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Assessing Digital Work TXLA April 14, 2011 Kristin Fontichiaro blog.schoollibrarymonthly.com [email protected] @activelearning #txla11 Today’s Road Map • An Unfocused Lens: The Dizzying Choices • Refocusing Our Lens: What Do We Mean by Rigor? • Testing Our Lens: Student Work Samples An Unfocused Lens: Dizzying Choices The Web 2.0 Candy Store FREE! FREE! FREE! Refocusing Our Lens: What Do We Expect Students to Accomplish with Technology? In the Beginning … http://farm1.static.flickr.com/130/383582643_f743cc9fd8.jpg And Then … And Then … And Then … http://t1.gstatic.com/images?q=tbn:ANd9GcQ5fxsW0wymrz7Yd2VcMr5M1-XcI3Y5kTs2dzsRaKlIlEbrbYlh6A And Now … Turn and Talk: Why Do We Have All This Technology? It’s for learning, right? WHAT should they be learning? And how much TIME should we be spending on that learning? Two common scenarios… It’s so easy to make things look fancy… …that sometimes we credit students what programmers behind the scenes have actually facilitated. (Little input > Big output) Fancy Nancy (O’Connor) Twitter Parade (Embedded video removed – see link below) http://www.youtube.com/watch?v=_iNyt1ywrbQ But let’s look behind the scenes… Sometimes, our students expend a disproportionate amount of e-effort over knowledge-building. (Big Input > Little Output) My Explorers Report My Explorers Report!!!!!!! By Kristin Fontichiaro By Kristin Fontichiaro Christopher Columbus was born in 1461. He was born in Italy. HOME OF PIZZA!!!!!!! YUM!!!! He had three boats: Nina Pinta Santa Maria He discovered AMERICA!!! He died in 1506. It was sad. How is this quality work? How has this project demonstrated that the student understands tectonic plates? What evidence of learning do you see? Is this creative, innovative work? Or something else entirely? Balance? TIME FOR TECHNOLOGY TIME FOR RESEARCH & THINKING * Bernajean Porter Where’s the Beef?* How Do We Know Rigor When We See It? Decontextualized Authentic Synthesis TeacherDirected Rigorous Learning with Technology Student-Centered Informated (Value-Added) Automated Retelling (with thanks to Roberta Sibley, Laurie Olmsted, Jeff Stanzler, and Raya Samet for contributing their feedback!) Testing Our Lens: Student Work Samples Recognize this Report? http://bit.ly/sofiaotter http://bit.ly/sofia-otter (Embedded video has been removed – use URL above) Decontextualized Authentic Synthesis TeacherDirected Rigorous Learning with Technology Student-Centered Informated (Value-Added) Automated Retelling (with thanks to Roberta Sibley, Laurie Olmsted, Jeff Stanzler, and Raya Samet for contributing their feedback!) Check out this Glogster! Decontextualized Authentic Synthesis TeacherDirected Rigorous Learning with Technology Student-Centered Informated (Value-Added) Automated Retelling (with thanks to Roberta Sibley, Laurie Olmsted, Jeff Stanzler, and Raya Samet for contributing their feedback!) When we strip out the work not done by the student, we are left with… This is the movement of the plates over millions of years. Im thinking about tectonic plates!! There was 7.0 in Haiti, a 8.9 in Chile, and a 6.4 in Taiwan. This is the plate boundary lines. The three boundary types are transform, convergent, and divergent Of the five sentences, four have writing errors. This is the movement of the plates over millions of years. Im thinking about tectonic plates!! There was 7.0 in Haiti, a 8.9 in Chile, and a 6.4 in Taiwan. This is the plate boundary lines. The three boundary types are transform, convergent, and divergent Of the five sentences, four have writing errors. One makes us question whether the student knows what the content means. This is the movement of the plates over millions of years. Im thinking about tectonic plates!! There was 7.0 in Haiti, a 8.9 in Chile, and a 6.4 in Taiwan. This is the plate boundary lines. The three boundary types are transform, convergent, and divergent Hamlet goes to high school bit.ly/hPn588 bit.ly/hPn588 (Embedded video removed – please use the above URL) Decontextualized Authentic Synthesis TeacherDirected Rigorous Learning with Technology Student-Centered Informated (Value-Added) Automated Retelling (with thanks to Roberta Sibley, Laurie Olmsted, Jeff Stanzler, and Raya Samet for contributing their feedback!) Final Takeaways • Make thoughtful choices: mix protein with the candy • Be focused on learning, not tools • Go deeper! Questions? Kristin Fontichiaro blog.schoollibrarymedia.com fontichiaro.com [email protected] @activelearning