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Emints Presentation
Emints Presentation
Emints Presentation
Emints Presentation
Emints Presentation
Emints Presentation
Emints Presentation
Emints Presentation
Emints Presentation
Emints Presentation
Emints Presentation
Emints Presentation
Emints Presentation
Emints Presentation
Emints Presentation
Emints Presentation
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Emints Presentation
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Emints Presentation
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Emints Presentation
Emints Presentation
Emints Presentation
Emints Presentation
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Emints Presentation

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    • 1. eMINTS an acronym for enhancing Missouri’ s Instructional Networked ✤ Teaching Strategies. Mr. Cunningham’s Third Grade is an eMINTS classroom. This presentation was made to inform you as your student is welcomed to our classroom! Saturday, February 7, 2009
    • 2. eMINTS Instructional Model Saturday, February 7, 2009
    • 3. eMINTS Instructional Model High-Quality Inquiry-based Lesson Design Learning eMINTS Model Classroom Powered by Community Technology Saturday, February 7, 2009
    • 4. Authentic Instruction Real World Learning Saturday, February 7, 2009
    • 5. Real World Learning Learn about the real world Projects are authentic Utilize background knowledge Prepare for real life Saturday, February 7, 2009
    • 6. Teacher-Facilitated Learning Knowledge Teacher Project-Based Acquisition Instruction Teacher Teaching Students are facilitates methods involved in student input include a variety solving resulting in of instruction real-world, knowledge being with a focus authentic generated on inquiry- problems equally by based which are teacher learning. considered and the essential to students. learning. Saturday, February 7, 2009
    • 7. Student-Centered Learning Time- Resources Displays Learning Management Students Student sources Classrooms are Students learn become self- of information filled with effective time directed come from student created management learners by many resources displays through constructing such as the showing project-based meaning internet and authentic activities. through their textbooks. learning. learning. Saturday, February 7, 2009
    • 8. Constructivist Learning Students learn by constructing meaning. Saturday, February 7, 2009
    • 9. Constructivist Learning Constructivism is the basis for ✤ the theoretical framework for learning in the classroom. Teachers focus on inquiry- ✤ based learning. Students construct meaning ✤ through research to learn. Students ask questions and ✤ solve problems. Saturday, February 7, 2009
    • 10. Constructivist Learning Each learner brings into the ✤ classroom his/her own unique set of experiences and background knowledge to the learning situation. Learning then becomes a ✤ process of accommodation, assimilation or rejection and construction of new conceptual structures, meaningful representations or mental models. Saturday, February 7, 2009
    • 11. Constructivist Learning Learning is both an active and ✤ reflective process. Learners with construct ✤ knowledge in multiple ways through a variety of tools, resources, experiences, and contexts. An eMINTS classroom allows ✤ students to learn in just this way. Saturday, February 7, 2009
    • 12. Higher-Order Thinking Skills Saturday, February 7, 2009
    • 13. Higher-Order Thinking Skills Complex thinking skills ✤ Goes beyond basic recall of ✤ facts Apply problem-solving ✤ solutions to real-world problems Closely related to critical, ✤ creative and constructive thinking Saturday, February 7, 2009
    • 14. Application When students apply what they have learned, they: apply and use useful ✤ information use methods, concepts, and ✤ theories in new situations solve problems ✤ Saturday, February 7, 2009
    • 15. Analysis When students use analysis, they: see patterns ✤ analyze parts ✤ identify components ✤ recognize hidden meanings ✤ Saturday, February 7, 2009
    • 16. Synthesis When students use synthesis, they: Use previous learning to create ✤ new learning generalize from given facts ✤ relate knowledge from several ✤ areas predict ✤ draw conclusions ✤ Saturday, February 7, 2009
    • 17. Evaluation When students use evaluation, they: assess the value of theories ✤ and presentations make choices based on ✤ reasoned arguments verify the value of evidence ✤ compare and discriminate ✤ between ideas Saturday, February 7, 2009
    • 18. Differentiating Instruction Meeting the needs of all learners in the classroom. Saturday, February 7, 2009
    • 19. Differentiating Instruction Reading level of material on a ✤ teacher’s web page is adjusted for readers reading on-grade level, above and below. Students are given equal access ✤ to the curriculum, but the degree of complexity is adjusted to meet the needs of the learner. Saturday, February 7, 2009
