21st Century Teaching and Learning - GlenMangali

21st Century Educators: Leaders of
Innovation Towards Holistic Growth
Prof. Glen R. Mangali

Topic Outline
1. Characteristics of the 21st Century Teachers
2. Managing the classroom
3. Characteristics of the 21st Century Classroom
4. Technology Integration
House Rules
u Sit up, listen and heads up.

u Be an active participant and not as spectator/observer
u Be open for new leaning
What do you need?
uA piece of paper/notebook/ipad/tablet
u Pencil/ Ball pen
u Suggested printed material
What is the difference
of 21 Century from 20
st th
Century students?
20th Century students 21st Century students
In THINK-PAIR-SHARE, give expression to the graphics by writing five

differences between between 20th century and 21st century teaching.
20th Century 21st century
FOCUS On teaching and On process of learning

student achievement and activities of
mental
INTELLIGENCE One-dimensional/ Pluralistic view.
single view ( Multiple
( linguistic, Intelligence)
mathematical and
logical)
DIVERSITY Looked at deficits and Looked at
deviances capabilities and
potentialities
Source: Pacia, C.G. (2006) Personalized Education Program. CEF publication. p. 14

20th Century 21st century
CURRICULUM A core curriculum, a A variety of strategies
set of facts that that make use of
everybody should know multiple intelligences.
with very few electives Multi-modal teaching
approach.
Learner-centered.
Global
EVALUATION Students are tracked, Students other gifts
labelled, categorized, are recognized. Other
evaluated, promoted, ways of assessment
denied and rejected and evaluation are
along the lines of IQ considered.
and paper and pencil
tests
Source: Pacia, C.G. (2006) Personalized Education Program. CEF publication. p. 14
IC I control IE I explore
Philosophy Features
Core Principles Tools
Evaluation
Climate Qualities of a
Evaluation Teacher
Values
I Pu I pursue I Pr I preserve
The Brain Map: Personalized Education Program
IC I control IE I explore
Fundamentally based on Christian
humanism Each student is allowed to develop and
( Christ is the model of human life) to accomplished objectives at a pace
suited to individual ability and the
Curriculum is centered on the person characteristics of his/her personality.
rather than on the curriculum to be
taught
I Pu I pursue I Pr I preserve
Process of building a person Individual care and concern for each
holistically by addressing his cognitive, person
affective and psychomotor needs A deep and reverential valuing of the
dignity of every educand in his/her
concrete circumstance and conditions
21stCentury Teacher
ON Focus, Intelligence,
Diversity and Curriculum
21st century
FOCUS On process of learning and activities
of mental
INTELLIGENCE Pluralistic view.

( Multiple Intelligence)
DIVERSITY Looked at capabilities and

potentialities
CURRICULUM A variety of strategies that make

use of multiple intelligences.
Multi-modal teaching approach.
Learner-centered.
Global
Activity 1
u Use any of the following : Tier Activity, Flexible

Grouping, Anchor Activities, Exit Card, Response
Card, Tick Tack Toe or Cubing, that you can use
in your subject. Make sure that your chosen
instructional strategy has provision for slow,
average and fast learner. Write your work in MS
PowerPoint or on Manila Paper. Be ready for your
presentation.
The characteristics and
traits of students are
fundamental for the
success of delivering the
lessons and managing
the class.
Its not about YOU, its about THEM.
Part 2
1. Lesson Planning
2. Managing the Physical Environment
3. Managing the Psycho-Social Environment of the
K to 12.
Lets do this
Close your eyes and think back to when you were a
student; maybe you were one of many in a single
classroom.
In a minute, answer this:
When did you feel that you were just not

learning anything?
List your ideas on a piece of paper.
Are any of these reasons on your list?
u Thelessons, lectures, or activities are not clear to
the students.
u The teacher appears to be unenthusiastic or bored.
u The teaching method is boring.
u Theexamples used in class do not help the students
to understand or apply the concepts being taught in a
practical manner. The examples have no meaning.
u Importantpoints are not emphasized, and main ideas
are not summarized.
Do any of
these reasons
characterize
the way you
teach?
Lesson Planning
u We will not discuss how to make a

