CREATING
MAKING &
VISUALISING
Integrating Technology
within a Classroom that Works
Aaron Davis
@mrkrndvs
readwriterespond.com
HIGH RELIABILITY
LOW VARIABILITY
A HANDBOOK FOR CLASSROOM INSTRUCTION THAT WORKS
Providing Feedback
Cooperative Learning
Cues, Questions and Advance Organizers
Non-Linguistic representations
Summarising and Note-taking
Identifying Differences and Similarities
Generating and Testing New Ideas
WHEN TO USE WHAT ...
| Creating the Environment for Learning | Helping Students Develop Understanding | Helping Students Extend and Apply Knowledge | |||||||
| Setting Objectives & | Reinforcing effort and providing recognition | Cooperative Learning | Cues, Questions and Advance Organizers | Non-Linguistic representations. | Summarising and Note taking. | Assigning Homework and Providing Practice. | Identifying Similarities and differences. | Generating and testing hypothesis. | |
Providing Feedback | ||||||||||
Introduction |
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Explicit Teaching |
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Student Learning |
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Reflection |
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Post Lesson |
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LESSON PLAN
MODERN LEARNING CANVAS
A high reliability
low variability school
BUT WHAT ABOUT
DIGITAL TECHNOLOGY?
“Small-group work is valuable, but
COOPERATIVE LEARNING,
with elements of positive interdependence and individual responsibility, is the strategy that rises to the level of significance”
Pitler, Howard, and BJ Stone. A Handbook for Classroom Instruction that Works. ASCD, 2012, P. 76
Connecting with various applications via the cloud makes cooperation and collaboration both
MORE DOABLE and MORE VISIBLE
“We need to provide our students with FEEDBACK
in a way that is corrective and helpful as they move toward the objective, without overwhelming them with truckloads of feedback at once”
Pitler, Howard, and BJ Stone. A Handbook for Classroom Instruction that Works. ASCD, 2012, P. 23
Using standards to support development using Edufolio
Identifying missions and medals to take the next step
Providing timely feedback using Google Apps
EXAMPLES of FEEDBACK
CUES are hints about the content of an upcoming lesson; in addition, they both reinforce information that students already know and provide some new information on the topic”
Pitler, Howard, and BJ Stone. A Handbook for Classroom Instruction that Works. ASCD, 2012, P. 97
Activating prior knowledge using questions with AnswerGarden
Tune into what is important with a short media extract
Engage learners with a KWHL using Padlet
EXAMPLES of CUES
QUESTIONS
allow students to access previously learned information and assess what they do not already know”
Pitler, Howard, and BJ Stone. A Handbook for Classroom Instruction that Works. ASCD, 2012, P. 97
Accessing previous information through a Kahoot! quiz
Devling into analytical questions using Verso
Using inferential questioning to drive a Mystery Skype
EXAMPLES of QUESTIONS
ADVANCE ORGANISERS
help teachers prepare students for upcoming learning and take the mystery out of what is to come”
Pitler, Howard, and BJ Stone. A Handbook for Classroom Instruction that Works. ASCD, 2012, P. 113
Filling out an advanced organiser such as a Frayer Model
EXAMPLES of ADVANCED ORGANISERS
Providing a lesson overview
in an online space
Creating a flipped narrative using Adobe Voice
NONLINGUISTIC REPRESENTATIONS
provide students with useful tools that merge knowledge presented in the classroom with mechanisms for understanding and remembering that knowledge”
Pitler, Howard, and BJ Stone. A Handbook for Classroom Instruction that Works. ASCD, 2012, P. 129
EXAMPLES of NON-LINGUISTIC REPRESENTATIONS
Creating visual representations using Canva
Organising knowledge
using graphic organisers
Building manipulatives and models using Scratch
“The act of SUMMARISING facilitates learning by providing opportunities for students to capture, organize, and reflect on important facts, concepts, ideas, and processes they will need to access at a later time”
Pitler, Howard, and BJ Stone. A Handbook for Classroom Instruction that Works. ASCD, 2012, P. 152
Keeping collaborative notes using Google Docs
Summarising with a defined frame using OneNote
Exploring different possibilities with sketchnoting
EXAMPLES of SUMMARISING
Pitler, Howard, and BJ Stone. A Handbook for Classroom Instruction that Works. ASCD, 2012, P. 237
“When students are involved in identifying similarities and differences and/or generating and testing hypotheses, they are very often THINKING and APPLYING THEIR KNOWLEDGE at a higher level or with more rigor.”
Documenting thinking about learning using Seesaw
Generating and testing hypothesis using Trello
Identifying similarities and differences using Google Drawings
EXAMPLES of APPLYING KNOWLEDGE
How might we use technology in order to AMPLIFY CREATING, MAKING AND VISUALISING
in and out of the classroom?
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