Teague's Tech Treks - 10 Rep Learning

Learning Technology & Tech Observations by Dr. Helen Teague

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Resources for Today’s Creative Classroom Presentation – Hyderabad, India

Link for this Page: https://tinyurl.com/TeagueJuly20 

Creative Classroom Session Title: When Curie Meets Cassatt: Using EDP to Infuse Artistic Creativity into Schools, Classrooms, & Conversations

Paper Abstract: Listen in to a virtual discussion spanning time and space between Marie Curie, Mary Cassatt, Rene Descartes, Hedy Lamarr, and John Urschel. What connects these people from different vocations and historical eras? How can you leverage their ideas in your school?  Join Marie, Mary, Rene, Hedy, and John virtually and collaborate in real time as we discuss the creativity and socio-cultural learning theory involved in Science, Technology, Engineering, and Math. Learn research-based practices based on the latest research on interdisciplinary creativity.

Session Hashtag: #CurieMeetsCassatt

Part 1: Adobe Spark Link

Part 2: Beautiful AI Link  or this link

Lesson Plan Activities: Day 2 Lesson Title_ Lesson Approach

 

E-Trading Card File: ETradingCard

Looking for my Keys File: LookingForMyKeys

Reteaching File: ReteachingIsTheKey

 


 

View additional posts referencing the International Symposium on Developing Schools Creatively- click here

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Keynote on Creativity Trends in Education – Hyderabad, India

My Keynote at the International Symposium on Developing Schools Creatively in Hyderabad, India occurs later today!

The topic is Creativity Trends in Education.

Not in the vicinity? You can join the live tweeting at this hashtag #CCETrends

KeynoteHyderabad

 


View additional posts referencing the International Symposium on Developing Schools Creatively- click here

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EDP Workshop at the International Symposium on Developing Schools Creatively

 

Posts referencing #CurieMeetsCassatt

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International Symposium on Developing Schools Creatively ~Hyderabad, India

Excited to present a workshop for educators at the International Symposium on Developing Schools Creatively ~~ Come and Join Us!! Hyderabad, India ~~ July 19-20, 2019 Your predictions on the virtual meeting when ?

TitleSlideIndia

 


Posts referencing #CurieMeetsCassatt

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My Summer Kindle Shelf: July

Moving my summer reading list to Kindle since the upcoming trip to India requires origami-style packing skills.

Here is my Kindle list so far… with 20+ hour fight(s) and also layovers, looks like I’ll also be using the Kindle Cloud Offline Reading feature.

Teague Kindle Shelf

Resources abound for #CurieMeetsCassatt –Read more posts at this link

What’s on Your Kindle Shelf?

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Abstract Draft for International Symposium on on Developing Schools Creatively in Hyderabad, India

Abstract Draft for International Symposium on on Developing Schools Creatively in Hyderabad, India

*Draft*

Session Title: When Curie Meets Cassatt: Infusing Artistic Creativity into Schools, Classrooms, and Conversations

Format: Paper Presentation
Theme(s): School architecture, School philosophies, Learning methods, Teaching pedagogies, Education Technology, Importance of creativity in education

Abstract:
Listen in to a virtual discussion spanning time and space between Marie Curie, Mary Cassatt, Rene Descartes, Hedy Lamarr, and John Urschel. What connects these people from different vocations and historical eras? How can you leverage their ideas in your school?  Join them virtually and collaborate in real time as they discuss the creativity and socio-cultural learning theory involved in Science, Technology, Engineering, and Math. Learn research-based practices based on the latest research into interdisciplinary creativity. Receive a resources list, annotated research document, lesson plans, a case study, and an implementation blueprint.

At the conclusion of the conversation you will be ready to infuse creativity and the arts in your school and/or classroom. You will be ready to lead the conversation at your school!
Proposed Session Hashtag: #CurieMeetsCassatt
128/200 words

I’ve got some word leeway: what should be added/deleted/edited? 

