Category Archives: MyNotes

MyNotes: Free eBook on #STEM #STEAM Learning

Wondering how to get started with STEM/STEAM? You may want to check out The Big Guide to STEM. This 16-page guide is available at no cost online.

Here is some info about it from their website (linked above):

A focus on STEM learning is necessary in order for students to be competitive in the future job market. STEM occupations are growing at a rate of 17%, compared to 9.8% in other professions.

It’s time to make STEM a priority for all students. In this guide, we dive into the many ways to incorporate STEM learning into the classroom. Download your copy today for:

  • Best practices to engage students in STEM.
  • Top 10 STEM resource lists to help you do everything from finding the perfect math app or funding opportunity to staying inspired with STEM blogs and online communities. 
  • A how-to guide for creating hands-on STEM lessons.
  • And much more!
Simply fill out the form to download the STEM guide!
 The guide also contains a collection of top 10 STEM lists:

  • Top 10 STEM apps
  • Top 10 STEM tech products
  • Top 10 STEM blogs and online communities
  • Top 10 STEM websites
  • Top 10 STEM events
  • Top 10 STEM Software Solutions
  • Top 10 Resources for STEM Funding
  • Top 10 STEM Resources for Girls 


Some of my takeaways from the guide include the following:
  1. STEM Acronym:
  1. SCIENCE: The study of the natural world.
  2. TECHNOLOGY: One surprise: The STEM definition for technology includes
    any product made by humans to meet a want or need. Under the STEM definition,
    a chair is technology—and so is a pencil.
  3. ENGINEERING: The design process students use to solve problems.
  4. Art/Agriculture:  New to this mix is the addition of “A” for art or agriculture in the classroom to create STEAM, by which the power of learning is enhanced (much like water is changed to steam, creating energy). After all, art makes you think, look, and feel—all of which are needed for innovation. Why agriculture? Because we need it to survive, of course! If you eat, you need agriculture. If you wear clothes, you need agriculture. If you take medicine, live in a house, or write with a pencil, you need agriculture
  5. MATH: The language of numbers, shapes, and quantities that seems so
    irrelevant to many students.
  • A September 2017 presidential memo is cited…
      1. It states that nearly 
      1. 40% of high schools do not offer physics and 
      2. 60% of high schools do not offer computer programming
      3. Only 34% of African American students and 30% of rural high school students have access to a Computer science class
    1. Dept of Commerce estimates that STEM occupations are growing at a rate of 17%, compared to 9.8% in other professions
      1. STEM professions earn 26% more than non-STEM professions
      2. There are 26 million STEM jobs in the United States 
      3. 20% of all US jobs are STEM-based jobs
      4. STEM occupations are projected to grow faster than the average for all occupations and wages in these occupations were generally higher than the median for all occupations
      5. Sixty-five percent of today’s primary school students will be at jobs that haven’t been invented yet
    2. Girls and women in STEM
      1. A woman makes just 77 cents to every dollar her male counterpart earns
      2. More single parents are mothers
      3.  Women make up less than 25% of the workforce in STEM professions
      4. 74% of middle school girls express interest in STEM
      5. Only .4% of high school girls choose to pursue STEM in college
    3. The 2015 results of the Programme for International Student Assessment (PISA) indicate that the US ranked 38/71 in math and 24/71 in science
    4. STEM covers a multitude of skills, such as:
      1. hands-on
      2. critical thinking
      3. problem-solving
      4. student-driven
      5. creativity
      6. innovation
      7. collaboration
      8. inquiry
      9. leadership
      10. teamwork
    5. STEM integrates the curriculum
      1. For example, kinders are learning about structure and design through literature such as The Three Little Pigs.
      2. The story is read, students ask questions such as how could those little pigs have built a more secure structure so that nasty wolf coudn’t have blown down those poorly constructed houses?
      3. Then, students design and build their own structure and the big bad wolf tries to blow it down.
      4. All content areas are needed for this unit:
      1. Reading and writing are required for the basic premise/design
      2. Math is needed to calculate measurements or supplies,
      3. Soft skills such as collaboration and communication
      4. Technology can be used to document the process (or use Minecraft and Coding)
    6. Benefit of STEM education is brain development. The brain needs to… 
      1. make connections, 
      2. socio-emotional and 
      3. cognition to function
    7. STEM Blogs and Online Communities (more are listed in the guide than shown below)
      1. Studio STEM
      2. Engineers in the Classroom
      3. The Math Forum
      4. Google + Mathematics Community
    8. Top STEM events:
      1.  Holiday Card Project
      2. Cardboard Challenge
    9. A whole list of resources for STEM Funding
    10. Crafting STEAM lessons:
      1. To start down that path of innovation, I assemble my students into cooperative groups of no more than four. Their task is to define innovation in one of the following ways: a sentence, a list of ten words, a pictorial representation, or another way of their choosing. This way, they work as a team (tip #1), control their way to solve the assignment (tips #2 and #3), and include creativity (tip #6) immediately. Each group then displays their work in a “gallery” for the entire class to view during a “gallery walk” to see what the other groups developed.
      2. Next, the students view a video about innovation. During the video, I have the students write down each innovator’s name, what they do, and something they said that engaged them. Did any of what the innovators said match your students’ gallery walk of ideas? Probably. I then ask students to share what innovations in biology, ecology, or any topic they can name. You are now on your way to engaging STEAM into the classroom.

