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Oral Defense presentation


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Oral Defense Presentation

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Oral Defense presentation

  1. 1. Dwayne Squires Oral Defense
  2. 2. Introduction Part I
  3. 3. Eleanor McKenzie Penny Squires WGU Alumni ‘04 Dwayne Squires December 2010 Introduction Family
  4. 4. Personal Interests Introduction © BBC 2010
  5. 5. <ul><li>Canton Middle School </li></ul><ul><ul><li>Technology Facilitator (2 years) </li></ul></ul><ul><ul><li>Math & Science Teacher (5 years) </li></ul></ul><ul><li>Christ School </li></ul><ul><ul><li>Math, Technology Teacher, Dorm Parent (2.5 years) </li></ul></ul><ul><li>A-B Tech </li></ul><ul><ul><li>Cisco & Networking Teacher (.5 years) </li></ul></ul><ul><li>Mars Hill College </li></ul><ul><ul><li>Education Department Technology Facilitator & Library of Congress American Memory Fellow (1.5 years) </li></ul></ul><ul><li>Buncombe County Schools </li></ul><ul><ul><li>Math & Science Teacher (3 years) </li></ul></ul><ul><li>Asheville City Schools </li></ul><ul><ul><li>Technology Facilitator (2 years) </li></ul></ul><ul><ul><li>Math & Science Teacher (2 years) </li></ul></ul>Introduction Career
  6. 6. Capstone Part II
  7. 7. Problem Overview <ul><li>Students have trouble in the four areas of graph and data analysis : </li></ul><ul><ul><li>identifying and collecting data </li></ul></ul><ul><ul><li>organizing data </li></ul></ul><ul><ul><li>analyzing and interpreting data* </li></ul></ul><ul><ul><li>translating and displaying data* </li></ul></ul><ul><li>By the eighth grade students are expected to understand concepts that seem too abstract and have little concrete reality in the life of a typical thirteen year old.  </li></ul>Capstone
  8. 8. <ul><li>What are the needs for and causes of remediation -> leading to appropriate course design; </li></ul><ul><ul><li>Lack of rigor, lack of understanding of college expectations, graduation standards not meeting college requirements? </li></ul></ul><ul><ul><li>Course design offers solution to these issues </li></ul></ul><ul><ul><ul><li>Change in curriculum and instruction </li></ul></ul></ul><ul><ul><ul><li>Using innovative methods, tools, technology </li></ul></ul></ul><ul><ul><ul><li>Attitude and Achievement </li></ul></ul></ul><ul><li>What technology offers promising research results; </li></ul><ul><ul><li>Handheld technology tool of choice (ex.: graphing calculator). </li></ul></ul><ul><ul><ul><li>Immediacy of results </li></ul></ul></ul><ul><ul><ul><li>Engagement beyond pencil paper tasks </li></ul></ul></ul><ul><ul><ul><li>Prediction of results and repetition of activities </li></ul></ul></ul><ul><li>What are some innovative methods of instruction using these tools and technology in the science and mathematics classrooms. </li></ul><ul><ul><li>technology integration when combined with appropriate pedagogies provides additional opportunities for learning and understanding, makes learning more relevant, challenging, authentic, and exploratory </li></ul></ul><ul><ul><li>uniqueness of the hand-held technology allows for students to collect data in real time, to view graphs of the data in real time, and to make a more immediate connection between the concepts being studied and the representations of that concept </li></ul></ul>Literature Review Overview Capstone
  9. 9. Needs Analysis <ul><li>Population Characteristics </li></ul><ul><ul><li>Demographics: Education, poverty, ethnicity </li></ul></ul><ul><ul><li>Cultural: Physical/Social Division, employment, technology access </li></ul></ul><ul><ul><li>Unique: Standardized Testing Scores, EC/504 Identification, Attitude/Achievement </li></ul></ul><ul><li>Requisite Skills & Knowledge </li></ul><ul><ul><li>Basic reading and mathematics skills and knowledge </li></ul></ul><ul><li>Prior Skills & Knowledge </li></ul><ul><ul><li>Correlation of state Math and Science goals </li></ul></ul><ul><li>Attitude & Motivation </li></ul><ul><ul><li>Cultural </li></ul></ul><ul><ul><li>Middle School Students </li></ul></ul>Capstone