lesson plan BUT will discuss how to
Create an EFFECTIVE lesson plans
How many here are
Dog lover?
The National Cancer Institute aims
to eliminate the suffering and
death caused by
cancer by 2015.
Scientists have made great
advances in understanding what
cancer cells can do, but translating
this knowledge into saving lives
has been slow.
Rodents are
favorite
research models,
but cancer
treatments that
work in rats
and mice
usually fail in
humans.
More than 1/3 of U.S.
households include dogs,
and four million of these dogs
will be diagnosed with cancer
this year.
Oncologists hope to better understand and treat human cancers by
studying cancer in dogs.
Understanding the resemblances and differences between the
cancers of humans and dogs may lead to:
better cancer treatments
improved dosage of anti-cancer
drugs
cancer prevention

Source: Scientific American Current Issues in Biology Volume 5

As 21
Century Teachers,
st
Thinking about effective

lesson plans
1. Attention Getters (anticipatory set)
2. Objectives
3. Instructional strategies
4. Appropriate technologies
5. Assessments
1. Attention getters (anticipatory sets)
u Setting the stage for engagement
(1)Create disequilibrium
(2)Connect with students
(3)Provide opportunities for students to immediately engage the
content
How have you experienced these three?
Disequilibrium: Favor or not favor in the use of dog for
experimentation?
Connect with students: What is my stand?
Immediate engagement: Journaling with accessible questions
2. Objectives
1. Identify relevant standards
2. Transform standards for students:
1. Describe what needs to happen to meet
expectations
2. Help students identify what is important
3. Specify (and differentiate) knowledge and
learning skills
3. Instructional Strategies
1. What am I asking my students to learn? (i.e.
content)
2. How much prior domain knowledge do my
students possess? (pre-assessment)
3. How am I asking my students to learn? (i.e.
process of learning)
1. Developmentally appropriate?
2. Embed skill building activities?
3. Instructional Strategies
Total Processing Space in Working Memory (short-term

memory)
Operating Storage
Space Space
4.Technologies
u How can technologies be used to
enhance students ability to meet
learning objectives?
uSimulations?
uSmartBoards?
uScavenger Hunt?
uiPads?
uAdventure Learning?
5. ASSESSMENT
l Backward design
l Transparency of expectations
l Valid assessments
l Accommodate diverse learners
5. ASSESSMENT
u What type of formal/informal assessments have you
seen?
u What types of assessments are particularly useful for
a teacher and a student?
u ASSESSMENT for, of, as learning.
u Exit cards (one thing you learned today and/or
answer to a question); journaling (two-minute
summary; one question that student has at end of
class); thumbs up/down; anonymous response via
clickers;
5. ASSESSMENT
Summary
21st century
FOCUS On process of learning and activities of mental
INTELLIGENCE Pluralistic view ( Multiple Intelligence)
DIVERSITY Looked at capabilities and potentialities

CURRICULUM A variety of strategies;Multi-modal teaching
approach; Learner-centered.
Global
EVALUATION Students other gifts are recognized. Other ways
of assessment and evaluation are considered.
Summary
Characteristics of an Effective Lesson
1. Attention Getters (anticipatory set)
2. Objectives
3. Instructional strategies
4. Appropriate technologies
5. Assessments
7Es of Lesson Planning
1. Elicit
Post its
Traffic light
confidence at
Show me boards start
What I What I want What Think pair share
I
Know to know Games
learnt
Dominoes
True or false
KWL boards
Multiple choice
2. Engage tasks
Video clips Demonstration
BIG question
Stimulating image
3. Explore Practical activities
Problem solving
Research Information
activities retrieval
4. Explain
5. Elaborate and extend
Level
assessed
task
Role play
Application of
knowledge
Demonstrates
learning
Conclusions or reports
6. Evaluate tasks
What I What I want What I
Know to know learnt
Traffic light
Learning
confidence
journals
KWL boards Self and