        You can follow the authors of the guide on STEM online:

      • Kristy Nerstheimer – Email:
      • Kelly Bielefeld – Twitter: @kellybielefeld

      Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

      AL DíA: Ready to Unconference?

      Are you ready to unconference your next faculty meeting or professional learning opportunity? I did it at a TCEA Innovative Learning Strategies Conference earlier this year, and WOW, was that an incredibly experience.

      Learn more about the Power of Unconferences via this blog entry I wrote for TCEA (and access my curated resources):

      Read this blog entry

      Some research (2016) about unconferences, which are often termed “edcamps,” (although not all unconferences are edcamps):

      Edcamp unconferences: Educators’ perspectives on an untraditional professional learning experienceAuthors: Jeffrey Paul Carpenter, Jayme Nixon Linton


      1. Edcamps are a free, voluntary, and participant-driven form of unconference professional development. 
      2. Many educators, scholars, and policy makers see professional development (PD) as key to the improvement of teaching, learning, and schools. 
      3. Although research suggests that high-quality PD can improve instruction, traditional PD approaches are often criticized. 
      4. Open Space Technology (OST), a structure for meetings which holds that groups with a shared focus can self-organize, collaborate, and solve complex problems
      5. Andragogy holds that adults need to be involved in the learning process; have reservoirs of experiences that are potential resources for learning; and are oriented towards learning which is problem-focused and has immediate relevance. 
      6. Heutagogy  is a more recent extension of andragogy that further empowers adult learners to more fully determine their own learning path and process. Whereas in andragogy an instructor is still involved in controlling and structuring the learning experience, in heutagogy learning is largely self-directed (Blaschke, 2012).
      7. Heutagogy prioritizes not just the acquisition of knowledge, but also the development of skills, competencies, and capabilities, such as self-efficacy, metacognition, teamwork, and creativity.
      8. Traditional PD seek to transmit knowledge to teachers under the assumption that new techniques are easily integrated into or replace existing practices. These training activities have, however, often lacked connection to educators’ work in their schools, and failed to accommodate existing practices and conditions 
      9. Those seeking to redefine PD have offered a variety of goals, including that PD should feature active learning, as well as being more long term, content focused, and connected to concrete teaching and assessment tasks (e.g., Desimone, 2009; Webster-Wright, 2009). PD that includes collaborative teacher inquiry, and that develops or harnesses educator agency, has also been credited with having transformative potential 
      10. Many participants specifically hoped to learn teaching strategies.
      11. Approximately one-fifth of participants specifically expressed interested in learning about technology. For example, one teacher wanted to learn about “the newest technologies being used in secondary instruction.” Participants referenced specific technology-based approaches to teaching and learning, including bring your own device programs, one-to-one device programs, and flipped learning.
      12.  In addition to learning about technology, a number of attendees commented on learning through collaboration and communication technologies such as Google Docs and Twitter.
      13.  findings support previous research that revealed a preference among educators for participant-driven, teacher-led PD (e.g., Bond, 2015) and educators feeling a strong sense of responsibility for their own professional learning (McMillan, McConnell, & O’Sullivan, 2014). These findings suggest that Edcamps are in at least partial alignment with research that indicates effective PD features active learning (Garet et al., 2001), autonomy (Dierking & Fox, 2013), and collaboration (Ronfeldt et al., 2015).
      14. The Edcamp model does not, however, appear to align with all of the elements of effective PD suggested in the literature. Edcamps do not include structures that result in a focus on content, as recommended by prior research

      Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

      MyNotes: Digital Media in Today’s Classrooms Chapter 6 #edtech

      Note: Friends Dr. Dawn Wilson and Dr. Katie Alaniz were kind enough to share a book they authored in collaboration with Joshua Sikora, Digital Media in Today’s Classrooms: The Potential for Meaningful Teaching, Learning, and Assessment.

      Listen to Dr. Katie Alaniz, one of the authors, share about the book

      In the space below, I’ve included some of my take-aways from the book, stuff that struck my fancy in Chapter 6, and included my reflections/comments in square brackets [really? that’s unbelievable!]. Feel free to swipe the images highlighting key points and repost them everywhere! Read blog entries relevant to this book. Note that my notes imperfectly capture some of the main ideas in the book. I heartily recommend reading the text!!

      MyNotes on Chapter 6: Setting Meaningful Learning: Supporting Students with Content Acquisition

      1. Savvy educators identify ways to leverage the boundless potential of multimedia applications to set the stage for learning within their classrooms.
      2. Effective teachers seek to engage their learners in vital content.
      3. Impactful educators prepare, encourage, and inspire their students to wrestle with various aspects of content until they establish meaning for themselves.
      4. Active construction of their own learning can be achieved in…
      1. a variety of ways
      2. using an assortment of tools
      3. in order to create products that are:
      1. intentional
      2. authentic
    11. The modern ability to record and replay actual footage of key historical events from around the world is revolutionary.
    12. Teachers utilizing digital media to connect students to a specific place elsewhere on the globe or to a historical event must work to help students envision the reality of these scenes. Otherwise, learners may easily process such images just as they would the illusory world of Avatar or the exaggerated devastation of a metropolis depicted in a superhero film. [excellent point! how?]
    13. Keep it real by:
      1. encouraging students to judiciously document their own experiences with a video camera. The process of producing their own documentaries can serve to encourage learners in re-associating media experiences with reality.
      2. Students must engage their imagination just as actively while watching a film as they would when reading a book, but instead of creating the missing visual content, a film viewer is prompted to envision thoughts, motivation, and emotions.
      3. Use listening and viewing guides that facilitate analysis:
      1. Movie Sheets is an online worksheet database with ready-made, editable worksheets.
      2. NewseumED offers a collection of educational resources for incorporating primary source materials from news sources into classroom learning.
      3. TED-Ed
      4. Khan Academy
    14. By engaging in interactive content, students receive feedback on their input, offering them a two-way interface. Interaction may also be peer-assisted, such as when students seek support of other students via online tutoring sessions.
    15. Elementary Resources that students can interact with engaging, meaningful, educational multimedia content:
      1. Interactives Sites for Education
      2. PBS Kids SMART Board Games
      3. Seussville
    16. Middle School Resources: The text includes multiple other resources for MS/HS
    17. Discussion of Webquests…[wow, trip down Memory Lane!]
    18. [I would also respectfully include video annotation and hyperlinking tools mentioned in this blog entry]
    19. Impactful, memorable educational encounters engage learners in significant content.

