Olin College of Engineering with a B. Andy Pethan: Andy is an engineer by training and classroom teacher by experience. As a product of the educational startup Olin College, he has been using his design and engineering mindset to rethink math instruction alongside his departmental team at a small public high school in Byron, MN. Andy experimented with flipped resources, mastery-based learning, and various forms of collaborative instruction. As part of a small school, his experience spanned nearly all courses, but he invested most deeply in the curriculum development around a 9th grade Algebra intervention course and a project-centered Statistics curriculum.
He enjoyed working with both college-bound and at-risk students, actively tracking growth data and investing in student relationships. Andy has also maintained his passion and skills as an engineer. He also launched an elective course focusing on IoT internet of things devices, product design, and entrepreneurship. Andy is now pursuing a start-up focused on making IoT technologies accessible to every classroom. Sharyn M. Sweeney, M. Sweeney has worked in mathematics education for nearly 40 years. Her mathematics classroom teaching experience includes grades from three throughcollege in Massachusetts and in Canadian provinces Ontario and British Columbia in multiple venuesincluding traditional classroom settings, as well as with individual and small group venues for non-traditional and at-risk students.
She routinely incorporated real-world situations in her teaching. In thearea of teacher professional development, she has extensive and diverse experience assisting pre-service and in-service teachers to develop better understanding of mathematical content andpedagogical strategies that will help them to be more effective teachers.
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Sharyn has worked withnational assessment companies to develop, review and align items to the CCSSM and to articulatediagnostic statements for distracters that reflect common student errors. She is currently an active researcher in the pedagogy of mathematics and has spent three years as a PIC Math Fellow working on integrating real world research problems into college classrooms. Her interest in math education for younger students has come from studying the problems students run into in early college courses, many of which have their roots in topics generally addressed earlier in their math educations.
Emma started out studying theoretical math at MIT and the University of Chicago, before she became involved in developing and implementing a new undergraduate program in applied mathematics at the Wentworth Institute of Technology. She founded Wily Desert Labs to develop software for this purpose. She has also taught computer science classes at Southern Maine Community College, teaching students from diverse backgrounds to solve robotics challenges and helping them think critically and analytically in introductory computer science classes, She is excited to continue teaching CS at the high school level in Waterville, Maine.
Previously, Dr. She has over 15 years experience in the computer science education field- as a teacher and curriculum developer in public, private and fully online K schools. Eliza also has experience in online and hybrid course design in higher education where she worked as a senior instructional designer for several undergraduate and graduate programs, as well as a MOOC-initiative. She has a passion for getting and keeping girls interested in computer science and technology and was awarded an Aspirations for Computing Educator Award from National Center for Women and Information Technology in Kim Quinn Hutchinson: Kim Quinn Hutchinson is a passionate, results-orientated educator, advocate, administrator and national educational technology expert.
As the Coordinator of Educational Technology for the State of Maine, Quinn Hutchinson worked closely with then Governor Angus King leading Maine in becoming the first state in the nation to implement a statewide one-to-one laptop initiative for all 7th and 8th grade students and teachers. Quinn Hutchinson also held board positions for two national education organizations. State Education Technology Directors Association SETDA was created by state education agency leaders to serve and support the use of technology for teaching, learning, and school operations and, Partnership for 21st Century Skills P21 whose mission is to serve as a catalyst to position 21st Century Skills at the center of U.
K education by building collaborative partnerships among education, business, community and government leaders. MacCormick has filed over a dozen US patents on novel computer technologies and is the author of numerous peer-reviewed articles; his Nine Algorithms book has been translated into eight languages.
He has degrees in mathematics from the University of Cambridge and the University of Auckland, and a doctorate in computer vision from the University of Oxford. Dr MacCormick was a research fellow at Linacre College, Oxford from , a research scientist at HP Labs from , and a computer scientist with Microsoft Research from Since , Dr.
MacCormick has been a professor of computer science at Dickinson College. As a curriculum development and design consultant, Jaime has created engaging student-centered information technology and computer science pathways for traditionally underserved populations in early college high schools in Boston and Chicago, and for non-traditional students at various Youthbuild sites throughout the country. Jaime has served as a content expert responsible for creating storyboards for animations designed to teach difficult information technology concepts through the use of everyday non-technical analogies.
