Design Ed: Connecting Learning Science Research to Practice (Instructional Leaders Edition)
Listen and learn : Lecture
Monday, June 24, 1:00–2:00 pm
Dr. Angela Elkordy Dr. Ayn Keneman
Based upon the new ISTE publication, Design Ed: Connecting Learning Sciences Research to Practice, this session spotlights powerful ideas originating in the learning sciences for impactful learning design. By understanding the "why" behind highly effective teaching practices, instructional leaders can meaningfully coach and engage with colleagues' around evidence-based instructional strategies.
|Audience:||Coaches, Teacher education/higher ed faculty, Principals/head teachers|
|Attendee devices:||Devices useful|
|Attendee device specification:||Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||Google account|
|Focus:||Digital age teaching & learning|
|Topic:||Instructional design and delivery|
|Grade level:||Community college/university|
|ISTE Standards:||For Administrators:
Excellence in Professional Practice
Teaching, Learning and Assessments
|Additional detail:||ISTE author presentation|
The newly revised ISTE standards for educational leaders, school administrators, and coaches promote meaningful support for Educators who should be "current with research that supports improved student learning outcomes, including findings from the learning sciences" is a priority for today's educational professionals (Educator: 1c). Although there isn't consensus about the exact meaning of the "Learning Sciences," experts agree that the research and practices of this developing area are essential for designing effective learning experiences and environments.
It is essential that our educational visionaries, leaders, and coaches also understand actionable findings from the learning sciences and the broader range of educational research.
This session is designed to share powerful ideas originating in the learning sciences which can be leveraged into highly effective teaching practices. Our book describes aspects of the learning sciences and then the implementation of the LITE (Learners Instruction, Technologies and Environment) framework to design instruction for the 4Cs (critical thinking, communication collaboration, and creativity). In this session, our lens is collaboration - meaning that our examples will be focused upon this "C." (Our proposed educators' session will focus on creativity.) This session is organized into four main parts:
1) Overview of the Learning Sciences for educational leaders
2) Design thinking and the LITE framework for evidence-based, impactful learning
3) Creating and sustaining a vibrant learning culture which investigates - and improves - instructional practices.
4) Suggestions for measuring impact
This session is based upon a new ISTE publication, "Design Ed: Connecting Learning Sciences Research to Practice."
Our session will model, explain and teach findings from the learning sciences, providing an introduction to our new, ISTE publication. Our goal is a fun, interactive and engaging session which will empower its participants with useful knowledge, skills, and strategies relevant to their own teaching and learning contexts.
To develop educational leaders' knowledge of the Learning Sciences and how to effectively support professional development, it's essential that we first identify their existing knowledge and build upon it.
1. Introductions and overview (5 mins)
2. What do we know about the Learning Sciences? poll & small group activity (5 mins)
3. Overview of the Learning Sciences for Educational Leaders (15 min.)
4. Design thinking and the LITE framework for the design of impactful learning worked examples in Creativity (10 mins)
5. Creating and sustaining a learning culture (15 mins)
6. Suggestions for measuring impact & Wrap up (10 mins)
We will use digital tools, particularly collaborative and planning tools in the session. Warmth and energy are important in workshops :) we plan to leverage both -
Boaler, J., & Dweck, C. (2016). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages, and innovative teaching. San Francisco, CA: Jossey-Bass.
Boling, E. (2010). The need for design cases: Disseminating design knowledge. International Journal of Designs for Learning, 1(1), 1-8. Retrieved from https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/919/978
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.
Brown, P. C., McDaniel, M. A., & Roediger, H. L. (2014). Make It stick: The science of successful learning. Cambridge, MA: Harvard University Press.
Bush, V. (1945). As we may think. The Atlantic. Retrieved from http://www.theatlantic.com/magazine/archive/1945/07/as-we-may-think/303881/
Caine, R. N., Caine, G., & McClintic, C. (2016). Twelve brain/mind learning principles in action: Teach for the development of higher order thinking and executive function. Thousand Oaks, CA: Corwin.
Carey, B. (2015). How we learn: The surprising truth about when, where and why it happens. New York, NY: Random House.
Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York, NY: Teachers College Press.
Costa, A., & Garmston, R. (2002). Cognitive coaching. Norwood, MA: Christopher-Gordon Publishers.
Coyne, M. D., Kameenui, E. J., & Carnine, D. (2011). Effective teaching strategies that accommodate diverse learners. Upper Saddle River, NJ: Pearson Education.
Darling-Hammond, L., Barron, B., Pearson, P., Shoenfeld, A., Stage, E., Zimmerman, T., Cervetti, G., Tilson, J. (2008). Powerful learning environments. What we know about teaching for understanding. San Francisco, CA: Jossey-Bass.
Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should know and be able to do. San Francisco, CA: Jossey-Bass
De Bono, E. (2005). The six value medals: The essential tool for success in the 21st century. London, UK: Vermilion.
De Bono, E. (2015). Lateral thinking: Creativity step by step. New York, NY: Harper Colophon.
Digital Media and Learning Research Hub. (n.d.) Retrieved from http://dmlhub.net/
Digital Youth Network. (2016). Retrieved from http://digitalyouthnetwork.org/
DiRanna, K., Osmundson, Topps, J., Barakos, L., Gearhart, M., Cerwin, K., Carnahan, D., & Strang, C. (2008). Assessment-centered teaching: A reflective practice. Thousand Oaks, CA: Corwin Press.