  10. 10. Goal of Instruction <ul><li>Students will use tools such as calculators, probeware, or web 2.0 tools to graph, analyze, interpret, and communicate math and science data . </li></ul><ul><ul><li>Student's ability to make inferences from data </li></ul></ul><ul><ul><li>Use evidence to offer descriptions, predictions, and models leading to explanations and further investigation </li></ul></ul><ul><ul><li>Show an increase in communicating scientific procedures, results, and explanations </li></ul></ul><ul><ul><li>Thinking critically and logically to bridge the relationships between evidence and explanations </li></ul></ul><ul><ul><li>Recognizing and evaluating alternative explanations </li></ul></ul><ul><ul><li>Reviewing experimental procedures </li></ul></ul>Capstone
  11. 11. Overview of Objectives <ul><li>Graph, Analyze, Interpret and Communicate Math and Science Data </li></ul><ul><ul><li>Students have trouble in the four areas of graph and data analysis: </li></ul></ul><ul><ul><ul><li>identifying and collecting data </li></ul></ul></ul><ul><ul><ul><li>organizing data </li></ul></ul></ul><ul><ul><ul><li>analyzing and interpreting data </li></ul></ul></ul><ul><ul><ul><li>translating and displaying data </li></ul></ul></ul><ul><ul><li>Concepts too abstract and have little concrete reality in the life of a 13yr old </li></ul></ul><ul><ul><li>&quot;Science as Inquiry&quot; relies on the ability and desire of students to go beyond the simple completion of a task </li></ul></ul><ul><ul><li>The Goal of Instruction and afore mentioned concerns are addressed in the 17 objectives </li></ul></ul>Capstone
  12. 12. Instructional Strategies <ul><li>Three lessons ~ 10 hours of instruction </li></ul><ul><ul><li>Lesson 1: Virtual Owl Pellet Dissection </li></ul></ul><ul><ul><ul><li>None of the specific 17 performance objectives </li></ul></ul></ul><ul><ul><ul><li>High Interest </li></ul></ul></ul><ul><ul><ul><li>Groundwork </li></ul></ul></ul><ul><ul><ul><li>Addresses important science and mathematics standards </li></ul></ul></ul><ul><ul><li>Lesson 2: Description and Measurement </li></ul></ul><ul><ul><ul><li>Performance Objectives 7-11, 13-15, 17 </li></ul></ul></ul><ul><ul><li>Lesson 3: Drawings, Tables, Graphs </li></ul></ul><ul><ul><ul><li>Performance Objectives 1-6, 12, 16 </li></ul></ul></ul>Capstone
  13. 13. Technology to Support Learning <ul><li>Netbooks and Internet </li></ul><ul><li>Moodle- course management system </li></ul><ul><li>Web 2.0 Content </li></ul><ul><li>Spreadsheet Software </li></ul><ul><li>Handhelds </li></ul><ul><ul><li>Probeware </li></ul></ul><ul><ul><li>Graphing Calculators </li></ul></ul>Capstone
  14. 14. Examples of Technology <ul><li>Netbooks and Internet provided at school and in class as a part of the regular routine of learning and instruction (IMPACT Grant) </li></ul><ul><li>Moodle- Every teacher has access to a moodle classroom. This was setup outside of the school for simplicity sake. ( ) </li></ul><ul><li>Web 2.0 Content </li></ul><ul><ul><li>Virtual Owl Pellet Dissection Lab ( ) </li></ul></ul><ul><ul><li>Dirty Jobs Video ( </li></ul></ul><ul><ul><li>Flash games: food-chains and food-webs ( </li></ul></ul><ul><ul><li> Powerpoint presentation moodle plug-in </li></ul></ul><ul><li>Spreadsheet software </li></ul><ul><ul><li>Microsoft Office Excel </li></ul></ul><ul><li>Handhelds </li></ul><ul><ul><li>Probeware: Temperature mini-Lab </li></ul></ul><ul><ul><li>Graphing Calculators: Display of data collected in labs </li></ul></ul>Capstone
  15. 15. Phases of Formative Evaluation <ul><li>SME (2) </li></ul><ul><li>One-to-One (3) </li></ul><ul><li>Small Group (26) </li></ul>Capstone Dick & Carey © 2001
