Assignments That Matter


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Assignments That Matter

  1. 1. ASSIGNMENTS THAT MATTER Presented By: Abby Schmitt, Erica Lotz, Avery Mayfield, Kelly Bowman, Brittany Trousdale
  2. 2. AT A GLANCE <ul><li>Grade level : 1-3 </li></ul><ul><li>Subject : Language Arts and Social Studies </li></ul><ul><li>Topics : Descriptive Writing </li></ul><ul><li>High-Order Thinking Skills : Elaboration </li></ul><ul><li>Key Learning's : Writing a purpose, Imagery through writing, geographic Awareness </li></ul><ul><li>Time Needed : 3 weeks </li></ul><ul><li>Background : The Odyssey Story from Vermont </li></ul>
  3. 3. CHARACTERISTICS OF ASSIGNMENTS THAT MATTER <ul><li>Collaborative Work </li></ul><ul><li>Engaging </li></ul><ul><li>Challenging </li></ul><ul><li>Hands On </li></ul><ul><li>Creative </li></ul><ul><li>Use info. outside of the classroom (taking what you have learned inside the classroom and connecting it to your daily life) </li></ul>
  5. 5. GOALS AND OBJECTIVES FOR THIS ACTIVITY <ul><li>Students are expected to learn good use of Technology </li></ul><ul><li>Teach students to collaborate efficiently </li></ul><ul><li>Learn how to effectively describe what they see </li></ul>
  6. 6. GUESS THIS MONSTER <ul><li>I am blue </li></ul><ul><li>I am hairy </li></ul><ul><li>I have two BIG eyes </li></ul><ul><li>I have lots of friends </li></ul><ul><li>I love cookies </li></ul><ul><li>I’m a character on Sesame Street </li></ul>
  7. 7.
  8. 8. GUESS THIS MONSTER <ul><li>I come in all shapes, sizes, and colors </li></ul><ul><li>I come out at night </li></ul><ul><li>You might hear me rummaging through your stuff </li></ul><ul><li>You might see a tail under your bed </li></ul><ul><li>Don’t step off! </li></ul>
  10. 10. MONSTER SWAP ACTIVITY <ul><li>You are all going to draw a monster </li></ul><ul><li>Descriptively describe your monster in a few sentences </li></ul><ul><li>Describe at least the following characteristics: name, size, weight, color, where it lives, texture, clothes, what it eats, etc. </li></ul><ul><li>Email and exchange your descriptions of your monster with a partner </li></ul><ul><li>From the descriptions your partner emailed you, try to create that monster that they described </li></ul><ul><li>At the end, see how well your monsters match your partners description </li></ul>
  11. 11. HOW TO EMAIL <ul><li>Do the following steps in order: </li></ul><ul><li>Go to Communications </li></ul><ul><li>Click on Send Email </li></ul><ul><li>Select Users </li></ul><ul><li>Click your partners name </li></ul><ul><li>Click the arrow to the right </li></ul><ul><li>You can then write your subject and email </li></ul>
  12. 12. HOW TECH INTEGRATION IS INVOLVED <ul><li>Inside your own classroom this site would be a great source to use for collaborative projects with younger students </li></ul><ul><li>ePals – </li></ul><ul><li>Intranet – this is an email system set up for students to email students and teachers or vise versa </li></ul>
  13. 13. WHY MONSTER SWAP MATTERS… <ul><li>It allows students to have an imagination </li></ul><ul><li>Helps students with their descriptive writing </li></ul><ul><li>Teaches students to collaborate with one another </li></ul>
  14. 14. WHY MONSTER SWAP MATTERS CONTINUED… <ul><li>Hands on project that gets the students engaged </li></ul><ul><li>Teaches students to be responsible for their own assignment </li></ul><ul><li>Helps students use technology effectively </li></ul>
  15. 15. HOW DO OUR ROLES MATTER… <ul><li>Educational Theorist </li></ul><ul><li>Educational Psychologist </li></ul><ul><li>Pedagogy Specialist </li></ul><ul><li>Instructional Designer </li></ul>
  16. 16. EDUCATIONAL THEORIST <ul><li>Two main theories that influence how teachers teach </li></ul><ul><ul><li>Behaviorism </li></ul></ul><ul><ul><li>Constructivism </li></ul></ul><ul><li>Seven Theory’s of Value </li></ul><ul><ul><li>Knowledge </li></ul></ul><ul><ul><li>Human Nature </li></ul></ul><ul><ul><li>Learning </li></ul></ul><ul><ul><li>Transmission </li></ul></ul><ul><ul><li>Society </li></ul></ul><ul><ul><li>Opportunity </li></ul></ul><ul><ul><li>Consensus </li></ul></ul>
  17. 17. EDUCATIONAL PSYCHOLOGIST THE FOLLOWING LEFT BRAIN AND RIGHT BRAIN CHARACTERISTICS ARE USED IN MONSTER SWAP….. <ul><li>Verbal Instruction </li></ul><ul><li>Prefers Talking & Writing </li></ul><ul><li>Planned & Structured </li></ul><ul><li>Demonstrated Instruction </li></ul><ul><li>Visual Learner </li></ul><ul><li>Prefers Drawing </li></ul><ul><li>Left Brain </li></ul><ul><li>Right Brain </li></ul>
  18. 18. EDUCATIONAL PSYCHOLOGIST CONTINUED... <ul><li>Intrinsic </li></ul><ul><li>vs. </li></ul><ul><li>Extrinsic </li></ul>
