"C" and "K" presentation
Published on Dec 11, 2016
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PRESENTATION OUTLINE
The "C" and "K classrooms
Photo by danisabella
"C" Consistant Application Classroom
- Culture shift as the teacher becomes a facilitator.
- Increased rigor.
- Using technology.
- Students are allowed more choices.
1. Perhaps the most important part of creating a HACK classroom, students need to be empowered to make their own decisions and be responsible for their own learning. The teacher is no longer a leader, but a guide who assists the student in finding their chosen destination.
2. The increased rigor comes as students are required to find their own resources, come to their own conclusions, and decide how best to communicate their ideas.
3. For students to become independent learners, they require the many resources and tools that technology provides. Proper training in the use of technology is part of the culture shift previously mentioned as it empowers students to seek their own answers gives them freedom to make more choices.
4. Allowing choices for students gives them the opportunity to attach their own relevance to the curriculum and play to their strengths as they accomplish the classroom objectives.
2. The increased rigor comes as students are required to find their own resources, come to their own conclusions, and decide how best to communicate their ideas.
3. For students to become independent learners, they require the many resources and tools that technology provides. Proper training in the use of technology is part of the culture shift previously mentioned as it empowers students to seek their own answers gives them freedom to make more choices.
4. Allowing choices for students gives them the opportunity to attach their own relevance to the curriculum and play to their strengths as they accomplish the classroom objectives.
"K" Knowledge Centered CLassroom
- Teacher as facilitator.
- Student owned learning.
- Personalized goals.
- Detailed rubric to guide student choice.
- Student learning takes place in communities outside of the classroom.
1. In the latter half of the HACK model, the focus of the classroom should be dictated by the students, either through leadership or teacher assessment. Teachers are not teaching so much as assessing progress and addressing student needs. Teachers are not answering questions so much as they are guiding student thinking.
2. The second half of the culture shift is that students are responsible for their own learning. Teachers are present to provide support as needed, but the final student product and the learning that comes with it is solely the result of student effort.
3. The results of a "K" project should be as varied as the students in the classroom. After teachers make the goals of the project clear, students co-opt them to suit their own interests, ambitions and ideas.
4. For students to be responsible for their own learning. they must have a reliable guide to inform the various choices they make. A detailed rubric provides a sound framework within which the students can make their choices.
5. The critical difference between the "C" and "K" classrooms is that students use the community outside of the classroom as a resource. Whether they are interviewing public figures, business owners, their families, or collaborating with peers from around the world, students should immerse themselves in the outside world and incorporate that experience into their projects.
2. The second half of the culture shift is that students are responsible for their own learning. Teachers are present to provide support as needed, but the final student product and the learning that comes with it is solely the result of student effort.
3. The results of a "K" project should be as varied as the students in the classroom. After teachers make the goals of the project clear, students co-opt them to suit their own interests, ambitions and ideas.
4. For students to be responsible for their own learning. they must have a reliable guide to inform the various choices they make. A detailed rubric provides a sound framework within which the students can make their choices.
5. The critical difference between the "C" and "K" classrooms is that students use the community outside of the classroom as a resource. Whether they are interviewing public figures, business owners, their families, or collaborating with peers from around the world, students should immerse themselves in the outside world and incorporate that experience into their projects.
Foundations of a "C" and "K" Classroom Culture.
Photo by UCL Institute of Education
Classroom Procedures
- Student routines are automatic.
- The use of technology is no longer a novelty.
- Collaboration
1. The teacher communicates long term goals and expectations clearly. Student routines should reflect a strategy for accomplishing those goals using resources that are available. These routines should include feedback among the students and between the students and teacher.
2. Students have come to use technology habitually as a resource for learning and creating. The teacher also uses technology to present input and provide feedback. This encourages responsible use.
3. Classroom procedures include time for students to share their learning with each other and the teacher on a regular basis. This shared learning reflects a development of "soft skills" that show a culture of respect and cooperation.
2. Students have come to use technology habitually as a resource for learning and creating. The teacher also uses technology to present input and provide feedback. This encourages responsible use.
3. Classroom procedures include time for students to share their learning with each other and the teacher on a regular basis. This shared learning reflects a development of "soft skills" that show a culture of respect and cooperation.
Feedback
- Timely = Frequent
- Corrective
- Specific
- Self-monitoring
1. Whether it between a teacher and a student, or a student and a student, there should be frequent opportunities for feedback built into the structure of the classroom.
