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Oral Defense presentation

Oral Defense presentation



Oral Defense Presentation

Oral Defense Presentation



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    Oral Defense presentation Oral Defense presentation Presentation Transcript

    • Dwayne Squires Oral Defense
    • Introduction Part I
    • Eleanor McKenzie Penny Squires WGU Alumni ‘04 Dwayne Squires December 2010 Introduction Family
    • Personal Interests Introduction © BBC 2010
      • 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
    • Capstone Part II LOC.gov
    • 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. 
      • 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
    • 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
    • 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
    • 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
    • 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
    • Technology to Support Learning
      • Netbooks and Internet
      • Moodle- course management system
      • Web 2.0 Content
      • Spreadsheet Software
      • Handhelds
        • Probeware
        • Graphing Calculators
    • 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. ( Moodlehub.com )
      • Web 2.0 Content
        • Virtual Owl Pellet Dissection Lab ( KidsWings.com )
        • Dirty Jobs Video (Discovery.com)
        • Flash games: food-chains and food-webs (BBC.com)
        • Slideshare.net: Powerpoint presentation moodle plug-in
      • Spreadsheet software
        • Microsoft Office Excel
      • Handhelds
        • Probeware: Temperature mini-Lab
        • Graphing Calculators: Display of data collected in labs
    • Phases of Formative Evaluation
      • SME (2)
      • One-to-One (3)
      • Small Group (26)
      Capstone Dick & Carey © 2001
    • 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
    • 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
    • Domains Part II Instructional Design Research Fundamentals Technology Integration Measurement and Evaluation
    • 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
    • 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.
    • 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
    • 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
    • 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 www.presentationmagazine.com