Donovan, M.S., & Bransford, J. (2005). How students learn. History, mathematics, and science in the classroom. Washington, DC: National Academies Press.
Dweck, C. S. (2008). Mindset: the new psychology of success. New York, NY: Ballantine Books.
Fields, D., & Kafai, Y. (2009). A connective ethnography of peer knowledge sharing and diffusion in a tween virtual world. International Journal of Computer-Supported Collaborative Learning, 4(1), 47-68.
Fromme, J., & Unger, A. (2012). Computer games and new media cultures: A handbook of digital games studies. New York, NY: Springer.
Gee, J. P. (2008). Learning and games. In K. Salen (Ed.), The ecology of games: Connecting youth, games, and learning (pp. 21-40). Cambridge, MA: MIT Press.
Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
Hattie, J. (2012). Visible learning for teachers. Maximizing impact on learning. New York, NY: Routledge.
Heick, T. (2012). Integrating the 16 habits of mind. Edutopia. Retrieved from http://www.edutopia.org/blog/habits-of-mind-terrell-heick
Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousand Oaks, CA: Corwin.
Hess, K. (2008). Developing and using learning progressions as a schema for measuring progress. National Center for the Improvement of Educational Assessment. Retrieved from http://www.nciea.org/publications/CCSSO2_KH08.pdf
Hoadley, C., & Van Haneghan, J.P. (2012). The learning sciences: Where they came from and what it means for instructional designers. In R.A. Reiser & J.V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed.). New York, NY: Pearson. Retrieved from https://steinhardt.nyu.edu/scmsAdmin/uploads/006/742/Hoadley-VanHaneghan-draft.pdf
Hyerle, D. (2000). A field guide to using visual tools. Alexandria, VA: Association for Supervision and Curriculum Development.
Hyerle, D. (2009). Visual tools for transforming information into knowledge (2nd ed.). Thousand Oaks, CA: Corwin.
Institute of Human Development and Social Change, New York University. (2016). Connecting youth: Digital learning research project. Retrieved from http://steinhardt.nyu.edu/ihdsc/connecting_youth
Institute for Human and Machine Cognition (n.d). IHMC CmapTools. Retrieved from http://cmap.ihmc.us/
Ito, M., Gutiérrez, K., Livingstone, L., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., & Watkins, S. C. (2013). Connected learning: An agenda for research and
design. Irvine, CA: Digital Media and Learning Research Hub. Retrieved from http://dmlhub.net/wp-content/uploads/files/Connected_Learning_report.pdf
Iverson, K. M. (2009). The write brain: How to educate and entertain with learner-centered writing. Performance Improvement, 48(7), 20-25. doi:10.1002/pfi.20091
Jones, B. F., Pierce, J., & Hunter, B. (1988). Teaching students to construct graphic representations. Educational Leadership, 46(4), 20-25.
Jukes, I., McCain, T. D. E., Crockett, L., & Prensky, M. (2010). Understanding the digital generation: Teaching and learning in the new digital landscape. Thousand Oaks, CA: Corwin.
Kafai, Y. B., & Burke, Q. (2014). Connected code: Why children need to learn programming. Cambridge, MA: The MIT Press.
Kirschner, P., Strijbos, J., Kreijns, K., & Beers, P. J. (2004). Designing electronic collaborative learning environments. Educational Technology Research & Development, 52(3), 47-66.
Kopcha, T. J., Ding, L., Neumann, K. L., & Choi, I. (2016). Teaching technology integration to K-12 educators: A ‘gamified’ approach. Techtrends, 60(1), 62-69.
Knight, J. (2011). Unmistakable impact. Thousand Oaks, CA: Corwin.
Kolencik, P.L., & HIllwig, S. (2011). Encouraging metacognition: Supporting learners through metacognitive teaching strategies. New York, NY: Peter Lang.
Krebs, D., & Zvi, G. (2016). The Genius Hour guidebook: Fostering passion, wonder, and inquiry in the classroom. New York, NY: Routledge.
Kubica, J. (2012). Computational fairy tales. Charleston, SC: CreateSpace.
Lenz, B.K., & Deshler, D. D. (2004). Teaching content to all. Boston, MA: Pearson.
Malone, T.W., & Lepper, M.R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R.E. Snow & M.J. Farr (Eds.), Aptitude, Learning, and Instruction (pp. 223-253). Hillsdale, NJ: Lawrence Erlbaum Associates.
Mayer, R. E. (2011). Applying the science of learning. Boston, MA: Pearson/Allyn & Bacon.
Mayer, R. E. (2013). Teaching and learning computer programming: Multiple research perspectives. New York, NY: Routledge.
Mayer, R. E. (2014). The Cambridge handbook of multimedia learning (2nd ed.). New York, NY: Cambridge University Press.
Mayer-Schönberger, V., & Cukier, K. (2013). Big data: A revolution that will transform how we live, work, and think. Boston, MA: Houghton Mifflin Harcourt.
Medina, J. (2014). Brain rules: 12 principles for surviving and thriving at work, home, and school (2nd ed.). Seattle, WA: Pear Press.