proposal

Hey, Michael, we can have up to 5 keywords folks can search on the ISTE program for--I'm thinking these: iPods, assessment, collaborative, writing, authentic

Please go to http://center.uoregon.edu/ISTE/2010/program/ and look at the categories. . what would you choose?
 * **Model Lesson** (in a Model Classroom)—requires two presenters. First teaches an actual lesson to 20 attendees playing role of students. Second acts as emcee, simultaneously explaining the lesson and the classroom management/instructional strategies being implemented to the remainder of attendees observing. Content should demonstrate taking advantage of technology and the latest learning theories such as project-based learning and differentiated instruction.
 * **BYOL(s)** (Bring Your Own Laptop)—hands-on exploration of software or resources via participants' own laptops. Plan for an interactive, hands-on environment similar to workshops and a reasonable amount of content to cover in the one-hour time frame. (**Note:** Not suitable for sessions featuring bandwidth-heavy MUVEs or requiring specialized software that isn't widely available or can't be downloaded from the Internet.)

We had talked a BYOL session, but model classroom might be better--what if we planned for a 30 minute lesson, (with annotations) so we could have lots of time for discussion. . or our model lesson is on the skills we want to talk about--so our "students" would be teachers--at any level of experience, any grade, anywhere. I will be glad to either teach OR annotate, or we team teach and I have an administrator (@beckyfisher73) who can annotate.

(I want to have a huge audience to show you can do this stuff with any size group.)

How's this for a name?

**Contemporary Teaching Impacts Contemporary Learning-Demonstrating What Exemplary Educators Do** (am still messing with the description--limited here to 25 words-most venues allow 10% over that) How's this?

1.Exp lore the implications of emerging technologies as we model differentiation, integral technology use, and best practices in an engaging, rigorous, and relevant lesson designed for YOU.

OR 2.  Exp lore the implications of emerging technologies as we model differentiation and integral technology use in an engaging, rigorous, and relevant lesson designed for YOU to take and use.

OR 3.Modeling differentiation and integral technology use, we'll engage and stretch you with a lesson you use later to explore emerging technologies implications with YOUR teachers.

remember, we have an hour, which really means about 55 minutes max.

Secondly, we have to choose a strand under one of six themes. (http://center.uoregon.edu/ISTE/2010/program/themes_and_strands.php) I'm thinking the theme is Digital Age Teaching and Learning, with the strand being //problem solving and critical thinking// OR PROJECT, CHALLENGE OR PROBLEM BASED CURRICULA

The NETS S we address are 1, 2, 4, 5, 6  The NETS T we address are all of them. The NETS A we address are specifically 1, 2, 3.

Next is choosing between one of these ( I think the 5th one, which I put in bold) As I work on this more, though, I think now we should choose 2 or 3. Your thoughts? ISTE Strategic Objectives ISTE seeks to advance the field of education by enhancing the knowledge, skills, and abilities of all educators to teach, learn, and lead digital-age education. Choose the one objective that is best addressed by your presentation:


 * 1) Advance the art and science of teaching through research, development, professional learning offerings, etc..
 * 2) Provide leadership in envisioning emerging technologies and their implications.
 * 3) Facilitate the dissemination and sharing of thought leadership.
 * 4) Identify, recognize, and/or publicize innovation with technology.
 * 5) **Leverage expert resources and established networks to foster engaging, rigorous, and relevant education.**
 * 6) Provide up-to-date information about emerging policy issues and opportunities for action.

Then, we have to do these:

Purpose & Objectives Please elaborate on your earlier short description with a detailed overview of the purpose and objectives of your presentation. Describe your objectives as participant outcomes (i.e., what will participants know and be able to do as a result of their participation, or what specific skills will be introduced and practiced). Also include, if appropriate:educational or infrastructure challenge/situationtechnology intervention (include specific names/titles and descriptions of less commonly available tools)lesson plans or instructional activities/strategies employedelectronic resources or tools usedevidence of success This lesson is intended for technology leaders and innovators to carry back to their school divisions and do with their staffs. While our audience here is teachers (and we are treating them as such, instead of asking them to pretend to be students), we are modeling a lesson using methodologies and philosophical beliefs that will work in any classroom. The last few minutes of our presentation will be a discussion of how to transfer the methodologies we have modeled to a "regular" classroom, and that conversation will be continued through the resources we provide.

Our essential question is: **How should and do our contemporary classrooms mirror the technologies our students use outside of school to learn, and how can we best use contemporary tools to support student learning? (Our emphasis is on learning as opposed to teaching, since a major shift that is happening in the world is how people are using technology for self-directed learning.) The topics/titles in bold will be what the annotator of the lesson points out as we go along.

Participants will ** During our introduction, we will ask people to reflect on the most effective way they learn, what tool they prefer to use to learn and after a think, pair, share with that info, write those on large post-it notes that will be hung on the walls. These will later be added to our wiki as data for the participants to return to, review or use later in their own lessons. ** Anticipatory Set--setting the stage for what's to come, engaging prior learning/experiences, involving students in reflective thinking as well as conversations with peers. **
 * have access to a wiki after the presentation with all resources used, plus the resources created during the lesson.
 * participate in conversations around learning with contemporary tools.
 * explore a variety of learning resources (depending on the group they choose) that include backchannels, commonly used technology tools, iPod Touches, and Internet Safety issues.
 * have full access to the prepared lesson and all resources to use with their own staff.

