Assignments That Matter
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Assignments That Matter Assignments That Matter Presentation Transcript

  • ASSIGNMENTS THAT MATTER Presented By: Abby Schmitt, Erica Lotz, Avery Mayfield, Kelly Bowman, Brittany Trousdale
  • AT A GLANCE
    • Grade level : 1-3
    • Subject : Language Arts and Social Studies
    • Topics : Descriptive Writing
    • High-Order Thinking Skills : Elaboration
    • Key Learning's : Writing a purpose, Imagery through writing, geographic Awareness
    • Time Needed : 3 weeks
    • Background : The Odyssey Story from Vermont
  • CHARACTERISTICS OF ASSIGNMENTS THAT MATTER
    • Collaborative Work
    • Engaging
    • Challenging
    • Hands On
    • Creative
    • Use info. outside of the classroom (taking what you have learned inside the classroom and connecting it to your daily life)
    http://static-p3.fotolia.com/jpg/00/06/38/74/400_F_6387447_EvWtUpwEbevd8kDE64iAvqzg0VOA00V4.jpg
  • MONSTER SWAP http://www.emblibrary.com/EL/product_images/C6105r.jpg
  • GOALS AND OBJECTIVES FOR THIS ACTIVITY
    • Students are expected to learn good use of Technology
    • Teach students to collaborate efficiently
    • Learn how to effectively describe what they see
  • GUESS THIS MONSTER
    • I am blue
    • I am hairy
    • I have two BIG eyes
    • I have lots of friends
    • I love cookies
    • I’m a character on Sesame Street
  • http://brokenman.files.wordpress.com/2008/07/cookiemonster.jpg
  • GUESS THIS MONSTER
    • I come in all shapes, sizes, and colors
    • I come out at night
    • You might hear me rummaging through your stuff
    • You might see a tail under your bed
    • Don’t step off!
  • THE MONSTER UNDER THE BED http://www.jzartworks.com/Illustrations/MonsterUnderTheBed_FULL.jpg
  • MONSTER SWAP ACTIVITY
    • You are all going to draw a monster
    • Descriptively describe your monster in a few sentences
    • Describe at least the following characteristics: name, size, weight, color, where it lives, texture, clothes, what it eats, etc.
    • Email and exchange your descriptions of your monster with a partner
    • From the descriptions your partner emailed you, try to create that monster that they described
    • At the end, see how well your monsters match your partners description
  • HOW TO EMAIL
    • Do the following steps in order:
    • Go to Communications
    • Click on Send Email
    • Select Users
    • Click your partners name
    • Click the arrow to the right
    • You can then write your subject and email
  • HOW TECH INTEGRATION IS INVOLVED
    • Inside your own classroom this site would be a great source to use for collaborative projects with younger students
    • ePals – http://www.ePals.com
    • Intranet – this is an email system set up for students to email students and teachers or vise versa
  • WHY MONSTER SWAP MATTERS…
    • It allows students to have an imagination
    • Helps students with their descriptive writing
    • Teaches students to collaborate with one another
    http://www.hollyjayne.com/bmz_cache/a/a6d552fcf80f1469f2dca535bcec619c.image.300x259.jpg
  • WHY MONSTER SWAP MATTERS CONTINUED…
    • Hands on project that gets the students engaged
    • Teaches students to be responsible for their own assignment
    • Helps students use technology effectively
  • HOW DO OUR ROLES MATTER…
    • Educational Theorist
    • Educational Psychologist
    • Pedagogy Specialist
    • Instructional Designer
  • EDUCATIONAL THEORIST
    • Two main theories that influence how teachers teach
      • Behaviorism
      • Constructivism
    • Seven Theory’s of Value
      • Knowledge
      • Human Nature
      • Learning
      • Transmission
      • Society
      • Opportunity
      • Consensus
    http://www.thetutoringteam.com/images/student_1.gif
  • EDUCATIONAL PSYCHOLOGIST THE FOLLOWING LEFT BRAIN AND RIGHT BRAIN CHARACTERISTICS ARE USED IN MONSTER SWAP…..
