Live web streams from DL2014

We will be live-streaming three events from DL2014:

  • Wednesday, March 26 – 9:15 – 10:15 am Pacific (Los Angeles) – Opening Session
  • Thursday, March 27 – 9:00 am – 10:00 am Pacific (Los Angeles) – Keynote: Ron Berger, Expeditionary Learning & Polaris Students – UPDATE: This event will not be streamed live but instead will be posted to YouTube later in the day. Stay tuned for the link.
  • Friday, March 28 – 9:00 am – 10:00 am Pacific (Los Angeles) – Special Academic Mindsets panel

For those MOOCers who will be attending, we would like to invite you to an exclusive Academic Mindset Panel with Eduardo Briceño, Camille Farrington, and Carissa Romero. Come hear about their takeaways from the conference, and answer any unaddressed Academic Mindset questions.

Where:  Room 8 High Tech Middle
Time: 9:00 am – 10:00 am
Moderated by MOOC participant Aaron Maurer
Online here

Varying feedback

(This is a part of the Deeper Learning Story Bank. Add your story!)

Story title: Varying feedback

Submitted by: Coral Connor
Northern Beaches Christian School

DL story: Through my involvement in the DLMOOC I have been challenged to rethink what feedback is actually meaningful for the student and conducive to further learning. For years I have marked in pink because red is psychologically damaging according to an article I read years ago.
I now feel an X for a Mathematics solution is equally off putting. I am circling the correct mtie choice response or writing in the final response after circling the first error.
I also used to award half a mark for a response that was not completely correct nor completely incorrect. I thought I was rewarding the student for starting to learn. I noticed the errors didn’t change so I started to only award a tick for a completely correct response.

Categories:
Self-directing learning

DLMOOC – Wk 9 email – student panel

(This is a duplicate of the March 20 email sent to registered participants.)

Dear DLMOOC participants:

Tonight at 4pm Pacific (Los Angeles) will be our final panel discussion. This one will be an all student panel about deeper learning.

Please take a minute to fill out our final course evaluation survey, and check out these Put it into Practice options to help you reflect on deeper learning and your DLMOOC experience.

And don’t forget that we’ll be live streaming these events from DL2014:

  • Wednesday, March 26 – 9:15 – 10:15 am Pacific (Los Angeles) – Opening Session
  • Thursday, March 27 – 9:00 am – 10:00 am Pacific (Los Angeles) – Keynote: Ron Berger, Expeditionary Learning & Polaris Students
  • Friday, March 28 - 9:00 am – 10:00 am Pacific (Los Angeles) – Special Academic Mindsets panel

Happy deeper learning!

Sincerely,

Ben, Rob, Laura, Ryan, Karen, and the whole DLMOOC team

Wk 9 email – Final reflections

(This is a duplicate of the March 16 email sent to registered participants.)

Dear DLMOOC’ers:

Well, it’s hard to believe, but this is the last week of DLMOOC. There’s no new content this week, but it’s not over — we want you to take this opportunity to catch up on something you didn’t get to AND to close the loop and reflect on your own deeper learning during the course. We think that time for this should be built into every learning experience.

  • On Mon., March 17 at 4pm Pacific (Los Angeles), we’ll be having a special DLMOOC participants’ discussion. We’ll have a few participants in our regular hangout, and we also want ALL OF YOU to participate via chat. We’ll have a page for this up here (will require a Google sign-in), and we’ll be running a simultaneous Twitter chat.
  • On Thurs., we’ll be having another all-student panel discussion about deeper learning.
  • We have several options for Put it into Practice activities to help you reflect on your DLMOOC experience.
  • Our Tweet of the Week this week is:
    How did DLMOOC affect your idea of what #deeperlearning means? How will you carry this forward?
    Tweet with the hashtag #dlmooc
  • Complete this short survey to help us (and our funders) evaluate the impact of DLMOOC.

We would like to sincerely thank you for your participation in DLMOOC. This has been a tremendous learning experience for us here on the team, and we are happy that you were able to join us for the ride.

All of the materials from the course will remain posted online indefinitely, and they are open licensed so that you can remix and reuse them for your own professional learning. We hope that the discussions about deeper learning we’ve had here are only the beginning for all of us as we go deeper!

Sincerely,

Ben, Rob, Laura, Ryan, Karen, and the whole DLMOOC team

 

Put it into Practice – Final reflections on DL

Credit: Daniel A D’Auria MD

Throughout DLMOOC, we’ve emphasized putting into practice the ideas we’ve talked about. In this final week of DLMOOC, choose one of these activities or make up your own.

