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Oral Defense presentation


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Oral Defense Presentation

Oral Defense Presentation

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  • 1. Dwayne Squires Oral Defense
  • 2. Introduction Part I
  • 3. Eleanor McKenzie Penny Squires WGU Alumni ‘04 Dwayne Squires December 2010 Introduction Family
  • 4. Personal Interests Introduction © BBC 2010
  • 5.
    • Canton Middle School
      • Technology Facilitator (2 years)
      • Math & Science Teacher (5 years)
    • Christ School
      • Math, Technology Teacher, Dorm Parent (2.5 years)
    • A-B Tech
      • Cisco & Networking Teacher (.5 years)
    • Mars Hill College
      • Education Department Technology Facilitator & Library of Congress American Memory Fellow (1.5 years)
    • Buncombe County Schools
      • Math & Science Teacher (3 years)
    • Asheville City Schools
      • Technology Facilitator (2 years)
      • Math & Science Teacher (2 years)
    Introduction Career
  • 6. Capstone Part II
  • 7. Problem Overview
    • Students have trouble in the four areas of graph and data analysis :
      • identifying and collecting data
      • organizing data
      • analyzing and interpreting data*
      • translating and displaying data*
    • By the eighth grade students are expected to understand concepts that seem too abstract and have little concrete reality in the life of a typical thirteen year old. 
  • 8.
    • What are the needs for and causes of remediation -> leading to appropriate course design;
      • Lack of rigor, lack of understanding of college expectations, graduation standards not meeting college requirements?
      • Course design offers solution to these issues
        • Change in curriculum and instruction
        • Using innovative methods, tools, technology
        • Attitude and Achievement
    • What technology offers promising research results;
      • Handheld technology tool of choice (ex.: graphing calculator).
        • Immediacy of results
        • Engagement beyond pencil paper tasks
        • Prediction of results and repetition of activities
    • What are some innovative methods of instruction using these tools and technology in the science and mathematics classrooms.
      • technology integration when combined with appropriate pedagogies provides additional opportunities for learning and understanding, makes learning more relevant, challenging, authentic, and exploratory
      • uniqueness of the hand-held technology allows for students to collect data in real time, to view graphs of the data in real time, and to make a more immediate connection between the concepts being studied and the representations of that concept
    Literature Review Overview Capstone
  • 9. Needs Analysis
    • Population Characteristics
      • Demographics: Education, poverty, ethnicity
      • Cultural: Physical/Social Division, employment, technology access
      • Unique: Standardized Testing Scores, EC/504 Identification, Attitude/Achievement
    • Requisite Skills & Knowledge
      • Basic reading and mathematics skills and knowledge
    • Prior Skills & Knowledge
      • Correlation of state Math and Science goals
    • Attitude & Motivation
      • Cultural
      • Middle School Students
  • 10. Goal of Instruction
    • Students will use tools such as calculators, probeware, or web 2.0 tools to graph, analyze, interpret, and communicate math and science data .
      • Student's ability to make inferences from data
      • Use evidence to offer descriptions, predictions, and models leading to explanations and further investigation
      • Show an increase in communicating scientific procedures, results, and explanations
      • Thinking critically and logically to bridge the relationships between evidence and explanations
      • Recognizing and evaluating alternative explanations
      • Reviewing experimental procedures
  • 11. Overview of Objectives
    • Graph, Analyze, Interpret and Communicate Math and Science Data
      • Students have trouble in the four areas of graph and data analysis:
        • identifying and collecting data
        • organizing data
        • analyzing and interpreting data
        • translating and displaying data
      • Concepts too abstract and have little concrete reality in the life of a 13yr old
      • "Science as Inquiry" relies on the ability and desire of students to go beyond the simple completion of a task
      • The Goal of Instruction and afore mentioned concerns are addressed in the 17 objectives
  • 12. Instructional Strategies
