Lecture 6 Making Decisions

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  • My students will do their case artifact proposals in google docs.
  • How you would decide if to use these tools, when to use these toolsYou know they are out there, how do you decide how to use them? You can pick one specific one if that helps…
  • Two topics – how to write an observable objective.2. Decision making process for choosing tools
  • Start with the end in mind. Once you know what you want to do, we’re going to start with that first.
  • Well-written objective has three parts.Performance: Criteria: How you tell if they learned it or not.Given the ABC blocks, the students will be able to place these blocks in alphabetical order, with 100% accuracy.Conditions: BLOCKSPerformance: PLACE BLOCKES IN ALPHABETICAL ORDERCriteria: 100% ACCURACYGiven a blank map of the USA, students will write the names of the states, getting at least 40 out of 50 correctGiven the appropriate scientific tools, students will correctly identify the volume of an irregular solid within 10 mL.
  • The performance part is where we get a little bit picky.You actually have them do something so you can tell whether or not they can do it correctly. How can you tell? Make sure it’s observable – something you can show them.Use any of these bad verbs.
  • The performance part is where we get a little bit picky.You actually have them do something so you can tell whether or not they can do it correctly. How can you tell? Make sure it’s observable – something you can show them.Don’t use any of these bad verbs – that don’t specifically state something that’s observable.
  • Well-written objective has three parts.Performance: Criteria: How you tell if they learned it or not.Given the ABC blocks, the students will be able to place these blocks in alphabetical order, with 100% accuracy.Conditions: BLOCKSPerformance: PLACE BLOCKES IN ALPHABETICAL ORDERCriteria: 100% ACCURACYGiven a blank map of the USA, students will write the names of the states, getting at least 40 out of 50 correctGiven the appropriate scientific tools, students will correctly identify the volume of an irregular solid within 10 mL.
  • Well-written objective has three parts.Performance: Criteria: How you tell if they learned it or not.Given the ABC blocks, the students will be able to place these blocks in alphabetical order, with 100% accuracy.Conditions: BLOCKSPerformance: PLACE BLOCKES IN ALPHABETICAL ORDERCriteria: 100% ACCURACYGiven a blank map of the USA, students will write the names of the states, getting at least 40 out of 50 correctGiven the appropriate scientific tools, students will correctly identify the volume of an irregular solid within 10 mL.
  • Well-written objective has three parts.Performance: Criteria: How you tell if they learned it or not.Given the ABC blocks, the students will be able to place these blocks in alphabetical order, with 100% accuracy.Conditions: BLOCKSPerformance: PLACE BLOCKES IN ALPHABETICAL ORDERCriteria: 100% ACCURACYGiven a blank map of the USA, students will write the names of the states, getting at least 40 out of 50 correctGiven the appropriate scientific tools, students will correctly identify the volume of an irregular solid within 10 mL.