During our lesson, we will model many different kinds of differentiation. Since we have no prior knowledge of our students, we will ask them to group themselves based on their knowledge of themselves. In our introduction, we will go over our group tasks and give an overview of the basic lesson plan by projecting it as we describe it to meet the needs of both visual and auditory learners, as well as making it available on the web to those who prefer to look at it more closely to their own space. ** Differentiation, meeting the needs of various learning modes through our delivery, providing overview (tell them what you're going to help them learn) **

Our students will be split (for the first 10 minutes of the actual lesson) into five groups based on self-proclaimed expertise (readiness) or interest. The groups will produce different products and go through slightly different processes and handle different content as well, so students will also be differentiated on Carol A. Tomlinson's groupings of content, process or product. ** Differentiation through grouping, as explained in the previous paragraph **

These groups will be

During the second 10 minutes of the actual activity piece, students will be re-grouped on self-proclaimed learning profile (those who prefer face to face discussions in the moment and those who wish to use/explore technology.) During this sharing and reflection time, one half of the large group will be using edmodo.com to report the prior discussions and continue them with members from the other 4 groups,and the other half will be doing the same thing face to face in smaller groups at tables. The facilitators, at this point will walk around, asking questions, listening and observing the student learning and interactions. **Differentiation through grouping, based on learning profile; collaborative discussions, sharing, reflection, questioning to extend learning**
 * 1) a process observer group who will use a backchannel tool to engage in conversations and observations about the whole groups' learning and engag ement that will be projected for our students to see as they work.
 * 2) a "looking at the learning from the tools" perspective group who will examine some provided lessons to see if the tool is right for the learning task. They will also explore a wiki with lists of websites that contain lessons (blogs, wikis, VT, etc.) to see if the work was high quality, met the learning objectives and was the best tool for job.
 * 3) a "looking at the tools to see what learning can happen" group who will examine several tools and brainstorm ways to use them in the classroom, pulling from prior experience as well as initiating new ideas. This group will generate lists of ways to use a specific tool for exemplary learning episodes across content areas and post these ideas either on large post its or the wiki. We may use this site as the organizer and let them look at these tools and examples as a starter. http://angelacunningham.wordpress.com/2009/09/27/751/
 * 4) a "looking at learning from the learning objectives" perspective group who will examine a specific tool, iPod Touches, and the applications on it to brainstorm some lesson ideas, as well as have access to some online lessons using the iPod Touches.
 * 5) a "looking at the learning from a student safety" perspective group who will examine some specific (predetermined) lessons to discuss safety issues. This group will also be provided with a resource for looking at some Responsible Use Policies as well as some blogs and online presentations that discuss these issues.

In closing, we will review what we did, look over the resources we created (the backchannel and edmodo group specifically), point people to our wiki (http://wackerwhiteISTE10.wikispaces.com), and display our lesson plan, the resources and answer/ask questions. We anticipate our participants having more to say here than we will have time for, but we will also provide them access to our wiki for feedback and continued conversation. We will end by projecting John Antonetti's Reflection Cube and have the participants reflect on their own participation through the lens of each side of the cube--Robert Marzano's High Yield instructional strategies, Bloom's levels of thinking and an adaptation of Phil Schlechty's work on student engagement.

Outline (for Model Lesson) A general outline for model lessons should include a 10-minute introduction to set the stage for your lesson; a 20-30 minute actual teaching of the lesson with your co-presenter simultaneously addressing the larger audience and providing descriptions and explanations of what's going on in the classroom; and a 10-minute closing to go over why you did what you did, how it was different, engaging, differentiated, and to answer questions.Using the information above, briefly outline and describe what you will cover in each of the three parts of the model lesson. For the 20-30 minute lesson, be sure to include the sequence of activities the student participants will be doing and describe the classroom management and instructional strategies your co-presenter will be discussing with the audience observers. Intro: 2 minutes--intro ourselves and roles 2 minute think,pair, share on the most important way they learn, write on post it; if time, add most important tool they use to do so 4 minutes to intro stations (1 min each) 2 minutes to organize participants in groups, pose **essential question: How should and do our contemporary classrooms mirror the technologies our students use out of school to learn?**

Lesson: 1st 10 minutes Group 1 Process Observers--use backchannel to engage in conversations and observations about the whole groups' learning and engagement This is projected as they do so.

Group 2 Looking at learning from the tool perspective: generates list of ways to use a specific tool for exemplary learning episodes across content areas and posts on large post its What about using this as the organizer and simply letting them look at these tools and examples? http://angelacunningham.wordpress.com/2009/09/27/751/

(uses of tools) ( we provide some examples like @langwitches blogs where she describes some)

Group 3 Looking at learning from the learning objectives perspective explores wiki with lists of interactive websites (blogs, wikis, VT, etc.) to see if the work was high quality, met the learning objectives and was best tool for job.

Group 4 Looking at learning from the learning objectives perspective specifically explores iPod sites/apps to discuss quality lessons--I'll get some up to use as starters.

Group 5 safety issues of posting on the web/filtering issues (we provide this group a handout on the filtering laws and some resources on blogs like Will Richardsons' where he talks about this).

2nd 10 minutes: Split into two groups--those that want to talk and those that want to interact on twitter-like environment (edmodo group), sharing computers. We project that discussion and move from table to table interacting and asking questions of the f2f groups.

closing--last 10 minutes of lesson:

Reflection/Questions:

Review best practices used; Look at levels of engagement Discuss levels of Blooms in which we engaged.



Supporting Research List any articles, books, websites, recognized experts, or other documentation that supports the importance of the session topic and/or the practices/information being presented.

Presenter Background List your qualifications and experience with the topic (and those of any co-presenter, if applicable).

I need your contact info here as well as any honors, titles, etc.