Educators around the country are exploring innovative ways to teach the new Common Core standards. Innovative instructional strategies supported by technology integration will play a crucial role in the successful implementation of the Common Core.
-Explore the Common Core standards and some of the web-based technologies that will support the Common Core curriculum
-Investigate instructional strategies and web 2.0 integration to impact teaching and classroom dynamics
A workshop for academic librarians on using qualitative methods for user assessment and research in the library. Part 3 focuses on coding qualitative text in light of your research questions or goals, as well as highlights one option for qualitative research software.
Introduction and administrative information (MS Word 97 format)butest
This document provides the syllabus for a graduate level course on machine learning and intelligent systems. The 3-credit course will cover fundamental concepts and algorithms in machine learning through lectures, assignments, and a potential project. Topics include concept learning, decision trees, neural networks, Bayesian learning, and reinforcement learning. Students will complete 5 homework assignments and have the option to do an additional project for a 4th credit. They will also write short reviews and commentaries on 13 academic papers over the course of the semester. The course aims to give students both theoretical understanding and practical experience with machine learning.
This document provides guidance on developing research skills. It discusses identifying a valid research problem and refining research aims and objectives. Primary and secondary data collection methods are covered, including interviews, observations, questionnaires and using existing sources. Key considerations for research include relevance, costs and ethics. The document emphasizes establishing a research problem and justification, designing appropriate data collection tools, analyzing findings and drawing conclusions supported by evidence.
Residency 2 final assignment aligning research components matrixaryan532920
This document provides guidelines for a student to develop and align the key components of a research study during a residency program. It instructs the student to complete several rows in a matrix: 1) provide initial ideas for each research component, 2) gather feedback on the ideas from peers and faculty, 3) finalize the ideas based on the feedback, and 4) reflect on next steps. The document lists the components that must be aligned, including the social problem, literature review, research gap, research question, theories, and methodology. It aims to help the student iteratively develop their dissertation research proposal through peer and faculty input.
The document discusses the five paragraph essay structure which is commonly used in college writing. It consists of an introduction with a thesis statement outlining 3 main points, 3 body paragraphs with each addressing one of the points, and a conclusion that restates the thesis. The introduction provides background on the topic while the thesis outlines the 3 points. Each body paragraph focuses on one point with specifics and details. The conclusion mirrors the introduction and wraps up the key ideas. The document also provides a rubric for grading five paragraph essays based on the introduction/thesis, use of information, and structural elements.
From first cycle to second cycle qualitative coding: "Seeing a whole"Heather Ford
This document discusses strategies for qualitative coding from first cycle to second cycle coding. It provides an overview of readings on focusing strategies and theory development. The readings discuss tactics for drawing conclusions from data and moving from codes to categories, themes, and concepts. Specific strategies mentioned include clustering, making metaphors, coding and category handling, modeling, writing, typologies, and matrices. The document emphasizes that qualitative analysis is an iterative process that occurs over time through working with the data, rather than a single moment of discovery.
Assessing 21st century skills Online - iNACOL 2013Andrew Miller
This document discusses assessing 21st century skills online. It begins by defining key 21st century skills like creativity, collaboration, critical thinking and communication. It then examines how these skills are embedded in the Common Core standards, providing examples from grades 3, 9-10. The document explores sample methods to assess these skills, like oral interviews, presentations and peer reviews. It also examines rubrics to assess skills like problem solving and mathematical practices. Finally, it considers lessons that can be learned from how one school assesses 21st century skills and reflects on challenges of using rubrics to assess these important skills.
A workshop for academic librarians on using qualitative methods for user assessment and research in the library. Part 3 focuses on coding qualitative text in light of your research questions or goals, as well as highlights one option for qualitative research software.
Introduction and administrative information (MS Word 97 format)butest
This document provides the syllabus for a graduate level course on machine learning and intelligent systems. The 3-credit course will cover fundamental concepts and algorithms in machine learning through lectures, assignments, and a potential project. Topics include concept learning, decision trees, neural networks, Bayesian learning, and reinforcement learning. Students will complete 5 homework assignments and have the option to do an additional project for a 4th credit. They will also write short reviews and commentaries on 13 academic papers over the course of the semester. The course aims to give students both theoretical understanding and practical experience with machine learning.
This document provides guidance on developing research skills. It discusses identifying a valid research problem and refining research aims and objectives. Primary and secondary data collection methods are covered, including interviews, observations, questionnaires and using existing sources. Key considerations for research include relevance, costs and ethics. The document emphasizes establishing a research problem and justification, designing appropriate data collection tools, analyzing findings and drawing conclusions supported by evidence.
