Creating A Culture Of Learning 2013
- 1. Creating A Culture Of Learning Jim Peterson Director of Secondary Instruction and Technology Holland Christian Schools Integral Faith Instruction and Technology jpeterson@hollandchristian.org @weathertation weathertation.posterous.com Thursday, March 21, 13
- 2. Thursday, March 21, 13
- 3. Praxis Leads Theory Thursday, March 21, 13
- 4. Partnership for 21st Century Skills - p21.org Thursday, March 21, 13 2. Learning and Innovation Skills 1 Creativity and Innovation 2 Critical Thinking and Problem Solving 3 Communication and Collaboration
- 5. Analytical & Creative Thinking – Problem Solving Complex Communication – Oral and Written Leadership and Teamwork Digital and Quantitative Literacy Global Perspective Adaptability, Initiative, and Risk Taking Integrity/Ethical Citizenship/Faith Applications Personal Accountability Thursday, March 21, 13
- 6. The skills are not new. Thursday, March 21, 13
- 7. The conditions are. Thursday, March 21, 13
- 8. Everyone knows what they don’t know. Thursday, March 21, 13
- 9. Everyone shares. “I had the power of the school culture on my side. Students... have shared their work with pride since they were four years old.” Ron Berger Thursday, March 21, 13
- 10. Everyone has to manage their connections. “But all of you are likely spending more time than you realize selling in a broader sense—pitching colleagues, persuading funders, cajoling kids. Like it or not, we’re all in sales now.” Dan Pink Thursday, March 21, 13
- 11. Everyone leads. Thursday, March 21, 13 He talks about decisions and that is not important what direction you go, but that you choose and do. He bases this on the idea that the project you choose now will end so it makes the choices less important than getting started and seeing what happens.
- 12. Everyone is in charge. Thursday, March 21, 13
- 13. Everyone improves. “He’s engaged in assessing his own work, scrapping it and starting over when something fails, building or refining when he gets new ideas, and offering feedback to his peers on a regular basis.” Will Richardson Thursday, March 21, 13
- 14. Everyone uses feedback Thursday, March 21, 13 •Google slowed down search results from 100 to 400 milliseconds. •The first three weeks, people searched 0.4% less. •The second three weeks, it was 0.75% less. •After speed was restored people searched 0.2% less.
- 15. Go to m.socrative.com Enter room number 236236 Do you have any conditions you would add? Thursday, March 21, 13
- 16. How do you create a culture of learning? Step 1: Pick one condition by listening to: data, research, observations, and people. Step 2: Collaboratively design systems to implement new ideas that show you believe it. Thursday, March 21, 13 The design phase is where you get people on the bus.
- 19. Student Facilitator: I encourage those around me to use the 4Cs. Role Model: I demonstrate the 4Cs for students teachers and administrators. Transformer: I use the 4Cs to transform my school. Teacher Facilitator: I encourage those around me to use the 4Cs by asking questions. Role Model: I demonstrate the 4Cs for students teachers and administrators. Transformer: I use the 4Cs to transform my school. Administrator Facilitator: I encourage those around me to use the 4Cs by asking questions. Role Model: I demonstrate the 4Cs for students Source: Ken Kay for teachers and administrators. Transformer: I use the 4Cs to transform my school. edutopia http://goo.gl/B1ZOF Thursday, March 21, 13
- 20. Minor Bird Thursday, March 21, 13 Celebrations acknowledge what people know and do not know. Celebrate what they do by asking them about it, celebrate what they don’t by asking them how they got there and putting them in groups where they can.
- 21. Department Confering Thursday, March 21, 13 everyone shares
- 22. Tech Tips Thursday, March 21, 13 Everyone is in charge. Everyone improves. Everyone leads.
- 23. Circle Of Seven Thursday, March 21, 13 everyone improves. leave room for alternative assessment.
