Transcript Prensky

Adelphi University
Technology & Instruction
Whittney Smith, Ed.D.
Introduction: Our
Changing World
“The place where the biggest educational
changes have come is not our schools; it is
everywhere else but our schools.”
Attention
“Many of the same students who do not
concentrate in school will sit for hours, for
example, totally focused on movies or video
games.”
Attention, tolerance or needs?
Choice, differentiation, personalization,
individualization
What do today’s students want?
Not to be lectured to
Respect, trust and their opinions mean something
to follow their own interests and passions
to create and use tools of their time
to work with their peers on group work and projects (and
prevent slackers from getting a free ride)
to make decisions and share control
connect with peers in class and around the world
an education that is not just relevant, but real.
What is “real?”
when something is learned, it can immediately
be applied
a game --- they can compete and
collaborate globally
download, text, tweet, blog --- they can
participate in the social network revolution
“Partnering”
Learning a new way with different roles;
conceptual changes
Students: focus on using new tools, finding
information, making meaning, and creating
Teachers: focus on questioning, coaching,
and guiding, providing context, ensuring
rigor and meaning, and ensuring quality
results
Other names for
partnering...
student-centered learning
problem-based learning
project-based learning
case-based learning
inquiry-based learning
active learning
constructivism / co-constructing
learning by doing
Partnering Levels for Teachers
Level 0
All Teaching is done by lecturing and all student practice is with worksheets
Level 1
In addition to lectures, other presentation modes, such as videos, are
introduced periodically. Still worksheets.
Level 2
the teacher tries to keep lectures short, using a rule of no more minutes per
lecture than the grade level. STudents do a variety of in class activities,
many on the computer.
Level 3
The teacher lectures while using interactive whiteboards and showing
PowerPoint presentations and videos. In addition to worksheets, some
computer and search-based student activities are introduced in class r
computer labs.
Level 4
Partnering (i.e., guiding questions given, students work on their own,
followed by presentations and discussions) is done on some days, with
some topics. Lectures, explanations, and worksheets are still used for some
material
Level 5
All teaching is done through partnering. The teacher never lectures, even
when giving instructions. Students always work on their own or in groups,
always have clear goals that they know where to find, and accomplish the
goals regularly using a variety of tools. Discussions and critiques are
student led, fully participative, and lively.
Partnering Levels for Students
Level 0
Students are expected to listen, take notes, hand in homework and
assignments on time, and pass frequent tests.
Level 1
Students engage in some active doing, non-listening-only activities in
addition to those from level 0.
Level 2
Students spend at least half their time doing partnering activities, finding
their guiding questions and goals on their own, and selecting activities from
a teacher-provided menu.
Level 3
In addition to the activities from level 2, students discuss upcoming lessons
with the teacher, help create guiding questions, suggest activities and tools,
and do their own research. There is still some listening and note taking.
Level 4
Students are expected to, and do, find or create guiding questions, do
research, make presentations, self-form into groups when necessary,
complete self-designed projects, and lead and participate in critiques and
discussions
Level 5
Students do everything from Level 4 and also help the teacher design
classes for maximum engagement and teach their peers whenever
necessary
Organization of the Book
Chapter 1: more positive look at 21st century students; partnering
pedagogy and “new roles”
Chapter 2: implementing partnering pedagogy; “leaving the stage;”
verb/noun distinction
Chapter 3: using student passions
Chapter 4: “Real, not just relevant”
Chapter 5: Guiding questions, verbs (skills)
Chapter 6: Using technology in partnering
Chapter 7: >130 Technologies
Chapter 8: Student creation
Chapter 9: Continuous improvement through sharing
Chapter 10: Assessment