As part of our parent training we’re having teachers and ITRTs speak about powerful ways they’ve been able to use technology in support of 21st century skills. This is Ken Kellner’s comments on how using a wiki changed his classroom (6th grade history).
He does a good job and conveys a lot of excitement. If you see him jumping and twitching it’s because I edited like crazy to get the movie down to about a minute and a half. Deep breaths and dramatic pauses were not allowed.
It’s in TeacherTube as well.
Reflective Friends This year we are going to every one of our secondary schools collecting data about 21st century skills (as we’ve defined them). We did this last year, but with only 3 schools. It was interesting then, it’s pretty wild now to see and do it at scale. We go into schools with an outside teamRight now we use our Dell contract PD days to hire outside consultants. I highly recommend Blanca Duarte, Amos Fodchuck, and Chris Dunning. They are good people. 20 45 minute observations using this google form based around our TIPC. Teachers know we are coming. They are supposed to do their best 21st century lesson. The rationale here is that we want to know if the county vision of 21st century skills is understood and if teachers can do it. It also removes any issues like “Oh, today’s my testing day . . . if you’d have been here yesterday . . . ” etc. Once we have widespread understanding and the ability to implement it, we can then start doing random visits to see if it is being implemented regularly. 2 interviews with separate groups of teachers 2 interviews with separate groups of students All this data is then consolidated and presented to the school’s leadership team (usually about a week after the observations). […]
When it rains, it pours snows people panic and Richmond shuts down. Also when I find one good thing on the Internet, others often show up. So here are minimalist TV show posters by Albert Exergian. I’d do this for sure. It’s another in the line of restriction = creativity possibilities. The drawing skills are really low. It’s all about figuring out the essence of the novel/era/historical person and figuring out how to represent it as simply as possible. You’d have to stress what makes things modernist and really get students thinking about using color, shape etc. with as much thought as possible. The example would be key, as would your explanation of it. I ended up with this from one of the few email newsletters I find worth subscribing to – Very Short List. If you like this type of thing, it’s worth checking out.
We’re asking you to take your favourite film and re-imagine it for us in the form of a comic, within a six-frame panel (download template files). That’s the whole film, condensed into six frames. This is another beautiful, reductionist way to analyze a book, historical figure, era, epoch or movement. I don’t see much use for math but I could also see some science possibilities. You could pair up with an art teacher or just do it on your own. I’d have a stable of activitiesOf the condense and remix type. I’ve posted a few in the past. similar to these and allow students the option to choose between them at various points. Keep in mind, they don’t have to be drawn. Let them use photographs. They could even take their own pictures. The concept/framework is simple but don’t let it box you in. This is the stuff I really like in history and English. It’s low work on the teacher, high processing on the students. Deciding what elements are essential is a task that requires a lot of understanding and critical thinking, then representing those ideas graphically is another level of processing. I’m working on a history example but it’s taking too much time (and thought) to do well immediately.