Pt Module 3

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  • Pt Module 3

    1. 1. Intel ® Teach Program Essentials Course Module 3: Making Connections
    2. 2. Where We Were <ul><li>Module 1: Teaching with Projects </li></ul><ul><li>Project-based learning and unit design </li></ul><ul><li>Module 2: Planning My Unit </li></ul><ul><li>Curriculum-Framing Questions and ongoing student-centered assessment </li></ul>
    3. 3. Where We Are <ul><ul><li>Essential Question </li></ul></ul><ul><ul><li>How can technology be used most effectively to support and assess student learning? </li></ul></ul><ul><ul><li>Module Questions </li></ul></ul><ul><ul><li>How can I use the Internet to support my teaching and students' learning? </li></ul></ul><ul><ul><li>How can I ensure responsible and appropriate use of the Internet? </li></ul></ul><ul><li>Outcomes: </li></ul><ul><li>Use wiki to share ideas for meeting standards with projects </li></ul><ul><li>Understand copyright laws and fair use </li></ul><ul><li>Create Works Cited document </li></ul><ul><li>Integrate the use of Internet resources into unit to support research, communication, collaboration, problem solving, and/or other 21st century skills </li></ul><ul><li>Use an online collaborative resource to share unit ideas </li></ul><ul><li>Reflect on learning in your blog </li></ul>Focus: The Internet to support teaching and learning Module 3: Making Connections
    4. 4. Where We Are Going <ul><li>Module 4: Creating Samples of Learning </li></ul><ul><li>Student project outcomes (presentation, publication, wiki, blog) </li></ul><ul><li>Module 5: Assessing Student Projects </li></ul><ul><li>Formative and summative assessment </li></ul><ul><li>Module 6: Planning for Student Success </li></ul><ul><li>Student support and self-direction </li></ul><ul><li>Module 7: Facilitating with Technology </li></ul><ul><li>Teacher as facilitator </li></ul><ul><li>Module 8: Showcasing Unit Portfolios </li></ul><ul><li>Sharing learning </li></ul>
    5. 5. Module 3: Making Connections Pair and Share Sharing Presentations to Gauge Student Needs (3.01) <ul><ul><li>Discuss your Curriculum-Framing Questions and obtain ideas for improvement. </li></ul></ul><ul><ul><li>Share your presentation to gauge student needs: </li></ul></ul><ul><ul><ul><li>What is the overall purpose of the assessment? </li></ul></ul></ul><ul><ul><ul><li>What do you want to learn from your students? </li></ul></ul></ul><ul><ul><ul><li>How have you tried to promote higher-order thinking? </li></ul></ul></ul><ul><ul><ul><li>How will the assessment information help you and your students plan for upcoming activities in the unit? </li></ul></ul></ul><ul><ul><li>What feedback or additional ideas are you looking for during this time? </li></ul></ul>
    6. 6. Module 3: Making Connections Pedagogical Practices Meeting Standards in a Student-Centered Classroom (3.02) <ul><ul><li>Discuss your concerns and possible solutions for meeting standards in a student-centered classroom. </li></ul></ul><ul><ul><li>Each group discuss one question: </li></ul></ul><ul><ul><ul><li>How do I ensure that students meet standards—and meet enough of them to make the effort worthwhile—in open-ended activities and projects? </li></ul></ul></ul><ul><ul><ul><li>If students are in charge of their own learning, how will we be sure they learn what is important? </li></ul></ul></ul><ul><ul><ul><li>How do I ensure accountability when students are working in groups? </li></ul></ul></ul><ul><ul><li>One person in your group log in and record your group’s concerns and ideas in a wiki: Add URL </li></ul></ul><ul><ul><li>Review the other groups' pages and add to their list of solutions. </li></ul></ul>
    7. 7. Module 3: Making Connections Activity 1 Targeting 21st Century Skills (3.03) <ul><ul><li>Think about ways to include particular 21st century skills in your unit—research, communication, collaboration, and problem solving. </li></ul></ul><ul><ul><li>Draft ideas for the questions on page 3.03. </li></ul></ul><ul><ul><li>In a small group, brainstorm how you could incorporate the Internet into your classroom to further enhance student learning in regards to research, communication, and collaboration. </li></ul></ul>
