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  1. 1. Assignments That Matter: Where in the World is Cinderella? Laura Dossett, Kelsey Little, Rachel Miller, Aleisha Poindexter, Kayla Smith, and Jasmine Thomas
  2. 2. Where in the World is Cinderella? <ul><li>In this unit, students travel the globe to see how culture impacts the story of Cinderella. As they work through the unit activities, students read and analyze many versions of this classic tale, learn more about the literary genre, and study character development and the difference that point of view can make in the telling of a tale. </li></ul>Link to Unit
  3. 3. At a Glance… <ul><li>Grade Level: 3-5 Subjects: Language Arts, Social Studies Topic: Cinderella Higher-Order Thinking Skills: Inference, Analysis Key Learning: Cultural Literacy, Geography, Fairy Tales Time Needed: 6 weeks, 50-minute lessons, daily Background: Vermont, United States </li></ul>
  4. 4. Characteristics of Effective and Engaged Learning <ul><li>Teacher </li></ul><ul><ul><li>Positive Attitude </li></ul></ul><ul><ul><li>Scaffolding </li></ul></ul><ul><ul><li>Observant and pays attention to detail </li></ul></ul><ul><ul><li>Goal setting </li></ul></ul><ul><ul><li>Provide motivation </li></ul></ul><ul><ul><li>Add element of fun </li></ul></ul><ul><ul><li>Apply lessons to real life </li></ul></ul><ul><ul><li>Shaping lessons </li></ul></ul><ul><ul><li>Consequences for motivation to work to full potential </li></ul></ul><ul><li>Student </li></ul><ul><ul><li>Positive Attitude </li></ul></ul><ul><ul><li>Teamwork/Group Collaboration </li></ul></ul><ul><ul><li>Dedication and effort </li></ul></ul><ul><ul><li>Active learner </li></ul></ul><ul><ul><li>Set goals </li></ul></ul><ul><ul><li>Kinesthetic </li></ul></ul><ul><ul><li>Practice </li></ul></ul>
  5. 5. Applications in “Where in the World is Cinderella?” <ul><li>Element of Fun </li></ul><ul><ul><li>Writing a creative version of the Cinderella story </li></ul></ul><ul><ul><li>Create “Wanted” posters </li></ul></ul><ul><li>Teamwork </li></ul><ul><ul><li>Collaborate on writing stories </li></ul></ul><ul><ul><li>Share version of Cinderella story with classmates </li></ul></ul><ul><li>Dedication and Effort </li></ul><ul><ul><li>Length of course and amount of writing requires much dedication and effort </li></ul></ul>
  6. 6. Applications in “Where in the World is Cinderella?” <ul><li>Apply lessons to real life </li></ul><ul><ul><li>“ Does happily ever after really exist?” </li></ul></ul><ul><ul><li>Writing of modern day version of Cinderella story </li></ul></ul><ul><ul><li>Requires practicing viewing situations from different view points by having students write Cinderella story from a different character's view point </li></ul></ul><ul><li>Goal Setting </li></ul><ul><ul><li>By the end of this lesson, students should be able to infer and analyze in addition to having a deeper understanding of how culture impacts literacy </li></ul></ul>
  7. 7. Effective Technology Integration <ul><li>Characteristics </li></ul><ul><ul><li>Students develop a deeper understanding of class material </li></ul></ul><ul><ul><li>Become more engaged in learning </li></ul></ul><ul><ul><li>Stimulate group interaction through the use of technology </li></ul></ul>
  8. 8. Effective Technology Integration <ul><li>Classroom Application </li></ul><ul><ul><li>Helping provide real world context in which learners solve complex problems </li></ul></ul><ul><ul><li>Providing a means through which students can actively engage in manipulating resources and their ideas </li></ul></ul><ul><ul><li>Providing networks for social collaboration and reflection. </li></ul></ul>
  9. 9. Applications in “Where in the World is Cinderella?” <ul><li>Technology- Hardware </li></ul><ul><ul><li>Computer with internet connection for access to stories from around the world </li></ul></ul><ul><ul><li>Digital camera to take pictures for the brochure </li></ul></ul><ul><li>Technology- Software </li></ul><ul><ul><li>Presentation software for slideshow presentations </li></ul></ul><ul><ul><li>Desktop publishing for creating wanted poster and teacher-created graphic organizers </li></ul></ul>
  10. 10. Educational Theorist Laura Dossett
  11. 11. Educational Theorists <ul><li>Behaviorism and constructivism are the two main theories that have influenced how teachers teach; developed since public education began </li></ul><ul><li>Behaviorism : a developmental theory that measures observable behaviors produced by a learner’s response to stimuli. Responses to stimuli can be reinforced with positive or negative feedback to condition desired behaviors </li></ul>
