• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
 

Lesson planning and technology

on

  • 242 views

ProjectPace

ProjectPace

Statistics

Views

Total Views
242
Views on SlideShare
242
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • TEKSDistrict Guidelines
  • TEKSDistrict Guidelines
  • TEKSDistrict Guidelines
  • TEKSDistrict Guidelines

Lesson planning and technology Lesson planning and technology Presentation Transcript

  • Collaboratively Developed for Project P.a.C.E.byMs. Diane Sidoroff-Austin ISD Online CurriculumSpecialistDiane.Sidoroff@gmail.comandDr. Dotti Shelton- Pedagogical Shift™Pedagogy Expert andCurriculum & Instruction SpecialistDrDotti.Shelton@gmail.comLesson Planning & Technology
  • Sign-InGetOrganizedMs. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction
  • Table of ContentsDate Page #Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction
  • Table of ContentsDate Page #Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction06-14-13Take One; Share One 5
  • Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction
  • Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & InstructionReadAgree/Disagree?Why/Why Not?
  • Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction
  • Table of ContentsDate Page #Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction06-14-13Resources and Workshop Objectives06-14-13Take One; Share One
  • Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction
  • Workshop ObjectivesMs. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & InstructionParticipants will have opportunities to deepen theirunderstanding about the TEKS.Participants will have opportunities to deepen theirunderstanding about the connections between curriculum andinstruction.Participants will have opportunities to deepen theirunderstanding about how to effectively plan meaningful &relevant lessons.Participants will have opportunities to learn about electronicresources to use in their lessons.Participants will have opportunities to deepen theirunderstanding of how to effectively implement technology intotheir lesson plans.
  • Table of ContentsDate Page #Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction06-14-1306-14-13Take One; Share One06-14-13Taxonomy of TEKSResources and Workshop Objectives
  • Taxonomy of theTEKSA NB OC PD QE RF SG TH UI VJ WK XL YM ZMs. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction
  • Taxonomy of theTEKSA NB OC PD QE RF S specificsG generalities T thinkingH UI VJ WK knowledge XL YM ZMs. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction
  • ShareMs. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction
  • Table of ContentsDate Page #Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction06-14-1306-14-13Take One; Share One06-14-13Taxonomy of TEKSResources and Workshop Objectives06-14-13TEKS and Bloom’s Revised Taxonomy
  • Texas Essential Knowledge &Skillshttp://www.tea.state.tx.us/index2.aspx?id=6148Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction
  • Bloom’s Revised TaxonomyUnderline specific knowledge/content
  • Table of ContentsDate Page #Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction06-14-1306-14-13Take One; Share One06-14-13Taxonomy of TEKSResources and Workshop Objectives06-14-13TEKS and Bloom’s Revised Taxonomy06-14-13The Lesson Cycle Planning Process and Model
  • Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & InstructionSteps inplanning alesson
  • What doesthe state saystudentsneed to knowand be ableto do?What teachingand learningactivities/resources will Iuse to helpstudents learnthoseknowledge &skills?How will Icheck for anddeepenunderstandings?Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction SpecialistBeforegetting them readyAfterretaining informationDuringprocessinginformationThe Lesson Cycle PlanningProcess
  • Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction(12) Reading/Media Literacy. Students usecomprehension skills to analyze howwords, images, graphics, and sounds work togetherin various forms to impact meaning.(A) compare and contrast how events arepresented and/or information is communicated byvisual images (e.g., graphic art, illustrations, newsphotographs) versus non-visual texts§110.31. English Language Artsand Reading, English I (OneCredit)(b) Knowledge and skillsWhat doesthe state saystudentsneed to knowand be ableto do?
  • Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & InstructionTech Tools Keywords – communicate, meaning, visuals,images http://piclits.com/compose_dragdrop.aspx http://www.visuwords.com/ http://nieonline.com/aaec/cftc.cfm http://www.galileo.org/schools/strathmore/visual_literacy/13_pages/
  • Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & InstructionWhat teachingand learningactivities/resources will Iuse to helpstudents learnthoseknowledge &skills?
  • Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction SpecialistTheyre is a shortened version of they are. (The apostrophereplaces the letter a.) Only use theyre if you can substituteit with they are.Their is used to show possession. It is just likemy, your, his, her, its and our. (These are calledpossessive adjectives.) Here is a little trick: use theword our instead of their. If the sentence still makessense, then their is almost certainly correct. This trickworks because our and their are both possessiveadjectives used for plurals.The word there is similar to the word here in that itrepresents a place. It has two main uses: It is aspecified place (like in the first example below) and anunspecified place (like in the second example).Also, like in the second and third examples, the wordthere can be used to show that something exists.
  • Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & InstructionTheyre is a contraction of they are.Their is possessive and has theword, heir, as the possessor of aninheritance or ownership.A place, there, has the place, here, in it.Example: Theyre here, but their thingsare there.
  • Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & InstructionWrite one sentenceusing all three formsin that sentence correctly.Orally practice using thethree forms correctly. (Groups)Write several sentencesusing each form.
  • Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instructionthey’redefinetheirdefinetheredefineThey’re excitedabout living in abig house wherefriends and familycan stay.The family wantsto live close bytheir children’sschool .There is aneighborhoodschool right downthe block from thehouse.
  • Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & InstructionMake a slide/poster/picture of yoursentence that demonstrates the sentencecorrectly.My sentence: They’re living in a house ina neighborhood close by their school andwhere there is plenty of room for family tovisit.SchoolHouse withentire familySchoolFamilyHow will Icheck for anddeepenunderstandings?
  • What doesthe state saystudentsneed to knowand be ableto do?What teachingand learningactivities/resources will Iuse to helpstudents learnthoseknowledge &skills?How will Icheck for anddeepenunderstandings?Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction SpecialistBeforegetting them readyAfterretaining informationDuringprocessing informationThe Lesson Cycle PlanningProcess
  • Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & InstructionWords that are Commonly Misspelled andMisusedwere, we’re, whereto, two, too weather,whetheraccept, except effect, affect allusion, illusioncite, sight, site conscious,conscienceconsciencea part, apartelicit, illicit proceed,precedepassed, pastlose, loose all ready, already supposed to,suppose supposeprinciple,principallead, led than, thenknow, no through, threw thorough, throughoutthroughoutwon, one lie, lay council, counselbreath, breathe altogther, alltogetherits, it’seminent, imminent,immanentstationary, stationery dessert, desert
  • Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction(12) Reading/Media Literacy. Students usecomprehension skills to analyze how words,images, graphics, and sounds work together invarious forms to impact meaning.(A) compare and contrast how events arepresented and information is communicated byvisual images (e.g., graphic art, illustrations, newsphotographs) versus non-visual texts§110.31. English Language Artsand Reading, English I (OneCredit)(b) Knowledge and skills
  • Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction§110.31. English Language Artsand Reading, English I (OneCredit)(13) Writing/Writing Process. Students useelements of the writing process(planning, drafting, revising, editing, andpublishing) to compose text. Students areexpected to:(D) edit drafts forgrammar, mechanics, and spelling;(C) use a variety of correctly structuredsentences(e.g., compound, complex, compound-complex).
  • Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction§110.31. English Language Artsand Reading, English I (OneCredit)Students will continue to apply earlier standards withgreater complexity. Students are expected to:(A) listen responsively to a speaker by taking notesthat summarize, synthesize, or highlight the speakersideas for critical reflection and by asking questionsrelated to the content for clarification and elaboration;(B) follow and give complex oral instructions toperform specific tasks, answer questions, solveproblems, and complete processes
  • Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction§110.31. English Language Artsand Reading, English I (OneCredit) (25) Listening and Speaking/Speaking. Students speak clearly andto the point, using the conventions of language. Students willcontinue to apply earlier standards with greater complexity. Studentsare expected to give presentations using informal, formal, andtechnical language effectively to meet the needs of audience,purpose, and occasion, employing eye contact, speaking rate (e.g.,pauses for effect), volume, enunciation, purposeful gestures, andconventions of language to communicate ideas effectively.(26) Listening and Speaking/Teamwork. Students work productivelywith others in teams. Students will continue to apply earlierstandards with greater complexity. Students are expected toparticipate productively in teams, building on the ideas of others,contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.
  • Bloom’s Revised TaxonomyKnowledgeEvaluationApplicationSynthesisAnalysisComprehension
  • Type(s) of Thinking/Skillscompare/contrastcategorizedefineidentifycreatelisten/speakpredict
  • Table of ContentsDate Page #Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction06-14-1306-14-13Take One; Share One06-14-13Taxonomy of TEKSResources and Workshop Objectives06-14-13TEKS and Bloom’s Revised Taxonomy06-14-13The Lesson Cycle Planning Process and Model06-14-13Steps in the Planning Process - Questions
  • Steps in the Planning ProcessMs. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction1) Determine Lesson Concept/Topic-TEKS/Resources2) Determine Formative/Summative Assessments3) Determine Prerequisites to Learning/Tools4) Prepare Students to Learn/Tools5) Provide Opportunities to Process Information-GuidedPractice/Tools6) Provide Opportunities to Deepen Understandings/Tools7) Provide Opportunities for Retention/Tools8) Assess (formative and summative)
  • Steps in the Planning ProcessMs. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist1) Determine Lesson Concept/Topic-TEKS/Resources2) Determine Formative/Summative Assessments3) Determine Prerequisites to Learning/Tools4) Prepare Students to Learn/Tools5) Provide Opportunities to Process Information-GuidedPractice/ToolsWhat activity/tool/strategy will I have students use to practiceanddemonstrate they understand and can correctly do what it isthey areexpected to do after this lesson?6) Provide Opportunities to Deepen Understandings/Tools7) Provide Opportunities for Retention/Tools
  • ShareMs. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction
  • Steps in the Planning ProcessMs. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist1) What are the lesson concepts/topics my students need to know basedupon the TEKS?2) What will be my formative and summative assessments? How will I knowstudents “got it “ as they practice and at the end of the lesson/unit?3) What do my students need to know in order to be successful whenbeginning this lesson?4) What activities/tools/activities/resources do I have at my disposal, and doI need to teach/show them to my students?5) What will my students do to practice the skill?6) What can I have my students do to more deeply understand theconcept/topic/skill(s)?7) What will my students do independently to demonstrate their level ofunderstanding and retain the information/skills?8) How well did my students learn the concept/topic/skill?
  • Refining the LessonMs. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & InstructionPrioritizeLessonElementsDifferentiationof ActivitiesESL/LEPSPEDGT/Pre-AP/AP
  • Creating a TimelineMs. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & InstructionClassStartsGetting themreadyBeforeClass EndsClosureModelingProcessingIndependent Practice&RetentionMaximizing Instructional TimeManaging the ClassroomGuidedPracticeProcessingIndependent PracticeProcessingFormative/Summative Assessment
  • Table of ContentsDate Page #Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction06-14-1306-14-13Take One; Share One06-14-13Taxonomy of TEKSResources and Workshop Objectives06-14-13TEKS and Bloom’s Revised Taxonomy06-14-13The Lesson Cycle Planning Process and Model06-14-13Steps in the Planning Process - Questions06-14-13Delivering the Lesson/Instruction - Discussion
