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Coiro PDI Keynote 2018 keynote

Tuesday morning keynote for Summer Institute in Digital Literacy 2018 at the University of Rhode Island

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Coiro PDI Keynote 2018 keynote

  1. 1. PersonalDigital Inquiry: Connecting Learnersin Ways That Matter Julie Coiro, Ph.D. School of Education University of Rhode Island jcoiro@uri.edu uri.academia.edu/JulieCoiro/Papers
  2. 2. Where (and how) does STUDENT-DRIVEN INQUIRY fit into digital literacy? • Quick context setting: Engaging Today’s Learners • What is important to consider when designing opportunities for personal (student-driven) inquiry? • What role does the teacher play in the inquiry process? • How can we choose technologies that can deepen learning meaningful ways as part of the inquiry process? • What does Personal Digital Inquiry look like in classrooms across different grade levels? • It sits at the core of everything!
  3. 3. Personal vs. Personalized: What’s the differencewhenit comesto movingtowardstudentdirectedlearning? • “Personalized” is about a top-down designed or tailored approach to learning; customized for the student, but still controlled by the teacher (serve up learning based on a formula of what a child needs) • “Personal” is something human where the learner initiates and controls parts or all of the learning process; often emerges from engagement with others about one’s personal wonderings and building relationships in the process. True personal learning: It’s all about curiosity & relationships!
  4. 4. The Challenge:Connecting Learnersin Ways That Matter “We need to move beyond an industrial model of universal school toward new era focused on lifelong learning and individual choice – or we will lose our learners emotionally & physically.” ~ Allan Collins & Richard Halverson (2009)
  5. 5. Gallup Poll (2012) - 500,000 US students, Gr. 5-12 Center for Education Policy (2012) TheChallenge:ConnectingLearnersinWaysThatMatter
  6. 6. Gallup Poll (2015) – 929,000 US students, Gr. 5-12 Percentage who strongly agreed with the statement: “The adults at my school care about me, “ declined from 67% (Grade 5) to 23% (Grade 11)… Many students don’t feel individually known or cared for at school. THIS is the PERSONAL we need to focus on!
  7. 7. The Challenge:Connecting Learnersin Ways That Matter Sense of Belonging – Do I fit in? Am I relevant? Do people care about me? OECD PISA 2015 Students’ Well Being (April 2017)
  8. 8. • If we engage learners with rigorous academic content and expect them to know why, when, and how to apply knowledge to answer questions & solve problems (National Research Council, 2012) • We can “lessen the achievement gap in ways that lead to positive adult outcomes for more young people” • High school students engaged in deep, relevant, and personal (student-driven) learning opportunities: • Demonstrated higher levels of interpersonal and intrapersonal skills (American Institutes for Research, 2014) • Achieved better outcomes in every aspect of life, including academic, career, civic, and health (Center for Public Education, 2009) Optimistic Findings
  9. 9. Sohowcanweusetechnology(and goodteaching)todesignpersonal,student directedspacesforlearning? Coiro,Castek,&Quinn(2016)TheReadingTeacher Coiro,Dobler,&Pelekis(2018) PlanningTowardPersonalDigitalInquiry This also applies to how we design the Summer Institute experience in ways that model and engage you in the same practices we hope you will apply to your own projects & teaching.
  10. 10. Choosing technology: What’s the coolest new tool you’ve seen? Hey, that’s cool! 1. How could I use that?2. Hmmm…how might this connect with what I teach? 3.
  11. 11. Choosing technology: What’s the coolest new tool you’ve seen? Hey, that’s cool! 1. How could I use that?2. Hmmm…how might this connect with what I teach? 3.Turn and talk some more…
  12. 12. Are we asking the right questions? Hey, that’s cool! 1. How could I use that?2. Hmmm…how might this connect with what I teach? 3. But how? Which parts and why? For whom? In which contexts? How will your learners actively engage with this tool? To what end? What will your learners know, understand, and be able to do before/during/after using this tool? How does this connect with the real world?
