C & K Presentation
Published on Dec 11, 2016
No Description
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Consistent Application
and
Knowledge-Centered
Classrooms
Photo by profcarlos
"C" Classroom
- Facilitation, not dictation
- Increased rigor
- Technology is necessary
- Student Choice
Photo by freefotouk
Facilitation, not dictation
- Teacher is now facilitating growth, rather than dictating knowledge
- Learning is driven by inquiry and the students engagement
- Interdisciplinary work begins as students engage in meaningful work
Photo by bgolub
increased rigor
- Students challenged to engage in meaningful, interdisciplinary work
- Teachers facilitate knowledge by guiding the students into the 3rd and 4th levels of Webb's Depth of Knowledge
Photo by spcbrass
Integration of technology
- Technology is needed for learning and success
- Students have become fluent and intelligent digital citizens
- Students value technology and see it as a necessary tool
Photo by duiceburger
student choice
- The teacher, now a facilitator, communicates the learning objectives and how they will be assessed
- Students choose the path and product they will produce to meet the learning objectives
- Students are encouraged to integrate personal interests and celebrate their learning
Photo by TextureX.com
H.A.C.K. - "K" Classroom
Knowledge-Centered Classroom
Photo by Kay Gaensler
"K" Classroom
- Student ownership of learning
- Personalized learning objectives
- Fully embrace inquiry and Project Based Learning (PBL)
- Moves beyond the classroom
Photo by L.C.Nøttaasen
Student ownership for learning
- Learning is the student's responsibility
- Teacher is facilitating direction, advice, and challenges
Photo by webtreats
Personalized learning goals
- Students demonstrate understanding of the learning objectives by adapting them to their projects
- General learning objectives can be adapted in PBL to include the content specific to the project
Photo by 96dpi
inquiry and project based learning
- Students are challenged to grow in the lowest levels of Webb's Depth of Knowledge
- Learning is directed and challenged by inquiry and realized through PBL
Photo by tanakawho
Moving beyond the classroom
- Learning is taken beyond the classroom
- Students interact with professionals within the content area
- Students engage with projects and teams in the workforce
- Collaboration with people outside of the classroom
Photo by JD Hancock
Implementing a "C" Project
- Building a Spaghetti Bridge -
Photo by Justin in SD
Interdisciplinary standards
- HS-ETS1-2
- CCSS.ELA-LITERACY.SL.11-12.4
- CCSS.MATH.CONTENT.HSF.BF.A.1
- CCSS.ELA-LITERACY.RST.11-12.8
- CCSS.ELA-LITERACY.WHST.11-12.1
HS-ETS1-2 - Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
CCSS.ELA-LITERACY.SL.11-12.4 - Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.MATH.CONTENT.HSF.BF.A.1 - Write a function that describes a relationship between two quantities.
CCSS.ELA-LITERACY.RST.11-12.8 - Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
CCSS.ELA-LITERACY.WHST.11-12.1 - Write arguments focused on discipline-specific content.
CCSS.ELA-LITERACY.SL.11-12.4 - Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.MATH.CONTENT.HSF.BF.A.1 - Write a function that describes a relationship between two quantities.
CCSS.ELA-LITERACY.RST.11-12.8 - Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
CCSS.ELA-LITERACY.WHST.11-12.1 - Write arguments focused on discipline-specific content.
Photo by HatM
Facilitation
- Students will be given introductory resources
- Rubrics to outline expectations for bridge design, mathematic support, and presentations
- Regular meetings will be scheduled with student groups to maintain the pace of learning, design, and construction
- I will be available for work sessions and consulting
Photo by Scallop Holden
Rigor and technology
- Project will have high expectations for performance, design, construction, and presentation
- Students will use technology for analysis, design, and presentation
Photo by blacklist_41
Student Choice
- Student choice will be limited to a bridge made from spaghetti and hot glue
- Student choice will be open ended for research, design, analysis, construction, span (greater than a minimum), mathematical support, presentation platforms and tools
Photo by Billy Wilson Photography
"C" Classroom
Artifact - Rubric
Photo by thebarrowboy
"K" Classroom
Artifact - Sample Padlet
Photo by Nina Matthews Photography
