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The Design of Learning Environments

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Title: The Design of Learning Environments


1
The Design of Learning Environments
  • Presented by
  • Patty Copeland

2
Changes in Educational Goals
3
Math Through the Decades
  • Teaching Math in 1950 A logger sells a truckload
    of lumber for 100. His cost of production is 4/5
    of the price.
  • What is his profit?

4
Math Through the Decades
  • Teaching Math in 1960 A logger sells a truckload
    of lumber for 100. His cost of production is 4/5
    of the price, or 80.
  • What is his profit?

5
Math Through the Decades
  • Teaching Math in 1970 A logger exchanges a set,
    "L", of lumber for a set, "M", of money. The
    cardinality of set "M" is 100. Each element is
    worth one dollar. Make 100 dots representing the
    elements of the set "M." The set "C", the cost
    of production contains 20 fewer points than set
    "M."Represent the set "C" as a subset of set "M"
  • and answer the following question
  • What is the cardinality of the
  • set "P" of profits?

6
Math Through the Decades
  • Teaching Math in 1980 A logger sells a truckload
    of lumber for 100. His cost of production is 80
    and his profit is 20. Your assignment
  • Underline the number 20.

7
Math Through the Decades
  • Teaching Math in 1990 By cutting down beautiful
    forest trees, the Logger makes 20. What do you
    think of this way of making a living? Topic for
    class participation after answering the question
    How did the forest birds and squirrels feel as
    the logger cut down the trees?
  • There are no wrong answers.

8
Math Through the Decades
  • Teaching Math in 2000 A logger sells a truckload
    of lumber for 100. His cost of production is
    120.
  • How does an Enron Accountant determine that his
    profit margin is 275?

9
Math Through the Decades
  • Teaching Math in 2010 El hachero vende un camion
    carga por 100.
  • La cuesta de production es . . . .

10
Changes in Educational Goals
  • 1800s
  • Instruction in writing focused on the
    mechanics---oral messages to written messages.
  • Writing instruction aimed at giving children the
    capacity to closely imitate very simple text
    forms.

11
Changes in Educational Goals
  • 1930s
  • Primary students were expected to express
    themselves in writing.
  • Analysis and interpretation of what is read
    became an expectation of all school children.

12
Literacy Then and Now
  • Colonist were literate enough if they could sign
    their name, or even an X
  • Immigrants arrived in large numbers and schools
    gave them recitation literacy

13
Literacy Then and Now
  • WWIArmy redefined reading....extraction
    literacywho, what, when, where, or how.
  • Nowfull or higher literacyinferences,
    questions, or ideas

14
Literacy Then and Now
  • The idea of a classroom where young women, poor
    and minority students, and learning disabled
    students all read (not recite) and write about
    (not copy) Shakespeare or Steinbeck is a radical
    and hopeful departure from the long-running
    conception of literacy as serviceable skills for
    the many and generative, reflective reading and
    writing for the few (Wolf, 1988).

15
Eighth Grade Test - 1895
  • Name and define the fundamental Rules of
    Arithmetic.
  • A wagon box is 2 feet deep, 10 feet long, and 3
    feet wide. How many bushels of wheat will it
    hold?
  • If a load of wheat weighs 3942 lbs., what is it
    worth at 50 cents/bushel, deducting 1050 lbs. for
    tare?

16
Eighth Grade Test - 1895
  • What is the cost of 40 boards 12 inches wide and
    16 feet long at 20 per meter?
  • Find bank discount on 300 for 90 days (no grace)
    at 10 percent.
  • What is the cost of a square farm at 15 per
    acre, the distance which is 640 rods?
  • Write a Bank Check, a Promissory Note, and a
    Receipt.

17
Eighth Grade Test - 1895
  • District No. 33 has a valuation of 35,000. What
    is the necessary levy to carry on a school seven
    months at 50 per month, and have 104 for
    incidentals?
  • Find cost of 6720 lbs. of coal at 6.00 per ton.
  • Find the interest of 512.60 for 8 months and 18
    days at 7 percent.

18
Mass Production in Factories
Providing Mass Education
Vs.
  • Structure efficient classrooms
  • Children
  • Teachers
  • Assembly line process to graduation
  • Administrators researchers.
  • Standardized Test
  • Central District Authorities
  • Scientific organization of factories
  • Raw materials
  • Technical workers
  • Assembly line process to end product
  • Efficiency experts/superiors
  • Measurement of product cost and progress
  • Management

19
Society today
  • Envisions graduates of school systems who
  • Identify and solve problems
  • Make contributions to society through their
    lifetime
  • Display the qualities of adaptive expertise

20
Why Are We Doing This?
21
Perspectives on Learning Environments
Community
Learner Centered
Knowledge Centered
Assessment Centered
22
Learner-Centered Environments
  • Knowledge, skills, attitudes, and beliefs that
    learners bring
  • Culturally responsive, appropriate, compatible,
    and relevant
  • Diagnostic teaching

23
Learner-Centered Environments
  • Students use their current knowledge to construct
    new knowledge.
  • What they know and believe at the moment affects
    how they interpret new information.
  • Sometimes learners current knowledge supports
    new learning, sometimes it hampers learning.

