Assignments That Matter Final 214 Show


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  • Facilitators: monitors, guides, and raises open ended questions for students to be more actively involvedGuide: teachers guide students through engaged learning with out simply giving students answersCo learner: must be willing to learn with class, some info may be outside of expertese Critical thinker: Engaged learner: actevely invovled in assinmentResponsible: for what they understand and learn about assignment
  • Recording devices (they can record voices from other countries) and video (ie web cam)
  • 1.D behaviorism says students will learn though an external stimuli and through the environment. So my allowing for children to learn though others experiences (placing in groups) with recourses of technology they are experiencing characteristics of behaviorism.b) Through constructivism they say that students will learn by the aid of classmates and peers to help them become critical thinkers and engaged learners
  • 2. 3.
  • Assignments That Matter Final 214 Show

    1. 1. An Assignment that Matters<br />Jeanna Maloney <br />Naomi Killham<br />Michael Lendy<br />Marissa Reidford <br />Cynthia Resener<br />Kristina McDowell<br />
    2. 2. <ul><li>Teacher Roles
    3. 3. Facilitator
    4. 4. Guide
    5. 5. Co-learner
    6. 6. Student Roles
    7. 7. Critical thinker
    8. 8. Engaged learner
    9. 9. Responsible
    10. 10. Interaction & Collaboration
    11. 11. Hands on
    12. 12. Relevant /Real world
    13. 13. Peer, community, & teacher </li></ul>What makes an Assignment Matter<br />
    14. 14. <ul><li>Assignment design
    15. 15. Hands-on
    16. 16. Applying prior knowledge to new situations
    17. 17. Uses variety of methods & materials
    18. 18. Provides different assessment methods</li></ul>Cross- curricular<br /><ul><li>Relevant to more than one subject</li></ul>Accomplishes teaching standards<br /><ul><li>Teachers are able to assess students based on state standards</li></ul>What makes an Assignment Matter<br />
    19. 19. <ul><li>The Teacher:
    20. 20. Informs students of big ideas and essential questions
    21. 21. Uses a variety of strategies to deepen students understanding
    22. 22. Stimulates student reflection and rethinking
    23. 23. The Learners:
    24. 24. Aware of goals and expectations
    25. 25. Informed of big ideas and essential questions
    26. 26. Know how they will be assessed</li></ul>Teaching for Understanding<br />
    27. 27. <ul><li>After reading Flat Stanley children will create their own card- board friend and life for him. Then, through e-mail, students will send their friend to other places around the world.
    28. 28. The host family will then take him along on outings, snap photos, and keep a journal of activities.
    29. 29. That family will then send it back to the student, which allows for insight on lives of other cultures.</li></ul>Flat Stanley: An assignment that Matters<br />
    30. 30. Why Flat Stanley Matters…<br /><ul><li>The teacher provides feedback and facilitate lesson
    31. 31. The teacher aids students by guiding as well as becoming a co-learner
    32. 32. Students are responsible for own learning
    33. 33. Students become critical thinkers and engaged learners
    34. 34. Interaction & Collaboration
    35. 35. Hands-on
    36. 36. Based on real world
    37. 37. Involves other students, community, and teacher interactions</li></li></ul><li><ul><li>This assignment allows students to become actively involved with others while touching on subjects such as social studies, language arts, and health/nutrition.
    38. 38. By students mailing their flat friend to other countries, allows them to learn about other cultures and compare those cultures to their own.