peer
assessment Men in the tree
Target setting
What I
knew Show me boards
What I have
learnt Thumbs
What I want
to know
next
Learning
Pyramid Mind map
LESSON: PERIOD: GROUP: DATE:
@HThompson 1982
time
Th e B IG P ic tu r e
What do they already know?
TW EP IE SM RL CT
Why is this lesson interesting? LITERACY: How much progress have they made?
ICT:
NUMERACY:
What can they find out? Why is like that? Teacher How can they apply this?
input to formalise concept Demonstrate learning
LESSON: PERIOD: GROUP: DATE:
@HThompson
Describe the evidence of a chemical reaction that you 4 x greenium powder,

Th e B IG P ic tu r e observed/ 4 x balances
Explain what happened to mass and how this Spatulars
Explain the extent your Clay triangles, tripods, bunsens
evidence supports the To
supports or doesnt support that the substance is an
conclusion that the unknown element. Crucibles and lids
substance is an element. Tongs
. Apply your understanding to another example and DEMO: Limewater, delivery tube acid,
make predictions based on your knowledge boiling tubes x 2, test tube rackl
What do they already know?
True and False statements

about elements and not TW EP IE SM RL CT Differentiation Is greenium an element? How do you
know?
elements. Students have to By outcome of level
Why did it lose mass? What might
TW decide whether the statements assessed task,
have happened?
are true or false.. directed questioning
5 LITERACY: Key word
and sentence level SAFETY: Heating
Why is this lesson interesting? safety precautions, How much progress have they
use goggles, do not made?
Take feedback. Direct Atom, element, reactive, ICT: touch hot objects
questions to discuss. carbon dioxide, Swap answers, Students mark
NUMERACY:
Introduce and set the scene. decompose, copper Subtraction
each others work and then level
EP Need to work out whether oxide, copper
RT it. They should come up with a
greenium is an element. carbonate, rearrange WWW and an EBI.
3 5
Share with the class.
What can they find out? Why is like that? Teacher How can they apply this?
input to formalise concept Demonstrate learning
Quick demonstration. Students
Use PowerPoint to discuss The level 7 question will extend
are going to heat greenium to Students complete the
findings, Ask key questions. students understanding of key
see if it gains or loses mass on questions from the level
Demonstrate that greenium is ideas.
assessed task to explain their
TM heating. Work in pairs
Circulate to check
EP not a element because it gives IE findings. . Apply to new
20 understanding and discuss obs. off a gas. Discuss, situations.
5 15 5
Sample Instructional Plan ( iPlan)
Think-Pair-Share ( In 15 minutes)
1. Attention Getters (anticipatory set), Objectives, Instructional
strategies, Appropriate technologies, and Assessments are
components in developing effective lesson plan. Identify one
component that you currently need help or support. Ask your
partner to suggest possible way/s that she/he does to improve
this particular component.
2. How will you use the 7es in lesson planning in your
respective subject expertise? Cite practical ways.
3. Differentiated can be applicable in content, process and
product. Cite possible way on how will you use
differentiated instruction this month. You can only focus on
content only, process only or product only.
Managing the Physical
Environment
The Classroom Environment
u Virtually all of us have little to no
control over how many students we
must teach.
u However, we do have control over the
classroom environment in which they
learn.
u This is very important, since this
environment affects how well your
students can learn.
The Classroom Environment
How am I going to manage them all?