  13. 13. Afterexploringdigitaltexts & tools, whatifwe refocusandflipthe sequenceof our planning questionsfor teachingwith technology? 1 2 3 What will my students know, understand, and be able to do? How will my students be actively engaged and to what end? Which digital tool(s) would work best and in what ways? 1. Set learning outcomes 2. Create authentic opportunities for students to be actively engaged 3. Then…make purposeful choices about technology (or no technology) 1. Hey that tool is cool! 2. How could I use that? 3. (maybe) How might this connect with what I teach? RATHER THAN…
  14. 14. A critical piece is classroom culture… A classroom culture that values curiosity and honors student voices while encouraging choice, collaboration, problem solving, risk taking, and reflection. Buildingacultureofinquiryiskey! (BEFOREtechnologycanplay aneffectiverole inteachingandlearning)
  15. 15. What do we mean by culture? Adapted from Ritchhart, 2015
  16. 16. 1. Set learning outcomes 2. Create authentic opportunities for students to be actively engaged 3. Then…make purposeful choices about technology (or no technology) trust and respect
  17. 17. Learning is social and part of a mutually constructive process that involves face-to- face talking, listening, and consensus building. Whatmight acultureofinquirylookandfeellikein a digitalage?(Foursetsofcorevalues/practices) Generating questions and lived experiences with real issues is personally fulfilling; Inquiry can happen on several levels. Creative learners make personal connections and take action to build awareness and/or foster change. “I belong and I can make a difference” True inquiry involves critical analysis, reflection & self-monitoring, which leads to more questions.
  18. 18. Wonder & Discover
  19. 19. Wonder & Discover (Gr. 1) What is that ant going to do next? Hey, why does that radish plant look different?
  20. 20. Wonder & Discover (Gr. 4) Gr. 4: What makes our school great?
  21. 21. Wonder & Discover (Gr. 12) Gr. 12: How can I make a difference?
  22. 22. VariedLevels of [Digital]Inquiry • Modeled inquiry: Students observe models of how the leader asks questions and makes decisions. • Structured Inquiry: Students make choices which are dependent upon guidelines and structure given by the leader (may vary). • Guided Inquiry: Students make choices during inquiry that lead to deeper understanding guided by some structure given by the leader. • Open Inquiry: Students make all of the decisions. There is little to no guidance. Alberta Inquiry Model of Inquiry Based Learning (2004)
  23. 23. Four places to start to let go
  24. 24. Four places to start to let go
  25. 25. Four places to start to let go
  26. 26. Four places to start to let go
  27. 27. Social Practices: Request & give information; jointly acknowledge, evaluate, & build on partner’s contributions Cognitive Strategies: Read, question, monitor, repair, infer, connect, clarify, and interpret Collaborate & Discuss
  28. 28. Social Practices: Request & give information; jointly acknowledge, evaluate, & build on partner’s contributions Cognitive Strategies: Read, question, monitor, repair, infer, connect, clarify, and interpret Collaborate & Discuss
  29. 29. Create & Take Action • Opportunities to actively engage and participate in turning new knowledge and ideas into creative action… • Collaborate • Start conversations • Raise awareness • Take action • Change Minds
  30. 30. Create & Take Action (Gr. 1) I belong to this community by increasing awareness
  31. 31. ReneeHobbs(2013) The Life Of A Homeless Person (after a photo walk Discovery) Discussion… Research…. Composition… Revision… 10 page Comic book Create& Take Action Grades 3-5
  32. 32. Blue Pride: Collected 500 signatures to ban plastic bags and use reusable shopping bags Next Steps: Class has ended but on to legislators… I belong to this community and I can make a difference! Create& Take Action Gr.12 Inquiry Question: What global issue would you like to advocate for on a local level?
  33. 33. Karen Mueller (Public Librarian, Foster, RI) Question: How can we engage adolescents more in local library activities? I’m a LEADER in this community and I can make a difference! Create& Take Action
  34. 34. Kara Clayton (Michigan) Stephanie Branson (Florida) Amanda Murphy (Rhode Island) Question: How do SIDL participants enact digital and media literacies back in their own contexts? Create& Take Action We’re LEADERS in this community and we can make a difference! digiuri.wordpress.com/
  35. 35. Create& Take Action Mary Wallace: Educational Technology Coordinator, Pennsylvania How can I create a media center that fosters innovation at my school? I’m a LEADER in this community and I can make a difference! https://goo.gl/Grc7sM
  36. 36. Create& Take Action Keith Remillard: West Warwick Public Schools Building a shared vision of digital literacy and enabling others to act (See for yourself TODAY at 10:15) I’m a LEADER in this community and I can make a difference!
  37. 37. Renee Hobbs and Julie Coiro Inquiry Question: How can we create a hands-on, minds-on learning experience that continues to grow a strong community of digital literacy leaders? Create& Take Action We’re LEADERS in this community and we can make a difference!