    • Verbal Instruction
    • Prefers Talking & Writing
    • Planned & Structured
    • Demonstrated Instruction
    • Visual Learner
    • Prefers Drawing
    • Left Brain
    • Right Brain
  • EDUCATIONAL PSYCHOLOGIST CONTINUED...
    • Intrinsic
    • vs.
    • Extrinsic
    http://3.bp.blogspot.com/_qkPwiMdP_Ws/SElvMYB2npI/AAAAAAAAAAU/R50FV6n7o5w/s320/teacher_student1.jpg
  • PEDAGOGY SPECIALIST
    • Technology Integration- Students use technology integration when they share their monster description over the internet/intranet
    • Inquiry Learning- Students use inquiry learning when they begin to learn how words can paint a picture. (search, solve, create, share)
    • Cooperative Learning- Students begin working cooperatively when they start to think in ways in which they can effectively communicate so that the other students will understand
  • PEDAGOGY SPECIALIST CONTINUED…
    • Socratic Learning- Socratic learning and questioning allows the student to think more in depth when it comes to describing their monster
    • Collaborative Learning- Students use collaborative learning when they begin to share their monster’s description with their partner
    http://www.4teachers.org/kidspeak/barnstable/images/MVC-001S.JPG
  • INSTRUCTIONAL DESIGNER
    • Monster Swap includes the Six Facets of Understanding
    • Explain – the students have to be able to explain the description of their monsters effectively
    • Interpret – the students must interpret each others descriptions in order to draw the monsters
    • Apply – the students apply their knowledge of what they know about monsters
    • Shift Perspective – to type up the descriptions and swap them with your partner
    • Empathize - to sense and understand another students monster
    • Self Assess – the students have to gather the information they know about monsters in order to descriptively describe
  • INSTRUCTIONAL DESIGNER CONTINUED…
    • 21 st Century Literacy includes…
      • Strong Academic Skills
      • Thinking
      • Reasoning
      • Teamwork Skills
      • Proficiency in using Technology
    • Our educational system must understand the following 21 st Century Skills…
      • Digital Age Literacy
      • Initiative Thinking
      • Interactive Communication
      • Quality, State of Art Results
    http://www4.ncsu.edu/~brad_m/photos/imitatio.jpg
  • NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS
    • Facilitate and Inspire Student Learning and Creativity
    • Design and Develop Digital-Age Learning Experiences and Assessments
    • Model Digital-Age Work and Learning
    • Promote and Model Digital Citizenship and Responsibility
    • Engage in Professional Growth and Leadership
    • Creativity and Innovation
    • Communication and Collaboration
    • Research and Information Fluency
    • Critical Thinking, Problem Solving, and Decision Making
    • Digital Citizenship
    • Technology Operations and Concepts
    • NETS for Teachers
    • NETS for Students
  • STATE ACADEMIC STANDARDS
    • The Indiana State Board and Department of Education is there to lead the improvement of student learning in the K-12 schools of Indiana
    • Each Hoosier child is educated to have the knowledge, skills, maturity, social competence and motivation to be:    • prepared to succeed in further education    • an effective participant in the global economy    • a positive influence in the community    • an active citizen in American democracy
    http://www.education.com/files/topics/topic-state-academic-standards-explained.jpg
  • STATE ACADEMIC STANDARDS CONTINUED…
    • Established by the General Assembly, the 11-member State Board of Education oversees state education policy-making
    • Its major responsibilities are to:
      • establish the educational goals of the state
      • assess the attainment of the established goals
      • assure the compliance with established standards and objectives
      • make recommendations to the Governor and the General Assembly on the educational needs of the state, including financial needs
  • MODIFICATIONS TO THE LESSON
    • Resource Students –
      • Use cooperative grouping
      • Present instruction in a variety of ways
      • Allow extra time to complete
      • Use positive reinforcement
    • Gifted Students –
      • Provide more advance instruction
      • Have the student become more familiar on ePals
    • English Language Learner –
      • Allow extra time to complete
      • Provide manipulatives, visuals and illustrated text