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Actively seek out collaborative relationships that facilitate the process of upgrading units of study.

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is a given person's knowledge and talent, or expertise.
*Teachers must consider which are necessary to upgrade a particular unit of study.
*Work together purposefully to improve one another's capabilities.
*Must be learners with their colleagues and administrators.

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(DNLs) using social networking tools such as Facebook, Twitter, Diigo, and ASCD EDge to connect and interact online to help improve student learning.
*21st century learning - geographic location inconsequential.
*Model learning and working with divergent cultures, diverse experiences and perspectives.
*Increases access to orbits of ability.
*One way to rise to the challenge of collaborating professionally and expanding our knowledge and understanding.

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The Transformational Matrix - Visual Representation of the 4 Categories of Upgrade Zones: 

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The Transformational Matrix - Visual Representation of the 4 Categories of Upgrade Zones: 

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*Conform - low impact on learning/low impact on engagement.  The actions of teachers more visible than students.  Students are passive receptors of content.
*Outform - low impact on learning/high impact on engagement.  Purposeful use of technology and web-based tools increase student engagement, but the transformation is largely aesthetic. Student contribution to the learning process is based on what teacher selected.
*Reform - high impact on learning/low impact on engagement.  Student interactions are based on an articulated task and purpose. Teacher may or may not be audience; student creates content rather than simply react to what teacher has selected. Requires deeper thinking/justification.
*Transform - high impact on learning/high impact on engagement. Student-centered ownership of learning, students create content and choose software and web-based tools to use, makes choices based on specific task, purpose, and audience. Teacher acts as facilitator. Students engage is high order thinking and share work and thoughts beyond classroom walls.

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Teacher Roles: Architect and Contractor 

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Teacher Roles: Architect and Contractor 

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Teachers design curriculum and instruct according to the designed curriculum.

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Entry Levels: (places to begin the transformational process when transforming curriculum

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Entry Levels: (places to begin the transformational process when transforming curriculum

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1.  A unit of study (learning expectations).
2.  A unit of study's instructional plan (strategic overview of teaching based on the unit's learning expectations.)
3. A series of lessons that support the instructional plan (specific details for teaching the unit's learning expectations).

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Entry Points - aspects of one or more entry levels where upgrades could potentially take place.  

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Entry Points - aspects of one or more entry levels where upgrades could potentially take place.  

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Performance task assessments - project-based, problem-based, or performance based unit. It's intention is for students to collaboratively solve a real world problem or investigate why phenomena occur.
Culminating experiences - opportunities to participate in ungraded, unevaluated experiences.
Curriculum examinations - conducting reviews and revising the learning according to academic standards or other criteria, and authentically integrating technology and web-based tools.
Instructional innovations - students enjoy being self directed learners; teacher plays critical role in allowing his or her students to explore and make sense of the world around them Teachers take risks and not just do what is familiar or has always worked in the past.

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1.  Higher order thinking includes:
a. making choices
b. discerning relevant info while thinking critically about the task, purpose, and possibly, audience for given assignment/assessment
c.  solve authentic problems and share solutions
2.  Collaborative environments:  students must demonstrate the ability to work effectively and respectfully with diverse teams.
3. Local and global connections: making virtual connections with people both locally and globally is a part of a 21st century collaborative environment.
4. Glocal impacts: acting locally to effect change for the better somewhere else in the world. Students who participate in glocal-impact units of study are engaged in interdisciplinary learning, also requires students to make collaborative decisions based on their research into the needs of those they are serving.

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focus on what learners need to know and be able to do. Will continue to evolve. Should never be viewed as static guidelines.

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Upgrading curriculum involves the purposeful authentic use of: 

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Upgrading curriculum involves the purposeful authentic use of: 

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1.  Technology hardware - computers, LCD projectors, interactive white-boards, response clickers, flip cameras, document cameras.
2.  Technology software - word processing, interactive games, applications downloaded to a phone, programs downloaded to a computer.
3. Web-based tools - google docs, cloud-based organizational tools like LiveBinders.

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the use of technology that does not demand a significant change in instructional practice, assessment, or student thinking.  In an automating environment, the teacher maintains control of both the learning and the teaching.
Stage 1 - substitution.  Example:  A teacher who uses an interaction whiteboard instead of a chalkboard.  Substituting one delivery method for another; the lesson purpose or functionality does not change.
Stage 2 - augmentation. The teacher needs to use technology that demands purposeful functionality. An augmentation upgrade increases the demand on students' cognitive or metacognitive skills.

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the middle gradation on the enhancement-transformation continuum.
Informating classroom includes 4 crucial elements:
1.  Students' learning is not sourced soley from info shared by teacher.
2.  Students work collaboratively to obtain information.
3.  Students synthesize info they have collected and determine which info to use to complete the assigned task.
4.  Students use technology, software, and web-based tools to share their curated info with teacher and classmates.
Stage 1 - Modification.  Requires tasks themselves to be redesigned.
Stage 2 - Redefinition.  Requires students to select and use technology and web-based tools to complete a task in a way that was previously unavailable or unimaginable.
*Information no longer lives only at school or in encyclopedias. The internet and web-based tools provide users with access to information 24/7.

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broadcasting students' voices to a local or global audience. Encourages students to collaborate with not only their classmates but people from around the world. Not meant to be, or have an endpoint. Ongoing process that benefits from collaborative input and continual upgrades.

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Teachers need to work with what they have.
4 Upgrade Zones: (using the example of incorporating an interactive whiteboard)
*Conform - students view teacher selected notes or presentation on whiteboard.
*Outform - students are more engaged as they physically interact with the whiteboard using clickers, touching the screen and writing on the screen.
*Reform - students create content rather than just reacting to it, and must consider the task and the audience.
*Transform - student centered learning and engagement. Students not only create content but choose software and web based tools they will use based on task, purpose, and audience.
*Conform - use back channeling for personal or pseudo-collaborative note taking.
*Outform - students do online what they could not do on paper: engage in real-time conversations and access one another's thoughts without disrupting the teacher or speaker.
*Reform - student interactions require them to collaboratively dig deeper cognitively.
Transform - the students are making decisions, most likely collaboratively with peers about the back channel tools they will use as well as the focus of what they will collect and post.

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The most important factor in upgrading a unit of study is to make the classroom a student' centered learning environment. Any technology and web-based tools integrated into a unit should fit the task. It is the task that matters, not the tools. It is important to build a foundation of good instruction and facilitation of learning, performance-based tasks, and purposeful technology use that enables students to apply their knowledge and skills authentically and appropriately.

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Teachers determine which unit of study they will upgrade. Curriculum transformation is best accomplished gradually.

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*Those involved in planning and implementing the upgraded unit need to recognize the level of commitment that the transformation requires.
*The commitment may involve steep learning curves with regard to standards, content, skills, assessments, or the use of technology or web-based tools.
*The term communication refers to the exchanges that take place both before and during implementation of the unit of study.

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*When upgrading a unit of study, record reactions and reflections throughout, and then at the conclusion of the unit, archive reactions and reflections as soon as possible using desired written format to capture in print what worked well and what did not work as well.  Record ideas for modification for future

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*Refers to the additions or changes made to an upgraded unit of study after a significant time has passed since the completion of the upgraded unit.
*Ideas for revisions can come from many sources, including purposeful ongoing investigation, conversations with colleagues, a chance find online, connections made through DLNs, or a professional resource.