    • 20. Differentiating Instruction Multiple resources can be given ✤ to all for repetition of material to help to unsure mastery of material. Resources include access to ✤ content that allows for learning-style preferences. Complexity of information can ✤ vary with each resource. Saturday, February 7, 2009
    • 21. Time Management Saturday, February 7, 2009
    • 22. Time Management Project Time Lines Task Lists Status of the Class Group Sheet Status of the Class End of Session Sheet Saturday, February 7, 2009
    • 23. Time Management Project Time Lines Teacher helps students set deadlines ✤ for accomplishing certain steps in the project. Students develop a clear ✤ understanding of the reasons why they have to finish certain parts of the project at certain times in order to meet a final deadline. Helps students to begin to develop ✤ their own deadlines and action plans. Saturday, February 7, 2009
    • 24. Time Management Task Lists Students learn to develop task list to ✤ help them prioritize tasks that need to be completed by a specific deadline. This is a useful time management tool ✤ that many adults use in the business world. Saturday, February 7, 2009
    • 25. Time Management Status of the Class Group Sheet Students learn to set group goals on a ✤ daily basis that they need to accomplish. Students plan together what resources ✤ and materials they will need to be successful at accomplishing their group goal. Students learn to set action plans to ✤ help their group become successful at reaching its goal. Saturday, February 7, 2009
    • 26. Time Management Status of the Class End of Session Sheet Teacher provides students with end of ✤ class session sheets that helps them reflect on their group’s accomplishments for the class period. Students reflect on whether or not the ✤ group reached its goal. Students plan on what they need to ✤ do to be prepared for the next day. Saturday, February 7, 2009
    • 27. Classroom Community Cooperative Learning Saturday, February 7, 2009
    • 28. Classroom Community The goal of an eMINTS ✤ classroom s to build a community of learners. Students feel comfortable ✤ taking risks Share ideas ✤ Work cooperatively ✤ Responsible for their own ✤ learning Saturday, February 7, 2009
    • 29. Cooperative Learning Dr. Spencer Kagan stated, “At an accelerating rate, we move into a rapidly changing, information-based, high-technology, and interdependent economy. Along with the traditional role of providing students with basic skills and information, increasingly schools must provide students capable of higher- level thinking skills, communication skills, and social skills.” (Kagan, 1992) eMINTS training provides teachers with all of these skills to prepare our students for a rapidly changing society. Saturday, February 7, 2009
    • 30. Cooperative Learning Three Basic Principles Simultaneous Interaction Positive Interdependence Individual Accountability Saturday, February 7, 2009
    • 31. Simultaneous Interaction Students discuss views in pairs ✤ or small groups. Students work with teammates ✤ and receive immediate help. Students from each team ✤ distribute materials. Saturday, February 7, 2009
    • 32. Positive Interdependence The success of every team ✤ member depends upon the success of each member. The success of every team ✤ member depends upon the contribution of each member. For example, all team members ✤ must score 80% or better rather than the team must score 80% or better. Saturday, February 7, 2009
    • 33. Individual Accountability Each team member is held ✤ accountable for his/her contribution to the group. Each student is held ✤ accountable to the group for his/her portion of the project. The team cannot go on until ✤ every member of the team has finished his/her task. The contribution of each ✤ individual is made known to the team. Saturday, February 7, 2009
    • 34. Technology-Rich Classrooms Saturday, February 7, 2009
    • 35. Classroom Web Pages eMINTS teachers have their ✤ own web page. Teacher web pages allow for a ✤ safe, controlled inquiry-based learning environment for students. Teacher web pages allow for ✤ differentiated instruction and easy access to lessons at home for students who are absent. ✤ Saturday, February 7, 2009
    • 36. Software Training Software training in: ✤ Microsoft Word Microsoft Excel Microsoft PowerPoint Microsoft Publisher Microsoft Movie Maker Dreamweaver Inspiration Saturday, February 7, 2009
    • 37. Technology Training Technology training is ✤ provided in the use of: Classroom Web Pages SMARTBoards SMARTBoard Notebook Digital Cameras Blogs Wiki’s Search Engines Google Earth Bookmarks Saturday, February 7, 2009
    • 38. SMARTBoards enable students to: ✤ manipulate text and numbers with a touch of ✤ their finger view information from the Internet on a big ✤ screen have access to lessons that teachers create which ✤ are more visual, auditory, tactile and kinesthetic interact in an active way with their learning ✤ view movies on a big screen ✤ Saturday, February 7, 2009