    8. 8. Module 3: Making Connections Activity 2 Modeling and Teaching Legal and Ethical Practice Related to Technology Use <ul><li>Step 1: Exploring Copyright (3.04) </li></ul><ul><ul><li>Take the copyright quiz. </li></ul></ul><ul><ul><li>View the “Copyright Chaos” presentation. </li></ul></ul><ul><ul><li>Discuss how copyright law and fair use guidelines will impact your classroom. </li></ul></ul>
    9. 9. Module 3: Making Connections Activity 2 Modeling and Teaching Legal and Ethical Practice Related to Technology Use <ul><li>Step 2: Citing Sources (3.05) </li></ul><ul><ul><li>View Works Cited resources and examples in the Module 3, Activity 2 folder on the Curriculum Resource CD. </li></ul></ul><ul><ul><li>Save the Simple Works Cited template, MLA template, or APA template into the unit_support folder in your Portfolio folder. </li></ul></ul><ul><ul><li>OR </li></ul></ul><ul><ul><li>Use an online citation tool. View resources in the &quot;Online Citation Tools&quot; document in the Resources, Internet on the Curriculum Resource CD. </li></ul></ul><ul><ul><li>Keep Works Cited resource open for the next activity. </li></ul></ul>
    10. 10. Module 3: Making Connections Activity 3 Using the Internet for Research <ul><li>Step 1: Locating Internet Resources (3.06) </li></ul><ul><ul><li>Choose an option for learning more about Internet searching: </li></ul></ul><ul><ul><li>Option 1: Conducting a Basic Web Search (page 3.06) </li></ul></ul><ul><ul><li>Option 2: Using Specialized Search Engines (page 3.08) </li></ul></ul><ul><ul><li>Option 3: Finding and Saving Images, Sounds, and Videos from Web Sites (page 3.08) </li></ul></ul><ul><li>Step 2: Evaluating Web Resources (3.09) </li></ul><ul><ul><li>Review the &quot;Evaluating Web Resources&quot; form in the Module 3, Activity 3 folder on the Curriculum Resource CD. </li></ul></ul>
    11. 11. Module 3: Making Connections Activity 4 Communicating with the World through the Internet <ul><li>Step 1: Reviewing Internet Communication Tools (3.10) </li></ul><ul><ul><li>Review communication tools covered in this activity: </li></ul></ul><ul><ul><ul><li>E-mail </li></ul></ul></ul><ul><ul><ul><li>Online Chats </li></ul></ul></ul><ul><ul><ul><li>Instant Messaging (IM) </li></ul></ul></ul><ul><ul><ul><li>Online Survey/Opinion Poll </li></ul></ul></ul><ul><ul><ul><li>Voice Over Internet Protocol (VoIP) </li></ul></ul></ul><ul><ul><li>Review comparison table. </li></ul></ul>
    12. 12. Module 3: Making Connections Activity 4 Communicating with the World through the Internet <ul><li>Step 2: Considering Communication Tools for Your Unit </li></ul><ul><ul><li>Choose one or more communication tools to examine in more depth for possible use in your unit: </li></ul></ul><ul><ul><ul><li>Option 1: E-mail (page 3.12) </li></ul></ul></ul><ul><ul><ul><li>Option 2: Chat (page 3.13) </li></ul></ul></ul><ul><ul><ul><li>Option 3: Instant Messaging (IM) (page 3.13) </li></ul></ul></ul><ul><ul><ul><li>Option 4: Survey/Polling (page 3.14) </li></ul></ul></ul><ul><ul><ul><li>Option 5: Voice Over Internet Protocol (VoIP) (page 3.15) </li></ul></ul></ul><ul><ul><li>Tag or bookmark any resources with helpful information on how to use these tools in your classroom. </li></ul></ul><ul><ul><li>Note: Web sites referenced in this activity are available in the Module 3 Web Sites folder on the Curriculum Resource CD for easy access. </li></ul></ul>
    13. 13. Module 3: Making Connections Activity 5: Considering Web-based Collaborative Learning (3.16) <ul><ul><li>Review the benefits and drawbacks of blogs, wikis, and online collaborative editing documents. </li></ul></ul><ul><ul><li>View comparison table on page 3.19. </li></ul></ul>
    14. 14. Module 3: Making Connections Activity 6: Using an Online Collaborative Site to Share Ideas (3.20) <ul><ul><li>Go to: [add URL] </li></ul></ul><ul><ul><li>Log in. </li></ul></ul><ul><ul><li>Edit the spreadsheet: [add file name] </li></ul></ul><ul><ul><li>Go to the sheet for your grade range using the tabs at the bottom of the page. </li></ul></ul><ul><ul><li>Add information about your unit in the row with your name. </li></ul></ul><ul><ul><li>Review other units in your grade range as page is refreshed with new content: </li></ul></ul><ul><ul><ul><li>Are any units similar or complementary to yours? </li></ul></ul></ul><ul><ul><ul><li>Would working with another teacher be beneficial to you as you develop your unit ideas and Unit Portfolio components? </li></ul></ul></ul><ul><ul><ul><li>Contact any teachers you may want to work with. </li></ul></ul></ul><ul><ul><ul><li>Write any thoughts you have about your colleagues' units in the Question/Comments column. </li></ul></ul></ul>
