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Experience the Cycle

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Using technology to support inquiry based learning

Using technology to support inquiry based learning

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  • According to Stopbullying.gov:Imbalance of Power: people who bully use their power to control or harm and the people being bullied may have a hard time defending themselvesIntent to Cause Harm: actions done by accident are not bullying; the person bullying has a goal to cause harmRepetition: incidents of bullying happen to the same the person over and over by the same person or group

Experience the Cycle Experience the Cycle Presentation Transcript

  • EXPERIENCE THE INQUIRY ANDDESIGN CYCLE WITH TECHNOLOGYJENNIFER BANAS AND ROXANA HADAD
  • INTRODUCTIONS• Jen Banas and Roxana Hadad• You! • Name • Program • What grades will you be teaching? • How do you use technology for personal use? Watch or record video? Digital photography? Blogging? Web development? Social networking? Others? • What are your plans for using technology during your student teaching?
  • OBJECTIVESAt the end of this series, you will be able to ….• Explain the stages of the inquiry and design cycle• Interpret the role of inquiry learning in helping students to achieve standards• Use technology to facilitate and to enhance inquiry learning• Have self-knowledge regarding one’s own beliefs about technology integration
  • OUR LENS FOR LEARNINGAn educator learning about inquiry process anddesign cycle via a technology-enhanced unit called:Advocating for Social Change – Understanding andPreventing Bullying
  • INQUIRY & DESIGN CYCLE1. Frontload2. Ask Questions3. Gather Information4. Construct Knowledge5. Make Knowledge Visible6. Presentation and Feedback
  • FRONTLOAD
  • FRONTLOADING MEANS….• Building prior knowledge• Making connections• Setting purpose• Developing interest• Getting students hooked!
  • WHAT IS BULLYING?"Bullying is repeated exposure, Criterion:over time, to negative actions • Intent to cause harmfrom one or more other • Repetitionstudents. Negative actionscan include physical, verbal or • Imbalance of powerindirect actions that are • Violence or aggressionintended to inflict injury ordiscomfort upon another.”• Source: D. Olweus, BluePrints for Violence Prevention Bullying Prevention Program
  • WHAT ARE THE DIFFERENT TYPES OF BULLYING?• Verbal: name-calling, teasing• Social/relational: spreading rumors, leaving people out on purpose, breaking up friendships• Physical: hitting, punching, shoving• Cyber bullying: using electronic media (Internet, mobile phones or other digital technologies) to harm others• Sexual harassment: intimidation, bullying, or coercion of sexual Video: Words Hurt – nature Bullying Commercial
  • DYNAMICS OF BULLYINGBullies VictimsBully-Victims Bystanders
  • FRONTLOADING AND PREPARING TO ASK QUESTIONS WITH DIIGO!!!
  • ASKING QUESTIONS
  • ASKING QUESTIONS MEANS…• Asking relevant, continuous questions• Facilitating students’ ability to ask questions that connect to their lives
  • SHARING YOUR QUESTIONS WITH BLOGGER!
  • GATHERING DATA
  • GATHERING DATA MEANS…• Collecting information from all types of sources• Interviewing, surveying, and creating new data• Asking more question• Learning how to document the data
  • GATHERING DATAUSING GOOGLE FORMS!
  • CONSTRUCTING KNOWLEDGE
  • CONSTRUCTING KNOWLEDGE MEANS….• Pulling information together and synthesizing information• Making connections and asking more questions• Drawing conclusions• Asking “What do I know now?”
  • CONSTRUCTING KNOWLEDGE USING GOOGLE DRAWING!
  • MAKING KNOWLEDGE VISIBLE
  • MAKING KNOWLEDGE VISIBLE MEANS….• Designing a product which represents new learning• Creating something that is concrete to represent the new knowledge• Project-based learning
  • MAKING KNOWLEDGE VISIBLE USING GOOGLE SITES!
  • PRESENTATION & FEEDBACK
  • PRESENTATION & FEEDBACK MEANS…• Sharing knowledge artifacts with peers, get feedback, and maybe go back and revise.• Showcase work, critique friends’ work, and peer review
  • PRESENTATION AND FEEDBACKUSI NG GOOGLE SI TES (AGAI N!)!
  • DISCUSSION• Planning - Thinking about the unit or project you’d like to revise/create, how could inquiry-based learning facilitate deeper knowledge and skill development?• Information Management - Thinking about past times when you created new student projects, what helped you to be successful in managing all of the new information? What do you plan to do this time?• Planning – Thinking about the technology tools used in this example, how could students facilitate and enhance your unit or project?• Information Management - Thinking about past times when you integrated technology, what helped you to be successful in learning how to use those tools? What do you plan to do this time?• Debugging – Thinking about inquiry-based learning and/or the use of technology, what difficulties do you predict students or yourself, as an instructor, would have? How would you solve these difficulties?• Evaluation - How will you evaluate the success of inquiry-based learning? Of integrating technology What criteria will you use?
  • CONTACT INFORMTION• Dr. Jennifer Banas – j-banas@neiu.edu• Roxana Hadad – r-hadad@neiu.edu