Presentation for River Bend School District

1. Beyond One 2 One
The Challenge of Disrupting Instruction
Dr. Richard Voltz, Associate Director
Illinois Association of School Administrators

2. Let’s demonstrate what it is like to have an
interactive presentation.
Follow me @rvoltz

6. Write your questions, thoughts, comments at
#riverbend16

7. Turn to the person nearest you and introduce
yourself if you do not know that person, then
have that person tell you one thing they will
try this year using technology in the
classroom and then get your smart phone
and tweet the message with the hashtag
#riverbend16. Bonus points if you include a
selfie.

8. We have come a long way with technology in
education, or have we?

9. It just kind of happened…
• Chromebook replaced notebook
• iPad replaced the textbook
• PDF replaced the worksheet
BUT we still kept
• Lecture
• Memorization of names and dates
• PAPER evidence

11. Back To The Future…What has NOT happened
• No Flying cars
• No Hover Boards
• No Peace in the Middle East
• Cubs have not won the world series
• What have you been doing for 30 years?
• Cell Phones
• Selfies
• Pokeman

13. In Education what has technology changed?
•Tweet using #riverbend16

15. • Communication Evolution
• Expanding Audience
• Poster Boards: A Thing of the
Past
• Bye Bye to 3-Ring Binders
• Interactive Textbooks
• eBooks on the Rise
• No More Note Passing
• Disappearance of the Chalk
Board
• Assistive Tech for Better
Communication
• The iPad: A Game Changer
• Extended Classroom
Communities
• Rise of Web-Based Research
• Meeting the Needs of All
Learners

18. FVS began in 1996
2003 had 24,000 students
2012-13 had 410,962 students

22. How fast can change happen?

23. When did the original iPhone come out?

25. When did the original iPad come out?

27. When new things come out, you need to ask
is it really better?

29. Is the use of technology better for students?

30. I want to use technology to better my
instruction for __________.
Send to #riverbend16

31. I want to use technology to better my
instruction for differentiating instruction.
Send to #riverbend16

32. I want to use technology to better my
instruction for student engagement.
Send to #riverbend16

33. Do not be afraid to fail…

34. Fail is your First Attempt In Learning

35. If you do not know how to use technology,
YouTube it. For example, if you do not know
how to use email you can watch this video.

37. What will people be saying about education
in 2016 in the year 2046?
Send to #riverbend16

38. Will it still look like this?

40. Or this?

42. Technology is about making the
impossible…possible.

43. Let your students be your teacher…

45. Danielson definition of engaged learning is
the student is doing the intellectual work.
So how can you use technology to have the
student demonstrate that he/she is
intellectually engaged in learning?

46. Source for rubric description of Danielson
Frameworks - Use of Technology
http://www.ascd.org/ASCD/pdf/journals/ed_l
ead/el201303_johnson_rubric.pdf

49. So You Have Devices, Now What?
• Moving beyond Substitution – There’s More to SAMR

50. It is also not about the device.

54. Bloom’s Technology

56. Technology needs to transform the
classroom, not just be a substitute.
Most educators stop here because they do
not get it figured out.

59. So now that you have learned a little about
these 3 C’s…
What strategies will you use to incorporate
the 3 C’s into your classroom?

60. Tweet to #riverbend16 your ideas for…
Critical Thinking
Creative Thinking
Communication
Collaboration

61. We reinvent the workflow
• Flipped Classroom: YouTube, Video, Podcasts
• Content out there, Applications in Class
• Google Classroom/LMS (Canvas, etc)
• More efficient sharing strategies, workflows, curation
• Paperless
• Google Forms, YouTube, Wiki

62. Flipped or Blended Classrooms

63. Teachers can use the FLIPPED Classroom
ideas of curating videos that deliver
instruction and focus on in class activities
where students EXPLORE those ideas and use
the higher end of Blooms Taxonomy

71. Curriculum vs Interest

72. Think about using Google’s 80 – 20 idea.

73. 80-20
4 days a
week on
Curriculum
1 day a week on
what the
STUDENT wants
to learn about
Caveat – it has
to associate with
the topic at
hand…
e.g. Creat a
MineCraft world
to demonstrate
how civilizations
develop.

74. Have students spend one day a week
researching a topic of their own choice with
requirement that student has to make a
presentation to the class about their topic.

75. From Lesson Design To Planning and Pacing
• The whole lesson needs to be re-evaluated
• Mixing modalities; media rich
• Leveraging the GEAR available
• An Open Source Classroom
• Up the pyramid!

76. Critical Elements
• How can I create opportunities for them to collaborate?
• How will they communicate their learning? Their questions?
• What can they create for me to demonstrate integration of content?
• Is it above remembering? (i.e. Could I just Google it?)
• Can they apply it to another context?

77. What’s next?
• Need PD around lesson planning (4 C’s, Bloom, DOK)
• Peer observations that provide feedback: Did I get beyond my S of
SAMR? How far?
• Did I squeeze all I could out of the device I have available?
• What evidence did my students produce? (Curation and
Differentiated)
• Assessment - Curriculum Based Measures for Student Growth

78. Educators are preparing students for jobs that
do not even exist today.

79. Information-age jobs
• Students also need to think deeply about issues
• Solve problems creatively
• Work in teams
• Communicate clearly in many media
• Learn ever-changing technologies
• Deal with a flood of information.
• See more at: https://k12.thoughtfullearning.com/FAQ/what-are-21st-
century-skills#sthash.HeBXazHY.dpuf

80. Homework… do we really need it?
What should or could it look like?
Send tweet with hashtag #riverbend16

81. How can we make education more authentic?
Send tweet with hashtag #riverbend16

82. An “authentic” way to teach the scientific method,
for example, would be to ask students to develop
a hypothesis about how ecosystems work that is
based on first-hand observations of a local natural
habitat, then have them design and conduct an
experiment to prove or disprove the hypothesis.
After the experiment is completed, students might
then write up, present, and defend their findings
to a panel of actual scientists.

83. A science class might study water conservation, conduct an analysis of
their school’s water usage, investigate potential ways the school might
reduce its usage, and then present a water-conservation proposal to the
school board that includes a variety of recommendations—e.g., posting
signs in bathrooms encouraging students not to leave water running,
installing low-flow faucets with automatic on-off sensors, using rain
barrels below drain spouts, planting drought-resistant plants in the
schoolyard that are watered using the collected rainwater, etc. Once
these solutions are put into practice, students might conduct
observations to calculate how much water the school conserves on a
daily, weekly, or annual basis, and then develop a website, infographics,
or videos to share the information with school leaders and the broader
community.

84. How can we get students to use social media
for good instead of evil?
Send tweet with hashtag #riverbend16

85. What would it look like if your district allowed
students to use twitter and start discussions
with students in other countries?
Send tweet with hashtag #riverbend16

86. What would you do as a teacher if you had no
constraints?
Send tweet with hashtag #riverbend16

87. Extra…Extra...Extra

88. Pinterest for education…

91. Remind App

93. RtI App Mobymax

95. Student Portfolios App “Seesaw”
Students can take pictures and videos of their work and their
parents can see it on their phone or iPad when they sign up.
The teacher has to approve what they have taken pictures and
videos of before parents can see them. Comments can also be
recorded about the children's work. Seems like a pretty neat
program. This would also be great at conferences. No papers
to fumble through