    • 39. Data from the Classroom Student Data on Use of Technology in the Classroom 100 75 Students were given a 5 point Likert Scale to determine their attitudes and beliefs about being in an eMINTS classroom for one year. 50 25 2007 2008 0 2009 2010 Saturday, February 7, 2009
    • 40. Technology and Motivation 20 Eighteen out of nineteen students felt very 15 motivated to learn when they used technology. One out of nineteen students felt motivated. 10 5 18 1 Very Motivated to Learn Motivated to Learn No Preference 0 Somewhat Motivated Not Motivated Saturday, February 7, 2009
    • 41. Technology and Creativity 20 15 Eighteen out of nineteen students felt more creative when they used technology. One out of nineteen students had no preference. 10 5 18 More Creative 1 Creative No Preference 0 Somewhat Creative Less Creative Saturday, February 7, 2009
    • 42. Learning in a Traditional vs. eMINTS Classroom 20 15 Eighteen out of nineteen students felt they definitely learned more in an eMINTS classroom. One out of nineteen students felt they learned more. 10 5 18 1 Definatly Learn More in an eMINTS Classroom Learn More in an eMINTS Classroom No Preference 0 Learn More in a Traditional Classroom Definatly Learn More in a Traditional Classroom Saturday, February 7, 2009
    • 43. Work Better with a Partner or Individually 20 Seventeen out of nineteen students felt they 15 definitely work better with a partner. One out of nineteen students had no preference. One student felt they definitely work better individually. 10 5 17 Definatly Work Better with a Partner 1 Work Better with a Partner No Preference 0 1 Work Better Individually Definatly Work Better Individually Saturday, February 7, 2009
    • 44. Learn Better with a Partner or Individually 20 Seventeen out of nineteen students felt they 15 definitely learned better with a partner. One out of nineteen students had no preference. One student felt they definitely learned better working individually. 10 5 17 Definatly Learn More with a Partner 1 Learn More with a Partner No Preference 0 1 Learn More Individually Definatly Learn More Individually Saturday, February 7, 2009
    • 45. Performance-Based vs. Traditional Assessment 20 Nineteen out of nineteen students felt they 15 definitely preferred to show what they had learned through a presentation (such as PowerPoint or Movie Maker) as compared to taking a multiple choice test. 10 5 19 Definatly Prefer Presentations Prefer a Presentation No Preference 0 Prefer a Multiple Chooice Test Definatly prefer Mutiple Choice Test Saturday, February 7, 2009
    • 46. Classroom Web Page 20 Eighteen out of nineteen students felt they 15 definitely feel more involved in the classroom because of its pictures and student resources on their class web page. One out of nineteen students had no preference. 10 5 18 Definatly Feel Involved 1 Feel Involved No Preference 0 Not Involved Definatly Not Involved Saturday, February 7, 2009
    • 47. Authentic Assessment vs. Traditional Assessment 20 Eighteen out of nineteen students felt they 15 definitely preferred to use an Excel spreadsheet as a means of authentic assessment. One student had no preference. 10 5 18 Definatly prefer Excel Spreadsheet 1 Prefer Excel Spreadsheet No Preference 0 Prefer Paper Worksheet Definatly Prefer Paper Worksheet Saturday, February 7, 2009
    • 48. Internet Resources vs. Traditional Textbook Resources 20 Seventeen out of nineteen students felt they 15 definitely preferred to use Internet Resources as compared to textbook. One student had no preference. One student definitely preferred to use textbook resources. 10 5 17 Definatly prefer Internet Resources 1 Prefer Internet Resources No Preference 0 1 Prefer Textbook Resources Definatly Prefer Textbook Resources Saturday, February 7, 2009
    • 49. SMARTBoard vs. Traditional Teaching 20 Eighteen out of nineteen students felt they definitely preferred lessons on a SMARTBoard as compared to a lesson taught through a teacher 15 presentation. Lessons taught through the use of a SMARTBoard are typically visual, auditory, tactile and kinesthetic as compared to a teacher 10 presentation which is traditionally auditory. One student preferred lessons on a SMARTBoard as compared to a teacher presentation. 5 18 1 Definatly prefer Lesson Using the SMARTBoard Prefer Lesson Using the SMARTBoard No Preference 0 Prefer Lesson Taught through a Teacher Presentation Definatly Prefer Lesson Taught through a Teacher Presentation Saturday, February 7, 2009
    • 50. eMINTS vs. Traditional Classroom 20 Eighteen out of nineteen students felt they 15 definitely preferred being in an eMINTS classroom. One student preferred being in an eMINTS classroom. 10 5 18 1 Definatly prefer eMINTS Classroom Prefer eMINTS Classroom No Preference 0 Prefer Traditional Classroom Definatly Prefer Traditional Classroom Saturday, February 7, 2009

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