  12. 12. Educational Theorists (Continued) <ul><li>Cognitivism : is an internal, active, creative process; emphasizes the critical role that memory plays in helping us turn new information into such that is meaningful and will allow us to retrieve it and be able to use it </li></ul><ul><li>Constructivism : philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in; emphasizes the importance of the knowledge, beliefs, and skills an individual brings to the experience of learning </li></ul>
  13. 13. Educational Theorists (Continued) <ul><li>Jean Piaget : Swiss biologist and psychologist; known for developing a highly influential model of child development and learning; attested that a child’s cognitive structure increases in sophistication with development, moving from a few innate reflexes such as crying and sucking to highly complex mental activities </li></ul><ul><li>B. F. Skinner : behaviorist; believed that the greater part of human behavior must be traced to contingencies of reinforcement </li></ul><ul><li>Lev Vygotsky : asserts that culture is the prime determinant of individual development; language is a primary form of interaction </li></ul>Jean Piaget B. F. Skinner Lev Vygotsky
  14. 14. Educational Theorists (Continued) <ul><li>Jerome Bruner : viewed children as active problem-solvers who are ready to explore 'difficult' subjects </li></ul><ul><li>John Dewey : believed that knowledge is the tool for managing experience; everything which is distinctively human is learned, not native </li></ul>Jerome Bruner John Dewey
  15. 15. Applications in “Where in the World is Cinderella?” <ul><li>Behaviorism comes into play when the students are expected to read and learn about different Cinderella stories. </li></ul><ul><li>Constructivism is put into action when students are expected to be creative and make wanted posters. </li></ul>
  16. 16. Educational Psychologist Rachel Miller
  17. 17. Brain Research <ul><li>Sequential </li></ul><ul><ul><li>Is a splitter: distinction important </li></ul></ul><ul><ul><li>Is logical, sees cause and effect </li></ul></ul><ul><li>Rational </li></ul><ul><ul><li>Problem solves by logically and sequentially looking at the parts of things </li></ul></ul><ul><ul><li>Looks at differences </li></ul></ul><ul><ul><li>Is planned and structured </li></ul></ul><ul><ul><li>Prefers established, certain information </li></ul></ul><ul><li> LEFT BRAIN </li></ul>
  18. 18. Brain Research <ul><li>Simultaneous </li></ul><ul><ul><li>Is a lumper: connectedness important </li></ul></ul><ul><ul><li>Is analogical, sees correspondences, resemblances </li></ul></ul><ul><li>Intuitive </li></ul><ul><ul><li>Problem solves with hunches, looking for patterns and configurations </li></ul></ul><ul><ul><li>Looks at similarities </li></ul></ul><ul><ul><li>Is fluid and spontaneous </li></ul></ul><ul><ul><li>Prefers elusive, uncertain information </li></ul></ul><ul><li>RIGHT BRAIN </li></ul>
  19. 19. Learning Styles <ul><li>Verbal/Linguistic </li></ul><ul><ul><li>reading, writing, speaking, and conversing in one's own or foreign languages </li></ul></ul><ul><li>Logical/Mathematical </li></ul><ul><ul><li>number and computing skills, recognizing patterns and relationships, solve different kinds of problems through logic </li></ul></ul><ul><li>Visual/Spatial </li></ul><ul><ul><li>visual perception of the environment, the ability to create and manipulate mental images </li></ul></ul><ul><li>Bodily/Kinesthetic </li></ul><ul><ul><li>physical coordination and dexterity, using fine and gross motor skills, and expressing oneself or learning through physical activities </li></ul></ul>
  20. 20. Learning Styles (Continued) <ul><li>Musical </li></ul><ul><ul><li>understanding and expressing oneself through music and rhythmic movements or dance </li></ul></ul><ul><li>Interpersonal </li></ul><ul><ul><li>understanding how to communicate with and understand other people and how to work collaboratively </li></ul></ul><ul><li>Intrapersonal </li></ul><ul><ul><li>understanding one's inner world of emotions and thoughts, </li></ul></ul><ul><li>Naturalist </li></ul><ul><ul><li>understanding the natural world of plants and animals, noticing their characteristics, and categorizing them </li></ul></ul>
  21. 21. 4Mat System <ul><li>Concrete Experience </li></ul><ul><li>Reflective Observation </li></ul><ul><li>Abstract Conceptualization </li></ul><ul><li>Active Experimentation </li></ul>