  • On last week’s panel, Sonya Ramirez suggested these prompts for framing feedback for learning:
    “Once I thought…”
    “Then I saw…”
    “And now I see….”
    Complete these prompts as they relate to your understanding of deeper learning before and after DLMOOC.
  • Write a post (or make a video or create a poster or make something else) that shows how DLMOOC has affected your learning or your learning environment.
  • Choose a PIP from a previous week that you didn’t get a chance to do and do it now.
  • Share with the world your message about what deeper learning is and why it’s important. You can express this in text, images, video, a song, spoken word or some other way we haven’t thought of.
  • Write a short article about deeper learning in your own learning environment and submit it to the Deeper Learning Story Bank.
  • Think about how you might reuse, remix, or redistribute some of the DLMOOC content. It’s all open licensed and will be posted indefinitely, so spread the love!
  • Think about how you’ll leverage the connections you’ve made in DLMOOC into the future. Are there people you want to stay in touch with on Twitter or G+? Might you try doing your own Google hangout? Are there Twitter chats you might join?
  • Any of the work above would great to submit for a DL badge.

We look forward to sharing our reflections on DLMOOC and deeper learning.

Deeper professional learning

(This is a guest post from DLMOOC participant, Emma Scott, Senior Project Officer, Learning Frontiers, Australian Institute for Teaching and School Leadership.)

LF logo

The Australian Institute for Teaching and School Leadership (AITSL) has initiated a project focused on deepening student engagement in learning, supported by the Innovation Unit (UK).

We know that education must equip all young people with the knowledge, understanding, skills and values they need to achieve and be successful. But it should also instil the desire, skills and capacities to learn continuously, so every young person can take advantage of opportunities and face today’s (and tomorrow’s) challenges with confidence.
If successful learners are lifelong learners who are involved in and take responsibility for their learning, then our task is to create an education system that ensures all young Australians are deeply engaged in learning – at school, and throughout their lives.

Learning Frontiers is a collaborative initiative created to transform learning so that every learner succeeds in an education worth having. AITSL’s vision for Learning Frontiers is that all young Australians emerge from school as curious, creative, confident and engaged lifelong learners.

The project will bring together clusters of schools and other interested parties – ‘design hubs’ – to develop professional practices that increase student engagement in learning, alongside tools and resources to support the scaling and diffusion of new practices outside of the hub.

Design hubs will use a range of methodologies to explore teaching, learning and assessment practices that are built upon four design principles. These principles assert that when learning is highly engaging it is…

graphic

The initiative is:

  • A large scale collaborative enquiry, drawing on the collective wisdom, experience, ambition and imagination of participants to develop professional practice that increases students’ engagement in learning. Teachers themselves will construct the new knowledge the education community needs to move the professional practice of every Australian teacher forward.
  • High quality professional learning for participants in and out of design hubs who, as individuals and in groups, are likely to reconfigure their practice – leadership and pedagogic – iteratively and over time as they observe the benefits of students’ increased engagement in learning. Teachers will learn from each other, from experts and others deeply interested in learning that engages learners behaviourally, emotionally and cognitively.
  • A system level intervention, explicitly intended to stimulate the growth of new relationships between schools, and between schools and new partners: families, communities, for- and non-profit organisations and public services amongst others. These new arrangements – design hubs – are geared to and formed for the purpose of increasing students’ engagement in learning, for instance by extending learning environments and opportunities beyond the classroom, and for connecting in-school learning with the outside, ‘real world’, of students’ lives.
  • A scaling and diffusion program, designed to enable professional practice that increases student engagement in learning to spread beyond the design hub where the practice originates, to benefit students in developer schools; students whose schools are not taking part; and even students who don’t go to school at all.

Today, education systems face immense challenges, but the opportunities, tools, and potential partners exceed anything we have encountered in the past. Excellence in professional practice and an education ecosystem that collaborates, learns together and supports each other to expand and develop is our ambitious aspiration.

If you would like to know more about Learning Frontiers you can…

 

Wk 8 – Live streams coming from DL2014

(This is a duplicate of the March 12 email sent to registered participants.)

Dear DLMOOC participants:

For this week’s discussion on exhibiting student work, we invite you to try this Put it Into Practice.

You can also respond to this tweet of the week: Tweet a picture of a space where you can imagine student work living. Use the hashtags #dlmooc #dlspace, and respond to others’ tweets with suggestions of how the space might be transformed.

