Changing Minds
One Curriculum
at a Time
Agenda
• Us
• Them
• IT (instructional technology)
o Each One Teach One
Please raise your
hand if
you have been
teaching 0 - 5
years
Please raise your
hand if
you have been
teaching
6 - 10 years
Please raise your
hand if
you have been
teaching 11 - 20
years
Please raise your
hand if
you have been
teaching 20 or
more years
Please raise your
hand if you left
one career to
become a teacher
Please raise your
hand if you teach
more than 4
different courses
most semesters
Please raise your
hand if
you have had 2 or
more formal
courses in
education
Please raise your
hand if you have
taught an online
course
Have you ever
taken an online
class?
Please raise your
hand if you teach
through distance
learning.
Please raise your
hand if you teach
classes which are
required core
courses for any
associate’s degree
Please raise your
hand if you are
able to describe
your philosophy
or approach to
teaching
Please raise your
hand if your arm
is getting sore and
you want me to
stop the
interrogation
Using Technology with
Classroom Instruction that
Works
Pitler, Hubbell, Kuhn, Malenoski, (2007)
Effective
teaching
activities
pp. 6 - 9
Nine Categories of
Instructional
Strategies that Affect
Student Achievement
Can you organize them from most to least
effective?
Cooperative learning
Group interactions
Reinforcing effort and providing
recognition
Cues, questions, and advance
organizers
Homework and practice
Guides students understanding
between effort and achievement
Students retrieve, use & organize
what they know
Extend learning by practice,
review and applying knowledge
students synthesize & organize to
capture main/secondary ideas
Orients students & provides
feedback
Mental processes involve making
and testing hypotheses
Mental processes
Summarizing and note taking
Setting objectives and providing
feedback
Generating and testing hypotheses
Identifying similarities and
differences
Nonlinguistic representation
Students use mental images to
represent knowledge
6
Cooperative learning
Group interactions
3
4
Reinforcing effort and providing
recognition
Cues, questions, and advance
organizers
Homework and practice
2
Summarizing and note taking
7
Setting objectives and providing
feedback
Generating and testing hypotheses
Guides students understanding
between effort and achievement
Students retrieve, use & organize
what they know
Extend learning by practice,
review and applying knowledge
students synthesize & organize to
capture main/secondary ideas
Orients students & provides
feedback
Mental processes involve making
and testing hypotheses
Mental processes
9
8
1
5
Identifying similarities and
differences
Nonlinguistic representation
Students use mental images to
represent knowledge
Nine Categories of Instructional Strategies
That Affect Student Achievement
1. Identifying similarities and differences
1.61
45
Number
of
Studies
31
2. Summarizing and note taking
1.00
34
179
3. Reinforcing effort and providing
recognition
4. Homework and practice
.80
29
21
.77
28
134
5. Nonlinguistic representation
.75
27
245
6. Cooperative learning
.73
27
122
7. Setting objectives and providing feedback
.61
23
408
8. Generating and testing hypotheses
.61
23
63
9. Cues, questions, and advance organizers
.59
22
1251
Strategy
Average Percentile
Effect Size
Gains
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction
that Works. CO: Mid-continent Research for Education and Learning (McREL).
A neuroscientist
looks at the
effects of
technology on
the brain
The Pew Internet & American Life Project
iBrain by Gary Small, M.D. & Gigi Vorgan (p. 91-92)
Continuous partial attention
pp. 18-19, 68
Continuous partial attention
This is not the same as multitasking.
Multitasking shares the focus or
attention whereas continuous partial
attention uses peripheral senses.
Continuous partial attention leads to
the “digital fog” actually altering brain
chemistry. (p. 18)
Lack of social interaction
thwarts brain development
pp. 116, 184-186
Lack of social interaction
thwarts brain development
• Social interactions develop the frontal lobe
• This area is also involved in memory and
impulse control
Experiment of 15 year old and 30 year old…
Project-based learning
• Authentic, or real world
problems
• Student centered
o Agency and consequentiality
o Creativity
o Diverse learners friendly
EachOneTeachOne
http://eachoneteachoneterps.wikispaces
.com/Welcome+to+EachOneTeachOne
Explore the use of projectbased learning and
technology to meet the core
objectives required by the
Texas Higher Education
Coordinating Board
Core Objective
Critical thinking skills: to include creative
thinking, innovation, inquiry, and
analysis, evaluation, and synthesis of
information
Communication skills: to include
effective written, oral, and visual
communication
Empirical and Quantitative skills: to
include applications of scientific and
mathematical concepts
Teamwork: to include the ability to
consider different points of view and to
work effectively with others to support
a shared purpose or goal
Social Responsibility: to include
intercultural competency, civic
knowledge, and the ability to engage
effectively in regional, national, and
global communities
Personal Responsibility: to include the
ability to connect choices, actions and
consequences to ethical decisionmaking
Skill
Skill Partially Skill Not
demonstrated demonstrated Demonstrated
Thank you
Katrieva Munroe-Jones, the
Howard College eLearning
Department, and all those who
helped make this conference
possible.