  22. 22. Bloom’s Taxonomy <ul><li>Knowledge : recall data or information </li></ul><ul><li>Comprehension : understand meaning, translation, interpolation, and interpretation of instructions and problems </li></ul><ul><li>Application : use a concept in a new situation </li></ul><ul><li>Analysis : separates material or concepts into component parts so its organizational structure can be understood </li></ul><ul><li>Synthesis : builds a structure or pattern from diverse elements </li></ul><ul><li>Evaluation : make judgments about the value of ideas and materials </li></ul>
  23. 23. Motivation <ul><li>Intrinsic </li></ul><ul><li>When the goals and rewards of the learning are meaningful to the learner </li></ul><ul><li>When the learning is important to the student </li></ul><ul><li>When the learning assists the learner in obtaining valued accomplishments </li></ul><ul><li>When the learning assists the learners in integrating themselves with the world, with others, and promotes self-awareness </li></ul><ul><li>Extrinsic </li></ul><ul><li>Punishments or rewards are used to control the motivation of the students. </li></ul>
  24. 24. Developmental Stages <ul><li>Physical </li></ul><ul><ul><li>Mastering physical skills </li></ul></ul><ul><ul><li>High energy and needs lots of activity </li></ul></ul><ul><ul><li>Slow, steady growth </li></ul></ul><ul><li>Emotional </li></ul><ul><ul><li>See fairness as “the golden rule” </li></ul></ul><ul><ul><li>Cooperative games are especially enjoyable </li></ul></ul><ul><ul><li>Competition with others is inappropriate </li></ul></ul><ul><li>Social </li></ul><ul><ul><li>Eager to please </li></ul></ul><ul><ul><li>Learning how to be friends </li></ul></ul><ul><ul><li>Enjoy small groups </li></ul></ul><ul><li>Intellectual </li></ul><ul><ul><li>Organized, logical thought </li></ul></ul><ul><ul><li>Creative </li></ul></ul><ul><ul><li>Beginning to reason </li></ul></ul><ul><ul><li>Generalize their own experience, very concrete </li></ul></ul><ul><ul><li>Base their thinking in reality and accuracy </li></ul></ul><ul><ul><li>Handle well only one mental operation at a time </li></ul></ul>
  25. 25. Applications in “Where in the World is Cinderella?” <ul><li>Bloom's Taxonomy : The various writings directly relate to the Synthesis, and other elements of Bloom are presented as well. </li></ul><ul><li>Brain Research : not as present, but could be incorporated </li></ul><ul><ul><li>Left Brain students would greatly benefit by reading the original stories and taking notes on them </li></ul></ul><ul><ul><li>Right Brain students would enjoy having the same stories read to them, or acted out. </li></ul></ul><ul><li>Learning Styles : relates closely with Left/Right brain, and the Audio/Visual/Etc learning styles can be taken into account when presenting the unit. </li></ul>
  26. 26. Curriculum Specialist Kelsey Little
  27. 27. 21st Century Learning <ul><li>The Framework focuses on 21st century student outcomes with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century. </li></ul><ul><li>It should be no surprise that what students learn—as well as how they learn it and how often they must refresh these skills sets </li></ul><ul><li>It is very important for students to have tech skills so they can apply it to other aspects in life not just in their education. </li></ul>
  28. 28. 21 st Century Learning <ul><ul><li>Digital Age Literacy—Today’s Basics </li></ul></ul><ul><ul><ul><li>Basic, Scientific, and Technological Literacies </li></ul></ul></ul><ul><ul><ul><li>Visual and Information Literacy </li></ul></ul></ul><ul><ul><ul><li>Cultural Literacy and Global Awareness </li></ul></ul></ul><ul><ul><li>Inventive Thinking—Intellectual Capital </li></ul></ul><ul><ul><ul><li>Adaptability/Managing Complexity and Self-Direction </li></ul></ul></ul><ul><ul><ul><li>Curiosity, Creativity and Risk-taking </li></ul></ul></ul><ul><ul><ul><li>Higher Order Thinking and Sound Reasoning </li></ul></ul></ul>
  29. 29. 21 st Century Learning
  30. 30. NETS for Teachers <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>
  31. 31. NETS for Students <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>
