An Assignment That Matters
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An Assignment That Matters






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  • Facilitators: monitors, guides, and raises open ended questions for students to be more actively involvedGuide: teachers guide students through engaged learning with out simply giving students answersCo learner: must be willing to learn with class, some info may be outside of expertese Critical thinker: Engaged learner: actevely invovled in assinmentResponsible: for what they understand and learn about assignment
  • Recording devices (they can record voices from other countries) and video (ie web cam)
  • 1.D behaviorism says students will learn though an external stimuli and through the environment. So my allowing for children to learn though others experiences (placing in groups) with recourses of technology they are experiencing characteristics of behaviorism.b) Through constructivism they say that students will learn by the aid of classmates and peers to help them become critical thinkers and engaged learners
  • 2. 3.

An Assignment That Matters Presentation Transcript

  • 1. An Assignment that Matters
    Jeanna Maloney
    Naomi Killham
    Michael Lendy
    Marissa Reidford
    Cynthia Resener
    Kristina McDowell
  • 2.
    • Teacher Roles
    • 3. Facilitator
    • 4. Guide
    • 5. Co-learner
    • 6. Student Roles
    • 7. Critical thinker
    • 8. Engaged learner
    • 9. Responsible
    • 10. Interaction & Collaboration
    • 11. Hands on
    • 12. Relevant /Real world
    • 13. Peer, community, & teacher
    What makes an Assignment Matter
  • 14.
    • Assignment design
    • 15. Hands-on
    • 16. Applying prior knowledge to new situations
    • 17. Uses variety of methods & materials
    • 18. Provides different assessment methods
    Cross- curricular
    • Relevant to more than one subject
    Accomplishes teaching standards
    • Teachers are able to assess students based on state standards
    What makes an Assignment Matter
  • 19.
    • The Teacher:
    • 20. Informs students of big ideas and essential questions
    • 21. Uses a variety of strategies to deepen students understanding
    • 22. Stimulates student reflection and rethinking
    • 23. The Learners:
    • 24. Aware of goals and expectations
    • 25. Informed of big ideas and essential questions
    • 26. Know how they will be assessed
    Teaching for Understanding
  • 27.
    • After reading Flat Stanley children will create their own card- board friend and life for him. Then, through e-mail, students will send their friend to other places around the world.
    • 28. The host family will then take him along on outings, snap photos, and keep a journal of activities.
    • 29. That family will then send it back to the student, which allows for insight on lives of other cultures.
    Flat Stanley: An assignment that Matters
  • 30. Why Flat Stanley Matters…
    • The teacher provides feedback and facilitate lesson
    • 31. The teacher aids students by guiding as well as becoming a co-learner
    • 32. Students are responsible for own learning
    • 33. Students become critical thinkers and engaged learners
    • 34. Interaction & Collaboration
    • 35. Hands-on
    • 36. Based on real world
    • 37. Involves other students, community, and teacher interactions
  • 38.
    • This assignment allows students to become actively involved with others while touching on subjects such as social studies, language arts, and health/nutrition.
    • 39. By students mailing their flat friend to other countries, allows them to learn about other cultures and compare those cultures to their own.
    • 40. It allows students to create personal writings as well as learn about local history along with world geography.
    Why Flat Stanley Matters…
  • 41.
    • Books
    • 42. Flat Stanley
    • 43. Reference books
    • 44. Maps (local & world)
    • 45. Internet
    • 46. Email
    • 47. Research
    • 48. Camera
    • 49. Recording devices
    Recources Needed
  • 50. Educational Theorist
    Pedagogy Specialist
    Educational Psychology
    Instructional Designer
    Provide background knowledge
    Effective teaching
    Provides a foundation for effective lesson planning
    How do roles matter?
  • 51. Educational Theorist
    • Is the study of how people learn
    • 52. Behaviorisms
    • 53. learning through
    • 54. environment/ external stimuli
    • 55. Positive and negative reinforcements
    • 56. Learning is a change in behavior
    • 57. B.F. Skinner
    • 58. Theory of value and knowledge
  • 59. Educational Theorist
    • Constructivism
    • 60. Learning is
    • 61. Active & constructive
    • 62. reflects on own experiences and forms a new understanding
    • 63. Curriculum: combination of prior knowledge and hands-on
    • 64. Teachers: make connections between facts and new understanding
    • 65. Students: analyze, interpret & predict
    • 66. Lev Vygotsky
    • 67. Believed that culture is prime determinant of individual development