  38. 38. Analyze & Reflect Before…during...after inquiry experiences
  39. 39. Analyze & Reflect Building conceptual understanding (analog style) Giving feedback on a “final” product and reflecting on what they might have done differently
  40. 40. Analyze & Reflect Building conceptual understanding
  41. 41. Analyze & Reflect CITELIGHTER: Close reading and viewing to actively build knowledge
  42. 42. What decisions informed your design of your Wonder Project? Analyze & Reflect
  43. 43. ReflectionasassessmentANDpeerteaching asaform ofcreating&takingaction(increasingawareness) Analyze & Reflect
  44. 44. Reflectioncanincludepeopletoo! Analyze & Reflect
  45. 45. In reality – these four core elements are iterative, dynamic, & interdependent practices that vary with each situation & context
  46. 46. 1. Set learning outcomes 2. Create authentic opportunities for students to be actively engaged WONDER & DISCOVER COLLABORATE & DISCUSS CREATE & TAKE ACTION ANALYZE & REFLECT Withinthecultureofthesefoursetsofinquirypractices, 3. Then…make purposeful choices about technology (or no technology)
  47. 47. Access Knowledge Build Knowledge Express Knowledge Reflect On Knowledge Act On Knowledge Learners passively receive [digital] information given or modeled by others Learners [use technology to] connect new information to prior knowledge Learners [use technology to] share their new knowledge with others Learners [use technology to] reflect on and evaluate their inquiry processes and products Learners [use technology to] translate their knowledge into action for real-world purpose Lower Order Thinking Higher Order Thinking Purposeful Technology Use Howcantechnologysupportorenhancelearning? …to enrich Knowledge Building (more teacher guided) …to enrich Knowledge Creation (more learner guided)
  48. 48. VariedPurposesfor Using Technologyto Support DigitalInquiry Access Knowledge Build Knowledge Express Knowledge Reflect On Knowledge Act On Knowledge Teachers shows online resources & videos to build background; teachers and students take photos in garden to use in writing Students use Pebble Go for research to build knowledge & vocab; Research about how to stop insects from eating garden plants; students use online resources and decide what info. to include in posters Student pairs create poster on selected plant topic using creativity software (Pixie) Collaborative pairs evaluate content on digital posters (accuracy, detail, layout, clarity) and make changes as needed Students share digital posters with buddy classes (K and Gr. 5) to teach others and answers questions about plant topics Lower Order Thinking Higher Order Thinking Gr. 1 Garden Inquiry Project
  49. 49. VariedPurposesfor Using Technologyto Support DigitalInquiry Access Knowledge Build Knowledge Express Knowledge Reflect On Knowledge Act On Knowledge Teachers point learners to specific websites (UN, CNN) and these have additional links with resources Learners locate online sources & use Google Docs to create source analysis documents; Use email, Hangouts, Twitter to contact experts in fields related to their topic. Learners use Google Slides Presentations to pitch initial findings; present from websites, infographics, Twitter, and YouTube in Community Showcase Technology not used in this capacity in this project. Learners use technology to communicate suggested action steps to stakeholders and raise awareness for the causes. Lower Order Thinking Higher Order Thinking Gr. 12 Global Advocacy Project
  50. 50.  DEPENDING ON THE CONTEXT & PURPOSE, choices in inquiry-based learning can move from teachers using technology for giving information and prompting deeper thinking toward students actively using technology to make and reflect on new content
  51. 51. DesigningOpportunitiesforPersonalDigital InquirywiththePDIPlanningGuide Learning Outcomes Student-Centered Inquiry Practices (modeled > prompted > guided > open) Curricular: (subject-specific or multidisciplinary) Participatory: (join partners, start conversations, raise awareness, take action, change minds) Standards: Digital Competencies: Wonder & Discover: Collaborate & Discuss: Create & Take Action: Analyze & Reflect: [Digital] Experiences to Deepen Learning & Increase Engagement Acquire Knowledge Build Knowledge Express Knowledge Reflect On Knowledge Act On Knowledge 1 2> 3 >
  52. 52. Yourtaskthis week: Whatmight acultureofpersonal digitalinquirylooklikeinYOURworkcontext?
  53. 53. Possibilities: Using Inquiry and Technology to Enhance Wondering, Discussion, Creation & Reflection in Kindergarten
  54. 54. And it all begins with a question! What will yours be?

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