  • Delivering the Lesson/Instruction Let your students know what they will be learningand doing and why it is important… Brief Agenda on Board Outline on Board Handout to Students Provide a meaningful organization of the classtime… Flow Map (https://www.lucidchart.com/) Timer (http://www.online-stopwatch.com/countdown-timer/) Explanation (Chunks)
  • Table of ContentsDate Page #Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction06-14-1306-14-13Take One; Share One06-14-13Taxonomy of TEKSResources and Workshop Objectives06-14-13TEKS and Bloom’s Revised Taxonomy06-14-13The Lesson Cycle Planning Process and Model06-14-13Steps in the Planning Process - Questions06-14-13Delivering the Lesson/Instruction - Discussion06-14-13Reflecting on the Lesson/Instruction - Discussion
  • Reflecting on your Lesson Were all students active participants? If so, why? If not, why not? Tweakings for next time? Reason for tweakings? Did all students “get it?” If so, why? If not, why not? Tweakings for next time? Reason for tweakings?
  • Table of ContentsDate Page #Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction06-14-1306-14-13Take One; Share One06-14-13Taxonomy of TEKSResources and Workshop Objectives06-14-13TEKS and Bloom’s Revised Taxonomy06-14-13The Lesson Cycle Planning Process and Model06-14-13Steps in the Planning Process - Questions06-14-13Delivering the Lesson/Instruction - Discussion06-14-13Reflecting on the Lesson/Instruction - Discussion06-15-13Group Task – Guidelines/Checklist
  • Table of ContentsDate Page #Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction06-14-1306-14-13Take One; Share One06-14-13Taxonomy of TEKSResources and Workshop Objectives06-14-13TEKS and Bloom’s Revised Taxonomy06-14-13The Lesson Cycle Planning Process and Model06-14-13Steps in the Planning Process - Questions06-14-13Delivering the Lesson/Instruction - Discussion06-14-13Reflecting on the Lesson/Instruction - Discussion06-15-13Group Task – Guidelines/Checklist06-15-13Web Tools
  • ShareMs. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction
  • Web ToolsMs. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & InstructionName of Tool Use for…
  • Web 2.0 Tools that helpcommunicate, collaborate, & create Collaborate, Communicate, Create PBWorks Edmodo Wallwisher / Linoit Diigo/Delicious Google Drive Dropbox Box Moodle Weebly VoiceThread PhotoPeach Slideshare Glogster Big HugeLabs Kerpoof Animoto Scriblink Timetoast Storybird iTunesU Geogebra
  • PBWorksAdditional options – wikispaces, wetpainthttp://pbworks.com
  • PBWorks Class Resources - Publish class notes, PowerPointlectures, schedules and policies; show off examplesof great student work. Group Projects - Build collaborative pages, startdiscussions and encourage comments. Parent Outreach - Keep parents involved. Postassignments, key dates and volunteer lists. Allavailable at home, from work, or anywhere. Student Portfolios - Give students their own pageto post content, upload homework, and share theirwork.
  • EdmodoEdmodo provides teachers and students with asecure and easy way to post classroommaterials, share links and videos, and accesshomework, grades, and school notices.
  • WallwisherWhat is wallwisher?Wallwisher is an Internetapplication that allowspeople to express theirthoughts about a commontopic easily.What is a wall?A wall is basically the webpage where peopleactually post messages.http://www.wallwisher.com/
  • Linohttp://en.linoit.com/Lino is anonlineweb, sticky noteservice that canbe used to postmemos, to-dolists, ideas, andphotosanywhere on anonline webcanvas.
  • Social Bookmarking a social bookmarking website which allowssigned-up users to bookmark and tag web-pageshttp://www.diigo.com/http://www.delicious.com/
  • Google Docshttp://drive.google.com/
  • Mindomohttp://www.mindomo.com/
  • Dropboxhttp://www.dropbox.com/
  • Boxhttps://www.box.com/
  • Moodlehttp://moodle.org/ Moodle is a Course Management System(CMS), also known as a Learning ManagementSystem (LMS) or a Virtual Learning Environment(VLE). It is a Free web application that educatorscan use to create effective online learning sites.
  • Weebly What can I do with Weebly? Easily create a classroom website& blog Manage your students accounts Accept homework assignmentsonline Keep your parents up to datehttp://education.weebly.com
