Welcome to Technology Enhanced North Carolina History Latorya Hedgepeth EDU 649 Dr. Lawyer February 18, 2010
Learning Setting„ Class size: Twenty Students„ Class Demographics: ‟ Ten Academically Gifted Students ‟ Ten Non-Academically Gifted Students ‟ High School Seniors ‟ Five African-American students ‟ Two Hispanic students ‟ Three Asian students
Learning Setting„ Classroom Layout: ‟ Teacher Station „ LCD Projector with drop down screen „ Computer with Microsoft office Student Ed and high speed Internet access „ Wireless Printer „ Student work inbox, outbox, and missed worked „ Software: CourseLab-Online & on CD ROM
Learning Setting„ Classroom layout: ‟ Course Length: 18 Weeks Longs ‟ Student Stations „ 20 computers with high speed internet „ Microsoft office Student Ed. & CourseLab Software„ Textbooks: ‟ Digital Textbook by LearnNC http://www.learnnc.org/lp/projects/histor y/ ‟ North Carolina: A History by William S. Powell„ Class will be taught as an Advanced Placement (AP) course- 3 college credit awarded
Learner Profile„ Academically Gifted Students ‟ Five visual learners ‟ Three kinesthetic learners ‟ Two audio learners„ Non Academically Gifted Students ‟ Five visual learners ‟ Four kinesthetic learners ‟ One audio learner
Teaching StyleTeaching Style ResultExpert- full understanding of the 3.265 (Moderate)material should be passed tostudentsFormal/Authority ‟ feels job is to 3.25 (High)show the students the material andexplain how to understand itPersonal Model- like to model 3.125 (Moderate)examples, hands on approach togetting students to learnFacilitator ‟ prefers group projects 2.75 (Low)and students should be responsiblefor their own learningDelegator ‟ Puts emphasis on 4 (High)student independence; allowsstudents to choose what types ofassessments and projects to do ontheir own with little or no input
Learning Objectives„ Students will learn the history of North Carolina ‟ specifically the history of its founding, the demographics and population makeup, key important dates in North Carolina history and historical figures„ Expose students to technology in a controlled learning environment„ Students will begin to think more actively about history and learn it in context to how the past affects the outcome of the future by developing critical thinking skills„ Immerse students to history in an active way via field trips and educational and technological tools.
Learning Event/Lesson„ Lesson Overview: ‟ Student will be exposed to North Carolina history by completing a group project that will be a brief overview of the local history of the surrounding areas via a MiniQuest Activity ‟ Students will be assigned to five groups of fours based ‟ Each group will be assigned a local town/city in North Carolina to research and present in front of the class
MiniQuest Activity„ Directions: ‟ Complete all parts of ‟ Students will be the assignments graded by a rubric ‟ Students at the end ‟ Each student will of the project chose a role from the list provided will complete a H- Chart, compare ‟ Create a presentation; and contrast choice & style of graphic presentation will be organizer, that left up to the group compares all four area
Group Roles• Reporter/Recorder ‟ Transcribes all group work„ Technology Coordinator ‟ Helps group find helpful websites, facts, and data„ Content Creator ‟ Generates all the overall creative elements on the project with support from the group through brainstorming„ Presenter/Speaker ‟ Present finished presentation before the class but maybe assisted by other members of their group
MiniQuest Activity„ Introduction: ‟ Hello (Group Name) I would like to congratulate you on joining the National Geographic family. We think that you will be perfect for this assignment that we have been working on. We are creating an article and television show on some of the local history of North Carolina. There will be four teams sent out to a town or city in North Carolina and each town or city will have its own special article that will run as part of the entire series but will be compiled in the television version. Please be advised that each article needs to be as detailed as possible as that the television version of production is slated for a hour and a half long.
Task„ Your team will be assigned to „ This includes but not limited (______________) for one week. You must work as a team and to: each member of the team must „ Map of the area document each day of the trip in „ Climate their individual log book. Please note that all individual „ Local log books must be compiled at foodstuffs, recipes, restaur the end of the trip, and that all ants arrangements for room and board will not be provided so „ Founding of the town plan the trip as cost effectively „ Special as possible. events, celebrations, hobbie„ On this trip your mission is to ask as researchers and find out s, and town heroes about all the local history of „ Political & Social Culture your assigned area as „ Town/City possible. scandals, demographics, and population.