  19. 19. PEDAGOGY SPECIALIST <ul><li>Technology Integration- Students use technology integration when they share their monster description over the internet/intranet </li></ul><ul><li>Inquiry Learning- Students use inquiry learning when they begin to learn how words can paint a picture. (search, solve, create, share) </li></ul><ul><li>Cooperative Learning- Students begin working cooperatively when they start to think in ways in which they can effectively communicate so that the other students will understand </li></ul>
  20. 20. PEDAGOGY SPECIALIST CONTINUED… <ul><li>Socratic Learning- Socratic learning and questioning allows the student to think more in depth when it comes to describing their monster </li></ul><ul><li>Collaborative Learning- Students use collaborative learning when they begin to share their monster’s description with their partner </li></ul>
  21. 21. INSTRUCTIONAL DESIGNER <ul><li>Monster Swap includes the Six Facets of Understanding </li></ul><ul><li>Explain – the students have to be able to explain the description of their monsters effectively </li></ul><ul><li>Interpret – the students must interpret each others descriptions in order to draw the monsters </li></ul><ul><li>Apply – the students apply their knowledge of what they know about monsters </li></ul><ul><li>Shift Perspective – to type up the descriptions and swap them with your partner </li></ul><ul><li>Empathize - to sense and understand another students monster </li></ul><ul><li>Self Assess – the students have to gather the information they know about monsters in order to descriptively describe </li></ul>
  22. 22. INSTRUCTIONAL DESIGNER CONTINUED… <ul><li>21 st Century Literacy includes… </li></ul><ul><ul><li>Strong Academic Skills </li></ul></ul><ul><ul><li>Thinking </li></ul></ul><ul><ul><li>Reasoning </li></ul></ul><ul><ul><li>Teamwork Skills </li></ul></ul><ul><ul><li>Proficiency in using Technology </li></ul></ul><ul><li>Our educational system must understand the following 21 st Century Skills… </li></ul><ul><ul><li>Digital Age Literacy </li></ul></ul><ul><ul><li>Initiative Thinking </li></ul></ul><ul><ul><li>Interactive Communication </li></ul></ul><ul><ul><li>Quality, State of Art Results </li></ul></ul>
  23. 23. NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS <ul><li>Facilitate and Inspire Student Learning and Creativity </li></ul><ul><li>Design and Develop Digital-Age Learning Experiences and Assessments </li></ul><ul><li>Model Digital-Age Work and Learning </li></ul><ul><li>Promote and Model Digital Citizenship and Responsibility </li></ul><ul><li>Engage in Professional Growth and Leadership </li></ul><ul><li>Creativity and Innovation </li></ul><ul><li>Communication and Collaboration </li></ul><ul><li>Research and Information Fluency </li></ul><ul><li>Critical Thinking, Problem Solving, and Decision Making </li></ul><ul><li>Digital Citizenship </li></ul><ul><li>Technology Operations and Concepts </li></ul><ul><li>NETS for Teachers </li></ul><ul><li>NETS for Students </li></ul>
  24. 24. STATE ACADEMIC STANDARDS <ul><li>The Indiana State Board and Department of Education is there to lead the improvement of student learning in the K-12 schools of Indiana </li></ul><ul><li>Each Hoosier child is educated to have the knowledge, skills, maturity, social competence and motivation to be:    • prepared to succeed in further education    • an effective participant in the global economy    • a positive influence in the community    • an active citizen in American democracy </li></ul>
  25. 25. STATE ACADEMIC STANDARDS CONTINUED… <ul><li>Established by the General Assembly, the 11-member State Board of Education oversees state education policy-making </li></ul><ul><li>Its major responsibilities are to: </li></ul><ul><ul><li>establish the educational goals of the state </li></ul></ul><ul><ul><li>assess the attainment of the established goals </li></ul></ul><ul><ul><li>assure the compliance with established standards and objectives </li></ul></ul><ul><ul><li>make recommendations to the Governor and the General Assembly on the educational needs of the state, including financial needs </li></ul></ul>
  26. 26. MODIFICATIONS TO THE LESSON <ul><li>Resource Students – </li></ul><ul><ul><li>Use cooperative grouping </li></ul></ul><ul><ul><li>Present instruction in a variety of ways </li></ul></ul><ul><ul><li>Allow extra time to complete </li></ul></ul><ul><ul><li>Use positive reinforcement </li></ul></ul><ul><li>Gifted Students – </li></ul><ul><ul><li>Provide more advance instruction </li></ul></ul><ul><ul><li>Have the student become more familiar on ePals </li></ul></ul><ul><li>English Language Learner – </li></ul><ul><ul><li>Allow extra time to complete </li></ul></ul><ul><ul><li>Provide manipulatives, visuals and illustrated text </li></ul></ul>