- 24. Teach Presentation Skills P R E S E N T A T I O N R U B R I C ©2011 BUCK INSTITUTE FOR EDUC ATION (for secondary and upper elementary grades) Below Standard Approaching Standard At Standard Above Standard Eye Contact does not look at audience; reads notes or makes some eye contact, or scans the keeps eye contact with audience most In addition to At Standard criteria: slides room quickly, but reads notes or slides of the time; only reads notes or slides keeps eye contact all the time, slowly Physical holds things in hands nervously or keeps most of the time sometimes scanning all of the audience; does not Presence hands in pockets uses a few gestures but they do not look uses hands naturally, making some read notes or slides posture does not show confidence; natural, or keeps hands too still to look gestures uses gestures smoothly, naturally to (fidgets, slouches) natural confident posture emphasize or illustrate points clothes are not appropriate for the posture shows some confidence, with clothes are appropriate for the occasion moves with purpose occasion only a little fidgeting or nervous movement some attempt to wear appropriate clothing for the occasion Speaking mumbles or goes too fast or slow speaks clearly some of the time; speaks clearly; not too fast or slow In addition to At Standard criteria: speaks too softly to be heard sometimes too fast or slow speaks loudly enough for everyone to adds variety to speaking style (lower or frequently uses “filler” words (“uh, um, speaks loudly enough for some of the hear; changes tone to maintain interest higher volume, change of pace, use of so, and, like”) audience to hear, but may speak in a rarely uses filler words character voices) monotone uses pauses for dramatic effect or to let pronounces several words incorrectly pronounces words correctly occasionally uses filler words ideas sink in speaks in a style that is not appropriate speaks in a style that is appropriate for for the occasion pronounces a few words incorrectly the occasion speaks in a style that is appropriate for the occasion, most of the time Organization does not meet requirements for what meets most requirements for what meets all requirements for what should In addition to At Standard criteria: should be included in the presentation should be included in the presentation be included in the presentation has a memorable introduction and selects too much or too little sometimes selects too much or too little selects the right amount and kind of conclusion information or the wrong kind of information, or the wrong kind, about information to present connects introduction and conclusion information some topics states main idea moves from one (returns to a story, theme, or metaphor) gets ideas mixed up some ideas are connected, but not all idea to the next clearly, in an order that effectively uses humor, stories, or time is not used well; the whole some parts feel too short or too long; too makes sense metaphors presentation, or several parts of it, are much or too little time is spent on one time is well spent; no part feels too short too short or too long topic, slide, or idea or too long does not have an introduction and/or has an introduction and conclusion, but has a clear and interesting introduction conclusion they are not clear or interesting and conclusion P B L 1 0 1 / R E S O U R C E S / 87 Audio/Visual does not use aids (pictures, drawings, uses aids but they do not add much to, aids add to the presentation In addition to At Standard criteria: objects, posters, maps, recordings, slides, and may distract from, the presentation aids are easy to see and/or hear, and are aids are especially creative and/or Aids other electronic media, etc.) aids are hard to read or hear, or are neat powerful messy (writing or graphics are not neat aids are ready to use and included shows skill in creating aids and/or using or sound is not clear) smoothly into the presentation technology aids are not ready to use and are not smoothly handles problems with aids smoothly brought into the presentation and technological glitches, if they occur Response does not address the audience’s may answer some of the audience’s answers audience’s questions clearly and In addition to At Standard criteria: questions; says little or goes off the topic questions, but not clearly and/or completely answers questions in a way that adds to Audience completely when asked a question he or she does not details, examples, or new points to the Questions may try to answer a challenging question know the answer to, says “I don’t know” presentation by faking it or explains how the answer could be smoothly handles questions that are found unclear, off the topic, distracting, or challenging For more FreeBIEs visit bie.org ©2011 BUCK INSTITUTE FOR EDUC ATION Thursday, March 21, 13 Everyone Shares
- 25. Thursday, March 21, 13 everyone leads - the students are the recommenders
- 26. Digging Into Nature Thursday, March 21, 13 everyone improves - ePortfolio
- 27. Teach (and use) Google Forms Thursday, March 21, 13 everyone uses data.
- 28. Thursday, March 21, 13 Everyone leads - teachers paint walls green, sups build coffee shops
- 29. Thursday, March 21, 13 Everyone Learns in a culture of learning.
- 30. Please bless me with feedback. http://bit.ly/FeedJim Jim Peterson jpeterson@hollandchristian.org @weathertation weathertation.posterous.com Thursday, March 21, 13