.Stop
2.Screenshot
3.Block
4.Tell
5.Share
P 104-105
40. How do we keep student participation levels high when in social
networks students tend towards Klossner’s Theory?
Building a vibrant community
requires a higher standard of
communication between
participants and in Flat Classroom
global collaboration all participants
are expected/required to
contribute, collaborate and be
visible online.
Klossner’s (2010) 90-9-1 principle
P 128
Step 4: Contribute &
Collaborate
41. What is co-creation?
Can you have co-creation without the 3 R’s of global collaboration?
•Receive
•Read
•Respond
P 128-130
42. Step 5: Choice
Step 5: Choice
Use Multiple Intelligences as a
Planning Tool
PLACES: Creating a physical environment conducive for learning p 171-173
Vicki A Davis, Cool Cat Teacher -
10/17/12 SPACES: Designing Electronic Spaces for Choice p 173- 186 42
http://coolcatteacher.blogspot.com
44. Why Celebrate?
Step 7: Celebrate
• Ongoing Improvement – Kaizen
• Retrospection
• Closure
• Sense of accomplishment
• Provide feedback
• Cement cooperative learning experiences
A thought about Retrospection…….
• It would be sad to retire and have it said, “she didn’t
teach 30 years, she taught 1 year 30 times.”
The Chapter on Celebration, Kaizen and
ongoing school-wide improvement begins on
page 215
45. P 216 – This chart gives an overview
of the many ways schools can
celebrate and improve the classroom
and school
46. Project Celebration: Student Summit
“In addition to the in-class
required assessment for
a global project, it is
advised that students
are able to celebrate
and reflect with others
from the project,
including teachers and
students. ”
P 266-267 Showcase: The
Student Summit in Action
47. Am I willing to redesign my curriculum to embed a global
project into what my class does?
“Designing a global collaborative
experience involves
transcending the obvious real
time linkup, fostering higher
order thinking and providing
opportunities for cultural
understanding while usually
making a product that impacts
others in a positive way. ”
Overview of Designing and Managing
a Global Collaborative project begins
on p 236
48. Project Design Relationships
Designing global collaborative projects for
students Chapter 10 – p 236
Designing challenge based professional
development Chapter 11 - 268
49. P 236 – Chapter 10
Designing a global
collaborative project
51. Published by
PEARSON
January 20
2012
Your step-by-step guide to
creating a global classroom.
Join the Flat Classrooms community
on Facebook to learn more, share Read the book and join
ideas and be inspired.
www.facebook.com/flatclassrooms the community!
52. Visit our
Flat Classrooms Website!
(Links to Projects)
http://flatclassroomproject.net
Join our Ning!
http://flatclassrooms.ning.com/
Join our Conference!
http://flatclassroomconference.com
Join the Global Book
Club – March 2012
www.flatclassroombook.com
Notes de l'éditeur
7 Steps to Flatten Your Classroom Vicki Davis 5010 Spotlight Connecting your classroom to other classrooms in the world need not be overwhelming. Learn the seven steps to successfully and safely connect your classroom in meaningful ways that will enhance your curriculum and excite your students. Madera Wyndham Hotel
Vicki – talks about Domingo Julie – talks about how this book is a journey and full of stories from classrooms around the world
Vicki -
Julie: as the students worked in teams with others throughout the world. Vicki:
Julie: We describe global collaboration in stages. GC 3.0 = more emphasis on co-created multimedia products, use of social media tools for communication, high expectations to connect in an ongoing manner, student-centered learning
Vicki: and the students produced multimedia while outsourcing a clip to their partner in another part of the world…
Julie: Flat classroom projects have been acknowledged over the past 5 years with awards and listed as exemplary
Julie: Our aim is to create projects and opportunities across all levels of education. Right now we have FCP and NetGenEd for high school, Digiteen for upper ES, MS and HS, AWL for upper ES, Eracism for MS HS and our new pilot this semester is Building Bridges to Tomorrow for K-2 level – over 40 classrooms from about more than 10 countries
Vicki:
Julie: And it is more than just students, it is about educators, preservice teachers, and experts merging together in a flattened learning environment Vicki: Where students and educators work together as one with mutually beneficial outcomes for all. Literally, the classroom has become…
Julie: Seven chapters in the book cover our 7-steps pedagogy to flatten your classroom. These steps have been literally well walked in over the last 5 years. We speak and share not from a theoretical point of view but from the trenches – from years of experience implementing global projects alongside other educators
Vicki:
Vicki: Did you know that you are here because of Web 2.0?
Julie: ?
Vicki:
Vicki: If we look at arguably the best education system in the world, the Finnish teachers pick books and customize lessons as they shape students to national standards. "In most countries, education feels like a car factory. In Finland, the teachers are the entrepreneurs," says Mr. Schleicher, of the Paris-based OECD, which began the international student test in 2000.
Vicki:
Julie: Good teacherprenuers are not renegades, they are connectors. They connect curriculum and connect with their administrators.
Vicki:?
Vicki:
Vicki: Julie:?
Vicki: Julie:
Julie: The Flat Classroom Project Framework shows the essential construct of this global collaborative project
Vicki:
Vicki:
Vicki:
Julie: Ribble and Bailey define……..thanks to Mike Ribble for providing a workable entry into digital citizenship in the classroom
Julie: Today, citizenship needs to extended and expanded to include norms of behaviour that are expected for when people connect, communicate and work together in any way.
Vicki:
Vicki: - talk about Areas of Awareness Julie: Cover Rays of Understanding
Vicki:
Vicki:
Julie:
Vicki:
Julie:
Julie:
Vicki:
Vicki: The classroom teacher decides the appropriate action, which may include asking the student to apologize to the educational network or, in some cases, suspending or even banning the student from the network. One of the advantages of working as a global team on these projects is that the networks are monitored 24 hours a day, and RSS feeds make it easy to see new content as soon as it ’s posted. It is very rare that a student deliberately or maliciously sets out to be offensive when collaborating online as part of a project. In fact, we’ve suspended or banned fewer than 10 out of 3,000 students in more than three years.
Vicki:
Julie: The 3R’s – without these there is no true collaboration or co-creation