    20. Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

      MyNotes: Digital Media in Today’s Classrooms Chapters 5

      Note: Friends Dr. Dawn Wilson and Dr. Katie Alaniz were kind enough to share a book they authored in collaboration with Joshua Sikora, Digital Media in Today’s Classrooms: The Potential for Meaningful Teaching, Learning, and Assessment.

      Listen to Dr. Katie Alaniz, one of the authors, share about the book

      In the space below, I’ve included some of my take-aways from the book, stuff that struck my fancy in Chapters 1 and 2, and included my reflections/comments in square brackets [really? that’s unbelievable!]. Feel free to swipe the images highlighting key points and repost them everywhere! Read blog entries relevant to this book. Note that my notes imperfectly capture some of the main ideas in the book. I heartily recommend reading the text!!

      My Notes from Chapters 5:

      1. Chapter 5 – Using Digital Media to READY Students for Learning: Preparing Learners to Acquire Key Knowledge and Skills
      1. Teachers need to reflect on the following questions:
      1. Begin with the end in mind. What do students know and be able to do by the end of instructional cycle?
      2. How can multiple modalities most effectively be incorporated into instruction?
      3. How can students move through Bloom’s higher levels, analyzing, evaluating and creating?
      4. What instructional strategies most effectively direct students toward reaching the goal of independently demonstrating their learning?
      5. What resources will be used?
      6. What assessment strategies/tools will be employed?
      7. Will rubrics be used?
      8. How do you activate engagement, motivation and interest?
    21. By charging students with tasks that require creativity, analysis, and applications, teachers move the focus away from themselves to an emphasis upon their learners.
    22. Student-centered products enable learners to showcase their new knowledge and skills in relation to a particular topic in an infinite variety of ways. Examples [love these examples!!] include:
      1. Building a website that demonstrates their content knowledge.
      2. Constructing a multimedia presentation to teach learned content to others.
      3. Creating a newsletter or flyer that highlights key findings on a given topic.
      4. Producing a stop-motion video that displays a process or procedure.
      5. Designing a cartoon strip that highlights important findings in a unique way.
      6. Creating a digital story to describe reflections on a particular topic.
      7. Producing a Sketchcast demonstrating mater of a topic or concept through narration, text, sketches.
    23. Research about how students learn is shared, including Piaget, Curran and Bruner.
      1. Bruner’s theoretical framework describes learning as an active process in which learners construct their newfound knowledge using concepts derived from previous experience.
      2. The learner selects and transforms information, creates hypotheses, and arrives at decisions based on a cognitive structure (mental model or schema), which adds meaning and organization to the experience and enables him or her to perform the information given.
      3. “If students are not paying attention, they are not engaged; and, hence, they are not learning” (Wolfe, 2001).
      4. When stimuli are ignored, the brain begins to shut down inputs from that particular source. However, if the brain is primed for additional incoming information, the learner is more likely to perceive this input.
      5. Selective attention of the brain depends on suppression of irrelevant data and amplification of meaningful data (Jenson, 1998).
      6. When emotional or personal stimuli are present, attention is more powerfully gasped.
      7. Varying the routing and methods of presenting material increases students’ attention in classroom settings.
      8. Two types of interest…teachers can influence and/or create situational interest and anticipatory sets seem an ideal vehicle through which to do so (Ormond, 2004).
      1. Situational interest – short-lived, revolves around an activity or topic
      2. Personal interest – more enduring, includes pursuits in visual and performing arts, sports, speech, etc.
    24. Both attention and interest are related to motivation.
    25. Students motivation to learn encompasses their ability to derive intended benefits from meaningful, worthwhile activities.
    26. TEASe – Technology Enhanced Anticipatory Set:
      1. utilizes a media presentation to introduce a unit or lesson.
      2. Effective TEASes seamlessly coalesce media, images, music, and text within a three- to seven-minute multimedia piece, ultimately heightening learners’ interest and motivation.
      3. A TEASe’s storyline is composed of visual and audio pieces to activiate prior knowledge, very broadly stitched together with short lines of text to guide viewing.
      4. TEASes that include elements of pop culture and music relevant to students’ lives most powerfully engage learners.
      5. Should not be used to deliver content to learners, rather, TEASes help students focus their attention and interest at the beginning of a unit, even before the content is delivered.
      6. Narrative messages wield tremendous influence in changing the attitudes and beliefs of audiences. They allow for a specific reading or viewing experience. They transport recipients into the narrative world, personally involving them cognitively and emotionally.
      7. TEASes provide a unique opportunity by which to ready students for learning.
      Quick Reflections:
      Wow, loved this chapter! Leaving behind the copyright concerns of Chapter 4, it strikes at the jugular of creating engaging content! I loved the examples provided, research regarding engagement (which is so often discarded as “Tough, life isn’t always fun and engaging. kids should pay attention if they want to get good jobs!”), and the TEASe activity. 

