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# Lecture 6 Making Decisions

## by anneleftwich, Professor at Indiana University on Nov 07, 2009

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• My students will do their case artifact proposals in google docs.
• How you would decide if to use these tools, when to use these toolsYou know they are out there, how do you decide how to use them? You can pick one specific one if that helps…
• Two topics – how to write an observable objective.2. Decision making process for choosing tools
• Well-written objective has three parts.Performance: Criteria: How you tell if they learned it or not.Given the ABC blocks, the students will be able to place these blocks in alphabetical order, with 100% accuracy.Conditions: BLOCKSPerformance: PLACE BLOCKES IN ALPHABETICAL ORDERCriteria: 100% ACCURACYGiven a blank map of the USA, students will write the names of the states, getting at least 40 out of 50 correctGiven the appropriate scientific tools, students will correctly identify the volume of an irregular solid within 10 mL.
• The performance part is where we get a little bit picky.You actually have them do something so you can tell whether or not they can do it correctly. How can you tell? Make sure it’s observable – something you can show them.Use any of these bad verbs.
• The performance part is where we get a little bit picky.You actually have them do something so you can tell whether or not they can do it correctly. How can you tell? Make sure it’s observable – something you can show them.Don’t use any of these bad verbs – that don’t specifically state something that’s observable.
• Well-written objective has three parts.Performance: Criteria: How you tell if they learned it or not.Given the ABC blocks, the students will be able to place these blocks in alphabetical order, with 100% accuracy.Conditions: BLOCKSPerformance: PLACE BLOCKES IN ALPHABETICAL ORDERCriteria: 100% ACCURACYGiven a blank map of the USA, students will write the names of the states, getting at least 40 out of 50 correctGiven the appropriate scientific tools, students will correctly identify the volume of an irregular solid within 10 mL.
• Well-written objective has three parts.Performance: Criteria: How you tell if they learned it or not.Given the ABC blocks, the students will be able to place these blocks in alphabetical order, with 100% accuracy.Conditions: BLOCKSPerformance: PLACE BLOCKES IN ALPHABETICAL ORDERCriteria: 100% ACCURACYGiven a blank map of the USA, students will write the names of the states, getting at least 40 out of 50 correctGiven the appropriate scientific tools, students will correctly identify the volume of an irregular solid within 10 mL.
• Well-written objective has three parts.Performance: Criteria: How you tell if they learned it or not.Given the ABC blocks, the students will be able to place these blocks in alphabetical order, with 100% accuracy.Conditions: BLOCKSPerformance: PLACE BLOCKES IN ALPHABETICAL ORDERCriteria: 100% ACCURACYGiven a blank map of the USA, students will write the names of the states, getting at least 40 out of 50 correctGiven the appropriate scientific tools, students will correctly identify the volume of an irregular solid within 10 mL.

## Lecture 6 Making DecisionsPresentation Transcript

• Lecture #6
Making Technology Integration Decisions
• Goal of Lecture
UNIT ONE
--Why should I use technology (shift?)
--How do I learn to use technology (PD)?
--What are some ways that teachers use technology (T&L, admin, assessment, class management)
UNIT TWO
--Why should I use technology? (3 e’s)
--How do I decide what technology to use and when (today)?
--What technology tools are out there (rest)?
• Lecture Worksheet #1
What were some of the technological tools presented for your content area.
Now that you are aware of these tools, how would you decide when to use them and when not to?
Select one of these tools
Describe how you would decide when to use this tool.
• Making Technology Integration decisions
How do I decide what technology to use and when?
• The Plan for today
What is an observable objective and how do I write a good one?
Model: The instructional decision making process
Standard(s)
Needs
Options
What
whY
• Observable objectives
Starting With the End in Mind
• Objectives
Conditions (What you give the students)
Performance (What the students will do)
Criteria (How you judge whether they have met the goal)
Given the ____, the students will be able to ____, based on _____.
• Performance
You need to use verbs that are observable.
