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Lecture 6   Making Decisions
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Lecture 6 Making Decisions

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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
  • Start with the end in mind. Once you know what you want to do, we’re going to start with that first.
  • 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 Decisions Lecture 6 Making Decisions Presentation 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.
    Bullet 2-3 tools mentioned in your reading.
    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 _____.
  • Good or bad Objective?
    Given access to illustration template in KidPix below, the students will illustrate and describe the water cycle.
  • Good or bad objective?
    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.
  • Good or bad objective?
    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
  • Good or bad objective?
    Students will correctly identify the volume of an irregular solid within 10 mL.
  • Good or bad objective?
    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)
    9th grade
    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.
    Radio-Free Europe
    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 2: The Breadwinner
    • 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)
    Read through Wikipedia and BBC
    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
    12th grade
    3 ADD/ADHD
    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
    Some ADD issues
    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
    Google Search
    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
    Google Docs
    Artifact Proposals
    Case Artifacts
  • For lecture next week
    There is no lecture next week…
    HOWEVER  complete:
    Pre-lecture #7 podcast
    OnCourse >> iTunes U
    Complete lecture worksheet #7 (bring to lab)
    OnCourse >> Resources >> Lecture Resources >> Lecture #7
    Complete blog post
    Lab sections will provide more detail.
    Example: Secondary Social Studies teachers, learn Google Earth, bring kmz file, post tutorial links