21 cent tools for understanding
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This document discusses themes related to 21st century learning at Avon Grove School District, including seven content thinking strategies, professional development plans, and how brain research relates to instruction. It provides an overview of how the limbic system and reticular activating system work and their impact on learning. Short and long term memory are examined, highlighting how much information can be held in memory at different ages. Finally, it lists some quick online tools like DIIGO, Jing, and Picasa that can be used to capture and share information.
21 cent tools for understanding
- 1. Avon Grove Leaders of Integrated instruction21st Century LearningDecember 7, 2010Themes -> Goals -> GRR & Brain Research -> 21st Century Learning
- 2. Seven Content Thinking Strategies Asking QuestionsMaking ConnectionsVisualizingDrawing InferencesDetermining ImportanceSynthesizing InformationMonitoring & Repairing Understanding
- 3. AGSD Professional Development Plan 2010-2011Professional LearningToolsAll students can achieve!MathAssessmentCurriculum21st Century SkillsGradual Release of ResponsibilitySocialStudiesScienceArts
- 4. Business
- 5. FCS
- 6. WL
- 7. Wikis
- 8. Blogs
- 9. Google Docs
- 10. PowerSchool
- 13. Document Cameras
- 14. Formative
- 15. Summative
- 16. Diagnostic
- 17. BenchmarkTeaching PracticesBest Instructional Practices Gradual Release of ResponsibilityReading & WritingColllins Writing (7-12)Writers' Workshop (1-6)LiteracyStandardsPlanned Course Outlines
- 18. Brain Research
- 19. Limbic System- The AmygdalaFight or Flight center of the brainIf the sensory data is perceived as a threat, or the student feels stress, it triggers “survival mode”Survival mode diverts information from the thinking brain to the automatic centers.
- 20. Reticular Activating System - RASAttention activating switching system, located in the brainstemAll messages pass through the RAS to gain entry to the higher thinking brainRAS is the filter that “turns on” the level of response and alertnessAll new learning passes through this section
- 21. Memory Table- Short-Term MemoryHolds all of the new information until we process it and move it to long term memoryHolds 3-5 pieces of new information in young childrenHolds 5-7 pieces of new information in children in grades three to sixHold 7-10 pieces of new information in middle school age to adults
- 22. Long Term Memory We need to process the information into long term memory or we will lose itItems are processed, categorized and stored for later use
- 23. What Does it Mean to Wonder in a 21st Century world?
- 25. Quick ToolsDIIGO Capture information quicklyPresent background information through lists and slide showshttp://www.diigo.com/user/patsine/cowJingEasily create a narrated demonstration Easily publish for distributionhttp://screencast.com/t/wnxnaWC6ng6Picasa (Google Photo Sharing)Easily store for quick retrieval anywhereMake available publiclyhttp://picasaweb.google.com/patsine/19thWife?authkey=Gv1sRgCMX_3M_oy_iW2QE&feat=directlink
Editor's Notes
- #6: This is where the spinal cord connects to the head it is your fight or flight trigger When you induce fear or stress- the amygdala will prevent a student from learning because it will not allow those impules, those new learnings into the brainThis is why it is so important to have a stress free environment ( story of sitting here on Frida trying to understand what cathy was saying about brain research)
- #7: This is the part of the brain that turns an idea into a belief, this can change this is the lens at which you see stuffCathy’s story about traveling as a consultantThe brain seeks to confirm your beliefTurn and talk allows the brain to turn from I can’t to I can
- #8: How can we get all of this information off of the table to store it in long term memory? We are innately social beings, that is a natural progressionThis is when you see chunking new info is important to students because our tables are fullThink of our desks… there are piles of stuff, this is happening in our brains as well.
- #9: We need to apply it We need to use it We need to make meaning of it (information)