This document discusses the Flat Stanley project, which involves students creating a cardboard cut-out of a person, sending it to other places, and learning about different cultures through photos and journal entries from host families. It addresses how the project meets educational standards through hands-on, cross-curricular learning and highlights the roles of teachers in guiding students as co-learners and the roles of students as engaged, critical thinkers. The document also outlines educational theories that support the project's design and assessments that evaluate student understanding.

1. An Assignment that Matters Jeanna Maloney Naomi Killham Michael Lendy Marissa Reidford Cynthia Resener Kristina McDowell

3. Facilitator

4. Guide

5. Co-learner

6. Student Roles

7. Critical thinker

8. Engaged learner

9. Responsible

10. Interaction & Collaboration

11. Hands on

12. Relevant /Real world

13. Peer, community, & teacher What makes an Assignment Matter

15. Hands-on

16. Applying prior knowledge to new situations

17. Uses variety of methods & materials

20. The host family will then take him along on outings, snap photos, and keep a journal of activities.

21. That family will then send it back to the student, which allows for insight on lives of other cultures.Flat Stanley: An assignment that Matters

23. The teacher aids students by guiding as well as becoming a co-learner

24. Students are responsible for own learning

25. Students become critical thinkers and engaged learners

26. Interaction & Collaboration

27. Hands-on

28. Based on real world

30. By students mailing their flat friend to other countries, allows them to learn about other cultures and compare those cultures to their own.

31. It allows students to create personal writings as well as learn about local history along with world geography.Why Flat Stanley Matters…

33. Flat Stanley

34. Reference books

35. Maps (local & world)

36. Internet

37. Email

38. Research

39. Camera

40. Recording devicesRecources Needed

41. Educational Theorist Pedagogy Specialist Educational Psychology Instructional Designer Provide background knowledge Effective teaching Provides a foundation for effective lesson planning How do roles matter?

43. Behaviorisms

44. learning through

45. environment/ external stimuli

46. Positive and negative reinforcements

47. Learning is a change in behavior

48. B.F. Skinner

50. Learning is

51. Active & constructive

52. reflects on own experiences and forms a new understanding

53. Curriculum: combination of prior knowledge and hands-on

54. Teachers: make connections between facts and new understanding

55. Students: analyze, interpret & predict

56. Lev Vygotsky

58. Engaged Learning- Students find excitement and pleasure in learning, and understand that learning is social. Technology Integration- Technology helps with daily classroom practices, and management of a classroom. Inquiry Learning/Project Based learning- Comprehensive instructional approach in sustained, cooperative investigation. 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. Collaborative Learning- Group work; working together to get different viewpoints; the success of one learner helps an entire group. Cooperative Learning-Each member is responsible for each other’s learning as well as their own; Achieve different levels of understanding. Outcome-based Learning- Encourages decision making regarding curriculum, teaching methods, school structure and management. Pedagogy Specialist

59. How this applies to Flat-Stanley Students can work in groups or alone. (Engaged Learning, Collaborative Learning, and Cooperative Learning) Technology Integration is available because students could send email instead of journals. (Technology Integration) Students can share what they learn and so they teach not only themselves, but others. (Cooperative Learning, and Collaborative Learning) Students could also investigate different cultures, where they will be sending Flat Stanley. (Inquiry Learning) Standards Use content-specific tools to support learning and research. Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. Pedagogy Specialist

61. Modifies lesson plans to suit everyone

62. Covers why, what, how, and if

63. How it relates to Flat Stanley

64. Students are allowed to be creative, but also have rules to follow

65. Includes technology, which may make it easier for some to learnEducational Psychology

67. Facilitate and inspire student learning and creativity

68. Promote, support and model creative and innovative thinking and inventiveness

69. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

70. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processesEducational Psychology

72. The Teacher:

73. Informs students of big ideas and essential questions

74. Uses a variety of strategies to deepen students understanding

75. Direct Instruction, Inquiry based, Cooperative Learning, and Information Processing Strategies

76. The Learners:

77. Informed of big ideas and essential questions

78. Know how they will be assessedInstructional Designer

79. Flat Stanley Big ideas and essential questions are listed Assessments used correlate to characteristics necessary for effective assessment Includes expectations, room for reflection, and feedback opportunities for students Standard 2. Design and Develop Digital-Age learning Experiences and Assessments Teachers need to use multiple ways of assessing students Use of technology integrated for effective learning Instructional Designer

80. ISTE/NETS Standards Design and adapt learning experiences using tools Direct instruction, inquiry based learning, cooperative learning Customize and personalize activities to address students styles, strategies and abilities Inspire learning, use digital tools and citizenship Evaluate and reflect on certain research and professional practice to make effective use of digital tools Digital literacy, inventive thinking, interactive communications and quality results Instructional Designer

81. Flat Stanley and Instructional Design Using digital tools Digital literacy Children gain first hand experience in: Sending and receiving e-mails Attaching files to e-mails Printing materials Using digital camera Scanning materials Saving information on a computer Word processing and spreadsheet skills Instructional Designer

83. Some ways to allow students with disabilities to still be active participants:

84. the letters could be read out loud to them

85. rather than writing they could draw a picture

86. With the advancements in technology font sizes can be changed

87. voice recording is also possibleModifications & IEPS