D Quadrant Learning Tie 09
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This document discusses strategies for adapting instruction to engage modern students and prepare them for an increasingly globalized world. It introduces the D-Quadrant framework for lesson planning, which focuses on rigor, relevance, and relationships. Examples are provided of questioning techniques, open-ended essential questions, and web tools that can be used to make learning more active, authentic, and collaborative. Teachers are encouraged to "bump up" existing lessons using these strategies in order to move students from lower-level knowledge and comprehension to higher-order application and adaptation of learning.
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D Quadrant Learning Tie 09
- 1. Bump it Up ! Creating Powerful Learning with D-Quadrant Learning Nancy White, Information Literacy Specialist, Academy School District 20
- 5. Students Today Magner, Timothy. “Trends in Educational Technology: A National Perspective.”
- 6. Pay Attention You Tube, Posted by jsdt4 http://youtube.com/watch?v=aEFKfXiCbLw&feature=related
- 11. Adapting to Change About Where to Begin, http://flickr.com Ed Cabic, http://flickr.com
- 12. Schools?
- 13. What Can We Do? Deeper Learning
- 14. Acquisition Application Assimilation Adaptation Knowledge Application ©International Center for Leadership in Education A Knowledge in one discipline B Apply knowledge in one discipline C Apply knowledge across disciplines D Apply knowledge to real world predictable situations E Apply knowledge to real world unpredictable situations Evaluation Synthesis Analysis Application Comprehension Knowledge
- 15. Rigor Big Idea: Action Word List
- 18. “ Questions and questioning might be the most powerful technologies of all.” -Jamie McKenzie
- 19. Intel Teaching Thinking With Technology Overview: Module 3: Creating Curriculum-Framing Questions to Support Thinking Skills
- 27. Subspace. Retrieved from Flickr: http://www.flickr.com/photos/62973467@N00/1819936799 Witts, Jonno. Retrieved from Flickr: http://www.flickr.com/photos/16857236@N03/2399505874 ________ LEARNING Passive
- 28. American Memory: http://memory.loc.gov/rbc/lprbscsm/scsm001/scsm0011/001q.gif Abraham Lincoln’s Resolution on Slavery: http://memory.loc.gov/mss/mal/mal2/424/4249000/001.gif ________ Learning Active Antietam, Md. President Lincoln and Gen. George B. McClellan in the general's tent]. http://memory.loc.gov/service/pnp/cwpb/04300/04351r.jpg
- 30. Relevance Scenario-based Learning WebQuests
- 32. The Third Element: Relationships
- 34. Workshop Time Use template on wiki to draft lesson/unit plan Hook – Rigor - Relevance
- 35. Acquisition Application Assimilation Adaptation Knowledge Application ©International Center for Leadership in Education A Knowledge in one discipline B Apply knowledge in one discipline C Apply knowledge across disciplines D Apply knowledge to real world predictable situations E Apply knowledge to real world unpredictable situations Evaluation Synthesis Analysis Application Comprehension Knowledge
- 36. Questions? Nancy White Information Literacy Specialist IT- Educational Services [email_address]
Hinweis der Redaktion
- The core problem is that our education and training systems were built for another era, an era in which most workers needed only a rudimentary education. It is not possible to get where we have to go by patching that system…We can get where we must go only by changing the system itself.” – “Tough choices or tough times: The report of the new commission on the skills of the American workforce – Executive Summary. Available http://skillscommission.org/pdf/exec_sum/ToughChoices_EXECSUM.pdf
- Brainstorm activity – links to word doc: How can schools better prepare students for their future? LOOK FORS: Deeper thinking – problem solving – creativity
- A: Low level knowledge – not applied to anything “real life Knowledge= Rigor Application = Relevance Third dimension – running through the framework – RELATIONSHIPS -Making personal connections
- Wikipedia: “ Technology is a broad concept that deals with a species ' usage and knowledge of tools and crafts , and how it affects a species' ability to control and adapt to its environment .” New York: “ Technology - 1. Human innovation in action that involves the generation of knowledge and processes to develop systems that solve problems and extend human capabilities.”
- Login: [email_address] User: PIE 101 – PIE 110
- 15 minutes
- OPEN NOTEBOOK – 3.04 Allow 5 minutes for small group discussion
- Show Slide: Textbook: = passive learning Primary Sources = Active Learning Scenario1: Close your eyes & imagine…teacher says “open your textbook to page 372 and read to page 395. Answer the questions at the end of the chapter. Active or passive learning? Or
- Scenario 2: What do these primary sources make you wonder about? What questions do they raise in you? How can they help you understand this era in history? What clues can you follow to find more information? Active or passive learning? Can you start to see a connection between the AASL Standard: Inquire, Create, Participate, Grow – and working with primary sources? BACK TO THE STANDARDS DOCUMENT Let’s look a little closer at how the AASL Standards provide a roadmap for this kind of active learning. Looking at the organization of the Standards I’ll be walking your through a modified “unwrapping” process fairly quickly – to help lead you to a better understanding of just what these standards are saying students should know and be able to do. Four strands of learning are delineated in Standards for the 21st-Century Learner – Skills, Dispositions in Action, Responsibilities, and Self-Assessment Strategies. Examine these in the first standard. (Turn Page) Learners use skills, resources & tools to Inquire, think critically, and gain knowledge. ASK: What is a phrase we might use to represent “inquire?” – ASK QUESTIONS
- View: Election PBA, No Place Like Home, Opening an Internet Business SchoolNet Africa
- WebQuests Search Science – 6-8 –The Apprentice Search “Nevada’s state insect”
- Raising Small Souls Animal Story: Ask: What does this have to do with relationships? LUNCH