What are the strengths and weaknesses in Common Core. How does it look when we take it into the cloud? What are issues that those concerned with education reform must consider? How can we implement standards and preserve the beauty and importance of each individual child?
Common Core in the Cloud 2013: College & Career Readiness & Common Core national Conference
1. Common Core in the Cloud
#ccssconf2013
Vicki A. Davis
Teacher, IT Director
@coolcatteacher
Co-founder, Flat Classroom™ Projects
Author, Flattening Classrooms, Engaging Minds
Reinventing Writing
Eye on Education
December 2013
Slides at
www.coolcatteacher.com
2. Collaborative Project
Contest First Place
2007
ISTE SIGTel
Online Learning
Award Winner 2007
www.flatclassroomproject.net
Net Gen
Education
(with Don Tapscott)
Eracism Project
Flat Classroom™
Conference
The Flat Classroom™ Story
P 1-2
Short listed in 2009
3. Flat Classroom®
Global Projects
Flat Classroom® Project
Digiteen™ Project
„A Week in the Life…‟ Project Gr3-5
NetGenEd™ Project
Eracism™ Project
Incubator Program
K-2 Project Building Bridges to Tomorrow
@flatclassroom
@digiteen
@netgened
@eracismproject
@flatclassroom
@flatclasskids
P10-11*
P11-12
P13-14
P12-13
P13
NEW!
NEW!
@flatclassroom
*See the frameworks for each model on referenced page numbers.
14. John Seely Brown,Visiting Scholar, University of
Southern California
“…you can’t just drop new
innovations into a classroom
and hope that the instructor
will invent effective ways to
use them.To fully utilize a
new teaching technology, you
often need to invent new
teaching practices as well.”
Flat Classroom Conference 2011
Beijing, China
“Web 2 Kung Fu” speedsharing invented
15. Engagement Theory
1. Occur in a group context
(i.e. collaborative teams)
2. Project Based
3. Authentic Focus
Kearsley, G. & Schneiderman, B. (1999). Engagement
theory: A framework for technology-based learning
and teaching. Originally at
http://home.sprynet.com/~gkearsley/engage.htm .
Retrieved 14:42, 11 September 2006 (MEST)
A framework for
technology based
teaching and
learning
18. Facts for your future
Caucasian white people will be the minority in the US by 2042.
Georgetown University Center on Education and the Workforce, December 2009
32
10 11 10
40
34 30 28
19
17
17
12
8
10 12
9
19 21 23
7 10 11 10
0%
20%
40%
60%
80%
100%
There Is Growing Demand For An Increasingly Educated Workforce
Workforce job requirements, by education level
1973 1992 2007 2018
Graduate
degree
Some
college
HS
diploma
HS
dropouts
Associate’s
degree
Bachelor’s
degree
24. Source: "Tough Choices or Tough Times" 2007, National center on education and the economy
LOTS
(Lower order
thinking skills)
HOTS
(Higher order
thinking skills)
28. LOTS can crowd out
HOTS
“The more education a child had been
allowed to have before his/her handwriting
was changed over to cursive …the larger his
or her vocabulary was …the kids who’d
been required to do the least cursive had
vocabularies THREE TIMES the size of those
who’d been required to do the most
cursive.”
Kate Gladstone, Handwriting that works
As quoted in http://georgecouros.ca/blog/archives/1758
You must
choose what
to include.
30. 20% time project or #geniushour
See http://westwood.wikispaces.com/2012+Computer+Fundamentals+Projects
31. 20% time project or #geniushour
See http://westwood.wikispaces.com/2012+Computer+Fundamentals+Projects
32. “Movements” with an
authentic focus
“Maker” movement
Learning Commons (Library movement)
Genius hour
20% time
Passion projects
Student “Tech” support
Early STEM College
Technology Problem Solving
EAST Program - Arkansas
33. Engagement Theory
1. Occur in a group context
(i.e. collaborative teams)
2. Project Based
3. Authentic Focus
Kearsley, G. & Schneiderman, B. (1999). Engagement
theory: A framework for technology-based learning
and teaching. Originally at
http://home.sprynet.com/~gkearsley/engage.htm .
Retrieved 14:42, 11 September 2006 (MEST)
A framework for
technology based
teaching and
learning
35. Man from Bangladesh on
my plane
“This is your last generation
of prosperity because none
of you want to work. My
friends and I are coming
here and taking all your
jobs. Enjoy your life.”
36. Man from Bangladesh on
my plane
“This is your last generation
of prosperity because none
of you want to work. My
friends and I are coming
here and taking all your
jobs. Enjoy your life.”
37. Just a high school degree with rote
memorization will not create
success!
