Using the Schoolwide Enrichment Model with Technology NAGC 2016
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The document discusses various approaches to teaching technology and fostering critical skills in students, emphasizing both conceptual understanding and practical application. It highlights different types of investigative activities, engagement strategies, and the importance of deepening understanding through connection and extension of knowledge. The text also reflects on the role of teachers in catalyzing creativity and curiosity in learners, preparing them for future challenges.
Using the Schoolwide Enrichment Model with Technology NAGC 2016
- 4. Average = 9 hrs/day
- 5. Less than 3%
- 12. Two Kinds of Drilling Down 1. Conceptual (The Academic You). Learning more about the nature of basic concepts in technology… Examples ■Digital Communication ■Collaboration ■New Literacies ■Design Thinking ■Creative Productivity
- 15. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 16. SEM:Tech Type I
- 22. “I have no special talent. I am only passionately curious.”
- 25. PONDER
- 26. Any sufficiently advanced technology is indistinguishable from magic. Any sufficiently advanced technology is indistinguishable from magic. Arthur C. Clarke
- 33. Go to menti.com and use code 96 97 99
- 37. iTunes U
- 42. BRING THE WORLD INTO YOUR CLASSROOM BRING THE WORLD INTO YOUR CLASSROOM
- 46. DON’T BE THAT TEACHER!
- 47. TITLE CONNECT EXTEND WONDER NEXT STEPS How are the ideas and information connected to what you already knew? What are some NEXT STEPS for you to continue exploring this topic? What new ideas did you get that extended your thinking in new directions? What wonderings, puzzles, or questions do you now have? CONNECT / EXTEND / WONDER
- 49. THIS IS INTENDED TO DEEPEN UNDERSTANDING AND TO PROMOTE DISCUSSION AND DEBATE! THIS IS NOT FOR A GRADE!
- 50. HEIGHTEN ANTICIPATION STIMULATE INTEREST DEEPEN UNDERSTANDING
- 52. SEM:Tech Type II
- 53. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 54. Do students understand design principles? Do students know how to make a video? Do students know how to build a website?
- 68. Frisco Jenny (First National Pictures, 1932)
- 72. We engaged in a process that was about the creative process… The basic process is similar whether it’s a music video with kids or Iron Man III. -Chip Hackler
- 75. TEACHER
- 76. Type III Project Support Planning & Goal Setting Set Requirements & Prescribe Format Facilitate the Navigation of Real World Processes Observe Students’ Progress Help Define Authentic Audience Provide Rubric & Assess Outcomes
- 77. Type III Project Support Planning & Goal Setting Set Requirements & Prescribe Format Facilitate the Navigation of Real World Processes Observe Students’ Progress
- 78. Type III Project Support Planning & Goal Setting Set Requirements & Prescribe Format Facilitate the Navigation of Real World Processes Observe Students’ Progress Help Define Authentic Audience Provide Rubric & Assess Outcomes
- 79. Image Credit: 774 ABC Melbourne: Simon Leo Brown
- 80. STUDENT
- 81. Type III Project Think, Feel, & Do Like Practicing Professionals Fulfill Requirements of the Project Creatively Contribute to a Field Synthesize Existing Knowledge Product for an Appropriate Audience Be Assessed, Usually by the Teacher
- 82. Type III Project Think, Feel, & Do Like Practicing Professionals Fulfill Requirements of the Project Creatively Contribute to a Field Synthesize Existing Knowledge Product for an Appropriate Audience Be Assessed, Usually by the Teacher
- 83. Type III Project Think, Feel, & Do Like Practicing Professionals Fulfill Requirements of the Project Creatively Contribute to a Field Synthesize Existing Knowledge Product for an Appropriate Audience Be Assessed, Usually by the Teacher
- 88. Generation Z
- 91. PREPARING STUDENTS FOR THE FUTURE TODAY
- 94. When each of us thinks about what we can do in life, chances are, we can do it because of a teacher. Stephen Hawking
- 96. “I have come to believe that a great teacher is a great artist and that there are as few of these as there are of any other great artists. It might even be the greatest of the arts since the medium is the human mind and spirit.”
- 97. She breathed curiosity into us so that we brought in facts or truths shielded in our hands like captured butterflies.
- 99. LOVE WHAT YOU DO