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Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
Indy 11 14-11
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Indy 11 14-11

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  • Participants log on to site Create My Content Log Out and Explore Free Resources RESOURCE : Getting Stared kit: Pg 2
  • Sound effects: As students enter your classroom have a sound effect playing in the background. Have them close their eyes and visualize the location. What do they see? How do they feel? What ’s going on? Could also combine with an image. Sample: Angry Crowd Yelling - - Boston Tea Party http://player.discoveryeducation.com/index.cfm?guidAssetId=80CFE76D-A9D1-46DD-9737-4890C98A704F&blnFromSearch=1&productcode=US Have participants write a short story about what is happening in this scene when they have only half of the picture. Tell them to use clues from the image to make predictions about the setting, characters, and problem to include in their short story.
  • Exploring the Renaissance: http://player.discoveryeducation.com/index.cfm?guidAssetId=05C194BD-E88F-4DAD-99AB-4C3968BDEEA5&blnFromSearch=1&productcode=US
  • http://player.discoveryeducation.com/index.cfm?guidAssetId=844BC27D-8DBD-4025-A04F-65608CCCEE41
  • •’
  • Essential Questions • WB pg 91: Essential questions description • Model Gradual Release Resource : WB pg 91: Essential questions description Resource : WB pg 88: Difference between Essential question and non essential questions.
  • Essential Questions • WB pg 91: Essential questions description • Model Gradual Release Resource : WB pg 91: Essential questions description Resource : WB pg 88: Difference between Essential question and non essential questions.
  • Point out that answering essential questions requires the inquiry process and many times it is quite difficult to answer. The answers require evidence and piecing information together over a unit of study. Refer to pgs. 89-90.
  • Divide class into small groups Assign the following tasks Script Writer (Take Notes) Narrator (will share whole group) Actors (will demonstrate) Participants will develop a new integration idea using any asset from Discovery Education. 10 minutes to complete 20 minutes to share out
  • “” 
  • Transcript

