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Education for Social Innovation

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Why Education for Social Innovation?


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Why Education for Social Innovation?


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Why Education for Social Innovation?


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Towards a New End: New Pedagogies for Deep Learning


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21st Century Skills West Virginia Department of Education


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Core Principles & Values of a Future Friendly School


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Education for Global Citizenship: Preparing Learners for the Challenges of the 21st Century


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Course Objectives Learning Goal: To document the learning process of students with new technologies while they explore curriculum through social innovation projects that reach beyond the classroom. Explore the role of social innovation & entrepreneurship in supporting teachers and administrators’ professional learning and fostering 21st century skills Discover how Project Based Learning can be used as a pedagogy to produce social innovation outcomes while meeting curriculum objectives Gain experience with ideation and design thinking pedagogy to further unleash collaborative inquiry and problem-solving in your students Co-develop classroom-based social innovation project(s) with students on issues of local and/or global significance Engage with key e-technologies behind authentic, humanizing approaches to social innovation to empower students as learners and leaders Understand and apply tools of pedagogical documentation to support learning outcomes by making learning visible Learn how to develop and maintain partnerships to extend your classroom to the community and beyond


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Overview


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Global Mindset: A Window to the World Global Gallery Card Deck


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#tweetdeets Hashtags: #TIGedPD #SocialInnovation TakingITGlobal for Educators: @TIGed Future Friendly Schools: @BFutureFriendly Jennifer: @jenergy Michael: @mfurdyk


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10 Possible Social Innovation Project Ideas


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Create Digital Games about a Social Issue and organize a Play Day. Have prizes for players who earn the most points playing the games. (1)


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Create and publish a Poster Campaign or Comic Strip to raise awareness of an issue among students. Students can vote for a winning submission. (2) SUP Club (Stand Up People) Glen Park Public School


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Create Short Films about social issues. Host a Film Festival for the community. (3) Belaveni Rajkuma, Tam O’Shanter “Immigration Story” Film Project 2014 Macklin “Globalize This” Film Festival


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Challenge students to design a prototype solution to address natural disasters or alleviate poverty. Invite industry experts to provide feedback. (4) John Wanless JPS


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Organize a Talent Show incorporating dance, drama, song and poetry on social issues. Record, digitize and post for online awareness campaign. (5) CH Best: Sharing our Inner Selves, 2014


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Create a Community Cookbook with recipes from students and their families. Host an event, raise funds for a student selected charity through book sales. (6) Joyce Public School 2014 (Grade 5/6)


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Organize a Scavenger Hunt to explore local historic and cultural sites. Have students create quests and artifacts that reflect their Canadian identity with Explore150. (7) Sprout Ideas Camp 2014 (Grange Park, Art Gallery of Ontario)


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Organize a school-wide environmental awareness campaign. Challenge for students to reduce their carbon footprint with Commit2Act. (8) Wilmington Water Day


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Link up with schools across Canada to share ideas and launch school-wide projects to promote Mental Health. (9) Timberbank Banting and Best Glen Park Central Algoma SS


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Collaborate on a school art project on the theme of peace and inclusion. Organize an exhibit. Design cards with the images that are sold with proceeds to a charity students select. Post on Global Gallery and to International Exhibitions. (10)


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The Power of Student Voice What does student voice mean to you? How has student voice and communication changed over the past 10 years? Why is student voice in the classroom exciting or scary? Why should we embed student voice in our schools and classrooms?


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Hart’s Ladder of Participation (UNICEF) Children’s Participation: From Tokenism to Citizenship (1992) "Children need to be involved in meaningful projects with adults. It is unrealistic to expect them suddenly to become responsible, participating adult citizens at the age of 16, 18, or 21 without prior exposure to the skills and responsibilities involved. An understanding of democratic participation and the confidence and competence to participate can only be acquired gradually through practice; it cannot be taught as an abstraction. Many western nations think of themselves as having achieved democracy fully, though they teach the principles of democracy in a pedantic way in classrooms which are themselves models of autocracy. This is not acceptable."


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Three Dimensions of Student Engagement


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Instructional Challenge


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WGSI Equinox Learning2030


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“Step Outside for Learning” Threatened in Ontario: Blanding’s Turtle Krishana Johnson-James, Tam O’Shanter “It does take time to help students develop into a community of learners who recognize that being outside the classroom is okay and, dare it be said, fun. All you need is a long term vision and a willingness to achieve it in small steps.”


