Learning Catalytics BYOD
"Loved it, very interactive and would love to implement it in my class." ~ teacher attendee
I recently was asked to keynote at the MicroSociety annual conference in Philadelphia. While my schedule prevented me from appearing in person, I thought it was a great opportunity to see if I could scale up my small group webinar model into a conference keynote.
I used WebEx as my platform and attendees brought their own web-enabled devices to respond to my questions and prompts via LearningCatalytics.
Carolynn King Richmond, President & CEO of Microsociety was so pleased with the results that she sent me this kind thank you testimonial:
"This year our organization celebrated 20 years of disrupting education’s status quo…two decades of innovation in the face of tough times. We commemorated this milestone by hosting our annual conference in our home base of Philadelphia with attendees traveling from as far as California, Canada, and Colombia, South America to join us. Over the four day span, our overarching goal was to both revisit our roots and explore new directions for growth. We wanted to present our diverse body of educators with the strategies, tools, and visions they would need to expand their minds and their MicroSociety learning environments; a new sense of directionality. As our flat world becomes immersed in this digital age of connections, it is critical that our schools travel the same trajectory.
When it came time to choose our speakers, something we did with great intentionality and purpose, Peter immediately came to mind. We were first drawn to him last summer after coming across his blog, Copy/Paste, and quickly discovered that our key tenets and philosophies were closely aligned. We had several conversations…on rigor meaning far more than increased importance on testing…on relevance being a critical piece in empowering our students to become lifelong tinkerers and seekers of knowledge…on reflection as a learning optimizer for adults and students alike. Although it would have to be delivered over WebEx, Peter’s workshop, "Rigor, Relevance, and Reflection" seemed to be the perfect fit for our conference theme and 5 minutes into his presentation my confidence in him was confirmed.
Peter used the BYOD platform Learning Catalytics in his presentation, engaging audience participation through individual’s own web-enabled devices. This enabled him to get immediate feedback and sense audience perceptions as if he were in the room with us. He provided attendees with many “light bulb moments”, as well as opportunities to examine their own practices and offerings of techniques to deepen them. It didn’t matter that Peter was in Oregon. He had our audience at “Hello.” They were captivated from the start
We cannot thank Peter enough for his contribution to our annual conference. We know that the conversation and ideas generated by his workshop will lead our team into our next phase of growth."
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions – seems like many teachers see the value in using “flipping” to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to “homework” via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
Download my slide deck.
I just wrapped up two webinars with teachers participating in a Teaching American History (TAH) Grant workshop focusing on strategies for using documents to let your students be the historian in your classroom. I was in Portland Oregon – they were in Salt Lake City, but through the wonders of technology (I used WebEx videoconferencing along with a web-based LearningCatalytics response system) we were able to interact. I don’t think people learn much by telling them things, so I put participants “in their students’ shoes” to experience the power of document-based instruction and four key components to making it work:
1.The right documents.
2. Knowing how to look at them.
3. Letting students discover their own patterns, then ask students to describe, compare and defend what they found.
4. Basing the task on enduring questions, the kind that students might actually want to answer.
I’ve long held that staff development should model what you want to see in the classroom, and for that reason I wouldn’t do a workshop without using a student response system. (SRS). Learning Catalytics is a powerful “bring your own device” SRS system that has an array of powerful response monitoring and reporting tools. It’s a stand out at fostering peer discussion. Here’s my observations from my experience with Learning Catalytics. I encourage other educators to give it a try. Learning Catalytics is currently running a free trial subscription good for up to 100 students for 30 days.
One of this year’s resolutions was to begin offering webinars. (not that I don’t enjoy airports) I recently completed my first pilot (description below) and I’m looking for three school sites who would like to try a free pilot webinar and offer me some feedback.
I think professional development should model what we want to see in the classroom. So I’d like to start with an 45-minute experiential webinar called: “Higher-order thinking skills (HOTS) – What’s that look like in the classroom?” We’ll watch a few short video clips, do a few activities to model instruction at different levels of Blooms and then reflect on the experience.
Find out more and submit a request for free webinar. I will select from requests that demonstrate you’ll be easy to work with!
This Friday, my friends over at TurningTechnologies are sponsoring a free one-hour webinar entitled Impact Every Student: Simple Strategies That Provide Big Improvement (April 30, 2010 | 2:00 pm Eastern)I was impressed with the frankness of their description "With all the options available to promote school improvement, where should we begin? If we're smart, we'll [...]