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"digital tools can accelerate students’ mastery of current content knowledge" Students become their own Learning Sensei.

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Instead of asking students what they want to be when they grow up, because the job they may have might not yet exist, ask them  “What wicked problem matters to you, and what are you going to do about it?”
Have "Wicked Problem Fridays" to discuss this
This will empower students to become leaders for action
This will unlock students' purpose and passion for limitless learning

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T2, Transformational:
- Allow students to evaluate their own learning growth
- Better store and retrieve knowledge
- Student-led learning discussions (Dialogue not monologue)
- Make connections to previously learned concepts
T3, Transcendent:
- Predictive, allow students to master future learning
- Wicked problems', engage with student passions and interests
- allow students to discuss and engage with material/info that is important to them

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intentional application of digital technologies to unleash students’ learning expertise

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*technology is an effective tool to allow students to express their understanding of content while also receiving immediate feedback, ultimately allowing the student to understand which strategies work best for them and their learning
*"The strategies in the T3.2) Social Entrepreneurship
element guide students to intentionally and contextually wield new and emerging software
coding environments and communications platforms to iteratively generate and scale more
robust digital solutions to the wicked problems that matter to them. Doing this at least once
a week, for example, on “Wicked Problem Fridays,” will afford students ample opportunities to explore, interpret, discuss, and critically analyze knowledge and information that is
important to them. "
*"This is perhaps one of the most valuable attributes of the T3 Framework for Innovation in
education: It is a precise, yet tempered guide, designed to both stimulate the realization and
determine the impact of collective efficacy, through agile and adaptive implementation of
the elements and strategies in the framework (VL ES = 1.57). Collective efficacy is shown to
have the highest effect size of the Visible Learning influences, therefore the T3 Framework
could be used to help schools and school districts realize the full potential of their people,
processes, and products to positively influence learning."
*"If evidence-based practices matter, then implementing evidence-based practices matters more."

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*Transformational technology use reflects the intentional application of digital tech to unleash students' learning expertise...to achieve knowledge and mastery.
*Production strategies serve as scaffolds to help students more deftly store and retrieve knowledge into and from longer-term memory through metacognitive strategies.
*Contribution strategies empower students to design, create, share, and curate their own digital tools to teach others what they know.
*Strategies also encourage to comment on each other's work to influence student-led learning discussions that focus on mastering content knowledge.
*cloud-based technology allows for archiving and accessing content to offer student self-reflection.
*The more students are encouraged to contribute to their own learning and that of their peers, the more intentional they will become in their learning and the content they produce.

T3 "flips the script" by not having students look at "what they want to be when they grow up" but by having them reflect on the wicked problems that matter to them and having them explore what they're going to do about it.

*Students are motivated, engaged, and become active participants when they are discovering how they can become agents of change in their communities and abroad.

*T3 transforms the educational setting into a place where students can explore what they're passionate about as they create purpose-driven inquires to find possible solutions for problems that are personal to them.

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"Production element guide students to use technologies to produce mastery goals (Visible Learning ES = .68) that help them monitor, track, and visualize their effort (VL ES = .77), progress, and emotions during their learning journeys. "

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T2: Showcase mastery, self-regulation

T3: Incorporate students' passions, home life, culture into lessons to spark transcendence. (True meaning)

Students need to relate to a topic and be able to apply it to their own life in order to really connect and engage. Then they can reflect.

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*Unleash students' learning expertise in ways not possible without technology

*"Express purpose of teaching others what they know" = Knowledge contributors

*What wicked problem matters to you and what are you going to do about it?

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Contribution element scaffold students’ uses of digital tools to design, create, share, and curate digital tutorials with the express purpose of teaching others what they know.

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T2 Transformational Tech Use

Consumers of knowledge to intentional contributors

Student led learning and peer assistance (learning from each other)

Over time, effectively executing the strategies also helps students become more skilled at considering, compiling, and archiving specific strategies that help them express and represent both surface- and deeper level understanding of new content knowledge

design
create
share
curate

T3 Transcendent Tech Use: Intrinsically motivates students

To prepare students to master future learning
Transcendent technology use begins with student passion and concludes with students engaging in designing original lines of inquiry, transferring newly acquired and consolidated knowledge, and applying social entrepreneurship strategies to solve wicked problems that matter to them

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If evidence-based practices matter, then implementing evidence-based practices matters more.
***Moving away from digitally rich, but innovatively poor

Doing so not only will disrupt
the historic pattern of low technology use in education, but will serve to unlock students’
potential, passion, and purpose for limitless learning.

