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Ask teachers: "What do you want students to know and be able to do?" and then discuss possible technology tools that meet those needs.

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Start conversations with teachers who want/need to use tech with the LEARNING, how and what do they want students to learn.

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Get the students and families excited about the learning - “Sell” to families, less focus on teachers- When students are excited, the teachers start asking about what you are doing

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Become an expert in an area so teachers look to bring you into the classroom to share this expertise

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Become an expert in an area so teachers look to bring you into the classroom to share this expertise

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Look for opportunities to teach and offer your expertise. You are a teacher, be sure to offer and teach others around you, in the classroom and in the meeting.

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We need Admin support.

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How do we market and present ourselves? Rebrand? Get message out to staff about WHO WE ARE and WHAT WE DO/ OFFER.

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How do we market and present ourselves? Rebrand? Get message out to staff about WHO WE ARE and WHAT WE DO/ OFFER.

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Demonstrate best practices that are not digital when you present to teachers and kids.

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Demonstrate best practices that are not digital when you present to teachers and kids.

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1) What do you want students to know and be able to do?
2) How will you know when they know it can/do it?
3) What will you do to extend the learning when they already know it?

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Be part of grade-level planning teams and ask questions that focus the learning goals of the lesson (look in the 4 shifts protocol for good sample questions)

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Be part of grade-level planning teams and ask questions that focus the learning goals of the lesson (look in the 4 shifts protocol for good sample questions)

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It's important to develop relationships with teachers to understand their instructional methods before introducing tech-based learning or instructional tools. Embrace their style!

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Always start with "what do you want to DO?" "What outcome do you want from students?"

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Instructional coaching with technology as a component. Focus on instruction first, and then what digital tools can support that.

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When working with students, invite the teacher to stay in the room.

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Build Relationships with staff in order to help break through to staff

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Attach what you are doing to the 'what'. Looking at the Standards

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Invite yourself to department/grade-level/PLC meetings, maybe you add something to the agenda (demonstrate tech integration, go over gradebook setup, etc.) or maybe you are just there to listen to where the department or grade level is at in their lesson plans or instruction.

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-assessment of learning: students show their learning of a structure from the past and how that used materials from what was available and how a home from the future  would look like/reflect materials available

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Meeting with teachers monthly with my DLC has really helped us both plan projects with teachers based on what they are already teaching/standards they are working on.  We are pushing Seesaw with teachers, parents and students as a way to communicate what students are learning.  An easy way to get in and help out is to have a culminating project that we record and upload onto Seesaw.  Examples - animal research projects and chatterpix and Pebblego.  Biography wax museum and dressing up and recording students' speeches on seesaw, explorers interviews and costumes recorded and uploaded.

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Meeting with teachers monthly with my DLC has really helped us both plan projects with teachers based on what they are already teaching/standards they are working on.  We are pushing Seesaw with teachers, parents and students as a way to communicate what students are learning.  An easy way to get in and help out is to have a culminating project that we record and upload onto Seesaw.  Examples - animal research projects and chatterpix and Pebblego.  Biography wax museum and dressing up and recording students' speeches on seesaw, explorers interviews and costumes recorded and uploaded.

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Have students find examples on their own and share out rather than showing the videos to the whole class

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Have students find examples on their own and share out rather than showing the videos to the whole class

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Let the pick different elements of culture, not just housing.

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Let the pick different elements of culture, not just housing.

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Set up classroom or library w with QR Codes that correspond with cardinal points on the compass i.e. longitude/latitude and North/South.  Next students will use building materials to build a model of a house with building materials that are appropriate for the climate, make a design modification, take a picture of their model with an iPad and upload the picture into Seesaw.  Also, students may choose to explore print resources about houses, draw a picture rather than make a model, and use a 3D modeling tool such as Google Sketch-Up to create a 3D model of their house design.

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Set up classroom or library w with QR Codes that correspond with cardinal points on the compass i.e. longitude/latitude and North/South.  Next students will use building materials to build a model of a house with building materials that are appropriate for the climate, make a design modification, take a picture of their model with an iPad and upload the picture into Seesaw.  Also, students may choose to explore print resources about houses, draw a picture rather than make a model, and use a 3D modeling tool such as Google Sketch-Up to create a 3D model of their house design.

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*6- year olds--students bring in pictures of their own homes to use in the project. (Talk time/Work Time/Interest -based)
**Connect to homelessness and culture--what types of homes do people  across the world have, and what about when they don't have a home? What makes a home? Take a field trip, even?
***Use cardboard boxes to build a house. Small groups and compare, or small group--part to whole--collaborative. (Assessment of Learning/Talk and Work Time/Initiative/Technology selection and usage
****Design houses and build them, addressing where that house would be in the world, and what would be needed for that house based on the environment. (Initiative/Technology Selection/Tech Usage)
*****Interview several architects and/or contractors from several different areas in the world using Skype. (Talk time)

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-Assign group roles for collaboration
-Choice in how to present houses (build model with legos or other given supplies, paper/pencil, share picture on seesaw and record their voice explaining)
-Compare and contrast then and now

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Think/Pair/Share to talk about differences

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Think/Pair/Share to talk about differences

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Students have some input on how to demonstrate their learning.
Students could drive the talk time a bit more or share the responsibility for the talk time.
Integrate students' connections to the learning objective.

