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Active Learning and 21 st Century Skills Berkeley Preparatory School PLP Presentation April 2009

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Active Learning and 21 st Century Skills. Berkeley Preparatory School PLP Presentation April 2009. Importance of Active Learning. Methods of Active Learning. Measuring Active Learning. A steam drill got John Henry. A Computer got Kasparov. The future belongs to…. - PowerPoint PPT Presentation

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Page 1: Active Learning and 21 st Century Skills

Active Learning and 21st Century SkillsBerkeley Preparatory SchoolPLP PresentationApril 2009

Page 2: Active Learning and 21 st Century Skills

Importance of Active Learning

Methods of Active Learning

Measuring Active Learning

Page 3: Active Learning and 21 st Century Skills

A steam drill got John Henry.

Page 4: Active Learning and 21 st Century Skills

A Computer got Kasparov.

Page 5: Active Learning and 21 st Century Skills

The future belongs to…

Page 6: Active Learning and 21 st Century Skills

those who ask the big questions

Page 7: Active Learning and 21 st Century Skills

the curious

Page 8: Active Learning and 21 st Century Skills

the imaginative

Page 9: Active Learning and 21 st Century Skills

the connected

Page 10: Active Learning and 21 st Century Skills

the digital

Page 11: Active Learning and 21 st Century Skills

the adventurous

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The Creative

Page 13: Active Learning and 21 st Century Skills

the globally engaged

Page 14: Active Learning and 21 st Century Skills

Methods of Active Learning

Page 15: Active Learning and 21 st Century Skills

energytap student

Page 16: Active Learning and 21 st Century Skills

Alex’s Giraffe Story

Page 17: Active Learning and 21 st Century Skills

Lady Liberty

Page 18: Active Learning and 21 st Century Skills

value Interaction

Page 19: Active Learning and 21 st Century Skills
Page 20: Active Learning and 21 st Century Skills

ICT Trends research papers posted◦students research one Web 2.0 tool using three

published sources and teacher and student interviews and post their findings

AP argument essay◦each student is responsible for one point (see

template)◦template serves as exam review

A Thousand Splendid Suns Groups◦posting of guided reading questions by group

members◦historical and literary timelines posted

Rhetorical Precis, Abstract Postings◦collaborative research for spring term paper

Pleasantville Allusion presentations◦Students analyze, post, and present film

allusions

Cross-Class Communication

Page 21: Active Learning and 21 st Century Skills

master the technology toolbox

Page 22: Active Learning and 21 st Century Skills
Page 23: Active Learning and 21 st Century Skills
Page 24: Active Learning and 21 st Century Skills
Page 25: Active Learning and 21 st Century Skills

promote Collaboration

Page 26: Active Learning and 21 st Century Skills

Realtime; anytime/anywhere learningShattering stereotype of online tutoringSteps required to “sell” this program to the

student body:◦Creation of OWL committee◦Deciding on Google Docs◦Tutor trouble shooting◦Creation of Berkeley Group on Google Docs◦Writing clear instructions for tutors and tutees◦OWL email◦Publicity: convo, posters, bulletin board, mass

emailing◦Classroom visitation and tutorials◦Edline posting

Online Tutoring: Google Docs

Page 27: Active Learning and 21 st Century Skills

In order to gain different perspectives, the E-Newsletter talked with both Stefan, an OWL tutor, and Kathyrn, an OWL tutee.

Could you explain, in your own words, what the OWL program does? Stefan: The OWL program allows Berkeley students to take the Writing Center to their homes.

Sometimes, students come in the Writing Center during a busy period only to wait for a tutor and to sometimes leave with an untutored paper. Some students simply don’t have enough time during a school day to stop by the Writing Center. The OWL resolves all of these dilemmas. OWL uses the very accessible Google Docs program in order to create a virtual writing center. The program allows for both the tutor and the tutee to simultaneously view and evaluate a word document.

Kathyrn: The OWL program allows a student to be tutored on an online chat session. The paper is uploaded into a specific chat room where both the tutor and student can type on the same document, making comments or corrections. However, it does take a couple of minutes for the messages written to show up/ upload on the other person’s screen. We could also change the color of our words in order to decipher which comments were from whom.

Was the google document difficult to manage at first? Stefan: Yes, at first the program took some time to fully understand; however, during my tutorial

with Kathyrn , the set up took only five minutes. Kathyrn: No, the Google document was not difficult to manage at first. To create the account and

set up the chat between Stefan and me was not hard because the directions were very specific, making this process easy. The actual Google document featured the same commands as Microsoft Word.  

OWL Session

Page 28: Active Learning and 21 st Century Skills

Communication of Writing Center news via E-newsletter Semester review of WC news Articles include interviews, op-ed pieces, reviews of outreach

programs Articles written by interns and directors E-newsletter is posted on Berkeley’s website

Writing Center E-News

Page 29: Active Learning and 21 st Century Skills

MD One-Unit Challenge Rationale, SY ‘08 – ‘09Promote collaboration across

disciplinesEncourage use of technologyBegin asking essential questionsTeach 21st Century skills

- critical thinking- problem solving - creativity- communication and collaboration

Page 30: Active Learning and 21 st Century Skills

MD One-Unit Challenge Guidance, SY ‘08 – ‘09Address a portion of an existing unitConsider an existing unit that lends itself to

an inter-disciplinary approachConsider a unit that will be enhanced by

technology Consider a unit that lends itself to the

teaching of Challenge-specific skillsBegin the Challenge unit with an essential

question Share the work and the wealthCapture the work on a One-Unit Challenge

curriculum map

Page 31: Active Learning and 21 st Century Skills

How does knowledge of relevant history and geography enhance understanding and appreciation of a novel’s setting?