It can be argued that while the “Tell and Practice” pedagogical model may have served
students in the industrial and postindustrial ages, this model is woefully insufficient to prepare the current generation of students for future success in the digital age.

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the digital thinking and learning products they produce serve as scaffolds to
help students more agilely store and retrieve knowledge into and from longer-term memory by developing metacognitive strategies

by designing rather than simply consuming digital tutorials they become interdependent contributive learners.

solve wicked problems
unlock students’ limitless capacities for self-regulation, self-determination, and contributive learning

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T2.1(Production): students use technologies to produce mastery goals that help them monitor, track, and visualize their effort, progress, and emotions during their learning journeys. **self-assessments? Leader in Me?**
1. use tech to enhance their ability to evaluate, reflect on, and self-regulate their cognition,
emotions, and learning behaviors as they progress toward their mastery goals.
2. Metacognitive strategies=long term memory.
T2.2(Contribution): designing rather
than simply consuming digital tutorials.
*Have a better understanding when you teach a concept, or teaching shows mastery.

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T3 seems like a response to Freire's  Pedagogy of the Oppressed. Students can no longer be expected to ride the conveyor belt of education as it has been for so long.

The factory is being reorganized, maybe even torn down. Are we willing to be a part of this new construction?

In the end, meaning must be made. We must liberate these students if we expect our country to survive.

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Self generated feedback, evaluation, demonstrate knowledge, mastery goals

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"Transitional technology use is not trivial use, but neither should it be considered an ultimate stopping point."
We can't just stop there. We need to find out what it means to our students.

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"...students’ uses of digital tools to design, create, share, and curate digital tutorials with the express purpose of teaching others what they know. By designing rather than simply consuming digital tutorials, learners become substantively changed" (Magana, 4).

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*Technology can give "self-generated feedback" to our students
*We feel that the drive to authenticately apply technology in the classroom will produce a more accelerated pathway for our learners.
*Digital tools have ways that learners can contribute to the classroom rather than "memorize & regergitate"
*Moving on from this experience, has motivated "comfortable" teaching into a more "open-minded" approach to incorporating technology into the classroom.

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Allowing students the time to reflect on what problems matter to them and what they are going to do to address this problem will afford students ample opportuni- ties to explore, interpret, discuss, and critically analyze knowledge and information that is important to them.

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T2 is a reliant on a cycle of cogitation, analysis, reflection/meta-analysis on the part of both teachers and students

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Reflect and assess my technology to see how I am using it in T1, T2, and T3.

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T2 strategies allow for students to comment on each other's learning and compare their previous knowledge with newly gained conceptions of knowledge.  Student led learning discussions help them master the content

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Facilitating students to be contributors in the classroom...lends them to becoming contributors in society.
"empower students to become leaders for action who make a significant contribution to their local and extended communities"

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"Student-generated contribution products also afford learners the opportunity to continuously explore the similarities and differences between their previously held understandings and newly gained conceptions of content knowledge."

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"these learning strategies serve to enhance students’ ability to appraise their own learning growth through self-reporting (VL ES = 1.33), to enhance their sense of self efficacy (VL ES = .92), and to integrate their prior knowledge and abilities to master current learning (VL ES = .94)—all critically important influences of Visible Learning." -- increasing self-determination and advocacy in students.
"inherently transformational" having student demonstrate what they know not just recite information that has not solidified yet.
Mastery of knowledge - having students fully understand concepts.
Student's finding their passion and purpose will be meaningful to their education.

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Students become contributors in T2. Then, they transcend into designers in T3.

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"Student-generated contribution products also afford learners the opportunity to continuously explore the similarities and differences between their previously held understandings and newly gained conceptions of content knowledge." We intentionally foster growth when students see growth that they have made from beginning ideas on new material, to more developed understanding after group contribution.  

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"Student-generated contribution products also afford learners the opportunity to continuously explore the similarities and differences between their previously held understandings and newly gained conceptions of content knowledge." We intentionally foster growth when students see growth that they have made from beginning ideas on new material, to more developed understanding after group contribution.  