  32. 32. Vocabulary <ul><li>Unpacking a Standard – A process that breaks a standard into its fundamental components: </li></ul><ul><li>Standards - These state the purpose and direction the content is to take, and are generally followed by elements. Standards define what students are expected to know, understand, and be able to do. </li></ul><ul><li>Enduring Understanding - Stated as full-sentence statements, these specify what we want students to come to understand about the big ideas. </li></ul><ul><ul><li>Essential Questions - These open-ended provocative questions are designed to guide student inquiry and focus instruction for “uncovering” the important ideas of the content. </li></ul></ul>
  33. 33. Vocabulary <ul><li>Performance Assessments - A student task that demonstrates what the student knows and is able to do as a result of instruction and learning. </li></ul><ul><li>Rubric – A tool that makes explicit the criteria and levels of performance that can be met in accomplishing a performance task. </li></ul><ul><li>Curriculum Map – A graphic representation of the standards and elements for a specific grade level which shows which elements are prerequisite, teacher directed, or on-going instruction. </li></ul><ul><li>Pacing Chart – A visual representation of clustered standards and elements with suggested pacing for the school year. </li></ul><ul><li>Scaffolding - - An instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students </li></ul>
  34. 34. Applications in “Where in the World is Cinderella?” <ul><li>The students do their own learning at their own pace - the teacher just facilitates the learning process and keeps it going.  </li></ul><ul><li>The standards are very visible in the lessons. </li></ul><ul><li>Writing seems to be the predominate method of assessment and learning. </li></ul>
  35. 35. Pedagogy Specialist Jasmine Thomas
  36. 36. Pedagogy <ul><li>The art or science of being a teacher </li></ul><ul><li>Generally refers to strategies of instruction or a style of instruction </li></ul><ul><li>Greek roots- “to lead the child” </li></ul>
  37. 37. Components of Pedagogy <ul><li>Engaged Learning </li></ul><ul><li>Technology Integration </li></ul><ul><li>Inquiry Learning </li></ul><ul><li>Collaborative and Cooperative Learning </li></ul><ul><li>Socratic Learning and Questioning </li></ul>
  38. 38. Indicators of Engaged Learning <ul><li>Vision of engaged learning </li></ul><ul><ul><li>Responsible for learning </li></ul></ul><ul><ul><li>Energized by learning </li></ul></ul><ul><ul><li>Strategic </li></ul></ul><ul><ul><li>Collaborative </li></ul></ul><ul><li>Tasks for engaged learning </li></ul><ul><ul><li>Challenging </li></ul></ul><ul><ul><li>Authentic </li></ul></ul><ul><ul><li>Integrative/interdisciplinary </li></ul></ul><ul><li>Assessment of engaged learning </li></ul><ul><ul><li>Performance-based </li></ul></ul><ul><ul><li>Generative </li></ul></ul><ul><ul><li>Interwoven with curriculum and instruction </li></ul></ul><ul><ul><li>Equitable standards </li></ul></ul><ul><li>Instructional models and strategies for engaged learning </li></ul><ul><ul><li>Interactive </li></ul></ul><ul><ul><li>Generative </li></ul></ul>
  39. 39. Indicators of Engaged Learning Cont. <ul><li>Learning context for engaged learning </li></ul><ul><ul><li>Knowledge-building learning community </li></ul></ul><ul><ul><li>Collaborative </li></ul></ul><ul><ul><li>Empathetic </li></ul></ul><ul><li>Grouping for engaged learning </li></ul><ul><ul><li>Heterogeneous </li></ul></ul><ul><ul><li>Flexible </li></ul></ul><ul><ul><li>Equitable </li></ul></ul><ul><li>Teacher roles for engaged learning </li></ul><ul><ul><li>Facilitator </li></ul></ul><ul><ul><li>Guide </li></ul></ul><ul><ul><li>Co-learner and co-investigator </li></ul></ul><ul><li>Student roles for engaged learning </li></ul><ul><ul><li>Explorer </li></ul></ul><ul><ul><li>Cognitive apprentice </li></ul></ul><ul><ul><li>Producers of knowledge </li></ul></ul>
  40. 40. Technology Integration <ul><li>Achieved when: </li></ul><ul><ul><li>Technology is accessible and readily available for the task at hand </li></ul></ul><ul><ul><li>Technology tools support curricular goals </li></ul></ul><ul><ul><li>Technology is a seamless part of the learning process </li></ul></ul><ul><li>Technology can be used to: </li></ul><ul><ul><li>Build conceptual understanding of core content </li></ul></ul><ul><ul><li>Create and transform knowledge for meaningful purposes </li></ul></ul><ul><ul><li>Collaborate with others </li></ul></ul><ul><ul><li>Engage and motivate students </li></ul></ul><ul><ul><li>Differentiate instruction to meet individual needs </li></ul></ul>