Log Book„ Keep track of all dates on which your group meets„ Each member must keep a log„ Should be used to keep track of all progress of each member of the group ‟ All data found on your town or city assigned ‟ What day the data was found on and who did the research; all dates and data must correspond appropriately ‟ All brainstorming session by the group must be recorded„ One complied log book should be turned in at the end of the trip„ Must be free of errors, well written and reflects the amount of work of each members efforts with there chosen role
The Process„ Find a map of the North Carolina online & place a copy of it your log book„ Find at least two maps of the locale that you are traveling to and fine a state map that shows where ‟ If your team is flying to your locale please note which airport that your team used, flight company, the number of miles flown, total fight time and cost to fly ‟ If your team chooses to drive to their locale please note if you rented cars, how the total cost of the rental, the type of car, and total amount of money spend on gas and food to your trip„ Use the internet, library, and your textbooks to help you find this data
The Progress Continued.„ Climate ‟ Find the all local news station in the area ‟ Note the names and channel numbers of each one ‟ Note the five day forecast for your assigned locale ‟ If all local news forecast are different then please note that, check them daily if they change ‟ Find at least one to two other local climate sources and note where you found them from
More on the Process„ Culinary Delights ‟ Locate at least five non-fast food restaurants in the area „ Place a map of where the it is located and a picture of each one in the log book „ Note the types of food served ‟ Find recipes of local foods and place them and a picture in your log book
Just a Few More….„ Local History ‟ Find the local history of your locale „ Founding your assigned area „ Local economic conditions „ Political and Social Culture „ Schools and number of school districts, jail and prisions „ Demographics of the area „ Area geographical location in the area, county location „ Area historical events and figures, important history events or town scandals „ List local news media outlets; radio, TV., and print journalism
Category Rubric Unacceptable Acceptabl Admirable Exceptional Score e Point ScaleEffort Actively avoids Reluctantl Willingly Volunteers 1 job when y works takes on jobs for jobs no possible. when when asked. matter how 2 Complains asked. Works to difficult. 3 about others. Seeks completion. Always works 4 Has large set easiest Will work to of excuses. duties. long hours completion. Sometimes when Willing to works to required. work long completion hours.Engagemen Waits for direction. Knows Seeks Sometimes Enthusiastical 1t/Particip direction, initiates ly initiates little of what is but does action and action. 2ation going on or 3 objectives. not initiate always Personalizes Cannot describe action. works well the task and 4 where group is in Objectives with takes process seen as direction. ownership of poorly Generally the defined knows the objectives. external specific Always knows requiremen objectives where group ts. May and where is. know group is. where
RubricCategory Unacceptabl Acceptabl Admirable Exceptiona Score e e l Point ScaleIntellectual Has little to Aware of Usually Understands 1Contribution no grasp of overall understands overall context. Sees context, but overall context of 2 task as makes no context of the task. 3 isolated with connections task and Contributes 4 no connection on own. Can asks ideas and to past or recite questions proposals. future ideas. connections about Connects to of others context. ideas past but rarely Makes and future. can support connections them. on own and understands overall goal.Organization Always Begins work Will begin Begins 1& time postpones early when work early immediately. work until required to in process, Connects 2Management 3 deadline. Has do so, but but tends to work to no usually increase assignment 4 organization postpones. effort not to for files or May lose toward deadline. Has
Category Unacceptable Rubric Acceptable Admirable Exceptional Score Point ScalePlanning Has no plan, Plan Makes plan, Conceptualizes 1 notion of the dominated by but does not task and plans magnitude of an early always execution as a 2 the work. Is postponement follow it. rational, 3 always late. and deadline May need sequenced 4 Often a “no related push. help process. Almost show” for May be “no allotting always meets the group work show” at start time. May set intermediate session. of task. Rarely miss deadlines, meets intermediate overcomes intermediate deadlines; problems. deadlines work may pile up toward end of allotted timeUnderstanding Avoids Sees task as Sees task as a Sees 1of the teacher. Sees burden, but is schoolprocess task as somewhat requirement opportunity 2 burden to fill invested in to be filled, in task for 3 class time process. Asks, “ but sees some doing and 4 with no value. Do we have value in work. learning. Sees Sees group as to…?” Sees teacher free ride as evaluator value in the work. Sees
Category Unacceptable Rubric Acceptable Admirable Exceptional Scor e Point Scal eCreativity Project is Seeks the Inspired and Goes above 1 incomplete and easiest way to original well and beyond little time and complete put together . project 2 effort is put task. Shows an objectives. 3 towards the Uninspired, effort and a Reflects real 4 task. Produces but shows willingness world work Uninspired and attempt at to complete effort and uncreative some tasks. see task and work. originally an opportunity to express themselves.Presentatio Presentation is Presentation Presentation Presentation 1 incomplete, all is complete is well put reflects an or parts of and but together and degree of 2 their work appears to shows a lot professionali 3 maybe missing have put of effort on sm and is 4 or not done. little effort the part of well Has a lot into how they the group; presented.; excuses about will present demonstrates Demonstrates why there is the an acquisition an acquisition work information of knowledge of knowledge
References„ Clark Colvin, R. M. (2008). e-Learning And The Science of Instruction: Proven Guidelines for consumers and designers of Multimedia Learning (2nd ed.). San Francisco, CA: Pfeiffer.„ Clark, C. C. (2003, July). The Declaration of Independence WebQuest. Retrieved February 15, 2010, from WebQuest.org: http://imet.csus.edu/imet2/clarkc/webquest/„ Dodge, D. B. (2009, July 31). What is a WebQuest? Retrieved February 15, 2010, from YouTube: http://www.youtube.com/watch?v=v7UynehA_l0„ Shank, P. (2007). The Online Learning Idea Book: 95 Proven Ways to Enhance Technology Based and Blended Learning. San Francisco, CA: Pfeiffer.•
References„ Grasha, F. A.-H. (1996). Teaching Style Survey. Retrieved February 15, 2010, from LongLeaf: http://longleaf.net/teachingstyle.html„ Stein, J. S.-M. (2001, April 13). Teaching Styles. Retrieved February 15, 2010, from Shaw Members: http://members.shaw.ca/mdde615/tchstyles.htm„ CourseLab Tutorial. (n.d.). Retrieved 01 27, 2010, from Learning Game: http://learningame.org/tutorials/pages/CourseLab/index.htm„ WebSoft. (2007-2009). CourseLab. Retrieved 01 27, 2009, from CourseLab: http://www.courselab.com/db/cle/default.html