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"Using tech to produce mastery goals"

Student guided progress monitoring/feedback/visualization

Reframing the age old questions to ask students about the wicked problem they want to tackle

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Using technology to encourage students to learn from one another helps students feel like active participants in their education & provides students with the opportunity to view the learning material from multiple points of view.

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Students will tranform from consumers to contributors.

This enhances their abilities to evaluate, reflect on, and self regulate their cognition, emotions, and learning behaviors.

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"will serve to unlock students’
potential, passion, and purpose for limitless learning"

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This is inherently transformational, because by designing rather than simply consuming digital tutorials, learners become substantively changed. In effect,  they have transformed from consumers who simply recite content knowledge to intentional knowledge contributors.

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Perhaps it has to do with subject matter but as an art teacher so much of what we do fits into the transformational and transcendent setting. As artist we are more focused on production. I don't care about the fact you can draw in 2 pt perspective, I care about what you drew and how it applies to your world lens. Being able to create something that expresses your personal views is what we do in art. and interrupting others work and making it applicable to yourself is why we do critique.

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Since I teach Science, this really resonates with me: " Inquiry Design element scaffold students’ uses of digital tools to identify, investigate, hypothesize, and design resolutions to wicked problems that matter to them. "

I agree, too, that we are not just preparing these students for the problems of today, but also for those of the future, in the same manner as we are preparing them for jobs that don't yet exist.

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Allow students choices on how to present what they have learned.
Have students teach one another to solidify and enhance their learning, as well as their fellow students

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Mastery goals. Increasing self determination. Transform from consumers to contributors.

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How do we move the students/teachers from T1 to T2?  I also liked the question what wicked problem matters to you and how will you going to fix it?

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I love the idea of posing "wicked problems" that matter. Not only does that make a child's learning personally important, but it gives them a specific reason to become their own "learning sensei". It also gives them the freedom to creatively come up with a solution that makes a difference to something that matters to them and their own background.

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T2 really allows students to monitor and track their own progress  and give them self-generated feedback, in addition, it allows students to almost become a teacher and discover how they can share their new acquired information with their peers, which really really brings in that whole brain learning: hear it, see it, teach it which can really help connect the pieces of new information to old information.

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T2 and 3 strategies allow us to go beyond grit and determination, and into Agency. Students are empowered to become more than just consumers of information. Learning content and how to apply it to navigate through systems and solve real problems for themselves and others.

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Student buy-in, connection, meaning:
Transcendent technology use begins with student passion and concludes with students engaging in designing original lines of inquiry, transferring newly acquired and consolidated knowledge, and applying social entrepreneurship strategies to solve wicked problems that matter to them.

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"Guide students to comment on each other’s learning tutorials and to capture rich, student-led learning discussions focused on mastering content knowledge."

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We need to get past the "entry-level domain"

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We need to get past the "entry-level domain"

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-How can we enhance our lessons to more than just worksheets and activities
-What can provide instant feedback for both students and the instructor

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"Transformed from consumers who simply recite content knowledge to intentional knowledge contributors"

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“What wicked problem matters to you, and what are you going to do about it?”

"...unleash learning in ways not possible without technology." There have been many "system" approaches that use your work and the work of others to put effective teaching into action (QTEL, ADI, 5 E's etc.). Now it seems we need to promote the same with digital learning.

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Students transform from consumers to contributors.

Digital learning can be archived and later accessed to compare & contrast learning and understanding over time.

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T2) Students are afforded powerful forms of self-generated feedback
that serve to enhance their ability to evaluate, reflect on, and self-regulate their cognition,
emotions, and learning behaviors as they progress toward their mastery goals

T3) Transcendent technology use begins with student passion and concludes with students engaging in designing original lines of inquiry, transferring newly acquired and consolidated knowledge, and applying social entrepreneurship strategies to solve wicked problems that matter to them.

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Guiding students to be active, constructive, critical learners.

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T2 teaching others
T3 solving unique problems

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"digitally rich, but innovatively poor"

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Make the students responsible for their learning and investing in their own learning.

