Transcript Rigorous Learning with 21st-Century Technology

Assessing
Digital Work
TXLA
April 14, 2011
Kristin Fontichiaro
blog.schoollibrarymonthly.com
[email protected]
@activelearning
#txla11
Today’s Road Map
• An Unfocused Lens:
The Dizzying Choices
• Refocusing Our Lens:
What Do We Mean by Rigor?
• Testing Our Lens:
Student Work Samples
An
Unfocused
Lens:
Dizzying Choices
The Web 2.0 Candy Store
FREE! FREE!
FREE!
Refocusing
Our Lens:
What Do We
Expect Students
to Accomplish
with Technology?
In the Beginning …
http://farm1.static.flickr.com/130/383582643_f743cc9fd8.jpg
And Then …
And Then …
And Then …
http://t1.gstatic.com/images?q=tbn:ANd9GcQ5fxsW0wymrz7Yd2VcMr5M1-XcI3Y5kTs2dzsRaKlIlEbrbYlh6A
And Now …
Turn and Talk:
Why Do We Have All This
Technology?
It’s for learning, right?
WHAT should they be learning?
And how much TIME should we be
spending on that learning?
Two common scenarios…
It’s so easy to make
things look fancy…
…that sometimes we credit
students what programmers
behind the scenes have
actually facilitated.
(Little input > Big output)
Fancy Nancy (O’Connor)
Twitter Parade
(Embedded video removed – see link below)
http://www.youtube.com/watch?v=_iNyt1ywrbQ
But let’s look behind
the scenes…
Sometimes, our
students expend a
disproportionate amount
of
e-effort
over
knowledge-building.
(Big Input > Little
Output)
My Explorers Report
My Explorers
Report!!!!!!!
By Kristin Fontichiaro
By Kristin Fontichiaro
Christopher
Columbus
was born in
1461.
He was
born in
Italy.
HOME OF PIZZA!!!!!!! YUM!!!!
He had three
boats:
Nina
Pinta
Santa Maria
He
discovered
AMERICA!!!
He died in 1506.
It was sad.
How is this quality work?
How has this project demonstrated
that the student understands tectonic
plates?
What evidence of learning do you
see?
Is this creative, innovative work?
Or something else entirely?
Balance?
TIME FOR
TECHNOLOGY
TIME FOR RESEARCH
& THINKING
* Bernajean Porter
Where’s the Beef?*
How Do We Know Rigor When We See It?
Decontextualized
Authentic
Synthesis
TeacherDirected
Rigorous
Learning
with
Technology
Student-Centered
Informated
(Value-Added)
Automated
Retelling
(with thanks to Roberta Sibley, Laurie Olmsted, Jeff Stanzler, and Raya Samet for contributing their feedback!)
Testing
Our Lens:
Student
Work Samples
Recognize
this Report?
http://bit.ly/sofiaotter
http://bit.ly/sofia-otter
(Embedded video has been removed – use URL
above)
Decontextualized
Authentic
Synthesis
TeacherDirected
Rigorous
Learning
with
Technology
Student-Centered
Informated
(Value-Added)
Automated
Retelling
(with thanks to Roberta Sibley, Laurie Olmsted, Jeff Stanzler, and Raya Samet for contributing their feedback!)
Check out
this
Glogster!
Decontextualized
Authentic
Synthesis
TeacherDirected
Rigorous
Learning
with
Technology
Student-Centered
Informated
(Value-Added)
Automated
Retelling
(with thanks to Roberta Sibley, Laurie Olmsted, Jeff Stanzler, and Raya Samet for contributing their feedback!)
When we strip out the work not done by the student, we are left with…
This is the movement
of the plates over
millions of years.
Im thinking about
tectonic plates!!
There was 7.0 in Haiti, a
8.9 in Chile, and a 6.4 in
Taiwan.
This is the plate boundary
lines.
The three boundary types are
transform, convergent, and
divergent
Of the five sentences, four have writing errors.
This is the movement
of the plates over
millions of years.
Im thinking about
tectonic plates!!
There was 7.0 in Haiti, a
8.9 in Chile, and a 6.4 in
Taiwan.
This is the plate boundary
lines.
The three boundary types are
transform, convergent, and
divergent
Of the five sentences, four have writing errors.
One makes us question whether the student knows what the content means.
This is the movement
of the plates over
millions of years.
Im thinking about
tectonic plates!!
There was 7.0 in Haiti, a
8.9 in Chile, and a 6.4 in
Taiwan.
This is the plate boundary
lines.
The three boundary types are
transform, convergent, and
divergent
Hamlet goes
to high
school
bit.ly/hPn588
bit.ly/hPn588
(Embedded video removed – please use the
above URL)
Decontextualized
Authentic
Synthesis
TeacherDirected
Rigorous
Learning
with
Technology
Student-Centered
Informated
(Value-Added)
Automated
Retelling
(with thanks to Roberta Sibley, Laurie Olmsted, Jeff Stanzler, and Raya Samet for contributing their feedback!)
Final Takeaways
• Make thoughtful
choices: mix protein
with the candy
• Be focused on
learning, not tools
• Go deeper!
Questions?
Kristin Fontichiaro
blog.schoollibrarymedia.com
fontichiaro.com
[email protected]
@activelearning