2010 Curriculum Coordinators’ Fall Seminar

Thursday, September 23, 2010

Passion-Based Learning:

Extending the Classroom

We are no longer limited to the classroom and contained only by our imaginations!

Learner-centered, lifelong learning has been the cry of knowledge society visionaries for the last decade. Yet learning continues to be delivered with teacher-centric tools in a twelve week format. Society is changing. Learners needs are changing. The course, as a model for learning, is being challenged by communities and networks, which are better able to attend to the varied characteristics of the learning process by using multiple approaches, orchestrated within a learning ecology. George Siemens

When we design curriculum that is build around inquiry-driven, project-based learning, where students and teachers work together to create new meaning and deep understandings, then we can use 21st Century tools to allow students to create meaningful, creative and authentic work, using the best available research, while collaborating with and presenting to people from all over the world. Chris Lehmann

Passion (emotion), feeling very strongly about a subject or person, usually referring to feelings of intense desire and attraction.

Inquiry-based learning describes a range of philosophical, curricular and pedagogical approaches to teaching. Its core premises include the requirement that learning should be based around student questions. Teachers are viewed as facilitators of learning rather than vessels of knowledge. The teachers job in an inquiry learning environment is therefore not to provide knowledge, but instead to help students along the process of discovering knowledge themselves.

Project based learning, or PBL, is a constructivist pedagogy that intends to bring about deep learning by allowing learners to use an inquiry based approach to engage with issues and questions that are rich, real and relevant to their lives. This strategy is well served since the onset of the read/write Web. Teachers have ready made content easily available via the Web and the tools to allow for creative student directed creation of content related to the problems and questions contained in the project being studied.

Techno-constructivist are teachers who integrate technology into the curriculum so that it not only complements instruction but redefines it.

Autodidacticism (also autodidactism) is self-education or self-directed learning. An autodidact, also known as an automath, is a mostly self-taught person, as opposed to learning in a school setting.

School 2.0 goes beyond the practical discussion of applying the read/write and collaborative Web technologies in the classroom. It is, instead, a larger discussions of how education, learning, and our physical school spaces can (or should) change because of the changing nature of our social and economic lives brought on by these technologies.

9:00 AM – 10 Passion-Based Learning: Schooling in the 21st Century

A passionate student is a learning student. As the people of the world are becoming increasingly connected, the nature, use, ownership, and purpose of knowledge are changing in profound ways. Our goal as educators is to leverage these connections and changes as powerful means to improve teaching and learning in our schools. Come join us for a day of discussion in exploring why we should all have a sense of urgency for shifting classroom practice toward more engaging, standards-based (SAS aligned) approaches that unleash the passion that lies within each learner.

Laura Stockman
25 Days to Make a Difference
Working Together to Make a Difference

10:00 - Break

 10:10- Back to the Future

  • What did we see Brian DO that was right for kids?

  • How did he structure a learning context which was authentically engaging for students?

  • How did he weave the use of technology tools like blogs, wikis, videoconferencing software, and student laptops to help his students connect with an authentic audience and share their individual voices with the world?

  • How did the assignments and learning tasks Brian's students completed meet state standards?

  • What do you see in this video that aligns with project, problem, or passion-based learning as you understand it?

Hat tip to Wes Fryer for inspiring the sharing of these questions.

10:45- KWL


11:00 Introduction to PBL-

Real world problems are messy and multidisciplinary as well as interesting and meaningful.
They are typically too big for any one individual to solve but approachable by even the very
young. The world is a complex place in which multiple perspectives exist and truth is often a
matter of interpretation and reinterpretation as mental models are constructed, deconstructed and
reconstructed. Through project-based learning, students have the opportunity to engage real
world problems in authentic or simulated contexts through extended learning enterprises.

What is a project? What is a Project-based learning project?
There are many ways of talking about project-based learning. The view adopted here is that successful Project-based learning has these 5 ingredients
1. A guiding question or problem that sets the scene and holds no right or wrong answer
2. Student collaborative research, often over an extended period of time
3. Construction of an artifact or presentation by students, ideally to an extended classroom audience
4. Use of technology-based cognitive and communications tools (ICT)
5. A community of inquiry that can extend beyond the walls of the classroom

What do good schools look like - schools where all students are mastering skills that matter the most?