Interactive digital learning - checking progress

Tap into background knowledge, passions, talents, interests

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"...by designing rather than simply consuming digital tutorials, learners become substantively changed."
Goal is to go from Consumers to Contributors in society.

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What matters to our students and what are they going to do about it?
Begins with passion ends with inquiry

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Production=students produce mastery goals that are explicit to students and teachers, and can serve as scaffolds to help students long term

Contribution=use digital tools to teach others what they know; by designing rather than just consuming, students can see more change

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My thoughts on this:
Getting to the point where students can find their passion/interests, takes some work on our classroom environment and management skills.  We need to establish a place of safety and trust in order for students to feel comfortable taking charge of their own education.

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T2 allows students to set goals and monitor their progress

T3 allows students to choose what they want to learn based on their interests.

Students are also guided toward producing digital representations of their declarative and procedural knowledge in order to make their thinking and learning pathways explicit to themselves and their teachers

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The next big move is to allow students to become "intentional knowledge contributors."

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T3 Student passion drives the process, progress, and ongoing focus on the "Wicked Problem." Solves problems of teacher-directed PBL and requires a different understanding of the concept of teacher and student.  Neither is it a free-for-all or link-to-link rabbit hole activity.  The beauty is that inquiry is self-replicating—one inquiry drives the next, and the next, and the...The skills and capacities gained along the way only strengthen the subsequent. "When a learner's passion pilot light is lit, it will never go out" (Magana 2020).

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Using the T3 Framework to teach our students to be proactive in their learning and in their future pathways.
Preparing ourselves as educators for the new generation of "digital" learners. By using high-reliability pedagogy with technology and digital learning tools.

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"Transcendent technology use begins with student passion and concludes with students engaging in designing original lines of inquiry, transferring newly acquired and consolidated knowledge, and applying social entrepreneurship strategies to solve wicked problems that matter to them. "

Students should be given ample opportunities to explore, interpret, discuss, and analyze information that matters to them.

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Transformational technology use elucidates how digital tools can accelerate students’ mastery of current content knowledge—not just by becoming their own teachers, but by helping every student become his or her own learning sensei, continuously endeavoring to master knowledge content and how he or she learns best at the surface, deep, and knowledge-transfer phases of learning. This is the harbinger of wisdom generation.

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Students creating and contributing to the learning of others as well as gauge their learning over time.

Moving away from declarative knowledge to using knowledge in a meaningful way.

Opportunities to select the topic and focus of study and publish.
Project based and problem based learning that has a community impact.

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"Wicked Problem" solving, engaging students in problem solving to discover solutions that not only exist yet, through learning, discover answers and/or questions that have not yet been unearthed.

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I like the idea of technology helping student's monitor their efforts and progress. Showing and teaching  them how to be responsible and active in their learning.

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"Crystal-clear goals, and just enough mileposts to allow creativity to flourish over prescriptive, lock-step compliance."
Guide and allow for creativity and innovation

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designing rather than simply consuming digital tutorials, learners become substantively changed. In effect, Aligning Visible Learning and the T3 Framework for Innovation 5 they have transformed from consumers who simply recite content knowledge to intentional knowledge contributors.
The thought that we learn more when we actually teach something.

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A far more important question to pose to today’s learners is this: “What wicked problem matters to you, and what are you going to do about it?”

Moreover, doing so will empower students to become leaders for action who make a signicant contribution to their local and extended communities (Magana, Henly, Murphy, Rayl, & Travis, 1996).

That has been the pathway taken for the last several decades, resulting in classrooms that are digitally rich, but innovatively poor.

A reasonable inference can be made that such capacities will arguably serve to better prepare today’s students, not only for cur- rent learning challenges but for the future learning challenges they will encounter.

We have such opportunity as educators right now. We need to practice our breathing techniques as we go forward! And be there for each other. :)

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Student generated contribution allows learners to build upon their existing knowledge and build mastery.

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When we allow students to create learning rather than consume learning, we make their learning and thinking clearer to them compared to having students demonstrate they are aware of our thinking and learning as teachers.

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Use technology to produce mastery goals to help monitor, track, and visualize their effort.

"Wicked Problem Friday"

Teaching others what they know

Student led learning discussions

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"Educational systems would benefit from a road map with crystal-clear goals and just enough mileposts to allow creativity to flourish over prescriptive, lock-step compliance". When teachers know their road map they can create a roadmap for their students to be successful.