Actually, this question highlights one of the most critical
aspects of working in large classes, namely, managing the
classrooms environment so that it is a comfortable space in
which to teach and learn.
The Classroom Environment to the 21st Century
Teachers
u The classroom environment encompasses the physical
environment including learning resources for lessons
as well as the psycho-social environment
u Promote learning as a community to reduce the
feeling of crowdedness and to deal effectively with
misbehaviour.
u Your ability to create well-managed physical and
psycho-social environments can make the difference
between a calm and functioning classroom and a
classroom in chaos.
Organizing the physical environment
Organizing the physical environment
u Ideally,a class is held in a bright, clean,
well-equipped room that accommodates every
student comfortably and allows them to move
around and work well either individually or in
groups.
u To encourage active learning and student
involvement, seats are arranged so students can see
each other as well as the teacher.
Ideal 21st Centruy Classroom
Classroom in the Philippines
Characteristics of a 21 st
Century Classroom
Characteristics of a 21st Century
Classroom
1. Student-centric:
u students play an active role in their
learning
u students think critically and teacher
act as a resource
u put students interests first and are
focused on each students needs,
abilities and learning styles.
Classroom
2. Computing devices:
u Computers are readily available
u means to conduct online
research and master the
technology skills they need
u assist in teaching and learning
and make them more engaging
and effective.
Classroom
3.Active learning:
u students are actively engaged in what they learn.
u working in groups or on computers and complete
projects
u learn actively by talking and listening, writing,
reading and reflecting.
Classroom
4. Adaptive learning:
u students of different
types of learning abilities
u gives students the
freedom to learn at their
own pace and in the way
they are most comfortable
with.
Classroom
5. Invitational environment:
u Theclassrooms should not be cramped or
overcrowded.
u basicmaterial required for teaching such as,
interactive whiteboards and LCD projectors.
u BYOD (Bring-Your-Own-Device) can be
adopted
u Teachingwith technological material is
more effective, stimulates student
engagement
Classroom
6. Students understand and follow
the rules and procedures:
u The learning environment is carefully
planned and well-organized.
u Class rules, procedures, and notices of
upcoming activities are posted in
convenient places to help students stay on
track.
Classroom
6. Students understand and follow
the rules and procedures:
u Students
are constantly encouraged to
remind them of their goals and
responsibilities.
u Theyfollow class routines and understand
what they are expected to achieve each
day and how they are to go about it.
u Ex. Posting of objectives etc.
Classroom
7. Mutual respect:
u respect for each other.
u encourage students to speak with
confidence and value their opinions.
u In a well-disciplined environment,
students should also co-operate with
and respect their classmates.
u Ex. Food rich in protein
Classroom
8. Students take responsibility of
their learning:
u become responsible for their
learning.
u Self-directed students
u employ a variety of strategies to
promote responsible decision-making
Ex. Setting goal(index card)
Classroom
9.Performance-based assessments:
u Regular performance-based
assessments through various methods
u utilize projects s and performances
as assessments
u Assessments are tailored to the
abilities and needs of the students.
u Ex. Documentary; Demonstration;
Field Demo
Classroom
10. Collaborative learning:
u Teaching and learning in isolation
are very restrictive and hinder
progress.
u Learning in groups enhances the
scope of learning and develops
critical thinking.
Classroom
10. Collaborative learning:

u collaborative writing, group
projects, joint problem solving,
debates and more.
u Technology plays a big role in
developing all of these
characteristics for modern
classrooms.
TIPS in organizing classroom in the
Philippines
1. Maximize classroom space.

u createa physical space that makes them
comfortable and want to enter into a discussion or
group situation.
u considerremoving unnecessary furniture to reduce
the feeling of overcrowding and to facilitate
movement.
Philippines
u Ifyou really dont need a large teachers desk,
ask for a small one.
u Insteadof desks or chairs for students, consider
using mats or rugs
u Convert the classroom
u use the chalkboards for planning, discussing
ideas, problem solving,
Philippines

u Store books, instructional materials and teaching
tools so that they can be obtained and put away
easily
u If
certain items take up too much space, such as
worktables, remove them from the classroom
u Just bring the essential teaching material only.
Philippines
2. Facilitate movement.
u Develop plans in advance for how students can best
enter and exit the classroom (ex. students who sit
in the back of the classroom can enter first)
u Planin advance how you will change the classroom
arrangement
u Planon how routine activities such as handing out
written assignments
Philippines
2. Facilitate movement.
u Planon how routine activities will be
conducted, such as handing out written
assignments and then handing them back to
students after grading.
u Alsoplan so that your students individual
needs can be met, such as when they need to
sharpen their pencils or to get supplies for
learning.
Philippines
3. Use space outside of the classroom.