  41. 41. Inquiry Learning <ul><li>Project-based learning </li></ul><ul><ul><li>Comprehensive instructional approach to engage students in sustained, cooperative investigation </li></ul></ul><ul><ul><li>2 essential components of projects </li></ul></ul><ul><ul><ul><li>A driving question or problem that serves to organize and drive activities, which taken as a whole amount to a meaningful project </li></ul></ul></ul><ul><ul><ul><li>Culminating product(s) or multiple representations as a series of artifacts, personal communication, or consequential task that meaningfully addresses the driving question. </li></ul></ul></ul><ul><li>Four Stages: searching, solving, creating, sharing </li></ul>
  42. 42. Collaborative and Cooperative Learning <ul><li>Collaborative Learning </li></ul><ul><ul><li>an instruction method in which learners at various performance levels work together in small groups toward a common goal </li></ul></ul><ul><ul><ul><li>positive interdependence </li></ul></ul></ul><ul><ul><ul><li>individual accountability </li></ul></ul></ul><ul><ul><ul><li>face-to-face promoting interaction </li></ul></ul></ul><ul><ul><ul><li>appropriate use of collaborative skills </li></ul></ul></ul><ul><ul><ul><li>group processing </li></ul></ul></ul>
  43. 43. Socratic Learning and Questioning <ul><ul><ul><li>The art of Socratic questioning is important for the critical thinker because the art of questioning is important to excellence of thought </li></ul></ul></ul><ul><li>Teacher engaged in Socratic dialogue should: </li></ul><ul><ul><li>Respond to all answers with a further question </li></ul></ul><ul><ul><li>Seek to understand–where possible–the ultimate foundations for what is said or believed </li></ul></ul><ul><ul><li>Recognize that all questions presuppose prior questions and all thinking presupposes prior thinking. </li></ul></ul>
  44. 44. Socratic Learning (Continued) <ul><li>Teacher engaged in Socratic dialogue should: </li></ul><ul><ul><li>Respond to all answers with a further question </li></ul></ul><ul><ul><li>Seek to understand–where possible–the ultimate foundations for what is said or believed </li></ul></ul><ul><ul><li>Recognize that all questions presuppose prior questions and all thinking presupposes prior thinking. </li></ul></ul>
  45. 45. Applications in “Where in the World is Cinderella?” <ul><li>Requires critical thinking and Socratic questioning through journaling </li></ul><ul><li>Incorporates engaged learning </li></ul><ul><li>Incorporates technology learning </li></ul><ul><li>Incorporates inquiry learning through project-based learning. </li></ul>
  46. 46. Instructional Designer Aleisha Poindexter & Kayla Smith
  47. 47. Instructional Designer <ul><li>Instructional designers need to guide classroom observations, encourage mentoring, involve peers, need self assessment, and have a need for professional development. </li></ul><ul><li>Make assignments as well as the learning environment effective. </li></ul><ul><li>Develop curriculum content and instructional tools that most effectively facilitate student learning. </li></ul><ul><li>The unit or course design needs to reflect coherent design, use multiple forms of assessment, use clear criteria and performance standards, and incorporate a variety of resources, teaching activities, and learning activities. </li></ul>
  48. 48. Instructional Designer Principles… (Principles of the Universal Design for Learning Framework)
  49. 49. Instructional Designer Continued… <ul><li>Teacher </li></ul><ul><li>Holds students interest </li></ul><ul><li>Uses a variety of strategies </li></ul><ul><li>Informs students of big ideas, essential questions, and performance requirements </li></ul><ul><li>Learner </li></ul><ul><li>Can explain what they are doing and why </li></ul><ul><li>Are hooked at beginning of unit and remain engaged throughout it </li></ul><ul><li>Set relevant goals based on feedback </li></ul><ul><li>Classroom Environment </li></ul><ul><li>High expectations/ incentives for all students </li></ul><ul><li>Samples of student work is visible </li></ul><ul><li>Essential questions, big ideas, rubrics, and goals are posted </li></ul>
  50. 50. Constructivism (Instructional Designer) <ul><li>Constructivism- a theory of learning, provides a valuable framework for using computers and other technology in productive, interesting ways. </li></ul><ul><ul><li>Provides valuable insight for classroom teachers who want to use technology to support student learning. </li></ul></ul><ul><ul><li>Learning is a product of experience </li></ul></ul><ul><ul><li>and is a personal event. </li></ul></ul>