      This last item reminds me of problem narrative or problem engagement activities in PBL/PrBL.

      Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

      MyNotes: Digital Media in Today’s Classroom Chaps 3-4

      Note: Friends Dr. Dawn Wilson and Dr. Katie Alaniz were kind enough to share a book they authored in collaboration with Joshua Sikora, Digital Media in Today’s Classrooms: The Potential for Meaningful Teaching, Learning, and Assessment.

      Listen to Dr. Katie Alaniz, one of the authors, share about the book

      In the space below, I’ve included some of my take-aways from the book, stuff that struck my fancy in Chapters 3 and 4, and included my reflections/comments in square brackets [really? that’s unbelievable!]. Feel free to swipe the images highlighting key points and repost them everywhere! Read all blog entries relevant to this book.

      My Notes from Chapters 3 and 4:

      1. Chapter 3 – Essential Considerations in Using Digital Media
      1. Media literacy–applying skills to media and technology messages, learning to skillfully interpret, analyze, and create messages–empowers people to be both critical thinkers and creative producers of messages using image, language, and sound (NAMLE, Ellis, 2005).
      2. Media education seeks to mae school more student centered.
      3. “We were educated to read actively, yet we’re conditioned to view visual images passively,” observes Steve Apkon.
      4. Now is the time to change “English” classes into “Communication” classes in which students study the grammatical rules of graphic arts, film, and music, in addition to learning the rules of English grammar.”
      5. Ubiquitous access to tech suggests the focus must now shift to identifying and applying the most fitting tools and resources for meeting students’ needs and reaching learning goals.
      6. [This chapter focuses on several key ideas, such as COPPA, copyright, terms of use, keeping track of acceptable use policies/responsible use agreements. I heartily disagree with the portion that suggests schools track the paperwork. This is an antiquated perspective. Now, most districts take advantage of opt-out clauses in their Student Handbooks. If you want to opt-out, then you have to do so. Otherwise, this grants teachers the right to use third-party systems with students, acting in loco parentis].
    27. Chapter 4 – Planning for Digital Media: Settings, Groupings, and Platforms
      1. Key questions:
      1. Under what circumstances should teacher consider integrating digital media within classroom settings?
      2. How should digital media be integrated within classrooms settings?
      3. Who should be utilizing the media–teachers, students, or both?
      4. For what purposes should digital media be used within classroom settings?
    28. Curriculum Design models:
      1. The Understanding by Design Framework
      1. Effective curriculum planning involves a process of “backward design”
      2. Educators must also initially determine a set of learning goals for their students. They should identify certain enduring understandings.
      3. Specific strategies for measuring students’ learning need to be reflected upon.
      4. Teachers should begin with the end in mind, designing a road map.
    29. The Universal Design for Learning (UDL) Model
      1. Offers students various modes of content representation.
      2. Encourages teachers to provide students with multiple means of expression, including both physical and communicative action.
      3. Promotes numerous methods of engagement.
    30. Bloom’s Taxonomy
    31. Classroom Instruction That Works: Identifies nine categories of instructional strategies that hold tremendous potential for enhancing student achievement for all learners:
      1. Summarizing and Note taking
      2. Identifying similarities and differences
      3. Reinforcing effort and providing recognition
      4. Homework and practice
      5. Cooperative learning
      6. Nonlinguistic representations
      7. Setting objectives and providing feedback
      8. Generating and testing hypotheses
      9. Questions, cues, and advance organizers
    32. Digital media enables teachers to vary their methods of representing content through a diversity of media, including print, video, audio, hands-on modeling, interactive applications, and much more.
    33. Digital media to practice and receive feedback on their own content knowledge with online flashcards, games, and simulations. Examples include:
      1. Online quizzes and educational games provide students with the opportunity to test their remembering and understanding skills using interactive media such as Quizlet. 
      2. Students can enhance their content knowledge through playing online games associated with the concepts taught in class.
      3. Digital media simulations allow students to apply, analyze, and evaluate the ways in which content elements interact.
      1. Math and Science simulations (PhET)
      2. Social Studies simulations
      3. Interactive multimedia games warehouse provides teachers with a multitude of games and simulations to support students.
    34. Authoring tools:
      1. Audacity
      2. Voicethread
      3. Kidblog
      4. Digital storytelling via Little Bird Tales ( and Storybird (
      5. and
    35. A teacher should 
      1. focus on the content that should be delivered and the learning goals that are being sought. This allows them to harness digital media as a tool to serve educational objectives.
      2. consider the type or types of devices with which students will learn. 
      3. think about the online tools, resources, and software options students will have access.
    36. Ready, Set, Learn! Model
      1. Ready: This involves preparing students, from lesson’s start, to meet and act on content. 
      1. Teacher-centered: Should I create my own digital media or use an already-created resource to grasp students’ attention and ready them for learning?
      2. Student Use: How can I ensure that content is delivered in a variety of ways for diverse levels and varying learning modalities?
    37. Set: Establishing the content in the students’ mind. 
      1. Teacher-centered: Should I create my own tool for the students to use in developing content knowledge, or should I identify an already-created tool?
      2. Student Use: How can I be certain to provide students with opportunities to interact with content, check for understanding, and receive formative feedback in a variety of methods using an array of online tools and targeting a mixture of learning modalities?
    38. Learn:  Students demonstrate their learning with independence. Students are challenged to create an original product that demonstrates their learning through the use of multimedia tools. 
      1. Teacher-centered: Should I create a resource to assess student learning or use an already-created assessment?
      2. Student Use: How can I provide students with meaningful and applicable opportunities to demonstrate their learning by independently creating a digital media product? Should I assign specific tools to students or leave assessment choices more open-ended?
    39. In curriculum design, content is king.
    40. Effectual planning begins with the end in mind, and teachers ask, “What do I want my students to be able to accomplish?”
    41. a counter-question…too much control  in teacher’s hands limit students’ freedom to take ownership of their learning and creations.

      Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

      MyNotes: Digital Media in Today’s Classrooms 1 & 2

      Note: Friends Dr. Dawn Wilson and Dr. Katie Alaniz were kind enough to share a book they authored in collaboration with Joshua Sikora, Digital Media in Today’s Classrooms: The Potential for Meaningful Teaching, Learning, and Assessment.

      Listen to Dr. Katie Alaniz, one of the authors, share about the book

      In the space below, I’ve included some of my take-aways from the book, stuff that struck my fancy in Chapters 1 and 2, and included my reflections/comments in square brackets [really? that’s unbelievable!]. Feel free to swipe the images highlighting key points and repost them everywhere! Read blog entries relevant to this book.

      My Notes from Chapters 1 and 2:

      1. Chapter 1 – Digital Media – What Is It and Why Does It Matter?
      1. Children aged eight to eighteen spend an estimated seven hours per day, on average, glaring into screens (American Academy of Pediatrics).
      2. Teenagers compose an average of 3,417 text messages per month.
      3. The bedrooms of an estimated 97% of adolescents contain at least one electronic device (Aspen Education Group, 2011). [I believe these stats just based on what I’ve seen of my own teenagers…in fact, one device in the bedroom is understated!!]
      4. No solid evidence exists that technology is deteriorating the cognitive capacity of today’s students (Taylor, 2012).
      5. Obsession with social media [or games!] may amplify or contribute certain psychological issues.
      6. Using media to simply transmit information in the clasroom has not proven effective (Grabe & Grabe,2004).
      7. Research demonstrates that multimedia might be used to support learners in accessing prior knowledge, evoking emotion, stirring interest, heightening curiosity, and appealing to multiple intelligences [so, is that worth the $$$ spent on edtech each year?]
      8. Gains in achievement result when students are granted the opportunity to create original products using some form of multimedia (Goodlin, 2012).
      9. Potential applications include:
      1. Have students study fairy tales from different locales, analyze them, then create their own. Story analysis and media construction are the acquired skills.
      2. Students collaborate to create an online clearinghouse of student-created media to serve as a resource for supporting one another in preparing for exams [or, let’s think even bigger! a real life project/problem! and use Minecraft?]
      3. Create stop-motion videos for sharing/commenting on lab experiements/results
      4. Study media coverage and resources to develop different forms of persuasive media techniques to protest an issue they feel strongly about.
    42. Incorporation of multimedia in the classroom provides students with exposure to both pictures and verbal information (“dual coding”) which yields two memory codes instead of one.
      1. Dual coding theory asserted that individuals process perpetual information by encoding images for organizing, storing, and retrieving knowledge through a nonverbal system.
      2. They process text and words using a verbal system, which deals mostly with linguistic information.
      3. Dual coding suggests learning is generally more meaningful when new information is encoded and processed through both channels (verbal and nonverbal) than through either alone.
    43. Decisions teacher must make when considering how to incorporate tech into teaching practices:
      1. Who will use the digital media?
      2. When in the lesson will it be used?
      3. How will it be used?
      4. Which tool(s) will be used?
      5. How will student products be assessed?
    44. Chapter 2 – Research Findings and the Implications on Learning
    45. Image Source | More
      1. Adidas or “New Way of Learning” suggests a learning archetype:

