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
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D/E
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Dave
Before dismissal, attendees complete DOL – Timer Tools
2. Housekeeping<br />Let’s get your laptops networked<br />
3. Who’s in the Room<br />Director of Curriculum &Assessment, Aljean Tucker<br />Coordinator of K-12 Curriculum, Stacy Aldridge<br />Coordinators of Assessment, Eric McMartin & David Jarboe<br />Instructional Technology Specialists, Jason Harding & Doug Larkey<br />
4. Norms<br />No sidebar conversations <br />Limit email checking to breaks<br />Laptops closed during presentation <br />Put cell phones on vibrate<br />Allow all voices in the room to be heard <br />
5. “<br />…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.<br />Robert Marzano<br />”<br />
6. Our Goal…<br />Show you, the teacher, how to think about using technology to help your students practice concepts, engage in higher-order thinking, and problem solve.<br />
7. Developing a Habit of Mind<br />Technology Integration<br />What do you think about technology?<br />What do you think about technology in the classroom?<br />How does technology integration enhance instruction?<br />How would you like to integrate technology into your classroom?<br />Webspiration<br />
8. Targeting YOUR Goal<br />Welcome to the World of Wiki<br />Strategic & Specific<br />Measureable<br />Attainable<br />Results Based<br />Time Bound<br />Wikis in the Math Classroom<br />
9. http://www.toonpool.com/user/550/files/technology_244495.jpg<br />Technology + Learning<br />The Bridging of Both Worlds<br />
12. 7 Categories of Technology <br />Word Processing Applications <br />Spreadsheet Software<br />Organizing and brainstorming <br /> software<br />4. Multimedia<br />5. Data Collection Tools<br />6. Web Resources <br />7. Communication Software <br />Page 13<br />
13. Using Google Sketchup <br />Use Sketchup to help students explore: <br /><ul><li> 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 </li></ul>Sketchup Example<br />EETT Example<br />
18. Using Google Earth<br />Although an obvious geographical resource, Google Earth can also help with Math. Use it to help students understand: <br /><ul><li> Distance
19. Two and three dimensional shapes
20. Perimeter and area</li></ul>Delicious-Google Earth<br />Realworldmath.org<br />Complex Area Problem<br />Distance Formula<br />
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.<br />Multimedia <br />
24. Getting with your laptop and projector<br />SMART<br />
25. Random Acts of Teaching<br />by <br />Jerry<br />
26. Why Lesson Planning?<br />Good Planning<br />Positive interactions between students and teachers<br />Focused instruction<br />Learned objectives<br />Building background knowledge<br />Well paced<br />Resourcefulness<br />Quality learning<br />High expectations of students<br />Poor Planning<br />Frustration for the teacher and the student<br />Activity focused<br />Unmet objective<br />No connections to prior learning<br />Disorganization<br />Lack of needed materials<br />A waste of time<br />Poor management<br />
27. Random Acts of Teaching<br />
28. Purposeful Teaching Focused on Lesson Objectives Based on the Guaranteed and Viable Curriculum<br />
29. Planning for Teaching & Learning<br />Define the focus of instruction<br />Curriculum Map<br />Lesson Objective including level of rigor<br />Establish evidence of proficiency<br />What evidence will I accept that my students know and can do what is stated in my lesson objective?<br />Design theassessment<br />Demonstration of Learning (DOL)<br />Develop thelearning experiences<br />Choosing the appropriate Instructional Strategy and Learning Activities<br />Check for Understanding<br />Student Engagement<br />
30. 1. Define the Focus of Instruction<br />Curriculum Map<br />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?<br />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?<br />Lesson Objective<br />What is the specific lesson objective for this lesson?<br />Consistent format clearly stated what is to be achieved.<br />Convert lesson objectives to student friendly language.<br />Level of Rigor<br />What is the desired level of rigor? Or evaluate the level of existing rigor in the curriculum pacing guide.<br />
31. Potpourri of Lesson Plan Templates<br />Now It’s Your Turn<br />
32. Now It’s Your Turn<br />Choose a lesson plan template that you will use.<br />Begin by inserting your lesson objective in the provided space.<br />
33. Planning for Teaching & Learning<br />Define the focus of instruction<br />Curriculum Map<br />Lesson Objective including level of rigor<br />Establish evidence of proficiency<br />What evidence will I accept that my students know and can do what is stated in my lesson objective?<br />Design theassessment<br />Demonstration of Learning (DOL)<br />Develop thelearning experiences<br />Choosing the appropriate Instructional Strategy and Learning Activities<br />Check for Understanding<br />Student Engagement<br />
34. Philosophy First<br />Formative vs. Summative<br />FORMATIVE ASSESSMENT<br /> Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning<br />SUMMATIVE ASSESSMENT<br />Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness<br />
35. Self Reflection on Current Practice<br />Directions<br />How do I decide what assessments best match my objectives?<br />What evidence will I accept that my students know and can do what is stated in my lesson objective?<br />How do I share scoring criteria in advance with students? <br />In what ways are students able to monitor their own progress against the criteria?<br />What do I do with the data?<br />How can technology help with this process?<br />
36. 2. Establish Evidence of Proficiency<br />What evidence will I accept that my students know and can do what is stated in my lesson objective?<br />How will we know that students have achieved the desired results?<br />What will we accept as student understanding and proficiency?<br />Students need to clearly understand expectations and the criteria on which their work will be judged.<br />Evidence should be gathered through a variety of informal and formal assessments.<br />