Tony Wagner’s Seven Survival Skills as defined in his most recent book, The Global Achievement Gap.

If all students are to acquire these survival skills for success in the 21st Century, then what systemic changes must take place in our schools and classrooms? What do good schools look like - schools where all students are mastering skills that matter the most?
Give examples and evidence of how you currently incorporate each of these skills into your current classroom practice.

Critical thinking and problem-solving

Collaboration across networks and leading by influence

Agility and adaptability

Initiative and entrepreneurialism

Effective oral and written communication

Accessing and analyzing information

Curiosity and imagination

12 Noon – 1:00 PM Lunch in the Pienza Restaurant in the Hotel

1:00 PM- 3:00 TPACK and Mini-Units

TPCK Model

This is about getting technology into the classroom. We know from diffusions of innovation literature that this is probably the toughest part. Luckily, there's a new model that helps us think about how to develop technological pedagogical content knowledge. You can learn more about this model at the website: http://tpck.org/tpck/index.php?title=TPCK_-_Technological_Pedagogical_Content_Knowledge
external image TPCK_3_CIRCLE_WITH_LABELS.png
external image TPCK_3_CIRCLE_WITH_LABELS.png

Last year SIGTE held a webinar featuring Punya Mishra and Matthew Koehler discussing their work with TPACK (Technological, Pedagogical Content Knowledge).
Technology Integration in Teaching: The TPACK Framework (webinar archive)
https://admin.acrobat.com/_ a729309453/p92764644

Web2.0 that Works

Developed by Stephanie Sandifer (author of Change Agency)

Web2.0 that Works

NECC Presentation

Classroom Instruction That Works is a collection of effective strategies culled from a meta-analysis of decades of research on what works in classrooms to improve student learning and increase student achievement. This meta-analysis was conducted by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock. They combined these effective strategies into nine broad categories and Stephanie correlated them with Web 2.0 tools.

Andrew Churches work on Bloom's Taxonomy

TPCK Model

1. Get in groups by discipline. Electives (pick a group to join or work together in a group)
2. What are the Essential Instructional Activities you typically use in your discipline?
(explore the resources provided in key elements if needed to create your list)
3. Have a discussion and list possible Web 2.0 tools that fit nicely with your disciplines essential instructional activities.
4. Report Out

Guided Practice

Collaborative Baseball Unit

Creating Mini-Units of Inquiry

5. Looking at SASchoose possible topics and a couple possible objectives you could cover under this topic (this will be adjusted).
6. Decide on a passion-based theme for your unit. (Skateboarding to teach landforms, simple machines, geometry, bios of skateboarders, geogrpahy of where they live, etc.)
7. Create a topical map and then a subject map (choose one or two areas to develop learning activities) Mind Mapping Tools
8. Decide on a kickoff activity -Arouse students’ curiosity and interest with stimulating introduction. Consider visual display of theme as well as introductory activities.
9. Create 2-3 learning activities that teach the objectives you selected from standards. Use Web 2.0 tools as the participatory medium. How will you evaluate mastery of the objectives? Make sure your activities are cross curricular in nature.
10. Decide on a culminating event. Make sure your event includes others and highlights student created artifacts.

3:00 - Report Out

Support Materials

Slides- http://www.mightymeeting.com
Passion-based- http://bit.ly/cfX3Dx
21st Centuryizing- http://bit.ly/9a5WLA

Back Channel
Back Channel Room
What is back channel chat?


Open Leadership Awards
New Media Literacies
What is Twitter?
Networks and Communities
Passion-based Learning
Problem-based Learning
Project-based Learning

Brian's Blog

Tom Barrett

Using Audio in the Classroom
Using Wordle in the Classroom
Using Wall Wisher in the Classroom
Using Voice Thread in the Classroom
Using a Flip Camera in the Classroom
Using Google Earth in the Classroom
Using Twitter in the Classroom
Using a Smart Board in the Classroom
Using Google Docs in the Classroom