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We can not work off the presumtion that students will be reflective about what they are doing in school. They will be reflective about, completing a video game level, skateboard trick, dance move....because they have an interest in those and are motivated.
The application of reflective practice may not be translated to educational practice. How can students become reflective if we are not reflective of our selves and practice. Most people will assume they do it, but do they?

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more_horiz
T2 Transformational / Deeper Learning Cyber Chef
Take 10 minutes to read the pages 4-6 of the article "Disrupting Low-Impact Technology Use" (see link below) and post your most important "take-away" under your group's Heading (Group 1, Group 2, Group 3, etc.) Take 10 minutes to discuss the similarities and differences within your group. Then take 5 minutes and post your top most important "take-aways" using words and images. https://secureservercdn.net/166.62.112.219/i79.5fa.myftpupload.com/wp-content/uploads/2020/08/Magana_Disrupting-Low-Impact-Technology-Use_FINAL.pdf
Avatar of Sonny Magana
Sonny Magana
●
18h

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Make the learning "visible, actionable, and ...contributive". Begin with passion and end in applying learning and reaching social entrepreneurship. Take student voice and turn it into action that matters by solving 'wicked problems'.

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Setting mastery goals with students
Student ownership of their learning

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Jobs that students aspire to be may not even exist yet

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T2 enhances student ability to self regulate and reflect and appraise their own knowledge

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Digital students  are afforded  powerful forms of self-generated feedback to enhance and build.

Helping students to store and retrieve info from longer term knowledge memory.... a dream come true.

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Leveraging digital for intentional practice and application.
It's time to inspire lifelong learners that will extend beyond our classrooms and impact the future.
Lock-step, industrial, assembly line teaching and learning is antiquated and ineffective. It is time to enter the Digital age and engage students with their passions to make the world better for them.

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A critical part of learning is inspiring students to continue learning on their own. When students control their learning, they are much more engaged and curious to learn more.

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individually and collectively engage in cumulative reviews with their own thinking and learning products, available at their fin- gertips

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-Cooperative Learning
-Everyones participation matters
-Creates accountability to work together towards a common goal
-For example: Quizziz- beating your old score, but also improving the group average

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Each step builds on the previous step. Each step offers a rich diversity of strategies to co-create dynamic learning with our classes.

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This is inherently transformational, because by designing rather
than simply consuming digital tutorials, learners become substantively changed. In effect,
Aligning Visible Learning and the T3 Framework for Innovation 5
they have transformed from consumers who simply recite content knowledge to intentional
knowledge contributors.

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At T2, students go from being Consumers to becoming Contributors, both deepening their knowledge and helping to facilitate the learning of other students.

T1: Learning

T2: Teaching

T3: Applying

T3 is so important because it incorporates students' passion and purpose into learning.

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"...digital tools can accelerate students’ mastery of current content
knowledge—not just by becoming their own teachers, but by helping every student become
his or her own learning sensei, continuously endeavoring to master knowledge content and
how he or she learns best at the surface, deep, and knowledge-transfer phases of learning."

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Transcendent technology use begins with student PASSION and concludes with students engaging in designing ORIGINAL lines of inquiry, transferring newly acquired and consolidated knowledge, and applying social entrepreneurship strategies to solve WICKED problems that matter to THEM.

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- "Students are also guided toward producing digital representations of their declarative and procedural knowledge in order to make their thinking and learning pathways explicit to themselves and their teachers"

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What I took from this was that I can use the information and implement it in the classroom by creating activities that facilitate whole group learning. I intend to take the information I learned today and use it next week by creating a story with my classes together using the vocabulary and grammar taught for better understanding and engaging the students.

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just beginning to scratch the surface of what’s possible when students’ limitless passion and purpose are catalyzed in educational settings.

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Now student can actually show and demonstrate what they have learned but is also a learning process for certain grade levels.

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unleashes students' learning experience
production/contribution
self-generated feedback
communicating deeper understanding
comment on each others' learning
teach others what they know

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I have had some ideas of things to have my students do to guide their own learning through technology. This article has inspired me to take the chance and hand over the reins to my students so that they can drive their own learning when possible.