42. Why do we even care about
flattening
Our classrooms?
45. The FACTS of 21st century life.
Successful people will have to
work with and market to
China, India, and
46. 3 disruptions in history of
education
1. Phonetic Alphabet
2. Mass produced books
3. Networked computers
David Thornburg
Mobile Learning and the Disruption of Education
http://www.tcse-k12.org/pages/disruptive.pdf
Things that SHOULD
fundamentally
changed how we
teach
60. What kinds of things interface in
today’s classroom?
Students
Textbooks
/eBooks
Apps
Computers
Schools
Teachers
Websites
61. No Common Interface/ Output
Students
Textbooks
/eBooks
Apps
Computers
Schools
Teachers
Websites
62. MOOCs will take off when…
“once student behavior
databases enable feedback
cycles”
According to Udacity and Edx
http://theconversation.edu.au/digital-dawn-open-
online-learning-is-just-beginning-7758
Massive Open
Online Course
64. How will we allow all of these
beautiful graphical tools to interact?
65. How will all of the tools in education
interface?
67. Strengths
Allow you to program
common INTERFACES
Allow communication &
SYNERGY between different
tools and teachers
If you don’t know where
you’re going how will you
know when you’re there?
69. Weaknesses
• You get what you measure
"Perhaps what you
measure is what you
get. More likely, what
you measure is all
you’ll get. What you
don’t (or can’t)
measure is lost" –
H. Thomas Johnson
70. Weaknesses
• You get what you measure
"the most important figures
that one needs for
management are unknown or
unknowable,
but successful management
must nevertheless take
account of them."
W. Edwards Deming
(from Out of the Crisis, p 121)
74. Weaknesses
• You get what you measure
• Standards gravitate, by nature
towards LOTS
• LOTS can easily crowd out HOTS
• Lack of flexibility for unique
classroom needs
• Who controls the standards?
• Semantic confusion
78. The semantics of
standards
Majority doesn’t rule in science.
Just because most people think it
doesn’t make it true.
A human law cannot change the
laws of science.
83. To overcome Weaknesses
• You get what you measure
– Must MEASURE HOTS
• Efolios
• passion projects
• Define what HOTs looks like in a
school.
• Celebrate creativity
• Creativity Competitions
• Requirements to collaborate
84. To overcome Weaknesses
• Standards gravitate, by
nature towards LOTS
– Create “HOT” standards of
BEHAVIORS we want to see
happening
85. To overcome Weaknesses
• LOTS can easily crowd out
HOTS
– Make room for creativity (i.e.
20% time project)
• Lack of flexibility for unique
classroom needs
– Teacherpreneurship
– Expect customization
86. To overcome Weaknesses
• Who controls the standards?
– Be inclusive and
comprehensive of important
theories regardless of your
personal opinion
– Guard standard makers from
political influence
• Semantic Issues
– Be careful to define terms:
standards, theories, and laws
104. I’ve got “me” but where’s the “we?”
Typical Person in
writing
Singular
First Person “I”
2nd Person “you”
Third Person
“he/she/it”
Plural
First Person “We”
2nd Person “you”
3rd Person “They”
105. WHAT IS COLLABORATIVE WRITING?
WHAT IS “THE CLOUD?”
The process of writing, editing, and producing with a group of people.
106. Dr. Justin Reich @bjfr
• “Only 11% of wikis have any form of student
collaboration and only 2-3% of wikis could be
called ‘highly collaborative.’”
• “Giving students access to collaborative
platforms doesn’t mean they will collaborate.”
http://blogs.edweek.org/edweek/edtechresearcher
107. Fosters community (Elbow 373)
Helps see problems from multiple viewpoints (Howard 10)
Co-authoring impacts the writing of individual authors (Aghbar)
Improves Learning Experiences (wolf 2010)
“Ideal model for constructing, reorganizing and acquiring new
information” (Janssen et all 2010)
Global collaboration is essential in today’s workplace (Friedman)
Shorten time required to solve pressing world problems (Tapscott)
Benefits of Collaborative Writing
Hong Kong 2011
Students edit wiki with virtual partners
135. Community of Practice
• “communities of practice are formed by
people who engage in a process of collective
learning in a shared domain of human
endeavor.” (Lave and Wegner)
136. Community of Practice
• “communities of practice are formed by
people who engage in a process of collective
learning in a shared domain of human
endeavor.” (Lave and Wegner)
138. Common Core Writing Standards
Summarized
Text types and
purposes
• W.x.1 Write arguments
• W.x.2 Write informative/ explanatory texts.