2. Feedback is never negative, but thoughtful and presented as opportunity to improve and grow regardless of present levels of achievement.
3. Specific means providing clear details about what is wrong and what is right about student thinking and learning. The student should be able to formulate a clear idea of what they are doing right and how they can improve.
4. Students should be provided with tools such as rubrics, examples or outlines that show clear goals and expectations for student learning. These serve as a guide to student choices, and a reference point for them to assess their own effort.
2. Feedback is never negative, but thoughtful and presented as opportunity to improve and grow regardless of present levels of achievement.
3. Specific means providing clear details about what is wrong and what is right about student thinking and learning. The student should be able to formulate a clear idea of what they are doing right and how they can improve.
4. Students should be provided with tools such as rubrics, examples or outlines that show clear goals and expectations for student learning. These serve as a guide to student choices, and a reference point for them to assess their own effort.
Support
- Front-load input
- Differentiation
- Utilize available resources
1. When students enter the Project Based Learning typified by the "C"or "K" classroom, they should have the information they need in order to move forward independently and confidently. The input should provide examples of the skills the students will exemplify as they assemble their projects and opportunities to practice them.
2. Differentiation is embedded in these activities as students are allowed a great deal of choice while expectations remain high. Frequent feedback between students and the teacher allow teachers to provide additional support as it is needed.
3. The tools students need in order to learn are available to them and they know how to use them. They could be actual tools, technology, or textbooks depending on the shape these projects take.
2. Differentiation is embedded in these activities as students are allowed a great deal of choice while expectations remain high. Frequent feedback between students and the teacher allow teachers to provide additional support as it is needed.
3. The tools students need in order to learn are available to them and they know how to use them. They could be actual tools, technology, or textbooks depending on the shape these projects take.
Goals
- Students will provide a Historical account using a variety of resources.
- This account will include an explanation of cultural influences that shaped the event that would include but is not limited to Scientific, Artistic, and political trends of the time.
- The final project will contain both a visual and written component.
Historical and Interdisciplinary
- Science - Students must understand the knowledge of the time and how technology influences events.
- Art - What does the art of the time say about the culture of that time?
- Math - Using visual representations of statistics in order to support student analysis.
- English - Written component and reading for research.
Photo by archer10 (Dennis) 85M Views
The Build-up
- Students have experience analyzing and identifying the parts of primary and secondary sources.
- Students have practiced using technology to identify legitimate sources, conducting research, and different ways to represent information using a visual platform.
- Students use a rubric and other supports to inform the decisions they make regarding their final product.
Photo by Stuck in Customs
In Class Activities
- Groups will be formed around general topic categories.
- Groups will share resources, provide feedback and collaborate.
- Frequent checkpoints will allow Facilitator to monitor student progress.
1. Categories will depend on the choices the students make, but should be chosen according to how the students can help each other.
2. Group meetings allow students to support each other in their academic development.
3. While students conduct research and meet in groups, it is important for the facilitator to meet individually with students to assess progress and provide feedback.
2. Group meetings allow students to support each other in their academic development.
3. While students conduct research and meet in groups, it is important for the facilitator to meet individually with students to assess progress and provide feedback.
Outside of Class Activities
- Students meet and interview approved sources who can provide insight into the topic.
- Conduct research and construct their project.
1. With parent permission and Facilitator guidance, students can meet in person or via technology in order to ask questions that can shed light on their Historical topic.
2. Research should be extensive and the project should reflect that.
2. Research should be extensive and the project should reflect that.
Visual/Written Balance
- A more substantial writing portion could be balanced by the visual component and vice versa. Facilitators should encourage students to step out of their comfort zone and challenge themselves.
- Visual component could be graphs, photos, cartoons, anything that students can include present and relate to an understanding of their project.
- Written portions could take the form of an essay, or simply to supplement an extensive visual component.
The Final Product!
- A website could be edited by the students and easily display their work.
- A school or district cold hold a "History Conference" where student products could be shared with parents and the community.
- Classes could choose representatives to entire into a competition.
Rubric
Standards in a project like this will vary according to some student choices, but there a certain interdisciplinary standards that are sure to be addressed. Link for rubric: https://dochub.com/jeffsorenson71414965/MLllro/the-history-of-everything-ru...
