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Assignments that matter
 

Assignments that matter

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    Assignments that matter Assignments that matter Presentation Transcript

    • Assignments That MatterPresentation by:Jamie WieltAllison SherritzStephanie McSparinAmy FuhsCaitlin Creasey
    • Characteristics of Engaged & Worthwhile Learning
      Students play the role of the teacher
      Students build on prior knowledge
      Students work collaboratively; learning from their peers
      Students can relate to the lesson
      Students ask questions to improve their learning
      Teachers are facilitators, guides, and co-learners
      Teachers are constantly interacting with the students
    • Characteristics cont.
      Lessons are created to be challenging, but fun
      Lessons are created to offer choices
      Technology is integrated to keep students engaged
      Assessments are based on performance and participation
    • An Example of AssignmentsThat Matter
      Monster Swap
      Each student creates a monster from their imagination. After the students’ finish drawing their monsters, they write a descriptive paragraph about their creation. The paragraphs are swapped between the partners through e-mail. By reading the paragraph, the partners try to duplicate each others creation. The results are then scanned and swapped, and the students get to see just how powerful their language can be.
    • Technology Integration
      Using e-mail, the students swap their paragraphs
      After the results are illustrated, they are scanned and swapped
      Each student creates a multimedia slideshow to show off their work
      Audio tapes are provided to accompany the drawings
    • Tech Integration FromDifferent Perspectives
      Educational Theorist
      Educational Psychologist
      Curriculum Specialist
      Pedagogy Specialist
      Instructional Designer
    • Educational Theorist
      Study how people learn
      Theories
      Behaviorism
      The learner starts with starts off with a blank slate and it is then shaped by positive and negative reinforcement
      Constructivism
      Learning is acquired through personal experiences and through our environment
      Past experiences and cultural factors play a significant role in learning
      Cognitivism
      Focuses on the internal, active, and creative processes
      These mental processes include: memory, thinking, knowing, and problem solving
      Humanism
      Study the person as a whole
      Believe that people act with intentionality and values
    • How the Educational Theorist relates to Monster Swap
      Constructivism
      Work in groups
      Use hands-on activities
      The teacher acts as a guide
      Students are active participants
      Understanding that knowledge is constructed
    • Educational Psychologist
      Studies the environment that the students are to be learning in
      Studies how the students learn
      Right brained students
      prefer to work in groups, do art projects rather than write papers
      Left brained students
      prefer to work alone, read independently, favor quiet classroom
      Studies how the teachers teach
      Right brained teachers
      prefer to use hand on activities, more art, and group projects
      Left brained teacher
      prefer to lecture, use the board and overheads, give writing assignments
    • Educational Psychologist
      Teachers must know how each of their students learn and they must adapt to their students
      Concrete perceivers
      absorb information through direct experience, by doing, acting, sensing, and feeling.
      Abstract perceivers
      take information in through analysis, observation, and thinking
      Active processors
      make sense of an experience by immediately using the new information
      Reflective processors
      make sense of an experience by reflecting on and thinking about it
    • How the Educational Psychologist relates to Monster Swap
      In the Monster Swap unit it gives examples of Differentiated Instruction. It is the Educational Psychologist’s job to know about these different types of instruction and make sure that the teacher is aware of them as well. In this unit it gives examples of:
      Resource Student
      Make modifications according to the IEP
      Present written and oral instructions
      Work with an aide
      Gifted Student
      Provide more advanced instructions
      English Language Leaner
      Give support from another student
      Give extra time
      Give visuals
    • Curriculum Specialist
    • How the Curriculum Specialistrelates to Monster Swap
    • Pedagogy Specialist
      • Works to select the best and most appropriate strategies for instruction
      • Strategies
      • Engaged Learning- Students develop their own goals and evaluate their own progress
      • Technology Integration- Regular use of technology resources in the classroom (computers, software, internet, cameras, etc)
      • Inquiry Learning- The focus is on the learner’s questions more than the teacher’s lessons. This tends to be more motivating to the students
    • Pedagogy Specialist
      Strategies cont.
      • Collaborative Learning- Involves groups of students working together to solve a problem or complete a task
      • Outcome-Base Education- Students determine where they are and where they want to be, then make a plan on how to get there
      • Teachers & students share responsibilities
      • Objectives must be clearly defined
      • Students must have many choices and options
      • Socratic Learning- Gets learners to think more about what they are asking and/or thinking
      • Teachers respond to questions with a further question
      • Teachers treat assertions as a connecting thought
      • Teachers treat all thoughts and questions as “in need of development”
    • How the Pedagogy Specialistrelates to Monster Swap
      Technology Integration
      Students will use technology such as computers, internet, cameras, and scanners
      Collaborative Learning
      Students work with other students by presenting their monster and exchanging pictures and ideas
      Outcome-based Education
      Students determine what they want their monster to look like and what it will take to develop their monster. With endless options, the student then develops a plan on how to successfully create their monster.
    • Instructional Designer
      Teaching for Understanding
      Educational Theories
      Educational Psychology
      Using Design/Backward design
      Developing Effective Goals and Objectives
      Using Bloom’s Taxonomy and knowing the steps of higher learning.
      Knowledge
      Comprehension
      Application
      Analysis
      Synthesis
      Evaluation
             
    • InstructionalDesigner
      Technology Integration
      Standards, Assessment, Accessibility
      Literacy’s
      Information Power
      Information Literacy’s
      Differentiating Instruction
      It gives lesson plans, worksheets, etc. for the classroom
    • How the Instructional Designerrelates to Monster Swap
      It is the teacher’s role before the student’s start the activity.
      The teacher needs to:
      Read the book
      Then discuss with the class
      Work on adjectives with the students
      This prepares the students to be able to describe their monster in a writing format.
      Student's need to have background knowledge, readiness, and language for the project.
      The teacher must understand that it is only how the students use the technology, is how the student will learn.
      It is key for the teacher to give good directions to students.
    • Evaluation
      Standards/Learning - 5
      Appropriate curriculum and learning objectives
      Good use of technology
      Curriculum Linking - 3
      Good use of technology, but unit could have been done without it
      Cognitive Tasks – 3
      Unit requires analysis of information
      Information combined from several different sources
    • Evaluation Cont.
      Assessment Practice – 3
      Students were assessed on writing skills
      Students were not assessed on their use of technology
      Preparation for Learning Tasks - 3
      Adequate preparation was needed
      Overall Focus of Technology Use – 3
      Technology was integrated into the unit
      Technology did not transform the unit
    • Strengths & Weaknesses
      Strengths
      Cyber pals draw picture from written description only
      Class discussion over the end results
      Student’s critique their own work
      Differentiated instruction provided for students who need assistance
      Weaknesses
      Students were not assessed on their use of technology