37. 3. Design the Assessment<br />Choose the appropriate task to measure student understanding<br />Multiple choice, project, formal assessment, essay, lab, speech, portfolio.<br />Communicate your proficiency expectations to students before the lesson begins.<br />The “doing” of the assessment is the Demonstration of Learning.<br />
38. Designing Effective DOLs<br />Characteristics of a good DOL:<br />Designed before the lesson is conducted<br />Tied directly to the lesson objective and the<br /> guaranteed curriculum<br />Can usually be accomplished in five to ten<br /> minutes<br />Requires students to demonstrate what they<br /> have learned over the last class<br />Varies from day to day<br />Is understandable to students and parents<br />
39. What DOLs Can Tell Us<br /><ul><li>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?</li></li></ul><li>DOLvote at www.poll4.com<br />Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.<br />
46. Design and Plan<br />Review Standard 2: <br />Use of Data to Inform Instruction<br />Pages 2-4 in handout<br />Highlight key ideas<br />Use Green for Strengths or Established<br />Use Pink for Growth Areas<br />
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48. Designing DOLs<br />Write one of your objectives you brought with you on the top line of the Four Square Share protocol.<br />Serve to the right.<br />Each player writes a new DOL for the objective.<br />No Back Stops.<br />
50. Now It’s Your Turn<br />Select a DOL for your lesson and insert it in your lesson plan<br />
51. Demonstrate Your Learning<br />Heroes of The Game follow up:<br />Select one of your DOLs from the four square activity<br />Create a DOL on your laptop that integrates technology <br />
52. E – Learning Demonstration<br />
53. Time For Lunch!<br />Be Back by<br />
54. Planning for Teaching & Learning<br />Define the focus of instruction<br />Curriculum Map<br />Lesson Objective including level of rigor<br />Establish evidence of proficiency<br />What evidence will I accept that my students know and can do what is stated in my lesson objective?<br />Design theassessment<br />Demonstration of Learning (DOL)<br />Develop thelearning experiences<br />Choosing the appropriate Instructional Strategy and Learning Activities<br />Check for Understanding<br />Student Engagement<br />
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.<br /> Ted McCain<br />
56. 4. Develop the Learning Experiences<br />Choosing the appropriate Instructional Strategy and Learning Activities<br />What should students know and be able to do to perform effectively and achieve results?<br />What activities will equip students with the needed knowledge and skills?<br />What materials and resources are best suited to accomplish these goals?<br />Match characteristics of the strategy, the learner and what needs to be learned.<br />Most strategies are used simultaneously with others to enable students to make deeper connections to learning.<br />
57. Choosing the appropriate Instructional Strategy and Learning Activities<br />Launching Activity<br />“Hook” students into learning<br />Consider the interests of students and create excitement for learning.<br />Strategies and Learning Activities develop and demonstrate the expected skills and knowledge for the lesson objective and the assessment (DOL).<br />Activities must be consistent with the levels of knowledge and application as well as connected to the identified student work-student performance.<br />
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59. 4. Develop the Learning Experience<br />Checks for Understanding<br /><ul><li>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.</li></li></ul><li> 4. Develop the Learning Experience<br />Student Engagement<br /><ul><li>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?</li></li></ul><li>Student Engagement<br />At your table discuss structures to use for:<br />Student to Student engagement<br />Student to Teacher engagement<br />Student to Content engagement<br />
70. Total Engagement in the Classroom<br />The Ron Clark Academy<br />http://www.youtube.com/watch?v=GHeBm68E06o&feature=related<br />
71. Now It’s Your Turn<br />4. Develop the Learning Experience<br /> Choosing the appropriate Instructional<br /> Strategy and Learning Activity <br /> Check for Understanding <br /> Student Engagement <br />Integrate Technology <br />
72. Examine the Resource <br />Group #1 Chapter 4 “Cues, Questions, and Advanced Organizers”<br />Group #2 Chapter 5 “Nonlinguistic Representation”<br />Group #3 Chapter 6 “Summarizing and Note Taking”<br />Group #4 Chapter 7 “Cooperative Learning”, <br />Group #5Chapter 8 “Reinforcing Effort” and Chapter 10 “Homework and Practice”<br />
73. Integrating Technology <br />Read the introduction to the chapter—Highlight main points to present <br />Try the resources that are mentioned—Organize your findings into a PowerPoint presentation that is 7-10 minutes long. <br />
74. Online Resources<br />Elementary Web Resources<br />Some Elementary Resources<br />Numbers Game<br />http://www.csfsoftware.co.uk/Count_info.htm<br />Macmillan projectables<br />http://www.macmillanmh.com/math/2003/student/index.html<br />Scholastic challenges<br />http://teacher.scholastic.com/maven/index.htm<br />Explanations and practice for multiple concepts + Spanish<br />http://http://www.aaastudy.com<br />
75. Online Resources<br />Secondary web resources<br />NASA simulations<br />http://www.knowitall.org/nasa/simulations/math.html<br />Video problems<br />http://www.mathplayground.com/MTV/mathtv15.html<br />Who can figure this one out?<br />http://www.mathplayground.com/JKA_Problem01.html<br />More Video problems<br /> http://www.mathtv.com/<br />
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