u Lookaround your school, identify good areas for learning,
and incorporate them into your lesson plans.
u Ex. geometric shapes, vector; projectile motion;
u Remember: Monitor their progress!
Philippines
4. Display student work creatively.

u Space is needed to display student work.
u work can be hung on a classroom wall
u Decorating the room with student work
Philippines
5. Involve your students
u develop a sense of responsibility.
u Theycan hang up student work, create bulletin
boards, and put away instructional materials at
the end of each lesson.
u Studentscan also be helpful in solving space
problems. When a problem occurs, such as
students bumping into each other or inadequate
seating space, ask them to suggest solutions.
Philippines
5. Involve your students
u It is important to remember that what makes
you feel comfortable may not be the same as
what makes your students feel comfortable.
u At the beginning of the year, organize your
classroom, and then ask your students if
they are comfortable with it.
Infographic
Break out group
u Each year level(various disciplines) is
encourage to evaluate your current classroom.
Using the 10 characteristics of 21st Century
classroom, suggest ways on how each can be
included in your current classroom. You can
present your work in tabular form but not
limited to that. Be creative as possible.
Building the Psycho-
social Environment
Building the Psycho-social Environment
uA classroom is often called a learning community.
u It is that place within your school:
u where you and your students can be found regularly
u where everyone hopefully knows everyone else
u which everyone works together teacher and
students alike to learn new things about the world.
First Day of School
Building the Psycho-social Environment
u it is very important to create a sense of community
u shows your interest in and accessibility to students
and which encourages your students to learn about
you and participate in the learning process.
u Thegoal is to get you and your students to better
understand each other.
u Creating this sense of community and its positive
psycho-social environment can motivate your
students to learn, get them involved, and help
them to
13 Ways in Creating a Positive Psycho-social
Environment
1. Make a large class feel small.
u Many teachers try to make a large class small
by treating it as such.
u Remember: students may not mind being in a
large class as much as you do.
u Teachers come to class early to talk to
students.
13 Ways in Creating a Positive
Psycho-social Environment
2. Temporarily reduce class size.
u Duringthe first two or three days of the new
school calendar, some teachers intentionally
reduce the size of their classes.
u Ex. Splitting the class to know your students
3. Know your students match names with

faces.
u learning your students names is the first step
in creating a comfortable classroom that will
encourage student participation.
u Italso shows students that you are interested
in them as individuals.
13 Ways in Creating a Positive Psycho-social Environment
3. Know your students match names with faces.

u Fortunately, there are many simple ways for learning
students names and getting to know them:
u Make a seating chart
u Take photographs or have students draw pictures
u Use name cards and tags
u Use introductions.
u Actively take attendance.
13 Ways in Creating a Positive Psycho-social Environment
3. Know your students match names with faces.

u Memorize
u Use cues.
u Creatively use classtime
u Involve students
u Break class into small groups.
u Use cues.
4. Conduct interactive getting to know you activities
5 . Create student profiles.

In large classes, teachers need an effective way
to learn about their students lives outside of
the classroom so if learning problems arise, they
can help the student as much as possible.
6. Be personal.
u Personalizinga large class means presenting
yourself as a person to your students, not
simply their teacher.
u You
are showing them how much you want to
know about them, as well as how much you want
them to know about you.
u Whileit is not necessary to share very personal
information with your students,
7. Allow students to express themselves.
u Givingeach student the chance to talk in class
during the first two or three weeks of school
u Remember: the longer a student goes without
speaking in class, the more difficult it will be for
him or her to contribute, and you will lose a
valuable opportunity to learn just what they have
learned.
8. Encourage questions and comments.
u Some teachers actually do not like students to ask
questions because they feel it threatens their authority.
u Questions, however, are a valuable means of getting
feedback on what your students are learning, what they
are having difficulty with, and how you can make your
teaching more meaningful - and enjoyable - for you and
your students.
u Ex. Hot Seat
9. Acknowledge difficult concepts and anticipate
difficulties.
u Students in large classes may not want to ask or
answer questions because they fear showing others
that they dont understand the concept that you are
teaching. They have not mastered it.
u To help them overcome their fear, admit that it is
difficult to understand material for the first time.
Remember: By acknowledging difficulty and taking