 

 

 

Read the timeline of #CurieMeetsCassatt 

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Weekend Ed. Quote ~ March15

It’s imperative that classroom design is driven by the desire to create personal and authentic learning. ~ Tom Murray,  co-author of Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, Today

Image from our friend- at #CCEFinland

 

 

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More Weekend Ed. Quotes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Harnessing Imagination through Digital Storytelling in History & Science: CCE Finland Presentation

Today at 11:30am, our Creative Classroom Presentation Features a “How-Focused” approach to Digital Storytelling and its implementation in your classroom. The location is the Library at the Tampere University of Technology (TUT).

PresentationBanner

The main idea of our presentation:

  1. All learners benefit from the opportunity to harness their imagination through the creation of a story using digital tools
  2. Creativity Should Be: *Unique *Useful *Task Appropriate
  3. Pedagogical constructs connect Socio-Cultural, Cognitive, and Affective Learning cognates

This presentation has instructional and pedagogical application for K-12th grade. It is scalable for global audiences, which is good because our venue, #CCEFinland features participants from 21 countries.

PBS Learning Media has thousands of lesson plans that embed creativity and digital technology. Go to https://www.pbslearningmedia.org/ to explore the full library of lesson plans and resources.

Confined on the XR train traveling to Tampere? Stuck in the States without a travel budget?  Follow our presentation via QR Code or shortened link:

FinlandPadletQRCodeTeague

 

 

https://tinyurl.com/Stories4Me

 

 

 

 

A question and answer session will follow. Questions from the onsite audience and via the #HarnassingImagination hashtag will round out our session.

Our Session Twitter Hashtag is #HarnessingImagination

 

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CCE Finland: Panel Discussion and Twitter Chat on Assessment Part 2

CCE Finland: Panel Discussion and Twitter Chat on Assessment


Yesterday, I participated in a panel discussion at CCE Finland. #CCEFinland
The panel discussion addressed assessment. For my pre-panel post from yesterday, click here

PanelDiscussion1

L-R: Helen Teague, Craig Verdal-Austin from Capetown, South Africa, Harun Bozna from Turkey, Heramb Kulkarni from Finland

Here are my Top Ten Key Take-aways and my post-panel reflections:

1.) Every one of the 17 countries in attendance struggled with the concept of assessment.
(2.) When the topic of assessment is mentioned, most folks jump to the “summative” aspect when really there are at least 7 additional types of assessment.
(3.) In many countries, according to attendees, it is parents who are driving the standardized scoring. They want to know their child’s percentile number from the test and assign a heavy value on this numeral. IMHO: students feel this as pressure and not evidence of caring.
(4.) I advocate that there are five necessary forms of assessment, well really 6 forms of assessment that form a holistic representation of student learning.
(5.) Most testing /student assessment around the globe involves regurgitation of facts at lowest level of Blooms and with no inclusion of Krathwohl.
(6.) The push for Teacher assessment is gaining momentum (again) (but I question its overall value).
(7.) My recommendation is to teach the language of the test – this is not teaching to the test is it decoding and deciphering.
(8.) Most of what students are tested over is not rememberd by the students after the test.
(9.) Experiential learning and storytelling is a hook that helps memory
(10.) Educators are very interested in helping students achieve their very best learning snapshot through assessment.

Assessment Word Cloud by Teague

Assessment Word Cloud by Teague

 

 

 

 

 

 

 

 

 

 

 

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CCE Finland: Panel Discussion and Twitter Chat on Assessment Part 1

CCE Finland: Panel Discussion and Twitter Chat on Assessment


It is a career highlight to serve on a panel discussion addressing assessment.

My Basic Question regarding assessment is “How Do We Know if They Are Getting Better at Learning… and we do we blame if they Aren’t?”     

🙂                                                                            

JohnBarell-How Do We Know They're Getting Better

 

My question comes from my colleague John Barell who has written a book by this same title.

I asked this question to my national teacher professional groups and I received answers from many of them.

