Getting Things Done

GTD Decision Tree

Presentation Summary

Students are overwhelmed. Maybe you are too? David Allen’s Getting Things Done or GTD process has helped millions of people be more efficient and less stressed out for over 10 years. Students can use free and accessible tools to help get stuff out of their heads and into their own ‘trusted system’. It’s essentially an enhanced to-do list system. This can help students manage class material better and all their other school and life stuff, as well. It works wonders!

Pre-session Survey

Post-session Survey

Learning Resources

Tools

Scott’s 2020 Remote Learning GTD Projects

Contribute to the Pre-session and TPEP Survey

  • Take the Presentation / Session TPEP Prioritization Agenda Survey
    • This is a standards-based presentation/session
    • Gathering data from students/teachers can help you prioritize the most engaging content
  • Scott placed the TPEP standards which are based on the Danielson Model in a Google Form
    1. What would you like to learn from this session?
    2. What domains and components (Standards) would you like highlighted through this session?
    3. Data gathering is essential for tracking growth, help Scott differentiate the experience to your needs

Review Participant Data To Set Session Goals

Top TPEP Requested Component…

  • #1 is… 3c Engaging Student Learners (Danielson description PDF), example student behaviors below:
    • Students take the initiative to improve the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used.
    • Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
    • Students are asked to write an essay in the style of Hemmingway and to describe which aspects of his style they have incorporated.
    • Students determine which of several tools—e.g., a protractor, spreadsheet, or graphing calculator—would be most suitable to solve a math problem.
    • A student asks whether they might remain in their small groups to complete another section of the activity, rather than work independently.
    • Students identify or create their own learning materials.
    • Students summarize their learning from the lesson.

Post to Our Session Parking Lot

  • A Padlet parking lot is a great place for students/teachers to post ideas asynchronously
  • This Workshop’s Parking Lot link: https://bit.ly/PadletParkingLot
  • This Workshop’s Parking Lot QR Code: (Padlet generates one automatically)
Padlet QR Code
Session Padlet Parkinglot QR Code

Play Bingo – sort of…

Creative Commons TPEP Bingo Card created by Scott Le Duc

Contribute to the 21st Century Skills Treasure Hunt

Endure Scott Le Duc’s Introduction

  • Decide whether he is credible, or not
    • Started teaching CTE Arts and Technology in 1996 at Capital High School in Olympia, WA
    • Achieved National Board Certification in CTE (2014)
    • Selected as one of the top presenters at numerous CTE conferences
      • He stuffed the ballot box! – shhh…
    • Can moonwalk and touch his tongue to his nose
    • Known to be a nice guy, occasionally

Contemplate Scott’s Presentation Goal

Designed with Andragogy for the ADULT Mind

  1. Need to know: Adults need to know the reason for learning something.
  2. Foundation: Experience (including error) provides the basis for learning activities.
  3. Self-concept: Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction.
  4. Readiness: Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives.
  5. Orientation: Adult learning is problem-centered rather than content-oriented.
  6. Motivation: Adults respond better to internal versus external motivators.

Remember, Andragogy can be for Young ADULT Mind’s, too!

Infused with Bloom’s Taxonomy Verbs

CC Image from https://www.fractuslearning.com/blooms-taxonomy-verbs-free-chart/
  1. REDO – No evidence of standard
  2. LIST the stages and procedures used in the recording process. APPROACHING STANDARD
  3. DESCRIBE the stages and procedures used in the recording process. MEETS STANDARD
  4. DEMONSTRATE the stages and procedures used in the recording process. EXCEEDS STANDARD

Example of a Bloom verbs-based rubric where the ‘standard verb’ was ‘describe’ with the lower level verb was ‘list’ and higher level verb was ‘demonstrate’

Contemplate That The Brain Can Only Absorb What The Butt Can Endure

CC image by Scott Le Duc

Contact Scott for Information, Resources, and Training

Get On With It!

The What?

  • Learn goal setting, self-control, self-directions, focus, planning, and strategies for getting things done.

The Why?

  • Most students are bad at setting goals
  • Most students are bad managers of time
  • Most students procrastinate
  • Most students are easily distracted
  • Students need to learn the art and science of getting things done (GTD) to help lower anxiety and increase productivity, confidence, mindfulness, and happiness

The How?

The 5 steps of the GTD method

  1. Collect tasks, projects, and ideas,
  2. Process ideas to set up actions,
  3. Organize tasks into measurable action plans,
  4. Keep track and adjust,
  5. Complete tasks.

GTD Flowchart

Published by scottleduc

I am the Educational Ninja!

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