  51. 51. Applications in “Where in the World is Cinderella?” <ul><li>reflects coherent design </li></ul><ul><li>uses multiple forms of assessment, has clear performance standards </li></ul><ul><li>uses a variety of resources, </li></ul><ul><li>shows constructivism </li></ul>
  52. 52. Summary and Conclusions
  53. 53. Where in the World is Cinderella? <ul><li>Strengths and Examples </li></ul><ul><li>Group collaboration (i.e. work as group to write story from perspective of a different character) </li></ul><ul><li>Critical thinking- questioning and reflection through journal questions </li></ul><ul><li>Learning is engaging and students learn through the use of creativity </li></ul><ul><li>Involves integration of technology- multimedia presentations and wikis </li></ul><ul><li>Weaknesses and Needs </li></ul><ul><li>Some students may not know the story- need to have those students read it for full understanding and experience as opposed to having other students explain it </li></ul><ul><li>Technology integration is not at highest level of integration </li></ul><ul><li>Too many writings- repetitive; for last writing assignment, students can modify their first writing assignment to fit the requirement for the last writing </li></ul>
  54. 54. Where in the World is Cinderella? (Continued) <ul><li>Strengths and Examples </li></ul><ul><li>Requires students to synthesize information and to look at events/situations from different points of view </li></ul><ul><li>Encourages students to take responsibility of their learning and Uses visuals such as graphic organizers </li></ul><ul><li>Technology- many different materials and technology based resources that students get to use. </li></ul><ul><li>Includes modifications for gifted, special needs and non-native speaker students </li></ul><ul><li>Weaknesses and Needs </li></ul><ul><li>Compare and contrast can be further developed; have students research as to what caused these differences in the story </li></ul><ul><li>The essential question- (Does ‘happily ever after’ really exist?) There could be a more educational essential question than this </li></ul><ul><li>Drawn out considering the grade level. Students may lose interest over a period of six weeks </li></ul><ul><li>Does not encourage risk-taking </li></ul>
  55. 55. Ideas for Additions, Revisions, and Improvements <ul><li>Act out (play) instead of writing so that the assignments will not be so repetitive </li></ul><ul><li>Only do this activity twice a week instead of everyday </li></ul><ul><li>This unit incorporates technology, teaches lessons in more than one subject area, and inspires creativity </li></ul><ul><li>Unit could perhaps cover the social studies aspect of the unity more in depth </li></ul>
  56. 56. What unit content exemplifies and demonstrates the main ideas in step 1? <ul><li>The content of the unit allows students to perform activities, and tasks </li></ul><ul><li>The teacher’s role is to prepare the lesson, ask questions, read aloud, be the guide, discuss elements, monitor student’s progress, give instructions, give feedback, etc </li></ul><ul><li>The student’s role is to participate and become engaged and interested in all the activities and tasks </li></ul><ul><li>The student should also be able to answer the entire curriculum framing questions by the end of the unit. </li></ul>
  57. 57. What unit content exemplifies and demonstrates the main ideas in step 2? <ul><li>The unit should create effective teaching and learning through: </li></ul><ul><ul><li>children being engaged in authentic and multidisciplinary tasks </li></ul></ul><ul><ul><li>assessments based on students’ performance of real tasks </li></ul></ul><ul><ul><li>students participation in interactive modes of instruction </li></ul></ul><ul><ul><li>students work collaboratively </li></ul></ul><ul><ul><li>the teacher is the facilitator of learning </li></ul></ul><ul><ul><li>students learn through exploration </li></ul></ul><ul><li>The research needs to be important to the researcher. If it isn’t, students will go through the motions  </li></ul><ul><li>Instructional technology affects learning through curriculum, instruction, and assessment </li></ul>
  58. 58. Sources and Disclaimer <ul><li>“Where in the World is Cinderella?” unit </li></ul><ul><li>Assignments that Matter WebQuest </li></ul><ul><li>Google Images </li></ul><ul><ul><li>Images used in this PowerPoint are property of the Walt Disney Company and their affiliates. No profit is being made from their presence in this PowerPoint. No copyright infringement is intended. </li></ul></ul>