There is no Thursday “Lens into the Classroom” session today.

Finally, we are excited to announce that the Deeper Learning 2014 conference will be live streaming several events for remote viewers:

  • Wednesday, March 26 – 9:15-10:15 am Pacific (Los Angeles) – Opening Session
  • Thursday, March 27 – 9:00-10:00 am Pacific (Los Angeles) – Keynote: Ron Berger, Expeditionary Learning & Polaris Students
  • Friday, March 28 - 9:00-10:00 am Pacific (Los Angeles) – Special Academic Mindsets panel

These events will be linked on the DLMOOC G+ community page and on Twitter.

We will also be having a DLMOOC meet-up during lunch on Thursday, March 27. If you were a part of DLMOOC or if you are interested in DLMOOC, join us at the DLMOOC tables!

Regards,

Ben, Rob, Laura, Ryan, Karen, and the whole DLMOOC team

Wk 8 email – Exhibiting student work

(This is a duplicate of the March 9 email sent to registered participants.)

Dear DLMOOC’ers:,

It’s week 8, the second to the last week of DLMOOC, and we’re talking about exhibiting student work, audience, and curation. A list of the activity options for this week is available here.

We’re anxious to hear your ideas and thoughts this week about sharing student work and curation. We’ll be looking for them on our G+ community and on Twitter (#dlmooc). And keep those badge submissions coming!

Sincerely,

Ben, Rob, Laura, Ryan, Karen, and the whole DLMOOC team

Put it Into Practice – Exhibiting student work

(a post from Lou Barrios, 8th grade math and science teacher, HTMMA)

This week’s “Put it into Practice” can be done with other teachers, with your students, or on your own.

I often struggled with what to do with the project once the students exhibited their work. The truth is that while I was really thoughtful about a lot that went on in the project, I was not nearly as thoughtful about how the project would live on.  I was moved to action after speaking to Jeff, a colleague from our high school who once told me a story that was quite piercing. He was watching a teacher from his school throw away all of his students’ work the day after exhibition, and he asked why do the project if it was going to end up in the dumpster. Now, I at least have the decency to store the project in cupboards and shelves for a month or so before throwing them away.  Anyway, the point is that students should have a place to see their products after all the sweat and tears have dried. Being transparent and upfront about displaying the end product makes it so students are that much more precise about the work they are doing.

Jeff Robin is an Art Teacher at High Tech High who does amazing work with curating projects, and he breaks down project curating quite well in this video.

Curating a project is not too unlike decorating a room. So, you want to add mirrors to make the room look bigger and not break the bank? Great! Just make sure when you bring them home from Ikea that they are the same color, evenly space them, level them, and they will look really nice. Symmetry, consistency and simplicity are beautiful things AND they don’t cost too much OR take too much time.

I am planning on stopping by Ikea on the way home to grab these $2 frames.

I like 8.5” by 11” because it’s so easy to put up student work without the hassle of cutting.  I also likes these frames because they can be held up by push pins, which makes it less difficult for students to put them up. I will go over how many frames we need per row and let my students do the measuring and spacing. It won’t be perfect; the first few times they put it up, but they will get to the point where they are all evenly spaced and level. This gives them another level of accountability and ownership over their school space and keeps this from being another thing on a busy teacher’s plate.

Action Items:

  1. Find a place in your classroom or school that could house student work.
  2. Ask your students what work they would be most proud of hanging up.
  3. Ask staff about creating a space where school-wide student work could live (sometimes 3D work needs more of a permanent space).
  4. Give students ownership over how the work is displayed
  5. Share some before and after pictures with the DLMOOC community through G+ or Twitter.

Wk 7 email – How do you assess DL?

(This is a duplicate of the March 6 email sent to registered participants.)
Dear DLMOOC participants:

As we explore assessing deeper learning this week, we invite you to share your own experiences with this topic — How do you assess deeper learning? What assessment is most useful to you and your students? What gets in the way? Share your thoughts on G+, Twitter, or your own blog. (And any of these would be a great submission to get your Deeper Learner badge as well!)

And here are some other ways to put DLMOOC into practice for this topic:

Finally, the High Tech High Graduate School of Education is offering full fellowships in School Leadership and Teacher Leadership, some of which also include a living stipend. Fellows are immersed in a HTH school for a year, while earning their M.Ed. Priority Deadline March 10 with rolling admission after this date. Questions can be sent to: hmurugesan@hightechhigh.org. More information is available here.

Regards,

Ben, Rob, Laura, Ryan, Karen, and the whole DLMOOC team