  16. 16. Evaluation Instruments <ul><li>Subject Matter Experts </li></ul><ul><ul><li>SME Checklist </li></ul></ul><ul><ul><li>SME Interview Questionnaire </li></ul></ul><ul><li>One-to-One </li></ul><ul><ul><li>Post Test: Multiple Choice & Lab </li></ul></ul><ul><ul><li>Interview Questionnaire & Open Ended </li></ul></ul><ul><li>Small Group </li></ul><ul><ul><li>Post Test: Multiple Choice & Lab </li></ul></ul><ul><ul><li>Interview Questionnaire & Open Ended </li></ul></ul>Capstone
  17. 17. Results: Summary of Objectives and Post Test Data <ul><li>SME </li></ul><ul><ul><li>No major revisions necessary </li></ul></ul><ul><li>One-to-One </li></ul><ul><ul><li>Need for a revision in the criteria for meeting seven of the objectives: 2, 7, 10, 12, 16, and 17 </li></ul></ul><ul><ul><li>Some post test questions reworded for clarity </li></ul></ul><ul><ul><li>Interview uninformative </li></ul></ul><ul><ul><li>Students felt better about their understanding than they actually mastered the content </li></ul></ul><ul><li>Small Group </li></ul><ul><ul><li>Revision paid off </li></ul></ul><ul><ul><li>Lengthen post test. Further validity assessment </li></ul></ul><ul><ul><li>Interview again uninformative </li></ul></ul><ul><li>Triangulation of Data </li></ul><ul><ul><li>Showed no problems </li></ul></ul>Capstone
  18. 18. Domains Part II Instructional Design Research Fundamentals Technology Integration Measurement and Evaluation
  19. 19. Instructional Design <ul><li>What I Learned </li></ul><ul><li>ADDIE Model </li></ul><ul><li>Dick and Carey Model </li></ul><ul><li>Instructional Theories </li></ul><ul><ul><li>Behaviorism </li></ul></ul><ul><ul><li>Constructivism </li></ul></ul><ul><ul><li>Cognitivism </li></ul></ul><ul><ul><li>Social Learning </li></ul></ul>Domains <ul><li>Application to Workspace </li></ul><ul><li>More Reflective Practitioner </li></ul><ul><ul><li>Look at instruction for the first </li></ul></ul><ul><ul><li>time through an ID framework. </li></ul></ul>Dick & Carey © 2001
  20. 20. Research Fundamentals Domains What I Learned Was less of what I learned and more of how it was refreshed. Since my undergraduate degree was from a undergraduate research based institution. <ul><li>Application to Workspace </li></ul><ul><ul><li>Reminded me that </li></ul></ul><ul><ul><ul><li>research is appropriate conducted in the classroom </li></ul></ul></ul><ul><ul><ul><li>Research is important to be consumed by the classroom teacher </li></ul></ul></ul><ul><ul><ul><li>Instruction should be research based </li></ul></ul></ul><ul><ul><li>Was the source of research for the IMPACT grant at our school. </li></ul></ul>
  21. 21. Technology Integration Domains <ul><li>What I Learned </li></ul><ul><li>M.D. Roblyer </li></ul><ul><li>Vast amounts of technology research relating directly to my instruction </li></ul><ul><li>Application to Workspace </li></ul><ul><li>Modeled classroom instructional methods and options for technology integrated instruction to other teachers. </li></ul><ul><li>Staff Development </li></ul><ul><li>Became the Tech Facilitator for our school </li></ul>
  22. 22. Measurement and Evaluation Domains <ul><li>What I Learned </li></ul><ul><li>Evaluation vs. Assessment </li></ul><ul><li>Formative vs. Summative </li></ul><ul><li>Application to Workspace </li></ul><ul><li>These fit in so well again with the IMPACT model </li></ul><ul><li>We are doing a lot of evaluation and assessment at CMS </li></ul><ul><li>Helps me explain to colleagues what these really mean </li></ul>
  23. 23. Summary <ul><li>Research: </li></ul><ul><ul><li>Technology does work @ CMS and is supported by research </li></ul></ul><ul><ul><li>Handheld technology is beneficial to math and science classroom </li></ul></ul><ul><ul><li>More research to be done in this area </li></ul></ul><ul><li>Personal </li></ul><ul><ul><li>Full time: student, parent, spouse… </li></ul></ul><ul><ul><li>What is important vs. What is necessary </li></ul></ul><ul><ul><li>Surprised at what I had learned since I was an undergraduate, and at what I was able to learn in an online setting </li></ul></ul><ul><ul><li>Open doors and opportunities to serve in a greater capacity working with students and teachers </li></ul></ul>PowerPoint note pad template