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Condon Capstone PowerPoint


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This is a PowerPoint presentation for my oral exam of my Capstone project for OSU.

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Condon Capstone PowerPoint

  1. 1. By: Laura Condon OSU Capstone Project
  2. 2.  Teachers need to develop skills of using technology as well as skills of integrating technology to grant students a richer learning environment (Sevinc and Karaca, 2010).  Research discoveries and reflection on practice have led to new knowledge and beliefs that are transforming the way educators think about teaching and learning (Loucks-Horsley, Stiles, Mundry, Love, & Hewson, 2010).
  3. 3.  Technology is the application of scientific knowledge and the tools developed from such knowledge. Humans are capable of developing technology as well as using technology to further develop civilization (AAAS, 1990).  In the more modern, digital world, the Internet, search engines, and websites were all created to make the gathering of information easier.  Technology has to continue to make advancements to meet these connection needs of the society. Because of the need for technological advancements, the way students learn in the 21st century is changing.
  4. 4.  Many teachers do not know how to teach students of the 21st century (Birman, Desimone, Porter, & Garet, 2000), and professional development must focus on teaching teachers these skills.  Schools can only be as good as the teachers and administrators within them (Guskey, 2002).  Professional development is the most effective way to help teachers become more prepared to teach and evaluate students of the 21st century (Lieberman & Mace, 2011).
  5. 5.  Upper Mid-west  Low-income school  Working toward 1:1 initiative  Four schools  K-2  3-4  5-8  9-12
  6. 6.  Interview with principal  High school needs  Interview with super-intendant  High school demographic  Overall district goals  Interview with mathematics teacher  High school classroom needs  Student behaviors  Teacher needs at high school level  Teacher survey  Student needs district-wide  Teacher needs district-wide  Standardized test results  Student content struggles
  7. 7.  Teachers need to improve their confidence in incorporating appropriate technology into the classroom to motivate and engage students in learning mathematics and science.  Students need to improve their modeling and analyzing graphs and data skills.  Teachers need to use alternative teaching methods to aide the implementation of technology.
  8. 8. My professional development focused on the use of data collection technology with new instructional strategies as a motivational tool to help students understand different modeling and analyzing techniques using real-world data.
  9. 9. Goal 1: Teachers will increase their knowledge and use of data collection technologies in their teaching. Objective 1.1: Teachers will operate and explore data collection technologies - LoggerLite and Vernier probes to become familiar with their functions. Objective 1.2: Teachers will brainstorm a list of uses of these data collection technologies in their own classroom. Objective 1.3: Teachers will design at least one modeling lessons that incorporate Excel, Logger Pro, or Vernier probes. Objective 1.4: Teachers will implement at least one of these lessons and reflect on the outcome.
  10. 10. Goal 2: Teachers will increase their knowledge and use of alternative teaching methods such as case method, discussion, collaborative learning and cooperative learning to guide students in using data collection technology. Objective 2.1: Teachers will learn and explore alternative teaching methods through lectures and practice. Objective 2.2: Teachers will learn and practice with peers in facilitating students while collecting and analyzing data. Objective 2.3: Teachers will enhance a modeling lesson with at least one alternative teaching method. Objective 2.4: Teachers will implement a lesson that incorporates an alternative teaching method and reflect on the outcome.
  11. 11. Goal 3: Teachers will reflect on their use of data collection technologies and the impact on student engagement. Objective 3.1: Teachers will discuss with peers the process of creating a lesson with data collection technology to improve students’ modeling skills. Objective 3.2: Teachers will define and create criteria to measure student engagement and then discuss and reflect on the impact of technology on student engagement during one lesson. Objective 3.3: Teachers will discuss how the implementation of their lesson went in their own classroom as well as what changes could be made to the lesson.
  12. 12.  All middle school and high school mathematics and science teachers were invited  Two high school mathematics and three science teachers attended  All veteran teachers willing to meet the needs of our district  Minimum teaching experience is 10 years.