In addition, as a professor, Jaime has more than 10 year of experience developing computer science and information technology curriculum for a highly diverse community college population including working on the National Science Foundation NSF grant that looked at infusing computational thinking methods across the information technology curriculum and resulted in a project-based learning course called IT Problem Solving.
The Three 21st Century Skill Categories
Other curriculum she has developed has been focused in the area of cybersecurity including courses in Python programming and ethical hacking. She believes strongly that the way in which we educate students needs to undergo a renaissance to adjust to match the world students are living in and to do so, we must focus on incorporating research that has been done about happiness, character and skills for success.
Amoura Amine: Amoura Amine is a teacher, a trainer and an entrepreneur. He is the founder and CEO of Wise Institute for Human Development and Mastery of Technology, a K school where they use a unique turnaround model and implement different pedagogical approaches that are not used in Algeria.
In he was selected by Legacy International as a fellow of the International Professional fellowship Program in Washington DC where he designed a workshop training program working at the nexus of education, innovation and technology. He delivered training and participated in an international leadership conference.
He works on empowering youth and civil society through his involvement in educational quality and organizational management. Amoura is now a researcher in cognitive sciences — very especially Knowledge Management — logic and concept. He aims to redesign a new curriculum for a new generation of primary students. Michelle Blanchet: Michelle Blanchet is an education consultant working to improve teacher prep and professional learning. Scott Cody: Scott Cody is a doctoral candidate at University of Pennsylvania and adjunct professor at University of Southern California whose interest is in the intersection of health, communities, and schools.
In particular, he is investigating how community schools can act as a hub to provide social services, especially in mental health, for students and community members. Prior to arriving at Penn, Scott received his Ed. Catherine Fukushima: Catherine Fukushima is a consultant in the areas of art, culture and philanthropy. She works with foundations, museums, arts and education organizations to develop and implement strategies to increase access the arts and culture. Recent projects include managing grant programs, building a donor collaborative, writing strategic program plans, managing a learning community, and conducting program evaluations.
Creative Instructional Design and Cognitive Complexity. Common Core State Standards Initiative.
State Standards / 21st Century Learning
Framework for 21st Century Learning. MultiTeach and Collaborative Instructional Planning.
There is less focus on strategies such as lecture-discussions, passive reading and notetaking, and worksheet assignments paper as well as digital. More emphasis is placed on exploring concepts deeply — depth over breadth, with students taking the lead. There is more focus on creative group work that involves cooperative and collaborative learning activities. More time is allocated project and problem-based learning in which students explore topics in-depth. Shifts in the use of technology: Teacher and students learn and explore technology and digital resources together.
Teachers and students use technology in innovative, creative ways. More emphasis on the integration of technology that enables students to explore concepts deeply, in multiple ways.
21st century skills
This includes the use of online resources, study of primary sources, and the creative use of educational multimedia and videos. More emphasis on the creative use of technology by students to communicate with others, through interactive presentations, digital storytelling, and designing learning experiences for others outside the walls of the classroom, individually and in groups. Integrating, Symbolizing, Matching, Classifying Analysis -- Reasoned extensions of knowledge and generation of new information not already processed Analyzing Errors, Generalizing, Specifying Knowledge Utilization -- Application or use of knowledge to accomplish a specific task Decision-making, Problem-solving, Experimenting, Investigating How can teachers use Snowflake MultiTeach and Lessons Online to support higher-order thinking skills and DOK?
Do this with a peer if you can! If you have been using an interactive whiteboard or projection system, think about how you use it to support the curriculum. Do you use the system for teacher-led presentations only, or do you encourage your students to interact with content during learning activities?
Do you use the system as a learning station? Do your students use the system to give presentations and share their digital creations with the class? If you have a classroom, what technology-supported resources do you use to support communication, collaboration, critical thinking, and creativity? What sorts of technology-supported activities do your students enjoy? What online subscriptions are available to you within your school district? To what extent do you use them? What sort of ways do your students use technology in creative ways? Do they create podcasts? Do they use video for digital storytelling?