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C & K Presentation

Published on Dec 11, 2016

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Consistent Application

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H.A.C.K. - "C" Classroom

Consistent Application

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"C" Classroom

  • Facilitation, not dictation
  • Increased rigor
  • Technology is necessary
  • Student Choice
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Facilitation, not dictation

  • Teacher is now facilitating growth, rather than dictating knowledge
  • Learning is driven by inquiry and the students engagement
  • Interdisciplinary work begins as students engage in meaningful work
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increased rigor

  • Students challenged to engage in meaningful, interdisciplinary work
  • Teachers facilitate knowledge by guiding the students into the 3rd and 4th levels of Webb's Depth of Knowledge
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Integration of technology

  • Technology is needed for learning and success
  • Students have become fluent and intelligent digital citizens
  • Students value technology and see it as a necessary tool
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student choice

  • The teacher, now a facilitator, communicates the learning objectives and how they will be assessed
  • Students choose the path and product they will produce to meet the learning objectives
  • Students are encouraged to integrate personal interests and celebrate their learning
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H.A.C.K. - "K" Classroom

Knowledge-Centered Classroom

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"K" Classroom

  • Student ownership of learning
  • Personalized learning objectives
  • Fully embrace inquiry and Project Based Learning (PBL)
  • Moves beyond the classroom

Student ownership for learning

  • Learning is the student's responsibility
  • Teacher is facilitating direction, advice, and challenges
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Personalized learning goals

  • Students demonstrate understanding of the learning objectives by adapting them to their projects
  • General learning objectives can be adapted in PBL to include the content specific to the project
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inquiry and project based learning

  • Students are challenged to grow in the lowest levels of Webb's Depth of Knowledge
  • Learning is directed and challenged by inquiry and realized through PBL
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Moving beyond the classroom

  • Learning is taken beyond the classroom
  • Students interact with professionals within the content area
  • Students engage with projects and teams in the workforce
  • Collaboration with people outside of the classroom
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Implementing a "C" Project
- Building a Spaghetti Bridge -

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Interdisciplinary standards

HS-ETS1-2 - Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
CCSS.ELA-LITERACY.SL.11-12.4 - Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.MATH.CONTENT.HSF.BF.A.1 - Write a function that describes a relationship between two quantities.
CCSS.ELA-LITERACY.RST.11-12.8 - Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
CCSS.ELA-LITERACY.WHST.11-12.1 - Write arguments focused on discipline-specific content.
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  • Students will be given introductory resources
  • Rubrics to outline expectations for bridge design, mathematic support, and presentations
  • Regular meetings will be scheduled with student groups to maintain the pace of learning, design, and construction
  • I will be available for work sessions and consulting

Rigor and technology

  • Project will have high expectations for performance, design, construction, and presentation
  • Students will use technology for analysis, design, and presentation
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Student Choice

  • Student choice will be limited to a bridge made from spaghetti and hot glue
  • Student choice will be open ended for research, design, analysis, construction, span (greater than a minimum), mathematical support, presentation platforms and tools

"K" Classroom

Artifact - Sample Padlet