  • Shutterfly Notices and comments posted on the site are automaticallysent to parents (including handouts, newsletters andhomework assignments). Calendars help recruit andmanage parent volunteers. Wish lists allow teachers torequest classroom needs. Pictures capture all the memoriesof classroom activities and field trips in one place.http://www.shutterfly.com/share-photos/classroom-websites.jsp
  • Voice Threadhttp://ed.voicethread.com/
  • PhotoPeachhttp://photopeach.com/
  • Slidesharehttp://www.slideshare.com/Upload and share your PowerPoint & Keynotepresentations, Word & PDF documents, andprofessional videos on SlideShare. Add audioto make a webinar.
  • Glogster A web 2.0 platform that easily allows users toupload photos, videos, text, audio ,and more tocreate a unique online, interactive poster.http://edu.glogster.com
  • Big Huge Labshttp://bighugelabs.com/education.php Do fun stuff with yourdigital photos. Createand print personalizedmotivational posters,calendars, movieposters, magazinecovers, badges,mosaics, etc.
  • Kerpoofhttp://www.kerpoof.com/ Kerpoofs multimedia software is used by kids worldwide to createoriginal artwork, animated movies, stories, greeting cards ,and more.Elementary and middle school teachers can use Kerpoof in manyways to enhance classroom activities while meeting a range ofeducational standards.
  • Animotohttp://animoto.com/education Enhance your digitalclassroom with Animoto, theperfect tool for creatingvideos and presentations. Ittakes just minutes to createa video which can bring yourlessons to life. Educators apply for a freeAnimoto Plus account
  • Scriblinkhttp://www.scriblink.com/ Free online whiteboard that allows users tocollaborate in real-time. No registration required.Built-in chat, image uploading, file sharing andmore.
  • Timetoast Create timelines, share them on the web Timetoast is a great way to share the past, oreven the future...Creating a timeline takes minutes,; its as simpleas can be.
  • Storybirdhttp://storybird.com/ Storybird is a service that uses collaborative storytelling toconnect kids. Two (or more) people create a Storybird in around robin fashion by writing their own text and insertingpictures. They then have the option of sharing their Storybirdon the network. The final product can be watched on screenor shared through a worldwide library.
  • Evaluating Technology Projects A rubric is an assessment tool that provides thecriteria for evaluating a piece of student work.Specific levels of performance are listed alongwith a rating system such as needimprovement, acceptable, or excellent. Rubricscan be used by both students and teachers. Rubistar Sample Rubric
  • iTunesU Texas Association of School Administrators English I, II, III, IV Algebra I, Geometry, Math Models, Algebra II,PreCalc IPC, Biology, Chemistry, Physics World Geography, Economics, Government, WorldHistory, US History
  • TI-84 Emulator Students can access thiscalculatoranytime….anywhere.
  •  http://geogebraweb.appspot.com/app.htmlWhat is GeoGebra? GeoGebra is free and multi-platform dynamicmathematics software for all levels of educationthat joins geometry, algebra, tables, graphing,statistics and calculus in one easy-to-usepackage.Quick Facts• Easy-to-use interface, yet many powerful features• Authoring tool to create interactive learningmaterials as web pages• Free and open source software
  • Create your own games
  • Livescribe Smartpen Record and play back everything you write andhear. Then, using a USB cable, transfer yournotes and audio to your computer
  • Additional Tools Keepvid.com Save YouTube videos to your desktop zamzar.com, online-convert.com Convert files PDF Split and Merge Combine or separate PDF documents
  • Resources for lessons http://www.discoveryeducation.com/teachers/free-lesson-plans/index.cfm http://www.microsoft.com/Education/en-us/teachers/plans/Pages/index.aspx http://www.thinkfinity.org/community/thinkfinity-resources http://www.educationworld.com/a_lesson/ http://www.hippocampus.org/HippoCampus/ http://www.shmoop.com/
  • Group Task=Final Product: A Lesson PlanUse the TEKS to decide on a lesson based upon thinking processesand skillsIdentify Grade Level and Content Area(s)Use the questions to guide your planningCreate a realistic timeline for a week (Monday-Friday) 45 minutesIdentify Bloom’s Levels of ThinkingIdentify your differentiation for the following: Auditory LearnersVisual LearnersTactile LearnersKinestheticLearnersSpecial Needs StudentsELL/ESL/LEP StudentsGT /PRE-AP/APEffectively incorporate a minimum of two tech tools