      1. 70:20:10 Framework
      1. Seventy percent of learning occurs experentially on the job
      2. Twenty percent of learning happens through social interactions with others
      3. Ten percent of learning results through formal coursework
    46. The brain forgets 50% of learning that takes place in a classroom environment within a mere hour’s time [oh oh, that means participants in my 1 hour sessions will only remember half of what they learn…whew!]
    47. Forty-three percent of teachers have incorporated online games in classrooms
      1. Students allowed to use gaming software scored 91.5% on a standardized assessment versus an average score of 79.1% for those students who did not use digital games
    48. Use of digital resources allows teachers (76%) to simplify the process of adapting teaching methods to diverse learning styles
    49. Teachers (77%) report edtech boosts student motivation
    50. Teacher (76%) commented edtech enhances content being taught
    51. Research on the impact of technology on student outcomes suggests that students who use digital resources in their learning experience a slight positive gain over those whose instructional experience does not include technology.
    52. The pivotal achievement factor is not the type of tech, but rather the actual use of the tools.
    53. Academic achievement increases when the technology is integrated in a student-centered environment.
    54. Most beneficial environments involve students in:
      1. creating hypermedia presentations
      2. solving problems
      3. conducting research
      4. developing computer simulations representing models of their own understandings.
    55. Tech integration enhances learning when students engage in solving complex, authentic problems that cross multidisciplinary boundaries instead of focusing on knowledge acquisition.
    56. Student created digital media, when combined with rigorous content standards, has demonstrated a positive effect on student achievement and performance on high-stakes testing.
    57. An educator’s ability to provide powerful links from the curriculum to real world experiences appears to encourage students to respond to the material in a highly positive manner.
    58. Digital resources are most strongly correlated with enhanced student learning when the instructor’s role is that of a facilitator of knowledge creation rather than a disseminator of knowledge.
    59. Cognitive load: when learners are required to split their attention between two or more streams of information simultaneously, cognitive load increases. This means the ability to process new knowledge decreases.
    60. Academic achievement increases when students are provided the opportunity to progress through 5 different levels of active processing, namely selecting words, selecting images, organizing words, organizing images, and integrating words and images.
    61. Selecting words and images involves both the visual and verbal working memory while simultaneously making internal connections to images, words, and their meanings.
    62. Research indicates that image data is collected simultaneously while text is processed in a sequential fashion. This simultaneous processing allows learners to make sense of visuals sixty thousand times faster than text.
    63. Visual literacy truly has become the new currency of learning.
    64. A student’s prior knowledge can influence which images are remembered and the ways they are recalled.
    65. Videos are even better tools than still images, as videos send multiple streams of information to learners through movement, music, words and pictures. This supports student learning regardless of their learning style or intelligence.
    66. In classroom settings, images and video clips hold the potential to increase students’ understanding of a subject while also prompting them to develop emotional connections with the material being presented. 
    67. Learning experiences must be designed to strengthen the process of visual attention and connection in order to deflect the pressure of over-sensory stimulation.
    68. Dual coding and imagery are powerful tools that allow the learner to activate prior knowledge in addition to encoding details more rapidly so that they remain for longer periods of time.
    69. Wow, a great review of research and some powerful points about multimedia in the classroom! In a future blog post, we’ll take a quick look at some of my notes from the next couple of chapters.

      Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

      MyNotes: Global Achievement Gap

      The following are my notes from Chapter 1 of Tony Wagner’s The Global Achievement Gap. This is certainly powerful stuff!!

      1. All schools are now obsolete–even the ones that score the best on standardized testing–because the world has change.
      2. All students need new skills for college, careers and citizenship.
      3. Teaching all students to think and to be curious is much more than a technical problem for which      educators, alone, are accountable.
      4. New sought after skills in employees:
      1. The ability to ask the right questions
      2. People who can engage in good discussion. You have to know how to work well with others.
      3. “You also have to know how to engage the customer, to find out what his needs are. If you can’t engage others, then you won’t learn what you need to know.”
      1. Global Achievement Gap is  the gap between what even our best suburban, urban, and rural public schools are teaching and testing versus what all students will need to succeed as learners, workers, and citizens in today’s global knowledge economy.

