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Designing Integrated Lessons

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University of Akron …

University of Akron
5500:475

Published in: Education, Technology

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  • 1. Designing Integrated Lessons Exceeding Standards in an Interactive Classroom The University of Akron 5500:475
  • 2. Participants Will Learn To…
    • Design integrated standards-based lessons.
    • Locate and organize web based resources.
    • Develop formative and summative assessments.
  • 3. Design Integrated Standards-Based Lessons
  • 4. 1. Examine Academic Content Standards
    • What’s the BIG IDEA?
      • General subject to address
      • Not always stated in indicator
    • What ACTION do students need to take?
      • Look for verbs.
    • In what MANNER do they need to act?
      • by, according to, with, using, through, about, more than/less than/the same as, involving, etc.
  • 5. Kindergarten Social Studies Indicator
      • Distinguish between land and water on maps and globes.
    BIG IDEA ACTION MANNER MAP SKILLS
  • 6. 1 st Grade Science Indicator
      • Classify objects according to the materials they are made of and their physical properties.
    BIG IDEA ACTION MANNER MATTER
  • 7. 2 nd Grade Mathematics Indicator
      • Identify, describe, compare and sort 3-D objects according to the shape of the faces or the number of faces, edges or vertices.
    BIG IDEA ACTION MANNER
  • 8. 3 rd Grade Mathematics Indicator
      • Model, represent and explain multiplication using repeated addition, skip counting or rectangular arrays.
    BIG IDEA ACTION MANNER
  • 9. 2. Design Standards-Based Template
    • Electronic document
    • Saved to network location or individual computers
    • Objects locked into place
    • Read-only
    • Easy to view and use
      • Entire document fits on the screen
      • Drag and drop
      • Minimal keyboarding
      • Colorful
  • 10. 3. Instruct in an Interactive Setting
    • The POINT and KLiC
    • P upils O perating I nteractive N etwork T echnologies (Pre-K to 1)
    • KL eckner i nteractive C lassroom (2 & 3)
    • 24 Workstations
    • Presentation System
    • Networked Printer
    • Standards-based lessons
  • 11. 3. Instruct in an Interactive Setting
    • Students log in and locate the template.
      • Requires teacher direction
    • Teacher reviews content.
    • Teacher gives explicit directions.
      • Share expectations
      • Model
      • Foreshadow problems
    • Practice together.
  • 12. Locate & Organize Web-Based Resources
  • 13. 1. Locate Web-Based Resources
    • Before You Begin…
      • Consider Academic Content Standards
      • Review the ACTION and MANNER in which students will be expected to demonstrate proficiency.
  • 14. 3 rd Grade Mathematics Indicator
      • Model, represent and explain multiplication using repeated addition, skip counting or rectangular arrays.
    BIG IDEA ACTION MANNER
  • 15. Use Reliable Search Engines
    • [email_address] http://www. aolatschool .com/
    • Educator’s Reference Desk (formerly AskEric) http://www. eduref .org/index. shtml
    • MarcoPolo http://www. marcopolo-education .org/
    • Gateway to Educational Materials http://www. thegateway .org/
    • OhioRC (ORC) http://www. ohiorc .org/
    • Kathy Schrock’s Guide for Educators http://school.discovery. com/schrockguide/
  • 16. 2. Evaluate with Indicators in Mind
    • As you find resources, think about student proficiency.
      • Find 1 Find 2 Find 3 Find 4
    • repeated addition
    • skip counting
    • rectangular arrays
    • Model
    • Represent
    • Explain
    MANNER ACTION
  • 17. 3. Organize Resources
    • Favorites/Bookmarks
      • Stored and accessible on individual computers
      • May be organized in folders by content area
      • Must be updated on each computer
  • 18. 3. Organize Resources
    • Save lists in Microsoft Word web files
      • Stored and accessible on a network/intranet
      • May be organized in folders by content area
      • Update on the network
  • 19. 3. Organize Resources
    • Online site manager
      • Bookmarks are links on a web page
      • Accessible with any internet connection
      • May be organized by content area
  • 20. Online Site Managers
    • Del.icio.us
    • Furl
    • iKeepBookmarks
    • Bookmark Commando
    • LinkaGoGo
    • MyBookmarks
    • Save Your Links
    • SiteJot
  • 21. Assessing Proficiency Task Assessments Scoring Rubrics
  • 22. 1. Categories of Assessment
    • Diagnostic (before formal instruction)
      • What can students do already?
      • How proficient are they at this point?
    • Formative (during instruction period)
      • What have students learned so far?
      • How proficient are they to this point?
    • Summative (post-instruction, hopefully)
      • What did students learn?
      • Are they proficient?
  • 23. Integrated Assessments and Web-Based Resources
    • Diagnostic and Formative
    • Very few web-based resources are appropriate for summative assessment.
  • 24. 2. Determine How to Assess
    • Determine current level of proficiency.
    • Look at the indicator again .
    • Consider an appropriate assessment.
      • Student level (grade level, aptitude)
      • Best use of resource
  • 25. 3. Develop the Assessment
    • Guiding Principles
      • Students should benefit academically.
      • Teacher should achieve recordable feedback.
      • Teacher should be able to determine proximity to proficiency.
  • 26. 3. Task Assessments
    • Template for students to complete electronically
    • Recording Sheet to accompany a web-based activity
  • 27. 4. Scoring Rubrics
    • Examples of student work
    • Student Rubric—self assessment
    • Teacher Rubric based on indicators
      • Option 1
      • Option 2