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Capstone Project Presentation
Capstone Project Presentation
Capstone Project Presentation
Capstone Project Presentation
Capstone Project Presentation
Capstone Project Presentation
Capstone Project Presentation
Capstone Project Presentation
Capstone Project Presentation
Capstone Project Presentation
Capstone Project Presentation
Capstone Project Presentation
Capstone Project Presentation
Capstone Project Presentation
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Capstone Project Presentation

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  • 1. Capstone Project Lauren Frazier April 22, 2009
  • 2. Abstract <ul><li>The purpose of this project is to use differentiated instruction to promote the retention of knowledge based on data from formative and summative assessments. </li></ul>
  • 3. <ul><li>Rationale </li></ul><ul><li>Continued Professional Growth </li></ul><ul><li>Meet the Need of Each Student </li></ul><ul><li>Differentiate Instruction </li></ul><ul><li>Help Students Retain Knowledge </li></ul><ul><li>Incorporate 21 st Century Skills </li></ul><ul><li>Utilize Web 2.0 Resources </li></ul><ul><li>Remediation </li></ul>
  • 4. Objectives <ul><li>Student centered  – The students will be working together in groups to become experts on a specific topic and then teach their peers. </li></ul><ul><li>Using information  – Students will be using multiple forms of information to prepare a lesson that they can teach to their peers. </li></ul><ul><li>Facilitator – As students are working to create their lesson I will be available to guide them through the process and will serve a as a resource for their understanding and learning. However, I will stand back to allow them to be the teachers. </li></ul><ul><li>Flexible grouping configuration based on individual student needs  – Students will be grouped based on their need for remediation. </li></ul><ul><li>Multiple instructional and learning modalities to include all students – Students will be provided with several different resources for each topic for their learning and understanding as well as with peers with whom they can collaborate. </li></ul><ul><li>Higher-­order thinking skills  – Students will be learning information in a way that they can then explain it to their peers. They won’t be just doing, they will understand in a way that they can then communicate. </li></ul>
  • 5. Objectives <ul><li>Collaboration  – Students will be working together in a group to create a lesson and teach it to their peers. </li></ul><ul><li>Multiple sources of information, including technology – Each group will have a list of resources to master the topic, do research and prepare a lesson. </li></ul><ul><li>Technology fully integrated into the classroom  – Multiple forms of technology will be provided to each group as well as a requirement for use in their presentation. </li></ul><ul><li>Teachers addressing the learning styles of all learners  – Upon implementing the unit, a learning inventory will be given to determine the different learning styles and needs of my students. </li></ul><ul><li>Learning how to learn  – As students are given a differentiated task, collaborate to prepare a lesson, teach their peers it is my hope that they will learn how they learn. </li></ul><ul><li>Using a variety of types of information to complete authentic projects  – Students will be provided with a list of different types of resources to gather information as well as to use as a means of presenting and teaching the information. </li></ul><ul><li>Students acting as a professional in the discipline  – As the students become experts in their topic they will then become the professionals and teach the class. </li></ul>
  • 6. <ul><li>Timeline </li></ul><ul><li>Days 1 &amp; 2 – Students gather information, prepare their information, lesson, and materials to teach the class </li></ul><ul><li>Day 3 – Vocabulary photo album collaborative project </li></ul><ul><li>Day 4 - Presentations </li></ul><ul><li>Day 5 - Assessment </li></ul>
  • 7. Strategy <ul><li>Differentiated instruction - to remediate specific content topics based on results from a common unit based assessment  </li></ul><ul><ul><li>properties of polygons, </li></ul></ul><ul><ul><li>lines (including parallel, perpendicular, transversals, and linear pair), </li></ul></ul><ul><ul><li>complementary and supplementary, </li></ul></ul><ul><ul><li>word problems (interpreting and writing), </li></ul></ul><ul><ul><li>polygons and lines in the real world.   </li></ul></ul><ul><li>Readiness groups - split my students into groups based on their need for remediation. </li></ul><ul><ul><li>groups of 4 to 5 </li></ul></ul><ul><ul><li>includes one person that has mastered the topic to be the group leader  </li></ul></ul>
  • 8. Strategy <ul><li>Assignment – readiness groups present their remediation topic </li></ul><ul><ul><li>each group assigned one topic to teach the </li></ul></ul><ul><ul><li>must include a PowerPoint presentation, something to hand out to the class, and a quick reference of information to post on the class website, interactive flashcards, and a real world connection.   </li></ul></ul><ul><ul><li>each group will have a list of key concepts and a list of references that included the textbook, websites, interactive online tutorials, and blogs </li></ul></ul><ul><ul><li>  </li></ul></ul><ul><li>Assessment – to reassess their knowledge of remediation topics </li></ul><ul><ul><li>students listening must develop two questions that are to become a pool of questions for the quiz </li></ul></ul><ul><ul><li>the day after the presentations, give the class the quiz based on the questions that they develop. </li></ul></ul><ul><ul><li>monitor their progress over the next week as these topics continue to come up throughout the course. </li></ul></ul><ul><ul><li>incorporate more cumulative questions on homework as another means of maintaining the knowledge and collecting data. </li></ul></ul><ul><ul><li>give a quiz several days later that I will develop over the same topics that were presented </li></ul></ul><ul><ul><li>compare results </li></ul></ul>