steps to prevent it, the risk of belittling students or
embarrassing them in front of others will be reduced
10. Be available.
u One of the biggest disadvantages of large classes is
the high student-teacher ratio.
u One way to combat this problem is to be available to
students before and after class.
u Before class, you might walk around the school
grounds or around the classroom and ask students
how they are feeling that day.
u Remember: The more approachable you are in

terms of your manner and genuine interest in your
students, the more likely students will be
comfortable in seeing you, in talking with you, and
in listening to you in a large class setting.
11. Pay attention to individual students.
u A large class is different from a small one in
terms of the increased number of students who
need your attention.
u This problem can be dealt with in many ways,
such as tracking students progress by reviewing
their attendance, their performance on exams and
homework
u Ex. Goal Setting and Class Record
11. Pay attention to individual students.
u focusyour attention on a smaller group of
students who need you the most
u Ifyou notice an abrupt change in the behaviour or
learning performance of a student, you might
have an individual conference with him or her.
u Be sure to ask about the students home life, since
it can also affect their performance.
12. Establish reasonable rules for student
behaviour.
u Studentsneed to know the limits, as well as
how to behave with others and respect their
rights.
u Explainyour rules early on and stress the value
of cooperation and consideration.
12. Establish reasonable rules for student behaviour.
u Generalguidelines for developing rules include the
following:
a. Involve your students in developing classroom rules.
b. Have your students develop a classroom
constitution or classroom policy board
Misbehaviour is less likely to occur if a student makes
a commitment to avoid breaking the rules and to
engage in other, more desirable behaviours.
following:
c. Make only a few rules that emphasize appropriate
behaviour; neither you nor your students will
remember a long list.
Ex. Keep your hands and feet to yourself is clearer,
and sends a more positive message than no fighting.
following:
d. Consider making rules or setting expectations for the
following issues in order to create a smoothly
functioning classroom:
(1) beginning and ending the period or day, including
how attendance will be taken and what students may
or may not do during these times;
(2) use of materials and equipment;
following:
(c) how to ask permission for unexpected needs
(such as going to the toilet or sharpening a pencil);
(d) seatwork and independent group work
procedures; and
(e) how students are to ask or answer questions.
12. Establish reasonable rules for student
behaviour.
following:
e. Choose rules that make the classroom
environment orderly and promote successful
learning.
Do not develop classroom rules that you are
unwilling, or are unable, to enforce consistently.
13. Use positive discipline techniques.
u Students in class will misbehave and violate rules, no
matter if the class is large or small.
u It is a normal part of their development and not a
reflection on you.
u Ex. Corporal punishment -no set rules or routines.
u The students do not know what is expected of them and the
consequences for misbehaving; and the teacher did not take
the time to build a positive relationship with the students so
they would want to be good.
u Using the threat of physical violence, however, does not
encourage students to learn from the teacher, only to fear him
or her. It also destroys the classrooms psycho-social
environment. Moreover, corporal punishment is a violation of
human rights, and in many countries it is illegal
u While corporal punishment is meant to control a
students behaviour, positive discipline is meant to
develop a students behaviour, especially in matters of
conduct.
u Rather than corporal punishment, there are many
positive discipline techniques that can be used.
Following is a list of positive disciplinary actions that you
can take to guide students whose misbehaviour is
demanding attention.
u Catch them being good; praise them when they are not
seeking attention and misbehaving.
u Ignore the behaviour when possible, giving the student
positive attention during pleasant times.
u Teach them to ask for attention (for instance, make
notice me, please cards that they raise when they
have a question).
u Give them a stern eye (look), but do not speak.
u Stand close by rather than far away (theres no need for
attention- getting behaviours if you are standing next to
them).
u Target-Stop-Do; that is, target the student by name, identify
the behaviour to be stopped, tell the student what he is
expected to do at that moment, let him make the decision
about what he does next and its consequences.
u Do the unexpected, such as turn the lights off, play a musical
sound, lower your voice, change your voice, talk to the wall.
u Distract the student, such as ask a direct question, ask a favour,
give choices, and change the activity.
Sample House Rules
Break out group
u In a group of five members ( same grade level), write 10
house rules that you would like to implement this school
year. You may write on Manila Paper or in Digital Format
for presentation.
u Suggest five practical steps that you will follow to promote
a positive Psycho-social Environment in your own
classroom.
What is
technology?
What is
technology?
1.the application of scientific knowledge for
practical purposes, especially in industry.
2."advances in computer technology"
3.machinery and equipment developed from the
application of scientific knowledge.
4.the branch of knowledge dealing with
engineering or applied sciences.
- Google
Is it a science fiction?
Hololens
u Despite widespread use of technology by
scientists across many disciplines, computers
and network technologies are often
underutilized and poorly integrated into core
activities in k-16 classroom.
Technology
u Clearlyit is now possible for more people
than ever to collaborate and compete in real
time with more other people on more
different kinds of work from more different
corners of the planet and on a more equal
footing than at any previous time in the
history of the world-using computers, email,
networks, teleconferencing and dynamic new
software
Friedman,2005,p.8
Technology
u Technology is continuously changing and becoming
more accessible and easier to use
u Technology is a tool that can be utilized by teachers to
improve practice
u Integration of Technology to Education
u Reasons why technology is not used to its fullest
u Lack of funding or resources
u Lack of educators training tools
u Educators apprehension or misunderstanding of tools
uA continually changing field of technology
Effective use of Technology
u Technology in a planning process is like oil in
the gears
u Itmay liven up the entire process or make it
run more smoothly
u Technical tools are use to make the work more
efficient
Technology
Available Technology Tools