  13. 13.  January 22  Introduction  Initial Survey  January 29  Work and Collaboration  Exit Slip Survey  February 12  Work and Collaboration  Exit Slip survey  March 5  Reflections  Connection to Student Motivation  Final Survey
  14. 14.  Temperature  Motion Detector  Dual-Range Force Sensor  Voltage  pH Sensor  Lab Quests  Logger Lite  Excel
  15. 15.  Initial survey  Sign consent form  Demonstrate Vernier probes  Outline the schedule and plan of events  Go over any questions
  16. 16.  Collaboration  Work time  Explore and Research  Develop Lessons  Play with the probes
  17. 17.  Collaboration  Work time  Explore and Research  Develop Lessons  Play with the probes
  18. 18.  Characteristics of a motivated student  Reflection of lessons implemented  Alternative teaching strategies overview  Questions and answers  Final reflection  Final survey
  19. 19. “A motivated student shows up, is engaged, asks questions, and submits quality work. They do not complain that they do not know, but instead use their confusion as a time to learn more and ask questions. Motivated students use their resources to help them learn instead of cheat. Their scores are consistent on homework and tests. Motivated students are active in their learning.” ~Professional Development Participants
  20. 20.  Initial Survey  Session Exit Slip Surveys  Final Survey  Mathematics Teacher Interview  Science Teacher Interview  Reflection Questions from two teachers who implemented a lesson  Personal reflection  Video recordings and observations  Work samples
  21. 21.  Initial Survey  Teachers are willing to learn about Vernier probes.  Teachers are willing to learn about alternative teaching methods.  Session Surveys  Teachers were given enough time to explore and develop lesson.  Need to focus on alternative teaching methods.  Need to offer additional support in adjusting the lessons found on the Vernier website.  Final Survey  Teachers learned about Vernier probes.  Teacher confidence levels increased when using technology in their classrooms.  Teachers learned about alternative teaching methods.  Teachers are more confident in using alternative teaching methods in their classrooms.  They had already been using alternative methods, but this PD improved their confidence.
  22. 22.  Completed after each session.  Teachers were excited about the PD.  Teachers were given time to find lessons and work with Vernier probes.  Teachers were more confidence in using Vernier probes.  Teachers were more comfortable in using alternative teaching methods.  Those who implemented their lesson completed a reflection.  Students were more engaged.  Students were excited to be learning.  Students were motivated to do the work, and to do it well.  Teachers liked the lesson and would do it again, given a few changes in the lesson.  Teachers were excited to try other Vernier probes.
  23. 23.  Used to help with my reflections.  These show the same results as my reflections.  Also recorded during a few lesson implementations.  Teachers are facilitating.  Students are engaged.  Students are active in their learning.
  24. 24.  Each teacher developed or found one lesson to use.  Three teachers (including myself) had the opportunity to implement their lesson.  Lessons include:  Barbie Swing – Sine Curves  Walk the Line – Linear Equations  Energy Burning – Calorie Calculations  Temperature – Statistics  Acidity Balance – pH levels  Force on Objects - Force
  25. 25.  The high school mathematics and science teachers increased their confidence in using technology in their classrooms.  Teachers increased their knowledge of Vernier probes.  Teachers increased their knowledge of alternative teaching methods.  Teachers were able to reflect on their lessons, the success of the implementation, and the process as a whole.
  26. 26.  With time, support, and practice teachers can increase their confidence in technology use in the classroom.  With time, support, and practice teachers can increase their confidence in using alternative teaching methods.  The high school teachers at my school still need administrator support and witness to these new technologies and teaching methods.  The high school teachers are willing to continue to learn about Vernier probes and the technology we have available at the high school.  These teachers are committed to the success and motivation of our students.
  27. 27.  I was very excited about the results of the PD.  I wish some middle school teachers had attended.  I will have to focus on providing them with support in the coming year.  Overall, I feel the PD was a success and all goals were met.  I am thrilled about being able to continue to lead and support these teachers in implementing technology into our classrooms.
  28. 28.  Present to the school board  Have superintendent post my PowerPoint on the school Facebook page  Offer help to other teachers during our in- service times on Wednesdays  Work with our technology integrationalist for more ideas and to reach out to other grade levels