• Use observable Action Verbs
Use verbs such as:
Compare
Translate
Construct
Create
Describe
Explain
Measure
Identify
Define
Draw
• Use observable Action Verbs
Avoid verbs such as:
Understand
Appreciate
Think
Know
Believe
Recognize
Become familiar with
• Objectives
Conditions (What you give the students)
Given the ____,
• Objectives
Conditions (What you give the students)
Performance (What the students will do)
Given the ____, the students will be able to ____,
• Objectives
Conditions (What you give the students)
Performance (What the students will do)
Criteria (How you judge whether they have met the goal)
Given the ____, the students will be able to ____,based on _____.
Given access to illustration template in KidPix below, the students will illustrate and describe the water cycle.
Given the Manipulating Sentences handout, the students will understand the parts of speech within a sentence and the meaning of a sentence based on the context.
Given the Manipulating Sentences handout, the students will identify the parts of speech within a sentence and explain the meaning of a sentence based on the context. The handout will be evaluated using the Sentence Manipulation Rubric.
Conditions: Given the Manipulating Sentences handout
Performance: the students will identify the parts of speech within a sentence and explain the meaning of a sentence based on the context
Criteria: Sentence Manipulation Rubric
Students will correctly identify the volume of an irregular solid within 10 mL.
Given the appropriate scientific tools, students will correctly identify the volume of an irregular solid within 10 mL.
Conditions: Given the appropriate scientific tools
Performance: the students will correctly identify the volume of an irregular solid
Criteria: within 10 mL
• Lecture Worksheet#2
Write your own objective for a lesson that would involve a tool found in your reading assignment
Conditions
Performance
Criteria
Given the (conditions),
the students will be able to (performance)
based on the following desired level of performance (criteria)
• The Plan for today
What is an observable objective and how do I write a good one?
Model: The instructional decision making process
Standard(s)
Needs
Options
What
whY
• S-n-o-w-y
S-N-O-W-Y is a scaffold for helping you to choose the best tools for your lesson, considering all the important features.
S-N-O-W-Y is NOT a lesson plan. Its just a way to think about making decisions and considering all the necessary elements.
Standard
Needs
Options
What?
whY?
• CASE: Mr. Jackson
Mr. Jackson teaches a high school social studies.
One thing he notices is that student opinions are often formed by media propaganda and parent perceptions, in particular, terrorism and 9/11. He wants his students to understand the role of past historical events on more recent terrorism efforts. He decides to use this content to address several of his social studies objectives.
He teaches 9th and 12th grade social studies courses, so trying to figure out ways to incorporate this topic in each class can be difficult.
• snowy in Action – 9thgradeWorld History
GOAL:
Historical events that influenced 9/11
STUDENTS:
25 students (15 boys, 10 girls)
Special needs: 1 student with visual impairments
Lack of prior knowledge on democratic process
Motivation – low (intrinsic and extrinsic)
Learning style: visual and auditory
Culture/ethnicity: Very diverse
Technology literacy: medium to low (strong with entertainment)
ENVIRONMENT:
Classroom
30 desks facing front of class
1 Teacher computer (with Internet access)
Checked out LCD projector
Lets turn to the “SNOWY” process…
• s-standard
What is the standard being addressed in the lesson?
WH.9.4. Explain issues and problems of the past by analyzing the interests and viewpoints of those involved.
WH.9.5 Use technology in the process of conducting historical research and in the presentation of the products of historical research and current events.
• N-needs
What do you need from a resource or tool?
Environment – Single classroom w/ one computer + projector
Lecture
Small group
Individual
Home and classroom
Time
One full 50 minutes class period (plus two nights of homework)
Students
1 visually impaired
Motivation increases with entertainment
Little Background knowledge
Content
Goal: Historical events that influenced 9/11
• o-options
Availability: What resources can you access that might address the problem? (environment)
Chalkboard
Lecture/Discussion
Text & websites
Three natives discuss Taliban rise
Afghanistan, Taliban, and the U.S.
Wikipedia: 9/11, War on Terrorism, Taliban
History Commons
Timeline: Fox News (see videos)
Media
United Streaming Video of Taliban & 9/11
Google Earth Embedded Tour of Afghanistan
Taliban Threat Afghanistan Map
Express your feelings – Writing prompt
• Activities
• WebQuest
• WebQuest 3: Terrorist or Freedom Fighter?
• Google Earth – locating terrorists
• Google Earth – mapping the timeline activity
• Being Muslim in America Quiz
• 9/11 Truth?
