Make the Future
Summit 2022
Creative Constructor
Lab Virtual
Leadership Exchange
at ISTELive 21
Edtech Advocacy &
Policy Summit

#Supermuch Classrooms and Schools

Participate and share

Participate and share : Poster


Monday, June 24, 2:00–4:00 pm
Location: Posters: Level 4, Terrace Ballroom Lobby, Table 6

Jody Green  
Engaging all learners is at the core of the Supermuch philosophy--a philosophy built on a foundation of three complimentary principles. Participants will leave the session with a clear understanding of the Supermuch philosophy and why it can transform our students’ learning experience.

Audience: Coaches, Teachers, Principals/head teachers
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Focus: Digital age teaching & learning
Topic: Innovative learning environments
Grade level: PK-12
ISTE Standards: For Educators:
Designer
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
Facilitator
  • Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.

Proposal summary

Purpose & objective

The purpose of this presentation is to introduce educators to the #Supermuch Philosophy and inspire them to use the guiding principles in lesson design. This poster session will allow participants to interact with the principles, discuss current classroom practices, and work toward engaging students in authentic ways. The #Supermuch Philosophy is not about tools, but there are a variety of creation and collaboration tools that can be used in a #Supermuch classroom as teachers design lessons around creativity, voice and choice, and global collaboration.

Supporting research

Cook, L. A., Bell, M. L., Nugent, J., & Smith, W. S. (2016). Global collaboration enhances technology literacy. Technology and Engineering Teacher, 75(5), 20-25.

Flowerday, T., & Shell, D. F. (2015). Disentangling the effects of interest and choice on learning, engagement, and attitude. Learning and Individual Differences, 40, 134-140.

Garn, A. C., & Jolly, J. L. (2014). High ability students’ voice on learning motivation. Journal of Advanced Academics, 25(1), 7-24.

Gonzalez, T. E., Hernandez-Saca, D. I., & Artiles, A. J. (2017). In search of voice: Theory and methods in K-12 student voice research in the US, 1990–2010. Educational Review, 69(4), 451-473.

Green, T., & Donovan, L. (2018). Learning anytime, anywhere through technology: Reconsidering teaching and learning for the iMaker Generation. In Hall, G. E., Quinn, L. F., & Gollnick, D. M. (Eds.). (pp. 225-256) The Wiley Handbook of Teaching and Learning. Medford, MA: John Wiley & Sons

Lave, J., Wenger, E., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation (Vol. 521423740). Cambridge: Cambridge University Press.

Lehtomäki, E., Moate, J., & Posti-Ahokas, H. (2015). Global connectedness in higher education : student voices on the value of cross-cultural learning dialogue. Studies in Higher Education, 41 (11), 2011-2027.

Martin, L. (2015). The promise of the maker movement for education. Journal of Pre-College Engineering Education Research (J-PEER), 5(1), 4.

Patall, E. A. (2013). Constructing motivation through choice, interest, and interestingness. Journal of Educational Psychology, 105(2), 522-534.

Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology, 102(4), 896-915.

Piaget, J. (1950). Explanation in sociology. Sociological studies, 30-96
Plucker, J. A., Beghetto, R. A., & Dow, G. T. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational psychologist, 39(2), 83-96.

Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of educational psychology, 98(1), 209-218..

Vygotsky, L. S. (1978). Mind in society: The development of higher mental process. Cambridge, MA: Harvard University.

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Presenters

Photo
Jody Green, La Habra City School District

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