The NoTime Slam Dunk Digital Lesson

[Learning 2.008 Conference]

By Jamie McKenzie

Learn how to build 30-40 minute lessons that engage students in demanding challenges requiring analysis,
synthesis or evaluation interpreting digital resources. Fast and easy to build, the NoTime Slam Dunk
Lesson is the perfect solution for those hoping to blend the use of new technologies comfortably into
classroom learning.
Room: C-126/127
Session 1
Education 2.0

[Durff]

This sounds really interesting. The practical side of how to integrate is just what we all need to be shown. So tell me more...

[mattdkuykendall]

"swirling disc of discontent." --nice

[Lukester]

Jamie is spot on!!!

[Greg Sumi]

-consider scaffolding for technology in the same way that we consider scaffolding for ESOL and LSP students learning
--checkout handout for 8 scaffolding methods (delivers efficiency)
--consider how values change depending on technology comfort
-1 dozens literacies?
-what is learning 2.0?
-info overload: teacher start process by finding websites first (perform searching skills within that site intead of wasting time to find the original source)
-Henry (Hank) Becker - researching adopters
-"Slam Dunk" lessons - consider multiple intelligences, literacies, levels of questioning. blooms taxonomy
-do not underestimate the ongoing classroom strategies to prmote activity success
-characterized by chunk of information followed by probing questions

[mattdkuykendall]

I. WONDER not wander

*****GO HERE -- THINK HARD

love Jamie's attitude towards technology...incredibly refreshing.

[Steve Fennelly]

Jamie has discussed ideas on using sites from the net which can be used to enhance questioning. Good teaching practice used in a digital form. Examples include using google images and combining the image with Bloom's taxonomy. More sythesis and evaluation is used.
Go to http://questioning.org/Q7/toolkit2.html for the qurstioning toolkit - I've bookmarked it!

[rtuprod]

digital handout: http://questioning.org/

-scaffolding for structure
-not about tech, but using tech for thinking, literacy
-use tech for mapping...inspiration can come at any time, but the media you put the idea on may not be suitable for further mapping
-slam dunk lesson: you find the web pages to avoid the glut, garbage, chaos, lost time...leaves more time for thinking
-not integration of tech, should be good instructional design which may incorporate tech
-70% need user interface....thus scaffolding
-hank becker's research...
-characteristics of scaffolding...(my thought: but sometimes, i want my students to need to work through the glut, garbage...how else will they learn to discern?)...from discussion, teachers and market segments seem to have different priorities
-no-time, slam dunk: go to specific site that involves one of the literacies, have questions that involve thinking, interpretation....(note to others...for art pictures, see if you can get access to artshare which will provide extremely hi res images, but are not printable but can be shown on screen legally)...does not eliminate teacher interaction-coaxing, engaging, leading, direction, brainstorming
-it's about pedagogy...analysis, synthesis...making kids think for themselves

[Richard Jones]

Notes

Workarounds to filtering - anonymouse.org - see also the torpark browser, proxify etc. Read the story from Australia about the school kid that broke the governments 83m dollar filtering software in 30 minutes (google it).

Google Henry (Hank) Becker early/late adopters.

3 that appeal to me, 3 that appear to a given market segment

2, 5, 8

certain subject teachers 1, 3, 6

slam dunk: go here (resource), probing/intriguing/demanding question, group discussion,

Tom and Lilah

Who are they?
Early Australians
Woman aboriginal (part at least) mixed race couple?
Where are they are?
Few possesions, no permanent structure yet?
What are they doing?
Early settlers - where are the impements?

Good title

Short, pithy (James)
thought-provoking
link ideas to subject/image

Alternate title
funny hats
open spaces
bare essentials
simplicity
fundamentals
camping out
(from another source)
Tough day at the office
Faces of Australia

These are excellent techniques for IB TOK.

Richard

[whopkin]

Aimed at teachers who are uncomfortable with using technologies to augment lessons. fno.org

Taking advantage of organizing structures made available to teachers

Now that you have the tech what do you do with it?

How to show students how to be literate with tech.
Teachers Job to give students a specific direction (url) to avoid glut and wandering and to emphasize-
-Validity, Reliablility, Authority, Accuracy

Task is to provide Stucture (scaffolding)

Avoid powerpointlessness!
1.Provide clear directions
2.Clarifies purpose
3.keep sutdents on task
4.offers assesment to clarify expectations
5.points students to worthey sources
6.reduce uncertainty suprise and disappointment
7.delivers efficiency
8.creates momentum

My Votes
Personal 2, 7, 8
marketing to folks back home 2,3,6

Activity one
Pick a picture give students a task: i.e. ask questions

Designate a scribe to write down questions> Generalize :all students need a specific job.

2. Brainstorming a title
Gold rush
Homesteaders
Land Race
Camping out
Dust bowl
Tom and Lila ? title gives very little info Could they be actual people known to the artist?
Give them new names Ethinc? Bonny and Clyde Butch and Sundance
Painted in 63 but maybe from earlier?

Next step: move from brainstorming to Synthesis of original thought.

[David Byrum]

Slam Dunk Digital Lesson

What is it?
A short lesson that requires the student to go into a website, find something related to the topic and create a product. Quick & to the point.

Using good instructional design, not putting in technology for the sake of technology.

"The Web as Jungle"
-no air-con bus!
-no guide

Google Hank Becker for his research on early and late adopters.

Scaffolding Characteristics - see handouts

The Marketing Segment of a school.
Teachers who share similar ideas and interests.
May be 13 in a school with 120+ faculty.

The Slam Dunk lessons
ie - go here http:--------
do this:
1. Start by figuring out..... ( in a group of 3-6. Have a scribe)
2. What are the traits of a good title? Make a list, brainstorm possible titles, etc. Select a new title that captures the key "Story" behind the painting.

Or use the NAEP question types to form questions.

Point students to a specific website to gather data from, rather than letting students search randomly and wandering around.

These lessons are an attempt at teaching inferential reasoning.

Has anyone every taught you how to "synthesize" information?


Summary:

The goal of these NoTime Slam Dunk lessons is to engage students in challenges that they will find intriguing and worthy of their time while empowering teachers to launch learning activities that match curriculum standards and produce the kinds of results we all hope to see in our classrooms.

[Thomas Galvez]

Poverty of abundance

How to get kids to find reliable information in the info-glut of of the web; web is a jungle.

Prime objective: teacher finds reliable good website, asks good demanding website.

Good instructional design. Don't 'stuff' the curriculum with technology

Hank Becker- constructivist research.

Characteristics of scaffolding
1. Clear directions
2. clarifies purpose
3. keeps students on task
4. offers assessment to clarify expectations
5. points students to worthy sources
6. reduces uncertainty, surprise and disappoint
7. delivers efficiency
8. creates momentum

Chose your top 3

1. the essential question (moved slide to quick. couldn't get the rest)
2.

[jack garstka]

http://questioning.org/jan06/notime.html
scaffolding - orgainizing the learning experience - for lat
Fie adopters
Inspiration - graphic organizers
First - find a good website
Ask a relevent, in depth question and let them explore
Henry Becker - teacher attitudes about internet research
Scaffolding - in the notes in handout
Example:
Website
Demanding question ie. Start by figuring out what is going on. Who are these people and what is their story? Have one member of your group act as scribe. Come up with a new title.
Bloom's analysis, synthesis
bartleby.com