Julie Graber Jaymie Randel ICC: Transforming Schools into the 21 st Century “Shift Control” Implementation Session #1

This Year At A Glance… Sessions #1 & #2June Institute Cedar Falls, Clear Lake & Marshalltown Cedar Falls Team Sharing & Networking Making Sense of Transformation Technology Plan TPCK Essential Conditions Students Technology Literacy Skills Technology Tools Practice and Applications  Going Deeper with Previous Learning  Accessing New Learning (Practice with Technology)  Applying Learning to Technology Plan

Why Shift Control?

Beyond This Year…  Phase II  … Technical Assistance for Monitoring the Implementation of the Technology Plan and the ICC 21 st Century Technology Literacy Concepts and Skills

Today At A Glance… 9:00* Making Sense of Transformation * Disruptive Innovation * Quality Tools * Connections to ICC and CEI * AEA 267’s Approach * TPACK * Different Roles – Enhancing Instruction Using Technology 11:45 LUNCH 12:15 * Teacher Unit that Incorporates Technology * Student Work (Assessment of Learning) – Rubrics 2:45Closure

Objectives for Today… Participants will begin building their understanding of… …the interdependent relationship between technology, pedagogy, and content knowledge (Connections to the ICC ECS & CEI) …how rubrics can be used to assess student learning of the ICC 21 st Century Tech. Literacy ECS …shifting control of the technology culture

Mastering Low-Level Content Video

D Cognitive Research 80-90% Instruction Instruct here and still can demonstrate below the line

Authentic Performance for Students with & without Disabilities in Classes with Low and High Scoring Authentic Assignments 4 Schools, Grades 9-12, 32 Teachers, 4 Academic Subjects Source: King, Schroeder, Chaswszczewski, Lowest Scoring Classes Highest Scoring Classes Student Authentic Performance S w DisabilitiesStudents w/o Disabilities

Most of our staff fully believe and understand that instructing at the analysis, evaluation, and creation levels of thinking prepare students for demonstrating proficiency on standardized tests.

Based on where you believe your staff are, what would it take to move most staff to strongly believe this premise? What about…  Students  Parents  Administrators  BOE  Community

Staff do not know or believe the research Professional Development & CBAM AIW IPI (ESC, ELI, Literacy Excellence)

Sense of Urgency 1)Post your visual representation under the matching audience. 2) Divide your team among the different audiences. 3) Keep the group size to no larger than four. 4) Study the visual representation(s) for each audience, determine the main message for each visual, select the visual that makes the best compelling message for why transformation is needed and share with large group.

A Vision for 21 st Century Learning (BCLUW H.S. Staff)

Staff do not know or believe the research Professional Development & CBAM AIW IPI (ESC, ELI, Literacy Excellence) Parents, BOE, students, & community do not know why schools need to change Visioning and problem solving with these audiences to create a sense of urgency for change

Sense of Urgency… A What actions will you suggest to your ICC team regarding the need for school transformation?

SystemInnovation

Sustaining InnovationDisruptive Innovation

1)What if schools only focused on developing a technology plan? What are the implications? 2) What if schools only focused on teaching technology literacy skills? What are the implications? Processing Questions … B

Our Goal… 100% of the Leadership Teams will develop a plan to address the answers to these essential questions:

Does our district technology plan address the essential conditions needed for improving teaching and learning so that each and every K-12 student learns the ICC 21 st Century Technology Literacy ECS? District…

Does our educational program ensure that each and every K-12 student learns the ICC 21 st Century Technology Literacy ECS? Students…

Superintendent, BOE, Parents, & Community Principals Teachers Students AEA 267 ‘s Approach… Technology & Curriculum Coordinators & Teacher Librarians

Superintendent, BOE, Parents, & Community Principals Teachers Students AEA 267’s Approach… Demonstrate 21 st Century Technology Literacy ECS Technology & Curriculum Coordinators & Teacher Librarians

ACT 5 Time to get moving!