    15. 15. Module 3: Making Connections Activity 6: Using an Online Collaborative Site to Share Ideas (3.21) <ul><ul><li>Discuss in a small group: </li></ul></ul><ul><ul><li>Considering each tool's strengths and challenges, how might they help you meet the learning goals of your unit? </li></ul></ul><ul><ul><li>How might you structure the tools' use in the classroom to ensure that students are learning? </li></ul></ul><ul><ul><li>What challenges do you see? </li></ul></ul>
    16. 16. Module 3: Making Connections Activity 7 Reflecting on My Learning (3.22) <ul><li>Step 1: Reviewing the Module </li></ul><ul><li>Module 3 Key Points </li></ul><ul><li>The Internet can be a powerful tool for research, collaboration, and communication with others. </li></ul><ul><li>Fair use guidelines describe the ways in which copyrighted materials may be used legally by teachers and students in the classroom. </li></ul><ul><li>Works Cited documents can be created in a variety of formats for students of all ages. </li></ul><ul><li>The skilled use of search strategies enables students and teachers to find useful information efficiently on the Web. </li></ul><ul><li>A variety of factors must be considered when determining the credibility and value of a Web site. </li></ul><ul><li>E-mail, online chats, instant messaging, and Voice Over IP technology allow students to communicate with people all over the world through the Internet. </li></ul><ul><li>Blogs, wikis, and online collaborative documents allow students to collaborate on projects by sharing and responding to each other's work online. </li></ul>
    17. 17. Module 3: Making Connections Activity 7 Reflecting on My Learning (3.22) <ul><li>Step 2: Blogging My Journey </li></ul><ul><li>Reflect on the activities, skills, and approaches addressed in this </li></ul><ul><li>module in your own personal blog: </li></ul><ul><ul><li>Use your bookmarks to go your blogging site: Add URL </li></ul></ul><ul><ul><li>Reflect on how the focus of this module has helped you plan and create your unit. </li></ul></ul><ul><ul><ul><li>How can I use the Internet to support my teaching and students' learning? </li></ul></ul></ul><ul><ul><ul><li>How can I ensure responsible and appropriate use of the Internet? </li></ul></ul></ul><ul><li>Consider how the knowledge you gained from this module will impact your teaching and your students’ learning. Record your insights, key learnings, and questions or concerns in your reflection. </li></ul>
    18. 18. Module 3: Making Connections Planning Ahead Incorporating the Internet (3.23) <ul><li>Review your brainstormed ideas on page 3.03 and your notes on 3.21 for integrating the Internet into your unit. </li></ul><ul><li>In the table on page 3.23, select one or more Internet tools and briefly describe ways you will use them to support the learning goals of your unit. </li></ul><ul><li>Note: Annotated links to additional web-based tools are available in the Resources, Internet Resources folder on the Curriculum Resource CD. </li></ul><ul><li>How might technology enhance your students' learning in your unit? </li></ul><ul><li>What resources and instruction will you need to provide students to ensure that their use of the Internet enhances their learning? </li></ul>
    19. 19. Looking Ahead <ul><li>Outcomes: </li></ul><ul><li>Identify strategies to ensure safe, responsible, and appropriate student Internet use </li></ul><ul><li>Create sample student publication, presentation, wiki, or blog to demonstrate student learning </li></ul><ul><li>Draft Instructional Procedures for unit </li></ul><ul><li>Self-assess student sample </li></ul><ul><li>Reflect on learning in your blog </li></ul>Focus: Project outcomes from a student perspective Module 4: Creating Samples of Learning
    20. 20. Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation.  Copyright © 2007 Intel Corporation. All rights reserved. Intel and Intel  Education are trademarks or registered trademarks of Intel Corporation or its subsidiaries in the United States and other countries.  *Other names and brands may be claimed as the property of others.

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