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# Designing Integrated Lessons

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University of Akron
5500:475

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### Designing Integrated Lessons

1. 1. Designing Integrated Lessons Exceeding Standards in an Interactive Classroom The University of Akron 5500:475
2. 2. Participants Will Learn To… <ul><li>Design integrated standards-based lessons. </li></ul><ul><li>Locate and organize web based resources. </li></ul><ul><li>Develop formative and summative assessments. </li></ul>
4. 4. 1. Examine Academic Content Standards <ul><li>What’s the BIG IDEA? </li></ul><ul><ul><li>General subject to address </li></ul></ul><ul><ul><li>Not always stated in indicator </li></ul></ul><ul><li>What ACTION do students need to take? </li></ul><ul><ul><li>Look for verbs. </li></ul></ul><ul><li>In what MANNER do they need to act? </li></ul><ul><ul><li>by, according to, with, using, through, about, more than/less than/the same as, involving, etc. </li></ul></ul>
5. 5. Kindergarten Social Studies Indicator <ul><ul><li>Distinguish between land and water on maps and globes. </li></ul></ul>BIG IDEA ACTION MANNER MAP SKILLS
6. 6. 1 st Grade Science Indicator <ul><ul><li>Classify objects according to the materials they are made of and their physical properties. </li></ul></ul>BIG IDEA ACTION MANNER MATTER
7. 7. 2 nd Grade Mathematics Indicator <ul><ul><li>Identify, describe, compare and sort 3-D objects according to the shape of the faces or the number of faces, edges or vertices. </li></ul></ul>BIG IDEA ACTION MANNER
8. 8. 3 rd Grade Mathematics Indicator <ul><ul><li>Model, represent and explain multiplication using repeated addition, skip counting or rectangular arrays. </li></ul></ul>BIG IDEA ACTION MANNER
9. 9. 2. Design Standards-Based Template <ul><li>Electronic document </li></ul><ul><li>Saved to network location or individual computers </li></ul><ul><li>Objects locked into place </li></ul><ul><li>Read-only </li></ul><ul><li>Easy to view and use </li></ul><ul><ul><li>Entire document fits on the screen </li></ul></ul><ul><ul><li>Drag and drop </li></ul></ul><ul><ul><li>Minimal keyboarding </li></ul></ul><ul><ul><li>Colorful </li></ul></ul>
10. 10. 3. Instruct in an Interactive Setting <ul><li>The POINT and KLiC </li></ul><ul><li>P upils O perating I nteractive N etwork T echnologies (Pre-K to 1) </li></ul><ul><li>KL eckner i nteractive C lassroom (2 & 3) </li></ul><ul><li>24 Workstations </li></ul><ul><li>Presentation System </li></ul><ul><li>Networked Printer </li></ul><ul><li>Standards-based lessons </li></ul>
11. 11. 3. Instruct in an Interactive Setting <ul><li>Students log in and locate the template. </li></ul><ul><ul><li>Requires teacher direction </li></ul></ul><ul><li>Teacher reviews content. </li></ul><ul><li>Teacher gives explicit directions. </li></ul><ul><ul><li>Share expectations </li></ul></ul><ul><ul><li>Model </li></ul></ul><ul><ul><li>Foreshadow problems </li></ul></ul><ul><li>Practice together. </li></ul>
12. 12. Locate & Organize Web-Based Resources
13. 13. 1. Locate Web-Based Resources <ul><li>Before You Begin… </li></ul><ul><ul><li>Consider Academic Content Standards </li></ul></ul><ul><ul><li>Review the ACTION and MANNER in which students will be expected to demonstrate proficiency. </li></ul></ul>
14. 14. 3 rd Grade Mathematics Indicator <ul><ul><li>Model, represent and explain multiplication using repeated addition, skip counting or rectangular arrays. </li></ul></ul>BIG IDEA ACTION MANNER