      1. Seven Survival Skills for the 21st Century:
      1. Critical Thinking and Problem Solving:
      1. Asking good questions, critical thinking and problem solving go hand in hand in the minds of most employers and business consultants.
      2. The way work is organized now is lots of networks of cross-functional teams that work together on specific projects. Work is defined by the task or problem you and your team are trying to solve or the end goal you want to accomplish.
      3. Teams have to figure out the best way to get there–the solution is not prescribed.
      4. Since no one is telling teams what to do, they have to figure it out–critical-thinking and problem-solving.
      5. Employees need to sift through an overwhelming amount of information in order to figure out what’s important and what’s not. To do this you have to think critically.
      6. Definition of Critical Thinking: Taking issues and situations and problems, and going to root components; understanding how the problem evolved–looking at it from a systemic perspective and not accepting things at face value. It also means being curious about why things are the way they are and being able to think about why something is important.
      1. What do I really need to understand about this?
      2. What is the history?
      3. What are other people thinking about this?
      4. How does all that come together?
      5. What frames and models can we use to understand this from a variety of different angles and then come up with something different?
      6. Yesterday’s solutions doesn’t solve tomorrow’s problem.
      7. Problems change and so approaches to problems need to change.
      8. “We need self-directed people who either have problem-solving skills or can easily be trained to think on their feet and find creative solutions to some very tough, challenging problems.”
      9. “The focus for the last five years has been on thinking skills, as well as emotional intelligence–can they interact and relate, can they come up with new ideas, can they bring these new ideas to the table and work with people in the process?
      10. Individuals who can see past the present, see beyond, think about the future and think systemically, connect the dots…less linear thinking–people who can conceptualize but also synthesize a lot of data.
      11. How do you do things that haven’t been done before, where you have to rethink or think anew, or break set in a fundamental way–it’s not incremental improvement anymore?
      12. Critical-thinking skills include the ability to apply abstract knowledge to solve a problem and to develop and execute a solution–the ability to think broadly and deeply. It means having and using a framework for problem-identification–assumptions and facts, acquiring information, viewing alternative solutions. Another part of critical thinking is surrounding yourself with people who have differences of opinion and who can help you come to the best solution: team-based leadership.
    70. Collaboration Across Networks and Leading by Influence
      1. Technology has allowed for virtual teams…you’re working with people all around the world on solving a problem. They don’t work in the same room, they don’t come to the same office, but every week they’re on a variety of conference calls; they’re doing webcasts; they’re doing net meetings.
      2. The hardest thing to change was the behavior of the employees. They didn’t know how to operate individually and then collaborate from afar, and so we had to provide coaching and counseling on how you communicate via email and conference calls.
      3. Trust is the total number of interactions divided by the number of positive interactions. The higher the number of positive interactions, the greater the trust….how do you provide the opportunity to interact so that employees have the ability ot develop trust?
      4. As organizations become more global, the ability to work fluidly around the world is a competitive advantage: understanding how to leverage the globe, time zones, where the work can best be done, where there are skills that best match the task, either because of the culture or the training.
      5. The ability to interact with diverse cultures and religions is important.
      6. A core competency is the ability to think strategically: to figure out where the work can best be done from both a talent and cost perspective. A greater challenge…how to forge effective collaborative teams and work with people who come from vastly different cultures.
      7. Command and control hierarchical leadership is a relic of the past.
      8. Kids fresh out of school lack the ability to influence versus direct and command…the only kind of leadership young people have experienced is one that relies on obedience versus the kind of reasoning and persuasion that is the new leadership style demanded by businesses organized in teams and networks.
      9. Students have a predisposition toward believing that everythingis clearly outlined, and then people give directions, and then other people execute until there’s a new set of directions.
      10. How do you solve a problem when people who own what you need are outside your organization or don’t report to you, or the total solution requires a consortium of different people? How do you influence things that are out of your direct control?
      11. Mantra: Lead by influence rather than authority.
    71. Agility and Adaptability
      1. You have to be able to think, be flexible, change, be adaptive,and use a variety of tools to solve new problems. People have to learn to adapt.
      2. Adaptability and learning are more important than technical skills.
      3. To survive, you have to be flexible and adaptable and a lifelong learner.
      4. Managing disruption:
      1. How do leaders deal with exogenous factors that are going to impact the way they think and lead?
      2. How do they handle internal disruption–innovation and change management?
      3. How do they understand disruptions that are happening in our industry space or in adjacent spaces?
      4. Learners have to demonstrate that they can solve problems in a changing an duncertain world.
      5. We live in a world where there isn’t one right answer, or if there is, it’s right only for a nanosecond. If you’re afraid, you can’t think clearly.
    72. Initiative and Entrepreneurialism
      1. Take more initiative and even be entrepreneurial in terms of the ways they seek out new opportunities, ideas, and strategies for improvement.
      2. We need self-directed people who can find creative solutions to some very tough, challenging problems.
      3. Help educators figure out how to use technology effectively.
      4. Leadeship is the capacity to take initiative and trust yourself to be creative.
      1. Effective Oral and Written Communications
      1. The ability to express one’s views clearly in a democracy and to communicate effectively across cultures is an important citizenship skill as well.
      2. Advice for teachers: Teach them to write! Effective communication is key in everything we do–people need to learn to communicate effectively with each other and external communities.
      3. Young people have difficulty being clear and concise; it’s hard for them to create focus, energy, and passion around the points they want to make.
      4. What do you want me to take away from this meeting?
      5. Also important is the ability to create focus, energy and passion.
      6. Less fuzzy thinking and lack of writing with a real voice.
    73. Accessing and Analyzing Information
      1. There is so much more data that people have to synthesize…they can’t just produce a bunch of reports. They have to find the important details and then say, “Here’s what we should do about it.”
      2. The ability to analyze information in order to discern new challenges and opportunities.
      3. We have to be able to access and evaluate information from many different sources, as well as evaluate it.
    74. Curiosity and Imagination
      1. New and improved knowledge workers: those who can think in disciplined ways, but also those who have a burning curiosity, a lively imagination, and can engage others empathetically.
      2. People who have learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.
      3. Be curious…do a system analysis.
      4. For businesses, it’s no longer enough to create a product that’s reasonably priced and adequately functional. It must also be beautiful, unique, and meaningful.
      5. Our old idea is that work is defined by employers and that employees have to do whatever the mployer wants. That has not been true in professional jobs for a long time because people have so many ways to influence what they do and how they it that, if they are good, they actually create their work space. Authenticity pays.
      6. We still think that work is given to people; whereas I think people actually are increasingly taking the work.

            Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

            MyNotes on Performance-Based Assessment: Reviewing the Basics

            MyNotes on Performance-Based Assessment: Reviewing the Basics

            • Dr. Patricia Hilliard
            • Director of STEM Accelerator
            • In general, a performance-based assessment measures students’ ability to apply the skills and knowledge learned from a unit or units of study.
            • Typically, the task challenges students to use their higher-order thinking skills to create a product or complete a process (Chun, 2010).
            • Tasks can range from a simple constructed response (e.g., short answer) to a complex design proposal of a sustainable neighborhood.
            • Arguably, the most genuine assessments require students to complete a task that closely mirrors the responsibilities of a professional, e.
            • , artist, engineer, laboratory technician, financial analyst, or consumer advocate.
            • First and foremost, the assessment accurately measures one or more specific course standards.
            • Normally, students are presented with an open-ended question that may produce several different correct answers (Chun, 2010; McTighe, 2015).
            • In the higher-level tasks, there is a sense of urgency for the product to be developed or the process to be determined, as in most real-world situations.
            • Below is a simplified version of our planning, loosely based on the backward design process:
            • Identify goals of the performance-based assessment.
            • Select the appropriate course standards.
            • Review assessments and identify learning gaps.
            • As a result, we decided to create a performance-based assessment that was also reality-based.
            • Moreover, this task would require students to analyze two-way frequency tables along with other charts and graphs.
            • Design the scenario.
            • This scenario included five key components:
            • Setting Role Audience Time frame Product
            • Gather or create materials.
            • Develop a learning plan.
            • Example: Public Comments Session
            • Scenario Ashley, an inmate at Texahoma State Women’s Correctional Institution, is serving three to five years for embezzlement and assault. After three years, this inmate is up for parole. Once a month, the Inmate Review Board offers Public Comment Sessions. The sessions are open to all interested parties who want to voice their support or opposition to an inmate’s release from prison. Task You are Ashley’s former probation officer, and the warden requested that you attend the Public Comment Session. You have been asked to review the following documents and present your opinion: Should Ashley be released from prison early or stay for the remainder of her sentence? You have been granted three to five minutes to speak to the review board. Your speech must be short, but detailed with strong evidence to support your decision. Documents Criminal history report Article announcing a new web series on embezzlement Blog post about prison nurseries Letter to the parole board from the inmate’s mother and son Newsletter about the incarceration rates in the state Press release about a prison-work program Research brief on the recidivism rate of nonviolent offenders