  • Lecture 6 Making Decisions

    1. 1. Lecture #6<br />Making Technology Integration Decisions<br />
    2. 2. Goal of Lecture<br />UNIT ONE<br />--Why should I use technology (shift?)<br />--How do I learn to use technology (PD)?<br />--What are some ways that teachers use technology (T&L, admin, assessment, class management)<br />UNIT TWO<br />--Why should I use technology? (3 e’s)<br />--How do I decide what technology to use and when (today)?<br />--What technology tools are out there (rest)?<br />
    3. 3. Lecture Worksheet #1<br />What were some of the technological tools presented for your content area.<br />Bullet 2-3 tools mentioned in your reading.<br />Now that you are aware of these tools, how would you decide when to use them and when not to? <br />Select one of these tools<br />Describe how you would decide when to use this tool.<br />
    4. 4. Making Technology Integration decisions<br />How do I decide what technology to use and when?<br />
    5. 5. The Plan for today<br />What is an observable objective and how do I write a good one?<br />Model: The instructional decision making process<br />Standard(s)<br />Needs<br />Options<br />What<br />whY<br />
    6. 6. Observable objectives<br />Starting With the End in Mind<br />
    7. 7. Objectives<br />Conditions (What you give the students)<br />Performance (What the students will do)<br />Criteria (How you judge whether they have met the goal)<br />Given the ____, the students will be able to ____, based on _____.<br />
    8. 8. Performance<br />You need to use verbs that are observable.<br />
    9. 9. Use observable Action Verbs<br />Use verbs such as:<br />Compare<br />Translate<br />Construct<br />Create<br />Describe<br />Explain<br />Measure<br />Identify<br />Define<br />Draw<br />
    10. 10. Use observable Action Verbs<br />Avoid verbs such as:<br />Understand<br />Appreciate<br />Think<br />Know<br />Believe<br />Recognize<br />Become familiar with<br />
    11. 11. Objectives<br />Conditions (What you give the students)<br />Given the ____,<br />
    12. 12. Objectives<br />Conditions (What you give the students)<br />Performance (What the students will do)<br />Given the ____, the students will be able to ____,<br />
    13. 13. Objectives<br />Conditions (What you give the students)<br />Performance (What the students will do)<br />Criteria (How you judge whether they have met the goal)<br />Given the ____, the students will be able to ____,based on _____.<br />
    14. 14. Good or bad Objective?<br />Given access to illustration template in KidPix below, the students will illustrate and describe the water cycle.<br />
    15. 15. Good or bad objective?<br />Given the Manipulating Sentences handout, the students will understand the parts of speech within a sentence and the meaning of a sentence based on the context.<br />
    16. 16. Good or bad objective?<br />Given the Manipulating Sentences handout, the students will identify the parts of speech within a sentence and explain the meaning of a sentence based on the context. The handout will be evaluated using the Sentence Manipulation Rubric.<br />Conditions: Given the Manipulating Sentences handout <br />Performance: the students will identify the parts of speech within a sentence and explain the meaning of a sentence based on the context<br />Criteria: Sentence Manipulation Rubric<br />
    17. 17. Good or bad objective?<br />Students will correctly identify the volume of an irregular solid within 10 mL.<br />
    18. 18. Good or bad objective?<br />Given the appropriate scientific tools, students will correctly identify the volume of an irregular solid within 10 mL.<br />Conditions: Given the appropriate scientific tools<br />Performance: the students will correctly identify the volume of an irregular solid<br />Criteria: within 10 mL<br />
    19. 19. Lecture Worksheet#2<br />Write your own objective for a lesson that would involve a tool found in your reading assignment<br />Conditions<br />Performance<br />Criteria<br />Given the (conditions),<br />the students will be able to (performance)<br />based on the following desired level of performance (criteria)<br />
    20. 20. The Plan for today<br />What is an observable objective and how do I write a good one?<br />Model: The instructional decision making process<br />Standard(s)<br />Needs<br />Options<br />What<br />whY<br />
    21. 21. S-n-o-w-y<br />S-N-O-W-Y is a scaffold for helping you to choose the best tools for your lesson, considering all the important features.<br />S-N-O-W-Y is NOT a lesson plan. Its just a way to think about making decisions and considering all the necessary elements.<br />Standard<br />Needs<br />Options<br />What?<br />whY?<br />
