Technology Mediated Learning (TML)

 All Students are processed:  in year groupings  at the same rate  through the same pre-set curriculum  through bite sized pieces in the same order

 Aim is to produce a standardized quality ‘product’  ‘Products’ sorted according to whether or not they meet the quality control standards

 Most students focused on the 3 Rs  A few went to post secondary  There were many low skill jobs for the ‘production line’ rejects This is no longer the case!

Unprecedented flow of:  Innovative Ideas  Technology

In an Ideal Classroom, there would be…  A computer for each student  On-line notes and self check  Collaborative project work  Challenge problems  Access to on-line lessons from home  A smaller class where group work is allowed and experiments are done

We will blend technology rich on-line learning with the classroom teaching environment to improve the school experience and enhance student achievement.

 Teachers in our large rural division work in academic isolation – we want to collaborate.  Students construct their own learning through supportive teacher collaboration.  We want to create a mechanism for teacher collaboration and for students to access online courses in and out of the classroom.

District teachers working together … will give a much higher chance of success Lisa Miller

 Provided laptops for each student, SMART Boards, and on-line courses supported by PAVE teachers  Gathered research on teaching strategies for improving student performance  Decided on a collaborative approach with all participating schools  Teacher participation was voluntary

 Teachers use the TML for collaboration.  Students use the courses supported by PAVE teachers.

Students need to actively construct meaning in relating:  what is already known  to each other  to their own experiences. Students  See topics as relevant  Plan & carry out work collaboratively  Practice self assessment  Apply concepts to new situations “Wisdom can’t be told”

 Authentic Assessment.  Ensure students have the tools and knowledge necessary to complete the inquiry and demonstrate their understandings.  Plan assessment FOR and OF learning.  Opportunities for choice in demonstrating competencies and completion of inquiry. Authentic, meaningful and appropriate assessment is apparent throughout the learning environment.

From Wikipedia… Students are engaged when they are:  attracted to their work,  persist despite challenges and obstacles,  take visible delight in accomplishing their work. From How the Brain Learns David Sousa Summary of the retention of learning Verbal Verbal/visual Hands on

In class, I was happy we had…  on-line resources complete with self checks  multiple attempts at self checks  the opportunity to collaborate on hand-ins and work out problems with our classmates instead of always relying on the teacher  different ways of looking at the lessons and different ways of learning

In class, I was happy we had…  A SmartBoard in the classroom was very helpful in the explanation of concepts....it was a more interactive way to understand everything covered  challenge problems to help to achieve a better idea of what you are doing.  more real life applications. Just because we are in Pure Math doesn't mean we shouldn't be taught concepts that are applicable in the real world like the Applied math get to learn.

Change is a process, not an event.

 Teacher Learning Communities  Role of the Teachers (Classroom and Online)  Student Engagement  Scaffolding

 Relationships are the foundation – time is needed to build trust  Respect for time and contributions of each and every member  Teachers need to have ownership of the activities of the community  “Check egos at the door” to allow for real sharing

 Students receive traditional notes and examples  Students have laptops to access the course online (notes, applets, practice questions, assignments, enrichment)  Hand-in assignments are hands-off (encourages collaboration)  Some material can be even more student-centered (depending on the teacher)  More time is available as a TML teacher “ The guide on the side rather than the sage on the stage”

 Provide a starting point with course materials  Collaborate with classroom teachers to gather and create additional resources  Incorporate student ideas into courses  Support technology and or course needs of the classroom teachers  Professional Development in Social Constructivism and the related strategies

Cognitive  Flexible Problem Solving  Active Coping with Failure  Independent Work Styles Behavioral  Class Participation  On-task Behavior  Career & Future Plans  Good School Attendance Emotional  Curiosity  Happiness  Interest  Excitement

SUCCESSSUCCESS  actively construct meaning relating: * what is already known * to each other * to their own experiences Teacher Engagement  Teachers are: * collaborating to support change * differentiating instruction * providing assessment FOR learning * promoting student collaboration * student motivation Student Engagement  students are: * attracted to their work * persist despite challenges and obstacles * take visible delight in accomplishing their work

Scroll down to: Professional Learning Communities School Based TML Project