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Choices on final product:  Give kids some digital and other options, like See Saw.

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Choices on final product:  Give kids some digital and other options, like See Saw.

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Using materials and other restrictions based on time and place. Include a video or written reflection.

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students need more choice in how they demonstrate their learning with this social studies unit.  students could also take pictures of houses in their community and compare how they are designed today vs. in the past.  you could invite in architects to speak to students or other guest speakers to make it have a real world application

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students need more choice in how they demonstrate their learning with this social studies unit.  students could also take pictures of houses in their community and compare how they are designed today vs. in the past.  you could invite in architects to speak to students or other guest speakers to make it have a real world application

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i have tied this idea in with "The Three Little Pigs" discussing that a lot of housing is based on what materials are available in a specific location. Students can pick a location around the world to study what materials are located there.

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-initial conversation with another class about what the purpose of a map is/why do we need to learn this?
-other students assess the map instead of the teacher

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Maps-Collaborating with adults outside the school

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Maps-Collaborating with adults outside the school

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*Skype with cartographers from in state, the world, other areas--political
**Skype with people who use maps: hikers, petroleum engineers, search and rescue, GPS, space, network maps, and other careers that use different types of maps. Maybe talk to teachers about what their spouses do with maps, or parents--these could come in and talk to the kids, too.
***Escape Room--give students an escape that requires using several types of maps, WITH phone a friend numbers of professionals who use those kind of maps who would agree to be available via Skype, eMessage, etc. for a set time. Time limit to the call to make room for other groups. Students decide who they need to contact and what they need to ask them.
****use the idea above to add authentication of sources and who you are talking to online--plant a fake expert in the mix and see if the students can use their skills to identify him or her.

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Students could teach a group of students from a different area of the country about their city, state, or region by creating a Google Slide Show, creating a Green Screen Video, a website, Skype, or blog.  Students brainstorm how they will interact with students from other school/region.  Students choose the method of digital communication.  

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Students could teach a group of students from a different area of the country about their city, state, or region by creating a Google Slide Show, creating a Green Screen Video, a website, Skype, or blog.  Students brainstorm how they will interact with students from other school/region.  Students choose the method of digital communication.  

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Also, student could collaborate to learn about a third location.  It could be a place in the news (i.e. California Fires).  Compare Wild Fires in Colorado with wild fires in California.  How could we help students who are victims of the California Wild Fires?

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Also, student could collaborate to learn about a third location.  It could be a place in the news (i.e. California Fires).  Compare Wild Fires in Colorado with wild fires in California.  How could we help students who are victims of the California Wild Fires?

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Collaboration among students in the class

Students can work together to create each kind of map using the classroom or as the location ; compare and contrast to one of another school or classroom based on interviews from members from those communities completed

Communications/Interviewers
Fact checkers/Researchers
Map Makers
Presenters

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Improve communication between students in other schools

-use tools that enable either real-time collaboration (skype, facetime, etc.) or collaboration in a central place (google apps, SeeSaw, etc.) to share ideas and/or collaborate on creating product involving your lesson goal.
Elevate the communication expectation to collaboration by ensuring there is a product to complete with each collaborator to make sure it isn't a just a talking session between "collaborators", only talking would only be communicating and not "collaborating" where you are working together to create, solve, or develop a product.

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-3-d printer for learning connections (over a reward)
-is there a problem we can solve?

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Protocol:
A. Deeper Thinking and Learning

Students can apply their knowledge of fractions by doing a hands on project such as cooking and dividing a recipe of their choice to share with their classmates. Also, students could plan a rock climbing route using a fraction of the whole wall or what ability level their climbing skills correlate with.  Also, students could collaborate with a professional chef or rock climber.

B. Authentic Work

Students could choose to cook a food item or plan a rock climbing session to share it with the class.

C. Student Agency and

Personalization??? We talked about allowing students to choose how they show their knowledge of fractions.

D. Technology Infusion

We didn't get to this.

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Talk to teachers about the lesson and if students have to go to teacher websites, or could they go to other resources.

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Questions?

Is the protocol helpful?

Do you always need a D.?  Do you always need a technology infusion?

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We would like to see redesigned lessons that successfully include all 4 shifts

It would be nice to observe a coaching session where a coach works with a group of teachers to redesign lessons.

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Reaction to Pop-Up Exploratory Learning Conversation:  Used for Gifted and Talented Students may be good for all students.  How does this fit with the structure of traditional schooling?  Design challenges could fit into the library curriculum?  Time is a barrier to doing something like this.  At School in the Woods they do a three week project.  Students choose a project such as pond life/ecology.  Each afternoon students work on their project.  

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Reaction to Pop-Up Exploratory Learning Conversation:  Used for Gifted and Talented Students may be good for all students.  How does this fit with the structure of traditional schooling?  Design challenges could fit into the library curriculum?  Time is a barrier to doing something like this.  At School in the Woods they do a three week project.  Students choose a project such as pond life/ecology.  Each afternoon students work on their project.  

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Reflection on two schools Tech High School and MUSE.  Need community buy in.  Need support for implementing this vision?  We need tax payer buy in.

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Reflection on two schools Tech High School and MUSE.  Need community buy in.  Need support for implementing this vision?  We need tax payer buy in.