    22. 22. CASE: Mr. Jackson<br />Mr. Jackson teaches a high school social studies. <br />One thing he notices is that student opinions are often formed by media propaganda and parent perceptions, in particular, terrorism and 9/11. He wants his students to understand the role of past historical events on more recent terrorism efforts. He decides to use this content to address several of his social studies objectives. <br />He teaches 9th and 12th grade social studies courses, so trying to figure out ways to incorporate this topic in each class can be difficult.<br />
    23. 23. snowy in Action – 9thgradeWorld History<br />GOAL: <br />Historical events that influenced 9/11<br />STUDENTS:<br />25 students (15 boys, 10 girls)<br />9th grade<br />Special needs: 1 student with visual impairments<br />Lack of prior knowledge on democratic process<br />Motivation – low (intrinsic and extrinsic)<br />Learning style: visual and auditory<br />Culture/ethnicity: Very diverse<br />Technology literacy: medium to low (strong with entertainment)<br />ENVIRONMENT:<br />Classroom<br />30 desks facing front of class<br />1 Teacher computer (with Internet access)<br />Checked out LCD projector<br />Lets turn to the “SNOWY” process…<br />
    24. 24. s-standard<br />What is the standard being addressed in the lesson? <br />WH.9.4. Explain issues and problems of the past by analyzing the interests and viewpoints of those involved.<br />WH.9.5 Use technology in the process of conducting historical research and in the presentation of the products of historical research and current events.<br />
    25. 25. N-needs<br />What do you need from a resource or tool?<br />Environment – Single classroom w/ one computer + projector<br />Lecture<br />Small group<br />Individual<br />Home and classroom<br />Time<br />One full 50 minutes class period (plus two nights of homework)<br />Students<br />1 visually impaired<br />Motivation increases with entertainment<br />Little Background knowledge<br />Content<br />Goal: Historical events that influenced 9/11<br />
    26. 26. o-options<br />Availability: What resources can you access that might address the problem? (environment)<br />Chalkboard<br />Lecture/Discussion<br />Text & websites<br />Three natives discuss Taliban rise<br />Afghanistan, Taliban, and the U.S.<br />Radio-Free Europe<br />Wikipedia: 9/11, War on Terrorism, Taliban<br />History Commons<br />Timeline: Fox News (see videos)<br />Media<br />United Streaming Video of Taliban & 9/11<br />Google Earth Embedded Tour of Afghanistan<br />Taliban Threat Afghanistan Map<br />Express your feelings – Writing prompt<br /><ul><li>Activities
    27. 27. WebQuest
    28. 28. WebQuest 2: The Breadwinner
    29. 29. WebQuest 3: Terrorist or Freedom Fighter?
    30. 30. Google Earth – locating terrorists
    31. 31. Google Earth – mapping the timeline activity
    32. 32. Being Muslim in America Quiz
    33. 33. 9/11 Truth?
    34. 34. Student products
    35. 35. Essay
    36. 36. Student art
    37. 37. Activist
    38. 38. Inspiration
    39. 39. Timeliner</li></li></ul><li>Lecture Worksheet (#3 & #4)<br />What? Which of the tools you identified should be used? How should these tools be used? <br />Briefly describe the lesson (First…, then…, at home…)<br />Why? How do the tools you chose address…<br />The standard?<br />Effectiveness?<br />Efficiency?<br />Enhancement?<br />
    40. 40. s-standard<br />What is the standard being addressed in the lesson?<br />WH.9.4. Explain issues and problems of the past by analyzing the interests and viewpoints of those involved. <br />WH.9.5 Use technology in the process of conducting historical research and in the presentation of the products of historical research and current events. <br />
    41. 41. W-what<br />Decide: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)<br />Read through Wikipedia and BBC<br />United Streaming Video<br />Group WebQuest 3<br />Create a timeline using Timeliner<br />
    42. 42. Y-why<br />Explain decision: How does the tool you chose address…<br />Effectiveness<br />Enhancement<br />Text is important for background knowledge<br />Video reviews concepts, incorporates visual and audio<br />WebQuest is interactive with groups, increased motivation<br />Individual requirements to assess student learning<br />
    43. 43. Don’t forget – Objective!<br />Lecture Worksheet #5<br />Write an instructional objective for the lesson you decided in the SNOWY process (part of the ‘what’).<br />