1. Physical Tools ( Camera, video recorders,
scanners, clickers, smartboard, OHP,
telephone, computer)
2. Supportive Computer Programs ( Software
application: word processing, spreadsheet
programs, data analysis, email)
3. Educational Programs (Educational software:
Simulation/Model building)
Technology
Available Technology Tools

Interactive Platforms (Online tool that
promote communication. Collaboration,
discussion and sharing: Facebook and
Youtube)
uWhat is meant by
appropriate use of
technology?
Gluing
together
Social media channels
Flickr user striatic

u Over 800 million users (200
million US), 900 million
objects
u 26%of US users are 26-
34yo, 16% 35-44yo, 12% 45-
54yo
u Atleast 85% of US college
students have accounts
Why should your course/class
have a Facebook page?
To reach the students where they are.

You dont need to be friends with your students!
...But I think you should.

Twitter is a microblogging platform
Twitter by the
Numbers
Source: Twitter Blog

Course Twitter
Accounts u In-class
discussion for
courses
(Patell/Water
man)
u stabler
platform for
messages and
links
Audience/Knowledge
u Digital
Resource is designed for a general
audience to serve a range of possible roles
Ex. Full NASA article on the NASA website
u Cognitivetool is designed for a specific

audience and focused on a particular
knowledge goal.
Ex. BioKIDS of CyberTracker
NASA WEBSITE
BIOKIDS
E-learning for kids
GENYO e-learning
Learning Activities
u DigitalResources do not specify how a

particular resource is to be used for learning.
u Cognitive Tools are designed to be used in

particular ways to achieve particular goals.
Learning Performances
u DigitalResources also do not specify the kinds

of products learners produce as a result of
working with the digital resource
u Cognitive Tools can be examined and

evaluated, as well as compared with the
original predictions about audience and
learning goals.
Transformation of Digital
Resources to Cognitive
Tools
Potential transformation of digital
resources into cognitive tools
Technological tool via the cognitive tools framework
involves an examination relative to three dimensions of
the learning experience
1. Target Audience and Learning Goals
2. the identification of specific learning activities that are
performed with the digital resource
3. the articulation of particular learning outcomes, such as
student performances that are produced as a result of use
of the technology within the particular learning context
1. Start with Digital
Resource E.g. Web-Based
Information for Scientists
2. Examine
5. Complete Cycle
Audience/Knowledge
Examine performances to
Select key components that suit
audience and desired goals
audience and goals
3. Create/Revise Learning
4. Examine Performances
Activities
Examine what audience
Design activities to foster desired
produces through activities
goals with target audience
Why is technology important
in the classroom?
Learning Dimensions and Their
Associated Technologies
Learning Dimensions Associated Technologies
Learners think critically about science Modeling, simulation and visualization