• Student products
• Essay
• Student art
• Activist
• Inspiration
• Timeliner
• Lecture Worksheet (#3 & #4)
What? Which of the tools you identified should be used? How should these tools be used?
Briefly describe the lesson (First…, then…, at home…)
Why? How do the tools you chose address…
The standard?
Effectiveness?
Efficiency?
Enhancement?
• s-standard
What is the standard being addressed in the lesson?
WH.9.4. Explain issues and problems of the past by analyzing the interests and viewpoints of those involved.
WH.9.5 Use technology in the process of conducting historical research and in the presentation of the products of historical research and current events.
• W-what
Decide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)
United Streaming Video
Group WebQuest 3
Create a timeline using Timeliner
• Y-why
Explain decision: How does the tool you chose address…
Effectiveness
Enhancement
Text is important for background knowledge
Video reviews concepts, incorporates visual and audio
WebQuest is interactive with groups, increased motivation
Individual requirements to assess student learning
• Don’t forget – Objective!
Lecture Worksheet #5
Write an instructional objective for the lesson you decided in the SNOWY process (part of the ‘what’).
• Lecture Worksheet #5
Conditions (What you give the students)
Performance (What the students will do)
Criteria (How you judge whether they have met the goal)
Given the ____, the students will be able to ____,based on _____.
• STANDARD:
WH.9.4. Explain issues and problems of the past by analyzing the interests and viewpoints of those involved.
WH.9.5 Use technology in the process of conducting historical research and in the presentation of the products of historical research and current events.
• snowy in Action – 12th grade
Goal:
To decide whether the U.S. should supply Afghanistan with more troops
STUDENTS:
30 students
AP Government
Existing knowledge of the content
Technology literacy: high
Learning style: Visual, kinesthetic
Culture/ethnicity: diverse
Motivation: intrinsic
ENVIRONMENT:
Computer lab
30 student computers (with Internet access)
1 Teacher computer (with Internet access)
LCD projector
• s-standard
What is the standard or learning goal of the lesson?
USG.4.9. Identify world issues, including political, cultural, demographic, economic and environmental challenges, that affect the United States foreign policy in specific regions of the world. (Core Standard)
Example: Use technology to gather and present information about globalization, immigration, global climate change, terrorism and ethnic cleansing.
Lang. 12.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples
• N-needs
Requirements: What do you need in a resource or tool?
Environment
Can be grouped or individual
Computer lab
Time
One full week (although part of an ongoing unit)
50 minute sessions
Students
Seniors have some background knowledge, more tech skills
Medium motivation
Content
Decide on whether to send more troops to Afghanistan
• O-options
Availability: What resources can you access that might address the problem? (environment)
30 student computers, 1 teacher computer, LCD projector
Newspapers, magazines, propaganda
Student textbooks (not likely to be helpful)
Watch debates:
http://www.c-span.org/Politics/
Text
CNN – Articles
BBC – Topics – Afghanistan & Taliban & UK Troops
PBS – More Troops
Media
Political cartoons
Interactive maps
Student product
Formal debate
Persuasive letter
Inspiration
Congress
• W-what (Lecture Worksheet #6)
a. What: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)
b. Now that you have decided what you’ll do and use, write an OBJECTIVE for the lesson.
• Lecture Worksheet #6b
Conditions (What you give the students)
Performance (What the students will do)
Criteria (How you judge whether they have met the goal)
Given the ____, the students will be able to ____,based on _____.
• STANDARD:
USG.4.9. Identify world issues, including political, cultural, demographic, economic and environmental challenges, that affect the United States foreign policy in specific regions of the world.
Lang. 12.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples
• Y-why(Lecture Worksheet #7)
Explain decision: How does the tool you chose address…
The standard?
Effectiveness?
Efficiency?
Enhancement?
• Lecture Worksheet #8 - #10
Between these two examples:
8. How did different STUDENTS impact technology integration decisions?
9. How did a different ENVIRONMENT impact technology integration decisions?
10. Did the objectives change with different technology integration decisions?
• Unit 2 Overview
Unit 2- Technology for Teaching and Learning
Making Decisions: SNOWY
Content Explorations Tools
Production Tools
Communication Tools
Data Collection and Analysis Tools
Productivity Tools
• For Lab this week…
You will go through another case and make a decision…
Inspiration