  • 68. 1. Facilitate & Inspire Student Learning & Creativity
    D)Model collaborative knowledge construction by engaging in learning with others in face-to-face and virtual environments.
    Flat Stanley
    Technology (emails, cameras, recording devices)
    Environmental learning
    3. Model digital-age work and learning
    B)Collaborate with students, peers, parents, and community members using them to support student success and innovation.
    Flat Stanley
    Local community/global
    Peer, teacher, others engaged
    Educational Theorist
  • 69. Engaged Learning- Students find excitement and pleasure in learning, and understand that learning is social.
    Technology Integration- Technology helps with daily classroom practices, and management of a classroom.
    Inquiry Learning/Project Based learning- Comprehensive instructional approach in sustained, cooperative investigation.
    Socratic learning and questioning- Pushes your mind to think beyond what you would normally think about. It keeps asking the question why and what kind.
    Collaborative Learning- Group work; working together to get different viewpoints; the success of one learner helps an entire group.
    Cooperative Learning-Each member is responsible for each other’s learning as well as their own; Achieve different levels of understanding.
    Outcome-based Learning- Encourages decision making regarding curriculum, teaching methods, school structure and management.
    Pedagogy Specialist
  • 70. How this applies to Flat-Stanley
    Students can work in groups or alone. (Engaged Learning, Collaborative Learning, and Cooperative Learning)
    Technology Integration is available because students could send email instead of journals. (Technology Integration)
    Students can share what they learn and so they teach not only themselves, but others. (Cooperative Learning, and Collaborative Learning)
    Students could also investigate different cultures, where they will be sending Flat Stanley. (Inquiry Learning)
    Use content-specific tools to support learning and research.
    Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
    Pedagogy Specialist
  • 71.
    • Focuses on accommodating all different types of learners
    • 72. Modifies lesson plans to suit everyone
    • 73. Covers why, what, how, and if
    • 74. How it relates to Flat Stanley
    • 75. Students are allowed to be creative, but also have rules to follow
    • 76. Includes technology, which may make it easier for some to learn
    Educational Psychology
  • 77.
    • Standards
    • 78. Facilitate and inspire student learning and creativity
    • 79. Promote, support and model creative and innovative thinking and inventiveness
    • 80. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
    • 81. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes
    Educational Psychology
  • 82.
    • The Teacher:
    • 83. Informs students of big ideas and essential questions
    • 84. Uses a variety of strategies to deepen students understanding
    • 85. Stimulates student reflection and rethinking
    • 86. The Learners:
    • 87. Aware of goals and expectations
    • 88. Informed of big ideas and essential questions
    • 89. Know how they will be assessed
    Instructional Designer
  • 90. Flat Stanley
    Big ideas and essential questions are listed
    Assessments used correlate to characteristics necessary for effective assessment
    Includes expectations, room for reflection, and feedback opportunities for students
    2. Design and Develop Digital-Age learning Experiences and Assessments
    Teachers need to use multiple ways of assessing students
    Use of technology integrated for effective learning
    Instructional Designer
  • 91. ISTE/NETS Standards
    Design and adapt learning experiences using tools
    Direct instruction, inquiry based learning, cooperative learning
    Customize and personalize activities to address students styles, strategies and abilities
    Inspire learning, use digital tools and citizenship
    Evaluate and reflect on certain research and professional practice to make effective use of digital tools
    Digital literacy, inventive thinking, interactive communications and quality results
    Instructional Designer
  • 92. Flat Stanley and Instructional Design
    Using digital tools
    Digital literacy
    Children gain first hand experience in:
    Sending and receiving e-mails
    Attaching files to e-mails
    Printing materials
    Using digital camera
    Scanning materials
    Saving information on a computer
    Word processing and spreadsheet skills
    Instructional Designer
  • 93.
    • For students who may have a disability (such as they need help writing or reading) the teacher could modify this assignment.
    • 94. Some ways to allow students with disabilities to still be active participants:
    • 95. the letters could be read out loud to them
    • 96. rather than writing they could draw a picture
    • 97. With the advancements in technology font sizes can be changed
    • 98. voice recording is also possible
    Modifications & IEPS