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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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### Transcript

• 1. Designing Integrated Lessons Exceeding Standards in an Interactive Classroom The University of Akron 5500:475
• 2. Participants Will Learn To…
• Locate and organize web based resources.
• Develop formative and summative assessments.
• 4. 1. Examine Academic Content Standards
• What’s the BIG IDEA?
• 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
• 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
• Requires teacher direction
• Teacher reviews content.
• Teacher gives explicit directions.
• Share expectations
• Model
• Practice together.
• 12. Locate & Organize Web-Based Resources
• 13. 1. Locate Web-Based Resources
• Before You Begin…
• 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
• 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
• 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
• MyBookmarks
• 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