This is a set of slides presented by 'Serendipity' at the recent Apple Distinguished Educator 2009 Summer Institute at Full Sail University at Orlando, Florida.
2. Serendipity
Team Members:
Helen Mowers
Jerome Burg
Larry Anderson
Paviter Singh
Ross Abels Online Links:
Tim Coleman http://ade-ple.wikispaces.com/
Tom Woodward
Distinguished Educator Summer Institute 2009 Full Sail University
3. What are indicators of a
healthy learning
environment?
Distinguished Educator Summer Institute 2009 Full Sail University
11. Component Beginning Building Sustaining
• Differentiation is lead by teacher • Differentiation is shared between • Differentiation is student-led
• Resources are provided in a variety student and teacher • Constructible
of formats (maps) • Resources are interactive (Google • Students create their own resources
• Use of current print or non print Maps) which are also interactive and shared
static resources published by others • Use of dynamic resources created online
Content • Accepts given information by others • Use of dynamic resources created by
• Within a given domain • Evaluates the accuracy of students
information across multiple • Contributes to the debate on the
domains accuracy of information
• Interdisciplinary and real-world
http://ade-ple.wikispaces.com
• Taking into consideration the needs,
interests and learning styles of
students
• Setting up the infrastructure to
• Taking into consideration the
needs, interests and teaching
styles of teachers
• Taking into consideration the
• Taking into consideration the need and
interests of the local, regional, national
community
• Setting up the infrastructure to allow
Complaint email - aintgonnareadit@ltp.com
leverage on the existing physical
environment
needs and interests of parents
• Setting up the infrastructure for a
and enable frequent and exible
mobility between the physical and
• Enabling personal learning in the virtual learning environment virtual environments (access at any
Context classroom during lesson time • Enabling personal learning outside place)
• Teacher scafolded personal learning of the classroom within the school • Enabling personal learning outside of
with a high level of student • Teacher facilitated personal the school (access at anytime, all of the
engagement learning with students deciding on time)
• Taking into consideration the how they want to learn • Student initiated personal learning
appropriate standards • Taking into consideration the with teachers serving as content guides
appropriate standards • Taking into consideration the
appropriate standards
• Network consists of others that live/ • Network consists of both local and • Network consists of local, regional/
work with you regional/national participants national, international participants
• PLE members have similar interests/ • PLE members have similar • Members have very diverse interests/
viewpoints/professions/ interests/viewpoints/professions/ viewpoints/professions/backgrounds
backgrounds backgrounds, but some divergent • Network uctuates as owner becomes
Community • Network is face-to-face only, or built thinkers may begin to be added comfortable with joining/leaving
around the use of 1-2 tools • Network is face-to-face and built various networks
• Network is smaller in size around multiple tools • Network involves multiple face-to-face
• Network is larger of members in discussions and more than 2 tools
12. Challenge Based Learning Leave this slide
Team Project Assessment in your preso -
we will use it
for the
• How does your solution improve the reflection time.
opportunity for personalized learning?
• Is it feasible?
• Is it scalable?
• How does it leverage the use of modern
technologies?
• How does it demonstrate understanding of
personalized learning?
• How does it engage students in deep content?
Distinguished Educator Summer Institute 2009 Full Sail University