google drive -ing the common core classroom
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MACUL CUE Rock Star July 23-25, 2014
Chris Scott!@cscottsy
Drive-ing the Common Core Classroom
Let’s Make Learning Irresistible
Be an Education Architect
Trust Your Students
–Every Teacher
“Control Does Not Equal Trust.”
Draw on the Knowledge and Creativity of our Students
Be a KING maker
Their Success is Your Success
It’s never been just about content.
❖ Demonstrated Independence!
❖ Strong Content Knowledge!
❖ Comprehend & Critique!
❖ Value Evidence!
❖ Capably Use Technology!
❖ Respond To Varying Demands of Purpose
Capabilities of a Literate Adult
Students demonstrate independence without significant scaffolding.
Students reason abstractly and quantitatively.
Students make sense of problems and persevere in solving them.
Students construct viable arguments and critique the reasoning of others.
Reality?
Design the Culture
It’s a Process
Drive Apps Connect Kanbanchi App
Agile Scrum
Right Shift
Visual Progress is Motivating
Project Canvas
Goals Tasks Work in Progress Done
Goals❖ Could be a standard you’re working on!
❖ It’s non-Googleable!
❖ It’s Project/Learning Outcomes.!
❖ Ex: Demonstrate your understanding of the Mayan Social Hierarchy.
Goals Tasks Work in Progress Done
Tasks❖ 5-30 minute chunks!
❖ Attach a name!
❖ Add a time estimate and priority scale 1-4!
❖ “Make movie project” -WAY too big!
❖ “Write scene 1 script” -better
Goals Tasks Work in Progress Done
Work in Progress
❖ A task that someone is currently working on.
Goals Tasks Work in Progress Done
Done❖ Done is done.!
❖ Discuss with the class before starting what ‘done’ means. !
❖ When it’s done there’s something complete and ready to share.
Goals Tasks Work in Progress Done
Make Your Own
❖ Pick a project you love or hate.!
❖ Group with others.!
❖ Start with the goal.!
❖ Create 5-10 tasks.
Daily Stand-UpWhat have you finished?!!
What are you going to finish?!!
What’s in your way?
http://upload.wikimedia.org/wikipedia/commons/4/4a/Daily_sprint_meeting.jpg
Burn Down Chart
❖ Calculate time remaining on a project.
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