    • 1. 21 st Century Teaching and Learning with Digital Media Discovery Education
    • 2. IPS 21 st Century Cadre “Great Expectations” <ul><li>By the end of this school year you are being asked to: </li></ul><ul><li>Complete and upload three units (lesson plans) of study to MediaShare </li></ul><ul><li>Upload three student created projects in MediaShare </li></ul><ul><ul><li>Multimedia Presentation, Digital Story, Link to Web 2.0 Project </li></ul></ul><ul><ul><li>Projects should demonstrate students tackling essential questions </li></ul></ul>
    • 3. Tasks <ul><li>Revisit our Edmodo Teacher group: </li></ul><ul><ul><li>Go to http://edmodo.com </li></ul></ul><ul><li>Respond to the top post. </li></ul>
    • 4. Goals <ul><ul><li>Collect content to use in standards-based lessons infused with digital media to engage students in curriculum </li></ul></ul><ul><ul><li>Plan for student projects that emphasize 21st Century Skills and require higher levels of Bloom’s Taxonomy </li></ul></ul><ul><ul><li>Share project plans including essential question(s), key vocabulary, technology tools, guiding rubric. </li></ul></ul>
    • 5. Agenda <ul><li>Begin Project Planning </li></ul><ul><ul><li>Standard/Objectives </li></ul></ul><ul><ul><li>The Essential Question(s) and Guiding Questions </li></ul></ul><ul><ul><li>List of Key Vocabulary </li></ul></ul><ul><li>Collect Materials to Support Standards & Project </li></ul><ul><ul><li>Build out Content Folders with Discovery resources </li></ul></ul><ul><ul><li>Review Instructional Strategies to use with media </li></ul></ul><ul><ul><li>Build Class and assign to students </li></ul></ul><ul><li>Choose Effective Technology Tool for Student Project </li></ul><ul><ul><li>Explore tool and create demo </li></ul></ul><ul><li>Create Rubric for assessment </li></ul>
    • 6. Instructional Strategies <ul><li>Play & Pause </li></ul><ul><li>Observation Chart </li></ul><ul><li>I Am Poem </li></ul><ul><li>Graphic Organizers </li></ul><ul><li>Three Truths and a Lie </li></ul><ul><li>Vocabulary Journal </li></ul><ul><li>Exit Tickets - Google Form </li></ul><ul><li>Multiple Perspectives </li></ul><ul><li>Wordle Note Taking & Summarize </li></ul><ul><li>Hear the Sound </li></ul><ul><li>Half the Story </li></ul><ul><li>Avid Strategies </li></ul><ul><li>More: _____________ </li></ul>
    • 7. Count Down Jennifer’s Five Favorite Instructional Strategies 5...4...3...2...1
    • 8. Observation Chart (with Sound) What do you see? What do you hear? What do you wonder? What do you realize? #5
    • 9. Vocabulary Scavenger Hunt <ul><li>encounter </li></ul><ul><li>native </li></ul><ul><li>fertilize </li></ul><ul><li>colonist </li></ul><ul><li>befriend </li></ul><ul><li>inhabit </li></ul><ul><li>displace </li></ul><ul><li>unfamiliar </li></ul><ul><li>pilgrim </li></ul>Pilgrims Found Plymouth Colony #4
    • 10. Vocabulary Powerpoint Journal #4
    • 11. Vocabulary Journal #4 Sketch Example Use in context Define In your own words Word
    • 12. 3 Truths and 1 Lie <ul><li>The Aztec culture was very advanced. Evidence of this is the fact that they could write in pictographs. </li></ul><ul><li>The Aztec emperor position was hereditary, passed down from father to son. </li></ul><ul><li>The inhabitants of the Aztec empire had to pay very high taxes. </li></ul><ul><li>The Aztecs often made human sacrifices to their gods. </li></ul>The Aztecs #3
    • 13. Multiple Perspectives I Am Poem Choose a role to play from the Boston Massacre: Loyalist, Patriot, or British Soldier. Use your understanding about the Boston Massacre to write an I am poem from the perspective of your person. The poem should begin and end with “I am…” I am… I feel… I need… I fear… I hope… I am… The Boston Massacre: Facts and Fiction #2
    • 14. Key Words and Summarization With Wordle #1
    • 15. On this day in history...
    • 16. Where in the world...
    • 17. Gradual Release of Responsibility Let the Students Lead <ul><li>Students gather (or teacher assigns) DE resources to lead a lesson using one of these instructional strategies </li></ul><ul><ul><li>Observation Chart (collect photos and sound on topic) </li></ul></ul><ul><ul><li>Multiple Perspectives, I am Poem </li></ul></ul><ul><ul><li>Three Truths and a Lie </li></ul></ul><ul><ul><li>Vocabulary Scavenger Hunt & Journal </li></ul></ul><ul><ul><li>Wordle Key Words and Summarization (Guess the World) </li></ul></ul><ul><ul><li>Weebly - web site </li></ul></ul><ul><ul><li>Prezi - online presentation </li></ul></ul>
    • 18. Think Pair Share Which strategy have you used most successfully? Which one is your favorite? Which strategies have your students used? Which would you like to try with students?
    • 19. Options for Sharing Resources with your students <ul><li>Assign a folder of materials in My Content </li></ul><ul><li>Build an Assignment and assign to class </li></ul><ul><li>Find a specific resource and assign it directly to your class </li></ul><ul><li>Show students how to search and build their own Favorites folder </li></ul>
    • 20. Pacing Guides
    • 21. Aim Higher with Blooms
    • 22. Essential Questions Drive Learning ? ?
    • 23. Create Something to Answer the Essential Question <ul><li>Digital Story </li></ul><ul><ul><li>Travel Back in Time (Compare/Contrast) </li></ul></ul><ul><ul><li>Historical Documentary (Share Perspective) </li></ul></ul><ul><ul><li>Public Service Announcement </li></ul></ul><ul><li>Web Page </li></ul><ul><ul><li>National History Day </li></ul></ul><ul><ul><li>Weebly </li></ul></ul><ul><ul><li>Embed Instuctional Strategies alongside Discovery resources </li></ul></ul><ul><li>Music Video </li></ul><ul><ul><li>Lodge McCammon Songss </li></ul></ul><ul><ul><li>Use Teacher’s Guide under Related Materials </li></ul></ul>
    • 24. Plan for Student Success <ul><li>Provide essential question and guiding questions to be answered in project </li></ul><ul><li>Provide a Rubric so that students can aim high </li></ul><ul><li>Introduce with your sample project </li></ul><ul><li>Require use of a storyboard (or other device) to plan project </li></ul><ul><li>Students collect and download Discovery resources </li></ul><ul><li>Set time limits for steps in project completion </li></ul><ul><li>Share projects with a greater audience (such as Edmodo) </li></ul>
    • 25. Task <ul><li>Write an essential question(s) </li></ul><ul><li>Write guiding questions </li></ul><ul><ul><li>Use the 5 areas of Thinking Like a Historian </li></ul></ul><ul><li>Collect resources if necessary </li></ul><ul><li>Plan for Student Project </li></ul><ul><li>Create a Sample Student Project (I do) </li></ul><ul><li>Create/Identify Rubric for Assessment </li></ul>
    • 26. <ul><li>Cause and Effect </li></ul><ul><li>Change and Continuity </li></ul><ul><li>Turning Points </li></ul><ul><li>Using the Past </li></ul><ul><li>Through Their Eyes </li></ul>Guiding Questions Thinking Like a Historian
    • 27. Creating Quality Rubrics & Surveys for Project Based Learning Activities http://rubistar.4teachers.org/
    • 28. Thank You! Survey tinyurl.com/DEPDsurvey Contact Us: 800.323.9084 [email_address]

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