I was super excited to have the opportunity to present a Keynote at the Infusion, 2011 Conference in North Bay this weekend. Being a “northern girl”, it felt like I was coming home to the Great White North. But far beyond connecting with the North again, it allowed me to share a little bit of what I love doing most… working with aspiring teachers, and sharing experiences of what I have learned in the classroom, through my connections with kids.
The framework for our presentation (co-developed with @benhazzard) focussed on thinking about the infusion of technology into your classroom following a gear-system approach of:
1. Think it – What is your key learning purpose? How do you plan on infusing this technology to meet with your pedagogical purpose and student learning goals?
2. Find it, Bring it – If you don’t have access to your “ideal piece of technology that you envision”, what could you use instead?
3. Try it – It’s ok to learn as you go, and yes, it can be messy! – try it, refine it, try it, refine it, try it, refine it … just keep trying it!
4. Learn it – Reflect on what works and what needs to be tweaked. And start the process again.
The essence of the gear framework is that you can jump in at any point. And the turning of one gear, builds momentum in the other gears and allows the learning process to unfold.
So as you reflect on the pedagogy behind one piece of technology you are currently using in the classroom … forget about the shiny features of this technology … What purpose is it serving in your classroom?
Here’s the situation, should you choose to accept it.
1) 400 faculty of education pre-service students
2) 1.25 hours
3) Share everything they will need to know about assessment and evaluation
4) oh, yeah, build in some learning about using DI in the classroom too.
So we, @benhazzard and I, accepted this challenge. We also decided to build in multiple levels of learning. This presentation was designed to have an ongoing, coherent, and compelling narrative that linked real life with classroom experiences. We also wanted to use technology and integrate it in a seamless way to enhance our discussion. The concepts we chose to cover were basic and foundational:
Assessment FOR Learning (Growing Success, 2010)
The ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how best to get there. The information gathered is used by teachers to provide feedback and adjust instruction and by students to focus their learning.
What can I do in my classroom to know and engage my learners?
Assessment AS Learning ( Growing Success, 2010)
The process of developing and supporting student metacognition. Students are actively engaged in this assessment process: that is, they monitor their own learning, use assessment feedback from teacher, self, and peers to determine next steps; and set individual learning goals.
Reflect on what you have heard today around the Teacher-Student relationship. How will you support students to become self-directed assessors of their own learning?
Assessment OF Learning (Growing Success, 2010)
The process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgements about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality. The information gathered may be used to communicate the student’s achievement to parents, other teachers, students themselves, and others. It occurs at or near the end of a cycle of learning.
Compare & contrast how you were evaluated as a student and how you would evaluate now.