• W.x.3 Write narratives
Production and
Distribution of
Writing
• W.x.4 Production and distribution
• W.x.5 Develop and strengthen writing
• W.x.6 Use technology
Research to
build and
present
knowledge
• W.x.7 Conduct research projects
• W.x.8 Gather relevant information
• W.x.9 Draw evidence
Range of Writing
• W.x.10 Write over varied time frames for a variety
of tasks, purposes and audiences
http://www.corestandards.org/the-standards/english-language-arts-standards
139. Plan & Set
Up
Research &
Draft
Edit &
Revise
Celebrate
&
Conclude
Purpose, standards, timeframe,
production & distribution
method, 20 questions, set up
What is happening
W.x.7, W.x.8, W.x.9 standards
Construct
PLN, Partner, Handshake, Organi
zing, Prewriting, Drafting
Leave a
personal, classroom, and
school legacy & determine
next practices
Discuss, give
feedback, Engage, troublesho
ot, cite, revise
146. Study of Expectations
• 20% of students in the student were said to
have “unusual potential for intellectual
growth”
• Three teachers selected were told they were
selected because they were the best in the
school
Rosenthal, R., and Jacobson, L. (1968). Pygmalion in the classroom: Teacher
expectation and pupils' intellectual development'. New York: Rinehart and
Winston.
147. At the end of the school year
• Led the school and district in standardized test
scores
• Jumped 20-30% in academic achievement
over previous year.
Rosenthal, R., and Jacobson, L. (1968). Pygmalion in the
classroom: Teacher expectation and pupils' intellectual
development'. New York: Rinehart and Winston.
148. Guess what?
• The selections were RANDOM.
– Students were a mix of good/bad/ medium.
– So were teachers!
Rosenthal, R., and Jacobson, L. (1968). Pygmalion in the classroom: Teacher
expectation and pupils' intellectual development'. New York: Rinehart and
Winston.
149. You Believe, You Receive!
“In experiment after experiment, it has been
demonstrated that when teachers EXPECT their
students to perform well, the students work
hard and live up to their teacher’s expectations.”
Brian Tracy, Maximum Achievement
167. Common Core in the Cloud
#ccssconf13
Vicki A. Davis
Teacher, IT Director
@coolcatteacher
Co-founder, Flat Classroom™ Projects
Author, Flattening Classrooms, Engaging Minds
The Essential Collaborative Writing GuideBook
Eye on Education
December 2012
Presentation is in the cloud at
www.coolcatteacher.com
Notes de l'éditeur
During that time, in December 2005, I began blogging at the Cool Cat Teacher blog and used my experience from the business world as a general manager as well as my teaching, professional development teaching I’ve done for adults in technology at the college level, and my experience as IT director for my school to this blog. But you see, I still view myself as the
Georgia Educators Technology Conference in Atlanta with a commission from my curriculum director to bring technologies back to my classroom that would enable me to better facilitiate
Understand that flat classrooms are based upon things you already understand – Research Based Best Practices such as differentiated instruction, authentic assessment, cooperative learning, and project based learning. The only difference is that your classroom is merged with other classrooms and your student’s partners are in other time zones and locations.
This is how I felt!
event for my classroom and I when I wrote a blog post in October 2006 called “My students weigh in on Friedman’s Flat World.”
Julie Lindsay, “It would be great if we could interact with your students! Would you be willing/ have the time to participate in an online debate or discussion? My students are Bangladeshi and Indian nationals and have a perspective from the ‘other side of the flat world.’”
She was at the International School Dhaka, Bangladesh.
In addition to the wiki, the students also created videos about their topic where that to outsource, or receive video from their partner on the other side of the world and this is the type of video that emerged.
“…you can’t just drop new innovations into a classroom and hope that the instructor will invent effective ways to use them. To fully utilize a new teaching technology, you often need to invent new teaching practices as well.” John Seely Brown
We’re not making copies in schools, we’re making originals.
We are working to determine the vital behaviors that will move us towards effective twenty first century classrooms. We’ll call this Flat Classroom. But I want you to remember as we look as the vital behaviors that there is one thing you can completely influence. What is the one thing you have complete and total control over in your district?
We’re going to talk about the cloud, but sometimes to see where we’re going, we need to see the bigger picture of where we’ve been.
My technology journey began somewhere around the age of 10 with the TRS-80 computer
These were the days of the Command Line Interface or CLI
We played games like this text adventure game
And eventually played games like this that became a little bit more graphical and really thought we had it made when we
Were able to play games like Monkey island
Then, the Graphical User Interface was invented at Xerox PARC and we began having devices like the computer I took to Georgia Tech in 1987 – the Macintosh SE
We had the graphical user interface
With a lovely little control panel like this
And eventually when color came along we were starting to play games like this.
