1. Projekt realizują

2. What’s a 21st century skill?
• problem solving,
• critical thinking,
• creativity,
• communication,
http://marcbrecy.perso.neuf.fr/history.html
• collaboration,
• self-management,
• motivation,
• persistence,
and learning to learn

3. Why we need to re-balance
the aims of education
skillsknowledge

4. A great educational platform resource that will:
• Save you time
• Engage students
• Be an important step towards a Digital School
• Help prepare students with the skills to cope
with an increasingly technical future

5. The Digital School
A €2.9 billion E.U. financed budget for
Polish schools 2015 -2020

6. The fundamental changeThe world really is changing

7. The Google Delivery Drone

8. “When the student has access to the same
amount of information as a teacher, teaching
has to change”.
“Teachers simply can't do what they've
traditionally done. It's impossible”

9. What’s an oxbow lake?

10. The students already have the technology…..

11. ….now they need the skills to be more
independent learners

12. Anytime, anywhere
personalised learning

13. http://academicearth.org
M.O.O.C’s
http://www.stanford.edu/
https://www.coursera.org
4.9 m – 200 courses

14. Tomorrow’s Classroom
Students trained
in learning skills
Professional
Development
Learning
platform
High quality
digital Content
PC control
software

15. Tomorrow’s Classroom
Students trained
in learning skills
Professional
Development
Learning
platform
PC control
software

16. • Students may have differing academic
abilities, but every student can become
better at learning and thinking.

17. Developing students’
learning power

18. Teachers extra role - Learning Coach

19. Knowledge
(has a shelf life)
What are we
learning?
Skills
(are for ever)
How shall we
best learn it?

20. The objective:
independent, motivated
life-long learners

21. John Hattie’s* meta analysis of
top teaching and learning
strategies
• 800+ meta-studies
• 50,000 studies, and
• 200+ million students!
* Professor of Education and Director of the
Melbourne Education Research Institute at the
University of Melbourne,

22. Self reported grades 1.0
Formative evaluation - feedback 0.9
Peer to peer teaching 0.7
Thinking and learning skill training 0.7
Spaced revision 0.7
Peer assessment 0.6
Motivation 0.6
Cooperative learning 0.6
Concept mapping 0.6
NOTE: 1.0 is a typical
grade average gain
How do we build these
techniques into the Digital
Learning process?

23. Self reported grades 1.0
Formative evaluation - feedback 0.9
Peer to peer teaching 0.7
Thinking and learning skill training 0.7
Spaced revision 0.7
Peer assessment 0.6
Motivation 0.6
Cooperative learning 0.6
Concept mapping 0.6
NOTE: 1.0 is a typical
grade average gain

24. Zawiera poradniki metodyczne dla 21 wieku

27. Roundtable Review
1. Students write a list of numbers from one to 10 on a blank
sheet.
2. Put one important idea from the previous lesson on the first
line.
3. Pass to the person on your left.
4. The person receiving the paper writes a different idea.
5. After a few minutes the papers go back to the original owner.
Result: A quick review and link to new material

28. Success criteria scale
RUBRIC
1
I can
remember
some of the
key points

29. 1 2
I can
remember
some of the
key points
I have
created
notes and
remember
all the key
points
Success criteria scale
RUBRIC

30. 1 2 3
I can
remember
some of the
key points
I have
created
notes and
remember
all the key
points
I see how
this fits in
with other
relevant
topics I
have
learned
Success criteria scale
RUBRIC

31. 1 2 3 4
I can
remember
some of the
key points
I have
created
notes and
remember
all the key
points
I see how
this fits in
with other
relevant
topics I
have
learned
I have
tested
myself and
know I
really know
this
Success criteria scale
RUBRIC

32. 1 2 3 4 5
I can
remember
some of the
key points
I have
created
notes and
remember
all the key
points
I see how
this fits in
with other
relevant
topics I
have
learned
I have
tested
myself and
know I
really know
this
I could
teach this
to someone
else
Success criteria scale
RUBRIC

33. Learner’s own feedback
through clear criteria
What’s
important
This is what I
am looking for
1 2 3 4 5
Content Is the argument
well developed to
show
understanding of
all issues?
x
Document-
ation
Have you given:
References?
Quotations?
Sources?
Grammar
and spelling
Spelling and
grammar all
correct?
EXAMPLE: Science Report

34. Learner’s own feedback
through clear criteria
What’s
important
Look for this 1 2 3 4 5
Content Is the argument
well developed to
show
understanding of
all issues?
x
Document-
ation
Have you given:
References?
Quotations?
Sources?
x
Grammar
and spelling
Spelling and
grammar all
correct?
EXAMPLE: Science Report

35. Learner’s own feedback
through clear criteria
What’s
important
Look for this 1 2 3 4 5
Content Is the argument
well developed to
show
understanding of
all issues?
x
Document-
ation
Have you given:
References?
Quotations?
Sources?
x
Grammar
and spelling
Spelling and
grammar all
correct?
x
EXAMPLE: Science Report

36. Measuring the learning
• It takes more effort to make up a question than an
answer – so ….?
• Get them to work out their own test!
• And grade their own work!
• And exam paper with marking scheme?

