1. Back to Cool How to Teach For Understanding T-527

2. Back to Cool How to Teach For Understanding T-527

4. The Partnership for 21 st Century Skills Framework STUDENT OUTCOMES: Skills, knowledge, and expertise students should master to succeed in work and life in the 21st century. SUPPORT SYSTEMS: Alignment of these elements creates the support system necessary to produce 21st century outcomes for today’s students.

5. How to Teach for Understanding T-527 Fall 2010 Thursdays 1-4 PM Instructor: Stone Wiske Teaching Fellow: Shane Tutweiler, and more? Focus, Goals, Activities and Results, Technologies, Assessment, Logistics

6. Challenge = bridge the knowledge-action gap Connecting educational research with practice

7. Using theory To design and analyze practice

8. Focus Educational Principles Educational Technologies How can we deepen learning? Reflective Community Designs for Learning

9. Course Goals Design curriculum that applies research to deepen meaningful learning Integrate new technologies to enhance teaching and learning for understanding Develop a collaborative, reflective community of learners

10. How do we design for deep learning? Curriculum Teaching/Learning Activities Assessment Diverse Learners and Settings Collaborative Community Technology Integration

11. How can new technologies promote teaching for understanding and meaningful learning? Make curriculum authentic and generative Make goals clear and accessible Support rich, varied performances Enable ongoing assessment and revision Foster reflective, collaborative communities of learners

12. Process Educational Principles Educational Technologies How can we deepen our own learning? Reflective Community Designs for Learning

13. Process How can we deepen our own learning? Educational Principles Educational Technologies Reflective Community Designs for Learning Educational Principles Educational Technologies Reflective Community Designs for Learning Hall of Mirrors

14. Learning Activities and Results Curriculum as Collaborative Reflective Design Read and think Share thinking/expertise with classmates Collaborate with partners Apply readings and practical insights to curriculum design or another project Write an analytic paper relating the course ideas to your goals

15. Using technology for collaboration, reflection, and understanding

16. Learning Technologies for T527 Case Study: Dynamic EarthCase Study: Dynamic Earth: http://isites.harvard.edu/icb/icb.do?keyword=k12563&pageid=icb.page 51520 Education with New Technologies Web site: http://learnweb.harvard.edu/ent/ Collaborative Curriculum Design Tool http://learnweb.harvard.edu/ccdt/ T527 Course Web site: http://isites.harvard.edu/icb/icb.do?keyword=k73141&pageid=icb.page359980

19. Collaborative Curriculum Design Tool An online interactive workspace that Scaffolds design Organizes materials Supports collaboration

20. Use the CCDT for collaboration Use the CCDT message board to communicate with your coach, collaborators, classmates

21. Make your course project a generative experience

24. Teaching for Understanding at Victoria School in Singapore

25. Shane Tutweiler Webquest

26. Generative Topic & Target of Difficulty Identifying, Using, and Sharing Behavioral Health Resources in Cambridge and Somerville, MA IMPORTANT: Supporting Children’s Health TECHNOLOGY: Mapping, Wikis, Digital Photography DIFFICULT: De - stigmatized Definition of Behavioral Health Sara Yamaka and Sybill Hippolite designed a community health project

27. Inbal Alon

28. Lindsay Bellino, who had no teaching experience, collaborated with her teacher mother

29. Writing like an Educator By Andi Long Concept Mapping Software Online Coaching

30. Jenny Cottle collaborated with a teacher in Peru

31. Collaborate with district leaders and creative teachers in Watertown, Massachusetts to refine and assess integration of technology to enhance learning for students and adults

32. Planning your project Connect the course to your goals: content, learners, context Learn through applying your knowledge Critique theory from experience Consider collaborating—with a teacher, your colleagues, one or more classmates

33. Ongoing Assessment Process Frequent Clear criteria related to goals Generating suggestions for improvement Shared responsibility

34. Logistics Review the syllabus on the course Web siteWeb site Post/send a note about yourself by Sept. 1 Begin to explore project possibilities—see guidelines and a note for teacher partners on the course website Purchase the books you want and purchase the reading packet, or find readings on Reserve at Gutman Library Come to class prepared to discuss the readings