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Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
Ca   eett modules 1-4 - april 21
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Ca eett modules 1-4 - april 21

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  • Aljean
  • Aljean
  • Aljean
  • Jason/Doug Let’s take a look at what it means when we integrate technology into the learning of students. How can we plan for purposeful integration of technology and learning? What are the ramifications to students?
  • Jason/Doug
  • Jason
  • Jason
  • Jason
  • Doug
  • Aljean
  • Stacy
  • Stacy
  • Aljean & Stacy end with “Now we are going to talk about #2 & #3”.
  • Dave/Eric
  • D/E
  • D/E
  • D/E
  • Press F5 or enter presentation mode to view the pollIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
  • D/E
  • D/E
  • D/E
  • D/E
  • D/E
  • Dave
  • Before dismissal, attendees complete DOL – Timer Tools
  • Stacy
  • Stacy
  • Stacy
  • Stacy--Linked to web-site
  • J/D
  • J/D
  • Transcript

    • 1. EETT Professional Development

      Modules 1 – 4
      April 22, 2010
    • 2. Housekeeping
      Let’s get your laptops networked
    • 3. Who’s in the Room
      Director of Curriculum &Assessment, Aljean Tucker
      Coordinator of K-12 Curriculum, Stacy Aldridge
      Coordinators of Assessment, Eric McMartin & David Jarboe
      Instructional Technology Specialists, Jason Harding & Doug Larkey
    • 4. Norms
      No sidebar conversations
      Limit email checking to breaks
      Laptops closed during presentation
      Put cell phones on vibrate
      Allow all voices in the room to be heard
    • 5.
      …a focus on technology is not “about” the technology itself, but about changing teacher practice, motivating our students, and creating learning experiences that will be applicable to their world and future workplaces.
      Robert Marzano