  • 9. Components <ul><li>Inquiry – Students will use the provided resources to become experts on their remediation topic. </li></ul><ul><li>Projects – Students will make a vocabulary photo album of the important terms for their topic. </li></ul><ul><li>Technology – Students will use the internet and computer software as a means of research and productivity. </li></ul><ul><li>Dynamic, Flexible Grouping – Students will be grouped by readiness based on their need for remediation. </li></ul><ul><li>Authentic Teaching and Learning Experiences – Students will use several resources to learn and research form. These resources include applications of the content to make the information authentic. As a component of their presentation they must include where their information can be used of found in the real world. Also, their collaborative project requires them to find Geometry in the real world and gather it in an album. As students are becoming experts, they are gaining an authentic understanding because they must learn the information in such a way that they can understand and articulate. </li></ul>
  • 10. <ul><li>Students will be provided with many resources to remediate, </li></ul><ul><li>gather information, and create a presentation. </li></ul><ul><li>Course textbook </li></ul><ul><li>Internet </li></ul><ul><li>Interactive tutorial websites </li></ul><ul><li>Class wiki </li></ul><ul><li>Geometer’s Sketchpad software and discovery activities </li></ul><ul><li>Podcasts </li></ul><ul><li>Blogs </li></ul><ul><li>Contacting professionals </li></ul><ul><li>Presentation materials </li></ul><ul><li>Flashcardmachine.com </li></ul><ul><li>Any other Web 2.0 resources they may come across </li></ul><ul><li>Students will be provided with a list of these resources and their expectations for using these resources at the beginning of the unit. There is a classroom set of laptops for students to collaborate and prepare their presentation. While giving their presentations, students will be able to use the Promethean board. </li></ul>Resources
  • 11. Desired Outcomes <ul><li>Students will be able to retain and understand essential Geometry concepts by </li></ul><ul><ul><li>discussing with my students the difficulties they were experiencing and where they feel they are struggling. </li></ul></ul><ul><ul><li>giving them an inventory of cumulative topics to determine their deficiencies. I will use this to guide my instruction. </li></ul></ul><ul><ul><li>monitoring as students are working and use error analysis to determine problem areas. </li></ul></ul><ul><ul><li>using surveys and inventories to better understand my students’ learning styles to differentiate instruction. </li></ul></ul><ul><ul><li>giving students a pre-assessment/inventory of topics, to get an idea of the specific topics for differentiated instruction. </li></ul></ul><ul><ul><li>incorporating essential skills for the 21 st Century. </li></ul></ul><ul><ul><li>using web 2.0 resources. </li></ul></ul><ul><ul><li>working collaboratively and becoming teachers. </li></ul></ul><ul><ul><li>completing authentic tasks. </li></ul></ul>
  • 12. Supplements <ul><li>Podcast – This podcast gives an overview of my project and describes how students will be engaged using authentic learning experiences that relate to student-centered, learning and doing, using information, and/or teachers as facilitators. </li></ul><ul><li>ERIC Article – This article review describes how technology is utilized and infused into my project. It also details an experience and results of leaving the comfort of only discipline to promote interdisciplinary work with colleagues. It also gives an online tool that promotes collaboration in the classroom. </li></ul><ul><li>Collaborative Project – This student project is a collaborative, performance-based assessment with a corresponding rubric. Groups of students must make a vocabulary photo album for their remediation topics. </li></ul><ul><li>How-to Guide –This guide can be used to help students locate, evaluate, and use information from multiple online resources. It includes step-by-step directions that will effectively lead students through the research process, as explain digital citizenship guidelines. </li></ul><ul><li>Learning Style Inventory – This math specific learning style inventory </li></ul><ul><li>can be given to students to determine their preferred math learning style. </li></ul><ul><li>Public Service Announcement – This public service announcement </li></ul><ul><li>highlights how parents and students can become involved in a school </li></ul><ul><li>initiative to promote student performance. </li></ul><ul><li>Newsletter – This is a monthly newsletter that can be sent home to </li></ul><ul><li>parents to make them aware of the happenings in the classroom as </li></ul><ul><li>well as provide information relevant to the course. </li></ul>
  • 13. Conclusion <ul><li>The following are the results of the pre- and post-assessment. The assessments were out of 10 cumulative questions, scored right or wrong. </li></ul>7 &lt; 5 3 8 5-6 8 7 7-8 13 3 9-10 Post-Assessment Pre-Assessment Scores
  • 14. Conclusion <ul><li>Students were authentically engaged. </li></ul><ul><li>Students were working collaboratively build community and develop 21st Century skills. </li></ul><ul><li>Flexible grouping was used to appropriately and successfully remediate. </li></ul><ul><li>Formative assessment was used to effectively guide instruction. </li></ul><ul><li>Students were provided with multiple resources to aide in their learning and research fro their presentations. </li></ul><ul><li>21 st Century technology was successfully used to facilitate instruction and learning. </li></ul><ul><li>Multiple 21 st Century instructional strategies were incorporated – authentic, differentiated, and project-based. </li></ul><ul><li>Real-world connections were successfully used to engage students in the learning process. </li></ul><ul><li>Differentiation was successful for remediation. </li></ul>

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