For example, let’s take one question: where did humans originate?
For example, let’s take one question: where did humans originate?
Oscar Pistorius Olympics
The story of the first 'cyborg' flesh and bloodNeil Harbisson, the first human to be officially recognized as a man / machine.Due to his illness in xonsiste that fails to recognize the colors alone, he walks with a device that turns colors into sounds for him so he can know what color things, objects with which it intersects on a daily basis.He began walking with a backpack which contained a computer and now behind only one chip in the head, which transposed into everywhere, for that utlidade.http://www.luuux.com/node/3560531
We’re going to talk about the cloud, but sometimes to see where we’re going, we need to see the bigger picture of where we’ve been.
These numbers are pulled from a variety of sources including Ahmed SabbirArif, Wolfgang Stuerzlinger Analysis of Text Entry Performance Metrics Dept. of Computer Science & Engineering York University^ Karat, C.M., Halverson, C., Horn, D. and Karat, J. (1999), Patterns of entry and correction in large vocabulary continuous speech recognition systems, CHI 99 Conference Proceedings, 568-575.^ a b c Brown, C. M. (1988). Human-computer interface design guidelines. Norwood, NJ: Ablex Publishing.^ Ayres, Robert U; Martinás, Katalin (2005), "120 wpm for very skilled typist", On the Reappraisal of Microeconomics: Economic Growth and Change in a Material World, Cheltenham, UK & Northampton, Massachusetts: Edward Elgar Publishing, p. 41, ISBN 1-84542-272-4, retrieved 22 November 2010^ Typing Speed: How Fast is Average, 1997^ http://www.bigsiteofamazingfacts.com/history-of-typewriters^ http://www.owled.com/typing.htmlZiefle, M. (1998), Effects of display resolution on visual performance, Human Factors, 40(4), 555–568.^ Williams, J. R. (1998). Guidelines for the use of multimedia in instruction, Proceedings of the Human Factors and Ergonomics Society 42nd Annual Meeting, 1447–1451^ http://www.brainyhistory.com/events/1988/may_24_1988_161209.html^ http://www.youtube.com/watch?v=c4-CRv0ih28http://www.lisabmarshall.com/uncategorized/how-fast-do-i-speak/On the 2006 SAT, a United States post-secondary education entrance exam, only 15 percent of the students wrote their essay answers in cursive.[7]http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED056015&ERICExtSearch_SearchType_0=no&accno=ED056015 – Manuscript / cursive speeds
One drop is a drop of water. Many drops of water together make rain. Rain makes the grass grow. One person writing is one workbut multiple people make change. Change can improve our world.
One drop is a drop of water. Many drops of water together make rain. Rain makes the grass grow. One person writing is one workbut multiple people make change. Change can improve our world.
In his book Pymalion in the classroom, Dr. Robert Rosenthal of Harvard University shared his experiment from the late 1960s. Beginning of school year three teachers were called into the office and told that “because of their teaching styles you are the three best teachers in the school as a special reward we are going to give each of you one classroom of the brightest childre in the school selected based on IQ tests – we expect them to jump 20-30% in academic achievement. Keep this confidential, we don’t want anyone to know.”Teachers were psyched. They were enthusiastic. At the end of the year.
In his book Pymalion in the classroom, Dr. Robert Rosenthal of Harvard University shared his experiment from the late 1960s. Beginning of school year three teachers were called into the office and told that “because of their teaching styles you are the three best teachers in the school as a special reward we are going to give each of you one classroom of the brightest childre in the school selected based on IQ tests – we expect them to jump 20-30% in academic achievement. Keep this confidential, we don’t want anyone to know.”Teachers were psyched. They were enthusiastic. At the end of the year.
We’re too busy having a pity party to exert the influence to have a victory party.
So, I embed my learning and take 15 minutes 2-3 times a week to learn and explore new technologies and this, has been the thing that has led to the complete transformation of my classroom! But you don’t have time – you say.
How do you eat a watermelon?
If you eat it whole, you’ll choke.
No, the way you eat a watermelon is one bit at a time.
And that is what I suggest for you to do today. Your assignment for this webinar today is to come up with your “Big Three” at the end of the webinar. Pick three things – start there!
Me but we have to change me into
And you’ll be surprised at how quickly me turns into We!
Do the things that sit at hand like Thomas Carlyle said. “Our job is not to see what lies dimly at a distance, but to do what lies clearly at hand.” Investigate your next three things.
I can do something. I
Can. I can.
I CAN. So, angela, what can we do in our schools and classrooms today that will make a difference?