    • 6. Our Goal…
      Show you, the teacher, how to think about using technology to help your students practice concepts, engage in higher-order thinking, and problem solve.
    • 7. Developing a Habit of Mind
      Technology Integration
      What do you think about technology?
      What do you think about technology in the classroom?
      How does technology integration enhance instruction?
      How would you like to integrate technology into your classroom?
      Webspiration
    • 8. Targeting YOUR Goal
      Welcome to the World of Wiki
      Strategic & Specific
      Measureable
      Attainable
      Results Based
      Time Bound
      Wikis in the Math Classroom
    • 9. http://www.toonpool.com/user/550/files/technology_244495.jpg
      Technology + Learning
      The Bridging of Both Worlds
    • 10. http://www.youtube.com/watch?v=NOIbYGMH74I
    • 11. Programs and Online Resources –
      Integration Ideas
    • 12. 7 Categories of Technology
      Word Processing Applications
      Spreadsheet Software
      Organizing and brainstorming
      software
      4. Multimedia
      5. Data Collection Tools
      6. Web Resources
      7. Communication Software
      Page 13
    • 13. Using Google Sketchup
      Use Sketchup to help students explore:
      • Two dimensional shapes
      • 14. Three dimensional solids (cubes, prisms, pyramids, cylinders, cones,...)
      • 15. Planes and axis
      • 16. Area, perimeter, and volume
      • 17. Lines of Symmetry
      Sketchup Example
      EETT Example
    • 18. Using Google Earth
      Although an obvious geographical resource, Google Earth can also help with Math. Use it to help students understand:
      • Distance
      • 19. Two and three dimensional shapes
      • 20. Perimeter and area
      Delicious-Google Earth
      Realworldmath.org
      Complex Area Problem
      Distance Formula
    • 21. How can I elevate student interest and engagement? Adding short streaming clips to your teacher toolbox can have a positive impact on your classroom and your presentation.
      Multimedia
    • 22. http://www.classroom20.com
      http://delicious.com/Harrison_ITS/math
    • 23.
    • 24. Getting with your laptop and projector
      SMART
    • 25. Random Acts of Teaching
      by
      Jerry
    • 26. Why Lesson Planning?
      Good Planning
      Positive interactions between students and teachers
      Focused instruction
      Learned objectives
      Building background knowledge
      Well paced
      Resourcefulness
      Quality learning
      High expectations of students
      Poor Planning
      Frustration for the teacher and the student
      Activity focused
      Unmet objective
      No connections to prior learning
      Disorganization
      Lack of needed materials
      A waste of time
      Poor management
    • 27. Random Acts of Teaching
    • 28. Purposeful Teaching Focused on Lesson Objectives Based on the Guaranteed and Viable Curriculum
    • 29. Planning for Teaching & Learning
      Define the focus of instruction
      Curriculum Map
      Lesson Objective including level of rigor
      Establish evidence of proficiency
      What evidence will I accept that my students know and can do what is stated in my lesson objective?
      Design theassessment
      Demonstration of Learning (DOL)
      Develop thelearning experiences
      Choosing the appropriate Instructional Strategy and Learning Activities
      Check for Understanding
      Student Engagement
    • 30. 1. Define the Focus of Instruction
      Curriculum Map
      Always start with the “end” in mind. What do I want students to know and be able to do at the end of my lesson or unit of study? What are the essential skills students need to know?
      What does my grade level curriculum pacing guide tell me students should know and be able to do at this point in the school year?
      Lesson Objective
      What is the specific lesson objective for this lesson?
      Consistent format clearly stated what is to be achieved.
      Convert lesson objectives to student friendly language.
      Level of Rigor
      What is the desired level of rigor? Or evaluate the level of existing rigor in the curriculum pacing guide.
    • 31. Potpourri of Lesson Plan Templates
      Now It’s Your Turn
    • 32. Now It’s Your Turn
      Choose a lesson plan template that you will use.
      Begin by inserting your lesson objective in the provided space.
    • 33. Planning for Teaching & Learning
      Define the focus of instruction
      Curriculum Map
      Lesson Objective including level of rigor
      Establish evidence of proficiency
      What evidence will I accept that my students know and can do what is stated in my lesson objective?
      Design theassessment
      Demonstration of Learning (DOL)
      Develop thelearning experiences
      Choosing the appropriate Instructional Strategy and Learning Activities
      Check for Understanding
      Student Engagement
    • 34. Philosophy First
      Formative vs. Summative
      FORMATIVE ASSESSMENT
      Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning
      SUMMATIVE ASSESSMENT
      Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness
    • 35. Self Reflection on Current Practice
      Directions
      How do I decide what assessments best match my objectives?
      What evidence will I accept that my students know and can do what is stated in my lesson objective?
      How do I share scoring criteria in advance with students?
      In what ways are students able to monitor their own progress against the criteria?
      What do I do with the data?
      How can technology help with this process?
    • 36. 2. Establish Evidence of Proficiency
      What evidence will I accept that my students know and can do what is stated in my lesson objective?
      How will we know that students have achieved the desired results?
      What will we accept as student understanding and proficiency?
      Students need to clearly understand expectations and the criteria on which their work will be judged.
      Evidence should be gathered through a variety of informal and formal assessments.
    • 37. 3. Design the Assessment
      Choose the appropriate task to measure student understanding
      Multiple choice, project, formal assessment, essay, lab, speech, portfolio.
      Communicate your proficiency expectations to students before the lesson begins.
      The “doing” of the assessment is the Demonstration of Learning.
    • 38. Designing Effective DOLs