1. Insist on a different kind of curriculum (and assessment) 2. Insist on a different kind of instruction

Superintendent, BOE, Parents, & Community Principals Teachers Students AEA 267 ‘s Approach… Technology Knowledge Content Knowledge Pedagogical Knowledge Technological Pedagogical Content Knowledge Technology & Curriculum Coordinators & Teacher Librarians

TPACK…Directions 1)Read the two articles: “San Diego explores effective ed-tech integration through TPACK” and “Grounded Tech Integration”. 2)As you read, highlight take away insights and star at least one from each article that you want to share with others. 3) Discuss your insights and the following question with two other people in the room that are not at your table. Form groups of three. How do the five steps compare to the steps your district’s teachers take when planning a lesson/unit?

TPACK…Directions 1) In your group of three, read the “Tech Integration in Social Studies” article. 2) Discuss any new insights you gained from seeing the activity types in context of a lesson.

TPCKTPCK Whiteboard Training ICC: CEI in Science (ELI)

TPACK… C Back with your school team, identify at least one lesson/unit that is taught in your district that emulates the five planning steps. Record information on your team’s recording sheet.

TPACK..Directions 1)Each person at the table takes a turn reading aloud one Characteristic of Effective Instruction (Pink – Resource) 2) Individually read the 6 th grade U.S History ~ Civil War example unit. (White) 3)As a group we will discuss the Moving from Texy to TPACK form. (White) Access the Shift Control Wiki for the S.S. Act. Types

TPACK…Processing Questions 1.What did you notice about the table titles? 2.How are these activity types similar to what you or other teachers have used before? 3.How are these activity types similar to what your teachers are learning about in ICC, ESC, Literacy Excellence, ELI, etc.?

TPACK… C Back with your school team, identify at least one lesson/unit that is taught in your district that emulates the five planning steps. Record information on your team’s recording sheet.

TPACKTPACK Whiteboard Training

As a school team, complete the Continuous Improvement Planning Tool (Moving from Sustaining to Disrupting Practices).

Superintendent, BOE, Parents, & Community Principals Teachers Students AEA 267 ‘s Approach… Technology Knowledge Content Knowledge Pedagogical Knowledge Technological Pedagogical Content Knowledge Technology & Curriculum Coordinators & Teacher Librarians

Superintendent, BOE, Parents, & Community Principals Teachers Students AEA 267’s Approach… Demonstrate 21 st Century Technology Literacy ECS Technology & Curriculum Coordinators & Teacher Librarians

Invent a Machine … Find the Invent a Machine unit on the Shift Control Wiki

Invent a Machine … Directions 1.In table groups, read through the Instructional Procedures through Concluding Activities sections. 2.After each paragraph, record what the students are being asked to do (not what the teacher does). Record on the back of the curriculum alignment sheet. 3.Use your recorded list to find the corresponding activity type using the science learning activity types document. Access the Science Act. Types from the Shift Control Wiki. 4. Record the activity types and the possible technologies on the curriculum alignment sheet.

Invent a Machine … Processing Questions What differences did you notice about the table titles between the Social Studies and the Science activity types? What similarities did you notice about the table titles between the Social Studies and the Science activity types?

Invent a Machine … Directions 1.Individually review column 2 (score 4) of the Project Rubric for Go-Go Gadget Multimedia Presentation (Blue Handout). 2.Click on Presentation on the Invent a Machine unit. In pairs or triads, read through the Presentation and score it using the Project Rubric (Circle the Score). 3.Provide evidence by listing the slide number(s) that correspond to the item being scored, e.g (Presentation Organization – slide #2 (introductory slide).

Invent a Machine … Processing Questions & Discussion With another table group, discuss your scores and evidence and try to come to consensus. What was simple and difficult about scoring the presentation? What are other ways the teacher could have assessed the students’ learning? What would be the best assessments to use and why?

Does our educational program ensure that each and every K-12 student learns the ICC 21 st Century Technology Literacy ECS? Students…

Using Technology to Solve Problems

As a school team, discuss the barriers, potential solutions, and potential implications for your ICC plan.

Staff do not know or believe the research CBAMAIW IPI

Extended Activities… 1)If you have not created a “sense of urgency” visual, please create one and send to us. 2) Read the article, “Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development”. Complete the reflection sheet. 3)Bring district technology plan

What are some significant points we heard today that we want to share with colleagues?

Why are these points important to us? What helped us learn today?

How will we accomplish sharing these significant points with colleagues? My Plan…

Chart Post-It for Large Group Feedback of the Day

Feedback, please… Thanks! See you soon!

Stay Safe & Warm!