AP Calculus December 3, 2008

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Behind Their Eyes - making thinking visible is not enough Walk into any classroom and watch the breakneck pace at which teachers are working hard to help students learn. Mind you, if we don’t uncover what students are thinking while learning, they may be running down the wrong path. OK, so we need ways to make student thinking visible. Seeing their thinking is important, but we also need to create the time and space for teachers to absorb, reflect, and act on what their students thinking reveals. This workshop shares strategies both for making student thinking visible and for creating time and space for teachers to meaningfully act on what they learn about what’s going on behind their eyes.

Behind Their Eyes v1

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“If you really want to understand something, try changing it.” - Kurt Lewin As the Director of Learning for a school division made up of 18 schools, my job is to help lead the largest change initiative ever undertaken in our school community. One of the most important, difficult, messy things any school leader does is lead change. While we can learn from the change leadership of others, copying their work most often leads to failure. Success is more likely to come from adapting others work to our own context. In this workshop I share the journey we’ve undertaken collectively in our schools; how we developed a shared vision, cultivated collaborative cultures, maintained a focus on deep learning, and wrestle with the nuances of accountability. Informed by the latest research on change management in education, we also model strategies for fostering deep learning conversations in your schools. We’ll engage in some deeper learning conversations together and take back a wealth of ideas you can adapt to your own context. Developing collaborative cultures is careful and precise work that has profound impact when carried out well. So how do you do that? Come, let’s learn together. Good people are important, but good cultures are moreso.

Leading Change v1

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In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore inquiry as a pedagogical stance and the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline. Participants will leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.

Providing Permission To Wonder v2.1

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This participatory session will engage attendees in some meaningful dialogue around several aspects of digital citizenship. We'll explore some hot-button topics and consider their impact on the work we do as educators. This session will provide clarification around a number of key digital citizenship issues and will also highlight a valuable model for engaging your students in classroom conversations. There’s a fair bit of fear mongering disguised as digital citizenship online. Our kids need more models of empathy and empowerment – so do we. We’ll share some of those models too.

Things That Suck About Digital Citizenship v1

Darren Kuropatwa

Presented at the Riding the Wave Conference in Gimli, Manitoba. May 2017. In two words, you remember the whole story: glass slipper, sour grapes, cold porridge. You remember more than facts, you recall relationships & deeper connections between characters. Some of the powerful ways we leverage digital for deeper learning includes challenging sources of information (fake news), exploring bias (developing empathy through multiple perspectives), and creating powerful feedback loops that foster deeper learning. Powerful narratives, in a word or two, bring to mind a wealth of ideas & relationships; more than just facts. How can we find stories that make our teaching sticky and help kids find, and more importantly tell, stories that make learning stick? This workshop will equip teachers with the skills & knowledge to foster deeper learning across the curriculum by intentionally leveraging digital tools to foster deeper learning.

Digital Storytelling for Deeper Learning v1

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Presented at the Richmond District Conference, Feb 2017. Why does digital learning matter? In a society that is increasingly technophilic what are the new literacies we need to be aware of for our own learning and that of our students? How does this impact the way we think about and teach our children to become empowered and empathetic responsible citizens? Answers to these questions and more are shared through a series of powerful tales of learning.

Tales of Learning and the Gifts of Footprints v4.2

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Presented at the Richmond District Conference, Feb 2017. A series of stories woven together to start a conversation with middle and high school students, teachers, and parents about living our lives on and offline (on The Fourth Screen) more thoughtfully. This talk focuses primarily on the ideas of Empathy, Empowerment & Persistent Kindness and shares resources teachers can use to lead these sorts of conversations with their own students.

The Fourth Screen v4.2

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Learning is at BYTE 2017

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Slides to support a master class at the PRIZMAH Conference in Chicago, IL. 5 Feb 2017. How can we make learning sticky using powerful storytelling frameworks that tap into peoples' emotions? How do we involve all students in creating digital content that doesn't also create hours of content for teachers to assess? This interactive session will showcase Digital Storytelling activities teachers can use in class tomorrow! Document student learning & foster reflective ways for students to share their learning. 1st: we play! Then we'll discuss how to practically adapt these ideas, make them your own, and figure out what sort of infrastructure needs to be in place to support these kinds of powerful learning experiences. We’ll learn how to exercise your students' & your own creativity muscles and share simple strategies for collecting & publishing student work.

We Learn Through Stories at PRIZMAH17

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The Fourth Screen v4

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Learning is at BLC16

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Slides to support a master class at the Building Learning Communities Conference in Boston, MA. 18 July 2016. How can we make learning sticky using powerful storytelling frameworks that tap into peoples' emotions? How do we involve all students in creating digital content that doesn't also create hours of content for teachers to assess? This interactive session will showcase Digital Storytelling activities teachers can use in class tomorrow! Document student learning & foster reflective ways for students to share their learning. 1st: we play! Then we'll discuss how to practically adapt these ideas, make them your own, and figure out what sort of infrastructure needs to be in place to support these kinds of powerful learning experiences. We’ll learn how to exercise your students' & your own creativity muscles and share simple strategies for collecting & publishing student work.

We Learn Through Stories v4 (master class)

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Slide deck in support of a conversation with educators about how to embed the teaching of digital ethics across the curriculum and holding up a mirror to our own ethical online behaviour before becoming too critical of the students who learn from us. Held at the Building Learning Communities Conference in Boston, MA. 17 July 2015. We live in an age where everything is recorded digitally – in pictures, video, and text – live as it happens; it's the end of the age of legends. "Selfie", according to the Oxford dictionary, is the word of the year 2013. Often the selfies our students are sharing aren't putting their best digital foot forward. As teachers, how can we help our students leave digital footprints they can be proud of? Is only sharing your "best stuff" such a good idea? How do we address the issue of digital ethics across the curriculum and in our classrooms?

Digital Ethics or The End of The Age of Legends v5.2

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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