    39. 39. It allows students to create personal writings as well as learn about local history along with world geography.</li></ul>Why Flat Stanley Matters…<br />
    40. 40. <ul><li>Books
    41. 41. Flat Stanley
    42. 42. Reference books
    43. 43. Maps (local & world)
    44. 44. Internet
    45. 45. Email
    46. 46. Research
    47. 47. Camera
    48. 48. Recording devices</li></ul>Recources Needed<br />
    49. 49. Educational Theorist<br />Pedagogy Specialist<br />Educational Psychology<br />Instructional Designer<br />Provide background knowledge <br />Effective teaching<br />Provides a foundation for effective lesson planning<br />How do roles matter?<br />
    50. 50. Educational Theorist<br /><ul><li>Is the study of how people learn
    51. 51. Behaviorisms
    52. 52. learning through
    53. 53. environment/ external stimuli
    54. 54. Positive and negative reinforcements
    55. 55. Learning is a change in behavior
    56. 56. B.F. Skinner
    57. 57. Theory of value and knowledge</li></li></ul><li>Educational Theorist<br /><ul><li>Constructivism
    58. 58. Learning is
    59. 59. Active & constructive
    60. 60. reflects on own experiences and forms a new understanding
    61. 61. Curriculum: combination of prior knowledge and hands-on
    62. 62. Teachers: make connections between facts and new understanding
    63. 63. Students: analyze, interpret & predict
    64. 64. Lev Vygotsky
    65. 65. Believed that culture is prime determinant of individual development</li></li></ul><li>1. Facilitate & Inspire Student Learning & Creativity<br />D)Model collaborative knowledge construction by engaging in learning with others in face-to-face and virtual environments.<br />Flat Stanley<br />Technology (emails, cameras, recording devices)<br />Environmental learning <br />3. Model digital-age work and learning<br />B)Collaborate with students, peers, parents, and community members using them to support student success and innovation.<br />Flat Stanley<br />Local community/global <br />Peer, teacher, others engaged<br />Educational Theorist<br />
    66. 66. Engaged Learning- Students find excitement and pleasure in learning, and understand that learning is social. <br />Technology Integration- Technology helps with daily classroom practices, and management of a classroom.<br />Inquiry Learning/Project Based learning- Comprehensive instructional approach in sustained, cooperative investigation. <br />Socratic learning and questioning- Pushes your mind to think beyond what you would normally think about. It keeps asking the question why and what kind.<br />Collaborative Learning- Group work; working together to get different viewpoints; the success of one learner helps an entire group.<br />Cooperative Learning-Each member is responsible for each other’s learning as well as their own; Achieve different levels of understanding.<br />Outcome-based Learning- Encourages decision making regarding curriculum, teaching methods, school structure and management.<br />Pedagogy Specialist<br />
    67. 67. How this applies to Flat-Stanley<br />Students can work in groups or alone. (Engaged Learning, Collaborative Learning, and Cooperative Learning)<br />Technology Integration is available because students could send email instead of journals. (Technology Integration)<br />Students can share what they learn and so they teach not only themselves, but others. (Cooperative Learning, and Collaborative Learning)<br />Students could also investigate different cultures, where they will be sending Flat Stanley. (Inquiry Learning)<br />Standards<br />Use content-specific tools to support learning and research.<br />Promote student reflection using collaborative tools to reveal and clarify students&apos; conceptual understanding and thinking, planning, and creative processes.<br />Pedagogy Specialist<br />
    68. 68. <ul><li>Focuses on accommodating all different types of learners
    69. 69. Modifies lesson plans to suit everyone
    70. 70. Covers why, what, how, and if
    71. 71. How it relates to Flat Stanley
    72. 72. Students are allowed to be creative, but also have rules to follow
    73. 73. Includes technology, which may make it easier for some to learn</li></ul>Educational Psychology<br />
    74. 74. <ul><li>Standards
    75. 75. Facilitate and inspire student learning and creativity
    76. 76. Promote, support and model creative and innovative thinking and inventiveness
    77. 77. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
    78. 78. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes</li></ul>Educational Psychology<br />
    79. 79. <ul><li>The Teacher:
    80. 80. Informs students of big ideas and essential questions
    81. 81. Uses a variety of strategies to deepen students understanding
    82. 82. Stimulates student reflection and rethinking
    83. 83. The Learners:
    84. 84. Aware of goals and expectations
    85. 85. Informed of big ideas and essential questions
    86. 86. Know how they will be assessed</li></ul>Instructional Designer<br />
    87. 87. Flat Stanley<br />Big ideas and essential questions are listed<br />Assessments used correlate to characteristics necessary for effective assessment<br />Includes expectations, room for reflection, and feedback opportunities for students<br />Standard<br />2. Design and Develop Digital-Age learning Experiences and Assessments<br />Teachers need to use multiple ways of assessing students<br />Use of technology integrated for effective learning<br />Instructional Designer<br />
    88. 88. ISTE/NETS Standards<br />Design and adapt learning experiences using tools<br />Direct instruction, inquiry based learning, cooperative learning<br />Customize and personalize activities to address students styles, strategies and abilities<br />Inspire learning, use digital tools and citizenship<br />Evaluate and reflect on certain research and professional practice to make effective use of digital tools<br />Digital literacy, inventive thinking, interactive communications and quality results<br />Instructional Designer<br />
    89. 89. Flat Stanley and Instructional Design<br />Using digital tools<br />Digital literacy<br />Children gain first hand experience in:<br />Sending and receiving e-mails<br />Attaching files to e-mails<br />Printing materials<br />Using digital camera<br />Scanning materials<br />Saving information on a computer<br />Word processing and spreadsheet skills<br />Instructional Designer<br />
    90. 90. <ul><li>For students who may have a disability (such as they need help writing or reading) the teacher could modify this assignment.
    91. 91. Some ways to allow students with disabilities to still be active participants:
    92. 92. the letters could be read out loud to them
    93. 93. rather than writing they could draw a picture
    94. 94. With the advancements in technology font sizes can be changed
    95. 95. voice recording is also possible</li></ul>Modifications & IEPS<br />