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A Global Citizenship Mindset


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Challenge-Based Learning


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Making Learning Visible “Pedagogical documentation inserts a new phase of thinking and wondering together between the act of observation and the act of planning a response. Rather than looking for what is known through assessment, pedagogical documentation invites the creativity, surprise and delight of educators who discover the worlds of children.” Dr. Carol Anne Wien, York University


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Making Learning Visible In My Own Eyes (STEM & MakerSpace)


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Pedagogical Documentation The Other P.D. “Above and Beyond”


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P.D. (Pedagogical Documentation) is a way to learn more about how our students think and learn provides opportunity for teachers to capture student voice provides opportunity for students to capture their own voice is a catalyst for student inquiry, student exploration and student understanding (shared understanding) is a celebration all learners as students take ownership of their own learning and journey


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How do I capture thinking? Examples: Video Photo Authentic Writing Artifacts Documentation Panels


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Integration of Technology Many After School Workshops Offered by Digital Lead Learners Through the Teaching and Learning With Technology Department "Icon made by Icomoon from Flaticon.com"


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Workshops that Support Pedagogical Documentation ER 19 WR3


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Workshops


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Pedagogical Documentation Tips to Get Started: Creates Shared Understanding Celebrates the Rights of Individual Learners Recognizes Students’ Ownership of Their Learning Actualizes Shared Accountability Provides Voice in Learning for Everyone “Through pedagogical documentation, the roles in education are shifting; what it means to be a learner and an educator are being transformed. Students and teachers alike are demonstrating ownership of and engaging in teaching and learning. Consequently, pedagogical documentation is a vehicle for learning that bridges understanding of children and adults.” Ontario Ministry of Education Capacity Building Series K-12, October 2012


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At the end of the day... Start your P.D. today


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Pedagogical Documentation Questions to ask when studying documentation: What are we trying to understand? What are we asking pedagogical documentation to help us look for? What do we see when we look closely and attentively at the documentation? What questions does this looking raise for us? What do we wonder about? What are our working theories about what we see? What does the documentation reveal about children’s working theories, feelings, attachments and interests? Dr. Carol Anne Wien, York University


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Tech Tools for Pedagogical Documentation


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Top 10 Tech Tools for Pedagogical Documentation Digital Images Video & Animation Mind Mapping Note Capture Audio Recording Blogging Social Media Comic Strip Wiki Presentation & Polling


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http://tdsb.tiged.org/innovation/


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Top 10 Tech Tools for Pedagogical Documentation Digital Images Video & Animation Mind Mapping Note Capture Audio Recording Blogging Social Media Comic Strip Wiki & Online Docs Presentation & Polling Flickr Global Gallery YouTube Vimeo AdobeVoice Evernote Padlet Blogger Tumblr TIGweb BitStrips Comic Life Prezi SlideShare ActivInspire Popplet MindMeister SMART Ideas VoiceThread Audacity Twitter Facebook Wikispaces Google Docs Writeboard


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Lunch


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NMC Horizon Report Card Game


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TIGed.org Virtual Classroom & Live Sessions with Adobe Connect


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http://tdsb.tiged.org/innovation/


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Clusters Meet and Greet What aspect of social innovation am I most interested in exploring with my students? How will I approach pedagogical documentation with my students? What do I need to know?


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Find Your Cluster & Table by Colour! Orange (Banting and Best) ER19 Yellow (Northview) WR3 Pink (Percy Williams) ER19 Green (Timberbank) ER19 Blue (Faywood) WR3 Red (Glenview) WR3 Purple (White Haven) ER19 What aspect of social innovation am I most interested in exploring with my students? How will I approach pedagogical documentation with my students? What do I need to know? Grey (unknown)


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Cluster Discussion What aspect of social innovation am I most interested in exploring with my students? How will I approach pedagogical documentation with my students? What do I need to know?


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Recap and Next Steps


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Inspiring Canadian Social Innovators Johann Koss Right to Play Taylor Gunn CIVIX Canada Tim Jones Artscape Diane Dupuy Famous People Players Emmanuel Jal Lose to Win Steve Wilson Graffiti Art Gallery Simon Plashkes Art Battle Neil Christopher Inhabit Media Ran Goel Fresh City Farms Jo Jamieson & Jackie Elton Transforming Faces Task to be completed for Session 1 Research a social innovation project and be prepared to briefly present it to the group. Post it as a reply to the Social Innovators discussion thread within your TIGed virtual classroom. Bring your curriculum documents to the next session.


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Future Entrepreneurs Interview Questions 1. Do you think your childhood and upbringing had an influence on your decision to become an entrepreneur? If so, how? 2. Do you think your parents/guardians influenced your decision to become an entrepreneur? If so, how? 3. How about your friends? 4. What were the most significant factors that influenced your decision to become an entrepreneur? 5. How did your education and school experience contribute to your career choice? 6. When did you first think of becoming an entrepreneur? 7. Did you have doubts about your ability to be an entrepreneur? 8. Were there activities or hobbies that you think contributed to the development of your entrepreneurial skills? 9. Do you think people who knew you when you were young thought you would become an entrepreneur? 10. Is this your first business? 11. What were your biggest mistakes, and what have you learned from them? 12. What were the best decisions you made, and why? 13. How did you come up with the idea for this venture? 14. How did you know that it would work?


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Thank You to our Supporters Ministry of Economic Development, Employment and Infrastructure: High School Entrepreneurship Outreach Cisco Foundation and CODE


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Thank you for your participation!


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