How do we know if we are sufficiently preparing the students of today for the challenges of the 21st century? Inquiry-based education leads to problem-solving and provides specific steps for pre, formative and summative assessment that informs instruction of 21st century skills.

 

 

Included in Dr. Barell’s book are examples that show how to use today’s technology in the classroom and how to use inquiry to develop and assess students’ ability to:

  • Think critically and creatively
  • Collaborate with others
  • Become self-directed learners
  • Adapt and become resourceful
  • Develop a sense of leadership, responsibility, and global awareness

Click this link for more information about Dr. Barell’s book

My PLN was a great resource of information. I received information, advice, and resources from educators in 10 states. Special thanks to Dr. Joyce King who provided so many timely resources.

One thing that stood out to me was the amount of summative assessment that currently occurs in U.S. classrooms. Specifically, testing days in the U.S. average 50 days out of 180 of state-standardized events plus 10 teacher-generated summative course-specific events per semester (20) for a total of 70/180 = 39%. The 39% figure does not count other forms of assessment such as formative assessment, reflection, student self- assessment, etc…

  • As educator Dr. A. Cross notes,”there is too much testing- and we are assessing the wrong things! The state level tests in Tennessee were given too early in the year for teachers to cover everything that was assessed for that grade, but then the results didn’t come back for months (over summer) so that data wasn’t used to improve teaching and learning- more as a punishment for educators when students scored poorly”-and- “they have a test as they leave grade 5 that heavily determines which middle school they can get into. Parents hire private tutors to give their students a leg up, which artificially inflates scores.”
  • As educator I. Ramirez explains, “we just find out that our school in Clark County will be rated (range 1-5 star school) base on student ACT performance. Therefore, our school system regarding standardized testing must change if we want to accomplish a 5 star rating. From now on students (freshman- Junior years ONLY) will be practicing 3-5 times per year taking a computer based test called CERT (CERT (College Equipped REadiness Tool). The output data from the student’s results will give us a prediction of how we’re doing as a school. In our math classes, for example, our warm up activities are ACT practice released problems. We want our students to get familiar with standardized testing vocabulary. We want our students to be considered proficient. In Clark County, ACT average composite scores are about 18 points. To be considered proficient, students must score 22 or more on the composite results. We know it will be a great challenge, however, myself I’m excited to fase this challenge. We know it will be a process to switch around from the low proficient to the proficient status, and also we know it may take some time to accomplish this academic goal, because we can do vertical alignment instruction. What I think is the real challenge is to create a culture of students interested to do well on these standardized assessments.
  • Upon reflection, educator Dave P. shared that “New York State implemented a ‘teacher assessment program’ and if teachers do not pass it they are put on probation and can be removed the following year if they do not show improvement – regardless of tenure. What I found interesting about this is that student assessment involves regurgitation of facts on multiple choice tests, even if the test includes open ended questions or work there is always a MC section. The teacher assessments require the observation of student involvement in the learning process, open ended questioning, Bloom’s Taxonomy, and other measures that go beyond the mere memorization of facts… [this] shows the state understands students need to do more than memorize facts, but this doesn’t match up to student assessments. Dave continues with this observation, “another part of the “teacher assessment” was that your students show “growth” over the year. So, to do this many teachers give impossible (“impassible”) BENCHMARK tests at the beginning of the year and compare the results on the final exam. Not exactly supported by science. My point; it’s all a game and depending on how you play it you can win without trying.
  • Jean H. provides a tidy summation and call to action.
    “When instructional practice is in alignment with the science behind the assessment, students and teachers can greatly benefit. That is where true differentiation of instruction that is impactful and uniquely perfect for each child is possible...currently, that is about as rare as a unicorn.”

Special thanks to these helpful folks:  John Barell, Dr. Joyce King, Dave P., Dr. Ashley CrossI. Ramirez, Jean H., Mark Barnes, Sylvia Ellison, Lev Vygotsky, Donald Schon, and Paulo Friere.

Check the blog tomorrow for my Top Ten Take-aways from the Panel Discussion.

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