Cross-curricular connection: literary setting, U.S. geography, 19th and 20th Century history, library research, computer skills

Classes: Language Arts, Geography

Teachers: Josh Beckwith, Meghan Weddle, Judy Callahan, Dave Schumacher

Technology: Google Maps

Skills: creativity, problem solving, technology integration

Page 32: Active Learning and 21 st Century Skills

Collaborative Google Map

Travels of Ulysses

Page 33: Active Learning and 21 st Century Skills

What mathematical patterns are found in nature? How are math, art and nature related?

Cross-curricular connection: tessellations, M.C. Escher’s art, nature’s art

Classes: Math 6, Art 6

Teachers: Brenda Gerding, Bonnie Liedman, Anna Arcuri

Technology: tessellation drawing software

Skills: creativity, technology integration, critical thinking

Page 34: Active Learning and 21 st Century Skills
Page 35: Active Learning and 21 st Century Skills

How do myths come to life?Cross-curricular

connection: physical fitness (running) and the story of Atalanta, Meleager, and Meilion

Classes: Physical Education, Latin

Teachers: Suzanne Marfise, Phil Dillinger

Technology: Movie Maker

Skills: creativity, technology integration, communication, collaboration

Page 36: Active Learning and 21 st Century Skills

How do plot, theme and the characters of today’s literature connect to those of past literature?

Cross-curricular connection: Ulysses, Go Big or Go Home, web 2.o applications

Classes: Language Arts, library

Teachers: Liz Stevens, Dave Schumacher

Technology: Blackboard blogging feature

Skills: critical thinking, technology integration, communication, collaboration

Page 37: Active Learning and 21 st Century Skills

Simpsons take on “Street Car…”

Page 38: Active Learning and 21 st Century Skills

How do you calculate the horizontal projection of a ball vs. the angular projection of a ball?

Cross-curricular connection: quadratic functions and parabolic motion

Classes: Honors Algebra I and Physical Science

Teachers: John MacConnell and Carol Piser

Technology: graphing calculator usage and video production

Skills: collaboration (group work), creativity, problem solving

Page 39: Active Learning and 21 st Century Skills

Parabolic Motion Project

Page 40: Active Learning and 21 st Century Skills

What is a meteorite, and can it carry life-threatening bacteria? (An exploration of Will Hobbs’s novel Go Big or Go Home) Cross-curricular

connection: meteorite science and recovery, fiction writing and blogging

Classes: Earth Science, library

Teachers: Susan McLaughlin, Dave Schumacher

Technology: Blackboard blogging feature

Skills: technology integration, communication, collaboration, problem solving, and critical thinking

Page 41: Active Learning and 21 st Century Skills

Sixth grader’s blog post detailing his meteorite research

Page 42: Active Learning and 21 st Century Skills
Page 43: Active Learning and 21 st Century Skills

One-Unit Challenge 2.O, SY ’09 – ‘10Address a portion of an existing or new unitPlan a Challenge unit lending itself to an inter-

disciplinary approachDevise a Challenge unit enhanced by web 2.0

applications (wikis, blogs, etc.) Construct a Challenge unit lending itself to the

teaching of select Berkeley Identified SkillsBegin the Challenge unit with an essential

question Collaborate with colleaguesCapture the work on a SY ‘09 – ’10 One-Unit

Challenge curriculum map

Page 44: Active Learning and 21 st Century Skills

21st Century Learner

Learner

Collaborator Creator

Curious

Reflective

Flexible

Ethical Diligent

Berkeley 21st Century Skills

Problem Solving

Page 45: Active Learning and 21 st Century Skills

Measuring Active Learning

Page 46: Active Learning and 21 st Century Skills

Functions of Assessment Strengthen student teacher

relationshipsStudents determine whether they

are “getting” it Clarify content connections Engage students in assessing

their workHelp teachers plan their next

stepsHelp students plan their next

steps

Page 47: Active Learning and 21 st Century Skills

Rube Goldberg Challenge

Page 48: Active Learning and 21 st Century Skills

Authentic AssessmentPromote real world skillsReflect student progress over

timeAssessment is in contextAssessment standards are known Builds mastery of the subjectSpeaks to an authentic audience

Page 49: Active Learning and 21 st Century Skills

Science is NOT magic

Page 50: Active Learning and 21 st Century Skills

Planning AssessmentsLearning is constant; the secret is

to document itIdentify the activity most

appropriate to a particular situation

Identify what is valuable to the student, the teacher, and the school

Use multiple forms of assessment and multiple assessors

Page 51: Active Learning and 21 st Century Skills
Page 52: Active Learning and 21 st Century Skills
Page 53: Active Learning and 21 st Century Skills

Active Listening Skills

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