37. A instruction map
shows us exactly
what to do

38. Science
Method
Observe the
situation
Define the
problem
Assumptions?
Create a theory
Design an
experiment
Set up controls
Collect the dataAnalyse the results
Draw conclusions
Consider the
implications
Share the findings
Success criteria
plus learning
mats make the
objective clear
and students can
self assess

39. Use it for difficult science and maths
concepts during the lesson to increase
attention and understanding
Peer tutoring

40. Peer tutor cycle
Explain
concept
Ask question
Pairs explain their
answers to each
other
Teacher gives
model answer
Students work
on answer
Pairs work to
create best
answer
Pairs identify
gaps in
understanding
Effect size
up to 0.8!

41. Two heads are better
than one!
Topic: Earth structure
I learned that The layer we live on is the crust
The core is liquid iron

42. Two heads are better
than one!
Topic: Earth structure
I learned that The layer we live on is the crust
The core is liquid iron
Other students learned The mantle is liquid hot rock -
magma
The inner core is solid iron
Scientists can measure the layers

43. Format Kuli Śnieżnej
zadanie klasa
Za co TY byłbyś gotowy umrzeć?
(omawiając biografię Martina Luter Kinga)
Porównaj
odpowiedzi
i wyjaśnij

44. Jigsaw - Diads

45. Student centred layout
Delegated responsibility

46. Building students
interrogation powers

47. No questions – no learning!
•Can I use this to solve a problem? What if…….?
•What is the principle involved?
•How would I teach this to someone else?
•Do I agree or disagree with this?
•How can I prove I really understand this? Can do this?
------------------------------------------------------------------
•What is it like? Can I find other examples, compare it, contrast it?
•How is this relevant to me? What other points of view are possible?
•How does this fit in to what I have already learned?
•What else do I need to know? What gaps are there?
--------------------------------------------------------------------------------
•What might come next? How might it change?
•What are the steps or parts involved? How does it work?
•Any cause and effect involved? Why is it like this?
•What evidence supports it? How do we know?
•Shall I create a who, what, where, when, why, how map?
•How can I remember this? Notes? Learning Map? Diagram?
•What are the key points or main idea I have learned?

48. The Memory problem

49. The 4 times better Review Plan
Next
day
Next
week
Next
month
Before
exam
20%
80%
That
day
Appoint students
to text key points!

50. The Memory solution
400%
Memory
boost!

51. Photosynthesis
Respiration
Chlorophyll
Limits to rate
What questions do you need
answering?
What are the key ideas?
Is this like anything else?
What’s the evidence?
Why is it like this?
What conclusions can we
draw?
Visual organisers

52. Individual Learning Map
Trace and say

53. Memory map
Now create it
from memory!

54. Learning happens when a
learner actively re-structures
what was taught

55. Notatki gotowe do powtórek
Notatki
Wnioski
Słowa kluczowe
Cytaty
Definicje

56. “We can become more intelligent through study
and practice, through access to appropriate
tools, and through learning to make effective
use of these tools.”
David Perkins: Project Zero
Harvard University

57. So…good teaching is not only delivering
the curriculum and guiding students to
good grades,
but developing effective thinking and
learning skills and behaviours.

58. Increased learning productivity
2 x faster
50% cost

59. ‘You can digitize a worksheet and
put it on an iPad and not change anything at all’.
‘The biggest shift has to happen in the pedagogy
- from teacher-centred to student-centred’.

60. The Flipped Classroom

61. Summary Results of
Learning to Learn
• 10 years research in 100 schools shows:
* Raised standards
* Increased pupil motivation and confidence
* Increase teacher motivation and morale
* Reduced under-achievement
* Improved behaviour –especially in boys

62. 3 free reports available:
Success with IWB’s
Success with Tablets
Success with Learning Platform

63. Projekt realizują

64. PROJEKT WSPÓŁFINANSOWANY ZE ŚRODKÓW UNII EUROPEJSKIEJ W RAMACH EUROPEJSKIEGO FUNDUSZU SPOŁECZNEGO
Podnoszenie kompetencji uczniowskich w dziedzinie
nauk matematyczno-przyrodniczych i technicznych
z wykorzystaniem innowacyjnych metod i technologii - EDUSCIENCE
Projekt realizują
Dziękujemy za uwagę
“Jeśli dzisiejszych uczniów będziemy uczyć tak
samo, jak tych wczoraj, pozbawimy ich jutra.”
John Dewey