      Characteristics of a good DOL:
      Designed before the lesson is conducted
      Tied directly to the lesson objective and the
      guaranteed curriculum
      Can usually be accomplished in five to ten
      minutes
      Requires students to demonstrate what they
      have learned over the last class
      Varies from day to day
      Is understandable to students and parents
    • 39. What DOLs Can Tell Us
      • Who is and is not understanding the lesson?
      • 40. What are this student’s strengths and needs?
      • 41. What misconceptions do I need to address?
      • 42. What feedback should I give students?
      • 43. What adjustments should I make to instruction?
      • 44. How should I group students?
      • 45. What differentiation do I need to prepare?
    • DOLvote at www.poll4.com
      Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
    • 46. Design and Plan
      Review Standard 2:
      Use of Data to Inform Instruction
      Pages 2-4 in handout
      Highlight key ideas
      Use Green for Strengths or Established
      Use Pink for Growth Areas
    • 47.
    • 48. Designing DOLs
      Write one of your objectives you brought with you on the top line of the Four Square Share protocol.
      Serve to the right.
      Each player writes a new DOL for the objective.
      No Back Stops.
    • 49. DOL Technology
      BrainPop Quiz
      Glencoe Technology
      Google Sketchup
      Google Earth
      Bisection Visual Lesson
      SMART Plotting
    • 50. Now It’s Your Turn
      Select a DOL for your lesson and insert it in your lesson plan
    • 51. Demonstrate Your Learning
      Heroes of The Game follow up:
      Select one of your DOLs from the four square activity
      Create a DOL on your laptop that integrates technology
    • 52. E – Learning Demonstration
    • 53. Time For Lunch!
      Be Back by
    • 54. Planning for Teaching & Learning
      Define the focus of instruction
      Curriculum Map
      Lesson Objective including level of rigor
      Establish evidence of proficiency
      What evidence will I accept that my students know and can do what is stated in my lesson objective?
      Design theassessment
      Demonstration of Learning (DOL)
      Develop thelearning experiences
      Choosing the appropriate Instructional Strategy and Learning Activities
      Check for Understanding
      Student Engagement
    • 55. We need an instructional approach that will equip students with real-world, problem solving skills, plus teach them the content they must master to be an educated person.
      Ted McCain
    • 56. 4. Develop the Learning Experiences
      Choosing the appropriate Instructional Strategy and Learning Activities
      What should students know and be able to do to perform effectively and achieve results?
      What activities will equip students with the needed knowledge and skills?
      What materials and resources are best suited to accomplish these goals?
      Match characteristics of the strategy, the learner and what needs to be learned.
      Most strategies are used simultaneously with others to enable students to make deeper connections to learning.
    • 57. Choosing the appropriate Instructional Strategy and Learning Activities
      Launching Activity
      “Hook” students into learning
      Consider the interests of students and create excitement for learning.
      Strategies and Learning Activities develop and demonstrate the expected skills and knowledge for the lesson objective and the assessment (DOL).
      Activities must be consistent with the levels of knowledge and application as well as connected to the identified student work-student performance.
    • 58.
    • 59. 4. Develop the Learning Experience
      Checks for Understanding
      • Important part of the learning process.
      • 60. Corrects student misconceptions that impede learning.
      • 61. Model of good study skills.
      • 62. Used to improve instructional methods.
      • 63. Used to adjust lesson sequence and pacing based on student responses.
      • 64. Provides specific and timely feedback relative to lesson objectives.
      • 65. Used frequently during a lesson.
    • 4. Develop the Learning Experience
      Student Engagement
      • Learning is an active process
      • 66. Classroom experiences are meaningful to students
      • 67. Ensures transitions are smooth
      • 68. Use “structures” to keep students engaged and organize interactions with students
      • 69. What is the benefit of the student paying attention?
    • Student Engagement
      At your table discuss structures to use for:
      Student to Student engagement
      Student to Teacher engagement
      Student to Content engagement
    • 70. Total Engagement in the Classroom
      The Ron Clark Academy
      http://www.youtube.com/watch?v=GHeBm68E06o&feature=related
    • 71. Now It’s Your Turn
      4. Develop the Learning Experience
      Choosing the appropriate Instructional
      Strategy and Learning Activity
      Check for Understanding
      Student Engagement
      Integrate Technology
    • 72. Examine the Resource
      Group #1 Chapter 4 “Cues, Questions, and Advanced Organizers”
      Group #2 Chapter 5 “Nonlinguistic Representation”
      Group #3 Chapter 6 “Summarizing and Note Taking”
      Group #4 Chapter 7 “Cooperative Learning”,
      Group #5Chapter 8 “Reinforcing Effort” and Chapter 10 “Homework and Practice”
    • 73. Integrating Technology
      Read the introduction to the chapter—Highlight main points to present
      Try the resources that are mentioned—Organize your findings into a PowerPoint presentation that is 7-10 minutes long.
    • 74. Online Resources
      Elementary Web Resources
      Some Elementary Resources
      Numbers Game
      http://www.csfsoftware.co.uk/Count_info.htm
      Macmillan projectables
      http://www.macmillanmh.com/math/2003/student/index.html
      Scholastic challenges
      http://teacher.scholastic.com/maven/index.htm
      Explanations and practice for multiple concepts + Spanish
      http://http://www.aaastudy.com
    • 75. Online Resources
      Secondary web resources
      NASA simulations
      http://www.knowitall.org/nasa/simulations/math.html
      Video problems
      http://www.mathplayground.com/MTV/mathtv15.html
      Who can figure this one out?
      http://www.mathplayground.com/JKA_Problem01.html
      More Video problems
      http://www.mathtv.com/
    • 76. In closing…
      Wheel Of Fun

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