ideas and/or compare with real life tools
conditions
Learners critically evaluate and Online critique and discussion

communicate scientific ideas resources
Learners formulate knowledge such as Online scaffolding tools

scientific explanations from evidence
Learners using appropriate tools to Computer-based data collection

gather, analyze and interpret data analysis
Ways on how I use
technology in teaching
In communication
Integrating Technology
in Teaching
In Assessing Learning
In diverse learners
Five ways to improve your teaching using
technology
u Reflect (Dialogue with Yourself
through a Teaching Log)
u Solicit Feedback from Your Students
u Dialogue with Faculty and Peers
u Seek Outside Consultation
BOTTOM LINE:
CHANGE YOUR
PERSPECTIVE.
DO NOT ALLOW
ANYONE TO PUT LABEL
ON YOU.
Being a Teacher is not easy.
The story of my friend.
Psalm 139:14
I praise you because I am
fearfully and wonderfully made;
your works are wonderful, I
know that full well
Romans 12:2
Do not conform to the pattern of this
world, but be transformed by the
renewing of your mind. Then you will
be able to test and approved what
Gods will is-his good, pleasing and
perfect will.
BOTTOM LINE:
CHANGE YOUR PERSPECTIVE.
If we only have the right
perspectives, we will have the right
view in teaching and learning.
-Glen R. Mangali-
Thank you for
listening and God
bless
Glen R. Mangali
glenmangali@yahoo.com
glenmangali@gmail.com
Website:
https://sites.google.com/site/glenmangali/
Fan Page
Type Glen Rodriguez Mangali, lives in Antipolo City, Teacher. Then Like the page.
You can download my lecture
using this url:

21st Century Teaching and Learning - GlenMangali

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21st Century Educators: Leaders of

Innovation Towards Holistic Growth

Prof. Glen R. Mangali

u Sit up, listen and heads up.

In THINK-PAIR-SHARE, give expression to the graphics by writing five

FOCUS On teaching and On process of learning

Source: Pacia, C.G. (2006) Personalized Education Program. CEF publication. p. 14

INTELLIGENCE Pluralistic view.

DIVERSITY Looked at capabilities and

CURRICULUM A variety of strategies that make

u Use any of the following : Tier Activity, Flexible

When did you feel that you were just not

u We will not discuss how to make a

Source: Scientific American Current Issues in Biology Volume 5

Thinking about effective

Total Processing Space in Working Memory (short-term

DIVERSITY Looked at capabilities and potentialities

KWL boards Self and

What do they already know?

Describe the evidence of a chemical reaction that you 4 x greenium powder,

What do they already know?

True and False statements

How am I going to manage them all?

10. Collaborative learning:

1. Maximize classroom space.

1. Maximize classroom space.

3. Use space outside of the classroom.

4. Display student work creatively.

3. Know your students match names with

3. Know your students match names with faces.

3. Know your students match names with faces.

5 . Create student profiles.

Remember: By acknowledging difficulty and taking

u Remember: The more approachable you are in

Available Technology Tools

Available Technology Tools

Flickr user striatic

To reach the students where they are.

...But I think you should.

Source: Twitter Blog

u Cognitivetool is designed for a specific

u DigitalResources do not specify how a

u Cognitive Tools are designed to be used in

u DigitalResources also do not specify the kinds

u Cognitive Tools can be examined and

Learners think critically about science Modeling, simulation and visualization

Learners critically evaluate and Online critique and discussion

Learners formulate knowledge such as Online scaffolding tools

Learners using appropriate tools to Computer-based data collection

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