15. 15. Use Reliable Search Engines <ul><li>[email_address] http://www. aolatschool .com/ </li></ul><ul><li>Educator’s Reference Desk (formerly AskEric) http://www. eduref .org/index. shtml </li></ul><ul><li>MarcoPolo http://www. marcopolo-education .org/ </li></ul><ul><li>Gateway to Educational Materials http://www. thegateway .org/ </li></ul><ul><li>OhioRC (ORC) http://www. ohiorc .org/ </li></ul><ul><li>Kathy Schrock’s Guide for Educators http://school.discovery. com/schrockguide/ </li></ul>
16. 16. 2. Evaluate with Indicators in Mind <ul><li>As you find resources, think about student proficiency. </li></ul><ul><ul><li>Find 1 Find 2 Find 3 Find 4 </li></ul></ul><ul><li>repeated addition </li></ul><ul><li>skip counting </li></ul><ul><li>rectangular arrays </li></ul><ul><li>Model </li></ul><ul><li>Represent </li></ul><ul><li>Explain </li></ul>MANNER ACTION
17. 17. 3. Organize Resources <ul><li>Favorites/Bookmarks </li></ul><ul><ul><li>Stored and accessible on individual computers </li></ul></ul><ul><ul><li>May be organized in folders by content area </li></ul></ul><ul><ul><li>Must be updated on each computer </li></ul></ul>
18. 18. 3. Organize Resources <ul><li>Save lists in Microsoft Word web files </li></ul><ul><ul><li>Stored and accessible on a network/intranet </li></ul></ul><ul><ul><li>May be organized in folders by content area </li></ul></ul><ul><ul><li>Update on the network </li></ul></ul>
19. 19. 3. Organize Resources <ul><li>Online site manager </li></ul><ul><ul><li>Bookmarks are links on a web page </li></ul></ul><ul><ul><li>Accessible with any internet connection </li></ul></ul><ul><ul><li>May be organized by content area </li></ul></ul>
20. 20. Online Site Managers <ul><li>Del.icio.us </li></ul><ul><li>Furl </li></ul><ul><li>iKeepBookmarks </li></ul><ul><li>Bookmark Commando </li></ul><ul><li>LinkaGoGo </li></ul><ul><li>MyBookmarks </li></ul><ul><li>Save Your Links </li></ul><ul><li>SiteJot </li></ul>
21. 21. Assessing Proficiency Task Assessments Scoring Rubrics
22. 22. 1. Categories of Assessment <ul><li>Diagnostic (before formal instruction) </li></ul><ul><ul><li>What can students do already? </li></ul></ul><ul><ul><li>How proficient are they at this point? </li></ul></ul><ul><li>Formative (during instruction period) </li></ul><ul><ul><li>What have students learned so far? </li></ul></ul><ul><ul><li>How proficient are they to this point? </li></ul></ul><ul><li>Summative (post-instruction, hopefully) </li></ul><ul><ul><li>What did students learn? </li></ul></ul><ul><ul><li>Are they proficient? </li></ul></ul>
23. 23. Integrated Assessments and Web-Based Resources <ul><li>Diagnostic and Formative </li></ul><ul><li>Very few web-based resources are appropriate for summative assessment. </li></ul>
24. 24. 2. Determine How to Assess <ul><li>Determine current level of proficiency. </li></ul><ul><li>Look at the indicator again . </li></ul><ul><li>Consider an appropriate assessment. </li></ul><ul><ul><li>Student level (grade level, aptitude) </li></ul></ul><ul><ul><li>Best use of resource </li></ul></ul>
25. 25. 3. Develop the Assessment <ul><li>Guiding Principles </li></ul><ul><ul><li>Students should benefit academically. </li></ul></ul><ul><ul><li>Teacher should achieve recordable feedback. </li></ul></ul><ul><ul><li>Teacher should be able to determine proximity to proficiency. </li></ul></ul>
26. 26. 3. Task Assessments <ul><li>Template for students to complete electronically </li></ul><ul><li>Recording Sheet to accompany a web-based activity </li></ul>
27. 27. 4. Scoring Rubrics <ul><li>Examples of student work </li></ul><ul><li>Student Rubric—self assessment </li></ul><ul><li>Teacher Rubric based on indicators </li></ul><ul><ul><li>Option 1 </li></ul></ul><ul><ul><li>Option 2 </li></ul></ul>