    44. 44. Lecture Worksheet #5<br />Conditions (What you give the students)<br />Performance (What the students will do)<br />Criteria (How you judge whether they have met the goal)<br />Given the ____, the students will be able to ____,based on _____.<br /><ul><li>STANDARD: </li></ul>WH.9.4. Explain issues and problems of the past by analyzing the interests and viewpoints of those involved. <br />WH.9.5 Use technology in the process of conducting historical research and in the presentation of the products of historical research and current events. <br />
    45. 45. snowy in Action – 12th grade<br />Goal:<br />To decide whether the U.S. should supply Afghanistan with more troops<br />STUDENTS:<br />30 students<br />12th grade<br />3 ADD/ADHD<br />AP Government<br />Existing knowledge of the content<br />Technology literacy: high<br />Learning style: Visual, kinesthetic<br />Culture/ethnicity: diverse<br />Motivation: intrinsic<br />ENVIRONMENT:<br />Computer lab<br />30 student computers (with Internet access)<br />1 Teacher computer (with Internet access)<br />LCD projector<br />
    46. 46. s-standard<br />What is the standard or learning goal of the lesson?<br />USG.4.9. Identify world issues, including political, cultural, demographic, economic and environmental challenges, that affect the United States foreign policy in specific regions of the world. (Core Standard) <br />Example: Use technology to gather and present information about globalization, immigration, global climate change, terrorism and ethnic cleansing.<br />Lang. 12.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples<br />
    47. 47. N-needs<br />Requirements: What do you need in a resource or tool?<br />Environment<br />Can be grouped or individual<br />Computer lab<br />Time<br />One full week (although part of an ongoing unit)<br />50 minute sessions<br />Students<br />Some ADD issues<br />Seniors have some background knowledge, more tech skills<br />Medium motivation<br />Content<br />Decide on whether to send more troops to Afghanistan<br />
    48. 48. O-options<br />Availability: What resources can you access that might address the problem? (environment)<br />30 student computers, 1 teacher computer, LCD projector<br />Newspapers, magazines, propaganda<br />Student textbooks (not likely to be helpful)<br />Watch debates:<br />http://www.c-span.org/Politics/<br />Text<br />CNN – Articles<br />BBC – Topics – Afghanistan & Taliban & UK Troops<br />Google Search<br />PBS – More Troops<br />Media<br />Political cartoons<br />Interactive maps<br />Student product<br />Formal debate<br />Persuasive letter<br />Inspiration<br />Congress<br />
    49. 49. W-what (Lecture Worksheet #6)<br /> a. What: Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)<br /> b. Now that you have decided what you’ll do and use, write an OBJECTIVE for the lesson.<br />
    50. 50. Lecture Worksheet #6b<br />Conditions (What you give the students)<br />Performance (What the students will do)<br />Criteria (How you judge whether they have met the goal)<br />Given the ____, the students will be able to ____,based on _____.<br /><ul><li>STANDARD: </li></ul>USG.4.9. Identify world issues, including political, cultural, demographic, economic and environmental challenges, that affect the United States foreign policy in specific regions of the world.<br />Lang. 12.4.4 Structure ideas and arguments in a sustained and persuasive way and support them with precise and relevant examples<br />
    51. 51. Y-why(Lecture Worksheet #7)<br />Explain decision: How does the tool you chose address…<br />The standard?<br />Effectiveness?<br />Efficiency?<br />Enhancement?<br />
    52. 52. Lecture Worksheet #8 - #10<br />Between these two examples:<br />8. How did different STUDENTS impact technology integration decisions?<br />9. How did a different ENVIRONMENT impact technology integration decisions?<br />10. Did the objectives change with different technology integration decisions?<br />
    53. 53. Unit 2 Overview<br />Unit 2- Technology for Teaching and Learning<br />Making Decisions: SNOWY<br />Content Explorations Tools<br />Production Tools<br />Communication Tools<br />Data Collection and Analysis Tools<br />Productivity Tools<br />
    54. 54. For Lab this week…<br />You will go through another case and make a decision…<br />Inspiration<br />Google Docs<br />Artifact Proposals<br />Case Artifacts<br />
    55. 55. For lecture next week<br />There is no lecture next week…<br />HOWEVER  complete:<br />Pre-lecture #7 podcast<br />OnCourse &gt;&gt; iTunes U<br />Complete lecture worksheet #7 (bring to lab)<br />OnCourse &gt;&gt; Resources &gt;&gt; Lecture Resources &gt;&gt; Lecture #7<br />Complete blog post<br />Lab sections will provide more detail.<br />Example: Secondary Social Studies teachers, learn Google Earth, bring kmz file, post tutorial links<br />

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