            This note was created from Liner.
            By Miguel Guhlin

            MyNotes: Performance-Based Assessment: Engaging Students in Chemistry

            MyNotes on Performance-Based Assessment: Engaging Students in Chemistry:
              • Performance-based assessment is a way for students to demonstrate knowledge, skills, and material that they’ve learned.
              • Performance-based assessment measures how well students can apply or use what they know, often in real-world situations.
              • Performance-based assessment starts with the curriculum, instruction, or unit that you’re already teaching.
              • Since PBA requires students to demonstrate knowledge, skills, and concepts, they are usually asked to create a product or response, or to perform a specific task or set of tasks.
              • When designing assessments, teachers ask, “What is the level of performance?
              • Do we want short-term memory and fragmented applications from kids, or do we want comprehensive understanding of big ideas?
              • For example, a performance task in writing would require students to produce a piece of writing rather than answering multiple-choice questions about grammar or the structure of a paragraph.
              • Performance assessment is authentic when it mimics the work done in real-world contexts.
              • Performance assessment taps into students’ higher-order thinking skills, such as evaluating the reliability of information sources, synthesizing information to draw conclusions, or using deductive/inductive reasoning to solve a problem.
              • Performance tasks may require students to make an argument with supporting evidence, conduct a controlled experiment, solve a complex problem, or build a model.
              • These tasks often have more than one acceptable solution or answer, and teachers use rubrics as a key part of assessing student work.

              This note was created from Liner.
              By Miguel Guhlin

              MyNotes: Why Ed Tech Is Not Transforming How Teachers Teach

              MyNotes on Why Ed Tech Is Not Transforming How Teachers Teach:
                • Public schools now provide at least one computer for every five students.
                • They spend more than $3 billion per year on digital content.
                • And nearly three-fourths of high school students now say they regularly use a smartphone or tablet in the classroom.
                • The student-centered, hands-on, personalized instruction envisioned by ed-tech proponents remains the exception to the rule.
                • Case study after case study describe a common pattern inside schools: A handful of “early adopters” embrace innovative uses of new technology, while their colleagues make incremental or no changes to what they already do.
                • “If schools take all this technology, and use it like a textbook, or just have teachers show PowerPoint [presentations] or use drill-and-kill software, they might as well not even have it.
                • In the digital age, the ISTE standards say, teachers should be expected, among other strategies, to “engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
                • ” They should also “develop technology-enriched learning environments that enable all students to become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
                • Research suggests that’s more or less the standard distribution of technology use in most schools nationwide.
                • The most authoritative national study on teacher technology use was conducted by the National Center for Education Statistics in 2009.
                • A survey of 3,159 teachers found that when teachers did allow students to use technology, it was most often to prepare written text (61 percent of respondents reported that their students did so “sometimes” or “often”) conduct Internet research (66 percent), or learn/practice basic skills (69 percent).
                • Far more rare were teachers who reported that their students sometimes or often used technology to conduct experiments (25 percent), create art or music (25 percent), design and produce a product (13 percent), or contribute to a blog or wiki (9 percent.)
                • Similar findings resulted from a 2010 study of 21 Texas middle schools by private researcher Kelly S.
                • The schools had been provided with abundant technology, including laptops for every student and teacher, wireless upgrades for schools, digital curricula and assessments, and professional development, paid for with $20 million in federal funds.
                • “In general, teachers at many schools seemed to view technology as a more valuable tool for themselves than for their students,” Ms.
                • One big issue: Many teachers lack an understanding of how educational technology works.
                • Researchers have found, for example, that even innovative teachers can be heavily affected by pressure to conform to more traditional instructional styles, with a teacher as the focal point for the classroom.
                • Newer teachers inclined to use technology in their classrooms can also be deterred by experienced teachers who feel differently.
                • And the current test-based accountability system isn’t exactly supporting the transition to student-centered, technology-driven instruction, said Ms.
                • One strategy that most researchers and experts seem to agree on: so-called “job-embedded” professional development that takes place consistently during the workday and is tied to specific classroom challenges that teachers actually face, rather than in the isolated sessions often preferred by district central offices and written into districts’ contracts with their teachers.
                • “When learning experiences are focused solely on the technology itself, with no specific connection to grade or content learning goals, teachers are unlikely to incorporate technology into their practices,” concluded Ms. Ertmer and Ms.
                • Ottenbreit-Leftwich, the researchers who wrote the 2010 paper on the factors influencing teachers’ use of educational technology.
                • “The smarter districts use those teachers to teach other teachers how to integrate tech into their lessons,” Mr. Cuban said.