    • Three lessons ~ 10 hours of instruction
      • Lesson 1: Virtual Owl Pellet Dissection
        • None of the specific 17 performance objectives
        • High Interest
        • Groundwork
        • Addresses important science and mathematics standards
      • Lesson 2: Description and Measurement
        • Performance Objectives 7-11, 13-15, 17
      • Lesson 3: Drawings, Tables, Graphs
        • Performance Objectives 1-6, 12, 16
  • 13. Technology to Support Learning
    • Netbooks and Internet
    • Moodle- course management system
    • Web 2.0 Content
    • Spreadsheet Software
    • Handhelds
      • Probeware
      • Graphing Calculators
  • 14. Examples of Technology
    • Netbooks and Internet provided at school and in class as a part of the regular routine of learning and instruction (IMPACT Grant)
    • Moodle- Every teacher has access to a moodle classroom. This was setup outside of the school for simplicity sake. ( )
    • Web 2.0 Content
      • Virtual Owl Pellet Dissection Lab ( )
      • Dirty Jobs Video (
      • Flash games: food-chains and food-webs (
      • Powerpoint presentation moodle plug-in
    • Spreadsheet software
      • Microsoft Office Excel
    • Handhelds
      • Probeware: Temperature mini-Lab
      • Graphing Calculators: Display of data collected in labs
  • 15. Phases of Formative Evaluation
    • SME (2)
    • One-to-One (3)
    • Small Group (26)
    Capstone Dick & Carey © 2001
  • 16. Evaluation Instruments
    • Subject Matter Experts
      • SME Checklist
      • SME Interview Questionnaire
    • One-to-One
      • Post Test: Multiple Choice & Lab
      • Interview Questionnaire & Open Ended
    • Small Group
      • Post Test: Multiple Choice & Lab
      • Interview Questionnaire & Open Ended
  • 17. Results: Summary of Objectives and Post Test Data
    • SME
      • No major revisions necessary
    • One-to-One
      • Need for a revision in the criteria for meeting seven of the objectives: 2, 7, 10, 12, 16, and 17
      • Some post test questions reworded for clarity
      • Interview uninformative
      • Students felt better about their understanding than they actually mastered the content
    • Small Group
      • Revision paid off
      • Lengthen post test. Further validity assessment
      • Interview again uninformative
    • Triangulation of Data
      • Showed no problems
  • 18. Domains Part II Instructional Design Research Fundamentals Technology Integration Measurement and Evaluation
  • 19. Instructional Design
    • What I Learned
    • ADDIE Model
    • Dick and Carey Model
    • Instructional Theories
      • Behaviorism
      • Constructivism
      • Cognitivism
      • Social Learning
    • Application to Workspace
    • More Reflective Practitioner
      • Look at instruction for the first
      • time through an ID framework.
    Dick & Carey © 2001
  • 20. Research Fundamentals Domains What I Learned Was less of what I learned and more of how it was refreshed. Since my undergraduate degree was from a undergraduate research based institution.
    • Application to Workspace
      • Reminded me that
        • research is appropriate conducted in the classroom
        • Research is important to be consumed by the classroom teacher
        • Instruction should be research based
      • Was the source of research for the IMPACT grant at our school.
  • 21. Technology Integration Domains
    • What I Learned
    • M.D. Roblyer
    • Vast amounts of technology research relating directly to my instruction
    • Application to Workspace
    • Modeled classroom instructional methods and options for technology integrated instruction to other teachers.
    • Staff Development
    • Became the Tech Facilitator for our school
  • 22. Measurement and Evaluation Domains
    • What I Learned
    • Evaluation vs. Assessment
    • Formative vs. Summative
    • Application to Workspace
    • These fit in so well again with the IMPACT model
    • We are doing a lot of evaluation and assessment at CMS
    • Helps me explain to colleagues what these really mean
  • 23. Summary
    • Research:
      • Technology does work @ CMS and is supported by research
      • Handheld technology is beneficial to math and science classroom
      • More research to be done in this area
    • Personal
      • Full time: student, parent, spouse…
      • What is important vs. What is necessary
      • Surprised at what I had learned since I was an undergraduate, and at what I was able to learn in an online setting
      • Open doors and opportunities to serve in a greater capacity working with students and teachers
    PowerPoint note pad template