(Re)designing Tech-Infused Lessons for Deeper Thinking WH120
Fee: $113 ($123 after May 1)
[Explore and Create : Workshop]
Sunday, June 28, 12:30–3:30 pm
Julie GraberScott McLeod
Avoid the pitfalls of tech integration -- technology for technology's sake, focus on tools rather than the learning -- by being thoughtful and purposeful about lesson (re)design. Bring your own lessons and units, and we'll help you make them better. Recommended by ISTE’s Administrator Network
Evaluate this session
||$113 ($123 after May 1)
||Participant devices required
||Other, Laptop, Chromebook, Tablet, Smartphone
||Laptops and Chromebooks tend to play best with Google Docs and Sheets, which is what we will be using to facilitate some of our work together.
Ability to access Google Docs and Sheets.
In addition to bringing a computing device, participants also should bring a unit or a few lessons that they would like to redesign.
||Digital Age Teaching & Learning
||Instructional Design & Delivery
||Administrators : Digital-Age Learning Culture
Coaches : Teaching, Learning, and Assessments
Teachers : Design and Develop Digital-Age Learning Experiences and Assessments
Purpose & objective
This session focuses on the intersections of digital learning technologies, higher-order thinking skills, student agency, and authentic, real-world work. In this workshop we will redesign lessons and units with the intent of getting beyond lower-level academic work and technology usage. By the end of the workshop, participating administrators and teachers will have practiced using the trudacot protocol to 1) diagnose and redesign others’ lessons, and 2) create new lessons, or revise existing ones, of their own.
In addition to bringing a computing device, participants also should bring a unit or a few lessons that they would like to redesign. | 10 minutes - We will start the workshop by looking at some different technology integration and/or deeper thinking frameworks (TPACK, SAMR, RAT, Bloom's, Webb's, IPI, AIW, etc.) and quickly discussing the strengths and weaknesses of each. | 10 minutes - We then will introduce participants to a technology-rich unit design and classroom observation template (trudacot), which pulls from the strengths of multiple frameworks while simultaneously covering existing gaps in those frameworks. | 60 minutes - We will spend most of the first half of our workshop applying trudacot in depth to one or two video examples of technology-infused lessons (with accompanying lesson plans) so that administrators and teachers can practice utilizing the template with actual lessons to make judgments about the presence/absence of higher-order and active learning; critical thinking and problem-solving; collaboration; authentic, real-world work; and other high-leverage characteristics. In short, we will redesign one or two lessons from elsewhere to make them richer and more robust. | 10 minutes - We will take a break! | 90 minutes - Moving beyond others’ lessons, we then will rebuild (or build new) lessons of our own using trudacot to facilitate our dialogues. Participants will work in triads throughout the workshop to ensure that multiple lenses and perspectives are informing our design work. | This will NOT be a sit-and-get session with a few questions at the end. We will be talking continuously with each other throughout the workshop, so questions will be actively solicited throughout rather than waiting until the end and letting just a few folks ask questions.
There is a wealth of research on the TPACK and SAMR frameworks, Bloom's taxonomy, Webb's Depth of Knowledge, the Authentic Intellectual Work framework, the Instructional Practices Inventory, the Florida/Arizona Technology Integration Matrices, and other mental models of technology integration and/or higher-order thinking work. Unfortunately, each of these is limited in terms of utilization as a lesson (re)design framework. We will be pulling these together into a comprehensive template that draws from existing frameworks but also remedies their individual gaps. | It is absolutely critical that educators have the ability and tools to examine, dissect, and rebuild student and teacher classroom technology uses for the purpose of achieving higher-level thinking, greater student agency, and authentic, real-world work. Right now we are doing a poor job of helping educators with these tasks. The purpose of this workshop is to help with this concern.
Scott McLeod, University of Colorado Denver
Director of Innovation. Associate Professor. Founding Director, CASTLE. Blogger. Idea generator. Solution builder. Agitator. Catalyst. “If the leaders don’t get it, it’s not going to happen.” | dangerouslyirrelevant.org | @mcleod