Tech Tools 4 Cool DiscussionsMatthew MahaffeyUpper School English - MICDS, St. LouisEmail: mmahaffey@micds.orgTwitter: @MJMahaffeyhttp://interstitialteacher.blogspot.com/

Session Description

Sometimes we can shy away from integrating technology into a traditional, discussion based classroom for fear it might interfere with the important development of face-to-face communication skills, but this session seeks to introduce ways in which technology in a 1-1 classroom can enhance and scaffold democratic discussion. Tools to enhance various aspects of the learning process and discussion experience, including inquiry, preparation, recall, engagement, response, and reflection, will be highlighted.

http://tk421.typepad.com/.a/6a010536835136970c0120a889bb31970b-800wi

http://todaysmeet.com/DiscussionLLI

http://todaysmeet.com/DiscussionLLI

By Shimer College [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

By Emw (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC-BY-SA-3.0-2.5-2.0-1.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

Face-to- Face Laptops

In My Cognitive Toolkit

http://ecx.images-amazon.com/images/I/51yVSHHSZvL._BO2,204,203,200_PIsitb-sticker-arrow-click,TopRight,35,-76_AA300_SH20_OU01_.jpg

Making Thinking Visible

Routines for teachers and students promoting the culture of learning I seek to foster with my classes

Routines for Introducing and Exploring Ideas

Routines for Synthesizing and Organizing Ideas

Routines for Digging Deeper into Ideas

21 Thinking Routines in Three Categories

Consider these as:• Tools• Structures• Patterns of Behavior

A Cognitive Toolkit Upgrade Bloom's Digital Taxonomy isn't about

the tools or technologies rather it is about using these to facilitate learning. Outcomes on rubrics are measured by competence of use and most importantly the quality of the process or product.

http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

Teacher’s Cognitive Toolkit Upgrade MICDS, US English Curriculum Map A framework consisting of five modes of

literacy Reading Writing Visual/Media Literacy Research Speaking and Listening

Student’s Cognitive Toolkit Upgrade

B.O.O.M. (Brain Owner’s Operating Manual)

Partnership with Library, Student Services, 9th Grade English, Health

Executive Functions, Hard Core Neuroscience, Plasticity, Open vs. Closed Mindsets

For them, “paper” has depth, definition, dimension and THEY can MAKE IT MOVE

http://appleheadlines.com/2011/01/17/wealthy-singapore-classrooms-to-get-ipad-instead-of-books/

Teenagers need Boundaries

A few simple tips to keep in mindPractical management techniques

In whole class discussions Paper is an elemental technology

Sticky Note Pads are great Project/Display essential information for

the class Have students switch to tablet mode Close the laptops, put away the devices

In small group discussion Assign roles Set up an online, group work space Limit the number of open laptops Communicate expectations for behavior End with inter-group presentation

Enhancing the Discussion

The truth about discussionSpecific technology solutions and applications

Differentiation and Customization

Slow Thinkin

g“System 2”

Fast Thinking

“System 1”

Intuition

Engagemen

t

Differentiation and Customization

introverts Energized by the

solitude Could benefit from

more emphasis on emotion and associative reaction

extroverts Energized by the

interaction Could benefit from

more emphasis on a process for monitoring and controlling

David Jonassen Mindtools are computer applications

that, when used by learners to represent what they know, necessarily engage them in critical thinking about the content they are studying.

Mindtools scaffold different forms of reasoning about conent. That is, they require students to think about what they know in different, meaningful ways.

The Tool

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Taylor

Alli

Geoffrey

Technology can augment student preparation and participation

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igh

Level

Dis

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SmartArt, Graphics, Symbols, Shapes, Charts

Mind Maps, Semantic Networks, Concept Maps Provides a structures Shows connections Illustrates relationships and associations Leave them Incomplete – Provide

opportunities to collaborate

Online Discussion Forums Embedding content to provide a focus (English teacher’s flipped classroom)

Practice the use of terminology, verbal cues, maintaining a thread

Discussion need to be discussed

Back-channels Scribes Extend, elaborate, investigate, and

verify

http://todaysmeet.com/DiscussionLLI

Surveys and Clicker Responses Essential questioning Immediate feedback Visual representation of data

Two Important Points

How to Filter Tools, Techniques and Applications

Active Listen

ing

Generative Questioning

Active Listening

“This is where you make a conscious effort to hear not only the words that another person is saying but, more importantly, try to understand the complete message being sent.”http://www.mindtools.com/CommSkll/ActiveListening.htm

Generative Questioning

“This does not refer to the teacher asking students a question, it refers to students creating their own questions and problems, and then using the new information to answer it.”http://wik.ed.uiuc.edu/articles/g/e/n/Generative_strategies.html

Self-Reflection Before and After On paper, online, in a survey, as an

assessment score Track it and visualize it

What kinds of questions should the students ask about face-to-face discussion enhanced by technology?

Which questions do you have?Think – Pair - Share

But what about the FEAR!

Intentionality and MindfulnessTechnology need not be frantic and disruptive

http://www.whitezine.com/en/graphic/dale-keys-illustrations.html/attachment/dale-keys-panda-robot

Tech Tools 4 Cool DiscussionsMatthew MahaffeyUpper School English - MICDS, St. LouisEmail: mmahaffey@micds.orgTwitter: @MJMahaffeyhttp://interstitialteacher.blogspot.com/