24
Learner-Centered Environments
  • Previous Academic
  • Knowledge Tasks
  • Experiences

Building Background
25
Building Background
  • Listen to the passage
  • Write a description or draw a picture of the main
    character
  • Compare your vision of the character to the
    visions of others

26
Martin
27
Building Background
  • What is meant by activating prior knowledge?
  • What is meant by building background?
  • Do they differ instructionally?

28
Building Background
  • Building (Knowledge) Background
  • Realia
  • Demonstrate
  • Model
  • Pictures
  • Activate Prior Knowledge
  • Discuss
  • Brainstorm
  • KWL
  • Think-Pair-Share
  • Show and Tell

29
Frayer Model
Definition (in your own words)
Picture (that will be relevant to you)
Word
Example (from your life experiences)
Non-example (from your life experiences)
30
Function that is not constant and is not a
line. ax2 bx c 0 y x2
Quadratic Function
Building Background
31
The inverse of the positive side of the quadratic
parent function.
Square Root Function
32
Word Wall
proportional
A R E A
A R E A
A R E A
A R E A
lar
i
Sim
Building Background
33
Knowledge-Centered Environments
  • The ability to think and solve problems requires
    well-organized knowledge that is accessible in
    appropriate contexts.
  • Overlaps with Learner-centered
  • Begins with concern for students initial
    preconceptions about the subject matter.
  • Concerns about what is developmentally
    appropriate at various ages.

34
Knowledge-Centered Environments
  • Highlights the importance of thinking about
    designs for curricula
  • Learning with understanding
  • vs.
  • promoting the acquisition of disconnected sets of
    facts and skills?

35
Assessment-Centered Environments
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43
Assessment-Centered Environments
  • Formative Assessments
  • Feedback
  • Theoretical Frameworks

44
Formats for Assessing Understanding
45
Assessment
Lower level - reproduction, procedures, concepts,
definitions
46
Assessment
Middle level - connections and integration for
problem solving
47
Assessment
Higher level - mathematization, mathematical
thinking, generalization, insight
48
Consider the following
  • A rectangular prism is 2cm x 4cm by 6cm. One
    dimension is enlarged by a scale factor of 3.
    What is the volume of the enlarged figure?
  • A rectangular prism is 2.7cm x 0.45cm by
    609.01cm. One dimension is enlarged by a scale
    factor of 3.5. What is the volume of the
    enlarged figure?
  • When a figure is dilated by a scale factor k to
    form a similar figure, the ratio of the areas of
    the two figures is ___ ___ .
  • A certain rectangular prism can be painted with n
    liters of paint. The factory enlarged it by a
    scale factor of 3 to make a similar prism. How
    much paint do they need to paint the larger box?

49
Assessment Items - Where?
50
Assessment Items - Where?
  • A rectangular prism is 2cm x 4cm by 6cm. One
    dimension is enlarged by a scale factor of 3.
    What is the volume of the enlarged figure?
  • A rectangular prism is 2.7cm x 0.45cm by
    609.01cm. One dimension is enlarged by a scale
    factor of 3.5. What is the volume of the
    enlarged figure?
  • When a figure is dilated by a scale factor k to
    form a similar figure, the ratio of the areas of
    the two figures is ___ ___
  • A certain rectangular prism can be painted with n
    liters of paint. The factory enlarged it by a
    scale factor of 3 to make a similar prism. How
    much paint do they need to paint the larger box?

51
Content-process space of Science Assessments
Science Content Knowledge
Rich
Science Process Skills
Open
Constrained
Lean
52
Organized Cognitive Activity Structure of Knowledge Structure of Knowledge
Organized Cognitive Activity Fragmental Meaningful
Problem Representation Surface Features and shallow understanding Underlying principles and relevant concepts
Strategy Use Undirected trial-and-error problem solving Efficient, informative, and goal oriented
Self-Monitoring Minimal and sporadic Ongoing and flexible
Explanation Single statement of fact of description of superficial factors Principled and coherent
53
Community-Centered Environments
  • Classroom and School Communities
  • Value learning
  • High standards
  • These norms increase opportunities to
  • Interact
  • Receive feedback
  • learn

54
Community-Centered Environments
  • Connections to the Broader Community
  • Homes
  • Community centers,
  • After-school programs
  • businesses

55
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56
Television
  • Watching Different Kinds of Programs
  • Educational
  • Purely entertaining
  • Effects on Beliefs and Attitudes
  • Personal perception
  • Perceptions of others

57
The Importance of Alignment
  • What is taught.
  • How it is taught.
  • How it is assessed.
  • Without this alignment, it is difficult to know
    what is learned!!

58
Conclusion
  • There needs to be alignment among the four
    perspectives of learning environments.
  • They all have the potential to overlap and
    mutually influence each other.
  • Student-centered
  • Knowledge-centered
  • Assessment-centered
  • Community-centered

59
Thank you!
  • pcopeland_at_esc11.net
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