Residency 2 final assignment aligning research components matrixaryan532920
This document provides guidelines for a student to develop and align the key components of a research study during a residency program. It instructs the student to complete several rows in a matrix: 1) provide initial ideas for each research component, 2) gather feedback on the ideas from peers and faculty, 3) finalize the ideas based on the feedback, and 4) reflect on next steps. The document lists the components that must be aligned, including the social problem, literature review, research gap, research question, theories, and methodology. It aims to help the student iteratively develop their dissertation research proposal through peer and faculty input.
The document discusses the five paragraph essay structure which is commonly used in college writing. It consists of an introduction with a thesis statement outlining 3 main points, 3 body paragraphs with each addressing one of the points, and a conclusion that restates the thesis. The introduction provides background on the topic while the thesis outlines the 3 points. Each body paragraph focuses on one point with specifics and details. The conclusion mirrors the introduction and wraps up the key ideas. The document also provides a rubric for grading five paragraph essays based on the introduction/thesis, use of information, and structural elements.
From first cycle to second cycle qualitative coding: "Seeing a whole"Heather Ford
This document discusses strategies for qualitative coding from first cycle to second cycle coding. It provides an overview of readings on focusing strategies and theory development. The readings discuss tactics for drawing conclusions from data and moving from codes to categories, themes, and concepts. Specific strategies mentioned include clustering, making metaphors, coding and category handling, modeling, writing, typologies, and matrices. The document emphasizes that qualitative analysis is an iterative process that occurs over time through working with the data, rather than a single moment of discovery.
Assessing 21st century skills Online - iNACOL 2013Andrew Miller
This document discusses assessing 21st century skills online. It begins by defining key 21st century skills like creativity, collaboration, critical thinking and communication. It then examines how these skills are embedded in the Common Core standards, providing examples from grades 3, 9-10. The document explores sample methods to assess these skills, like oral interviews, presentations and peer reviews. It also examines rubrics to assess skills like problem solving and mathematical practices. Finally, it considers lessons that can be learned from how one school assesses 21st century skills and reflects on challenges of using rubrics to assess these important skills.
The document outlines the review process for research papers. It discusses the grading scheme, key dates, and allocation of paper reviews to students. Each student must complete 5 reviews by January 14th, 2009. The document provides guidance on how to conduct effective peer reviews, including reading the paper thoroughly and providing comments on content, presentation, and conclusions. It emphasizes that the peer review process is important for academic research and improves students' own papers.
Research is defined as exploring a topic through a systematic process. The research process involves selecting a topic, writing a proposal and dissertation, editing, analyzing data, and completing the research paper. Key steps include selecting a unique and relevant topic, writing a proposal that summarizes the dissertation, analyzing collected primary or secondary data to find solutions, and undergoing a viva voce defense with university professionals. Experts can provide advice to guide researchers through each step of the process.
Interfacing with questions: The unpredictability of live queries in the work...Aarhus University
The document discusses a project called "Thousand Questions" where members of the public submitted questions live that the system had to respond to unpredictably. It explores the unpredictability of live queries and how the system had to handle a wide range of questions, including ones involving mathematical operators, relational operators, and unpredictable personal questions. The document also includes a definition of a query language from a 1980 paper as being a linguistic tool for requesting information from a database and receiving a response.
Tutorial on Paper-Writing in Applied Mathematics (Preliminary Draft of Slides)Mason Porter
This document discusses best practices for writing applied mathematics papers. It covers paper structure, including introductions, sections, and conclusions. It also discusses writing for different audiences and journals. Examples are provided by summarizing and discussing a published applied mathematics paper. The goal is to provide guidance to help write clear, informative papers.
Publishing in high impact factor journals - Universiti Putra MalaysiaMohamed Alrshah
This workshop has been organized by the Network, Parallel and Distributed Computing Research Group at the Department of Communication Technology and Networks at Universiti Putra Malaysia. The audience was 40 people from academic staff, master and Ph.D. students from the department.
Common Core Gamified: Technology Supported CCSS Mathematics Kerry Rice
This document summarizes key aspects of technology-supported Common Core State Standards (CCSS) mathematics teaching. It outlines instructional shifts in the CCSS to focus strongly on core content, ensure coherence across grades, and emphasize rigor. It describes college and career readiness anchor standards and eight standards for mathematical practice. The document provides examples of how various digital tools can support each of the eight practices, such as using Khan Academy to access external resources, Geogebra to explore mathematical relationships, and Google Docs to collaborate. It stresses the importance of digital citizenship and modeling appropriate Internet use.
This document discusses immersive learning tools like games, simulations, and gamification. It begins with an introduction of Andy Petroski and his background. The rest of the document covers the benefits of immersive learning, different types of experiences like simple games, serious games and simulations, considerations for implementation like instructional design and technology, and examples of games and simulations. It emphasizes analyzing needs, benefits, and organizational readiness before starting immersive learning initiatives.
Atlantic Executive Search provides executive search services for finance, technology, and managed services clients. They have over 25 years of industry experience and work with a variety of client types. Their process involves conducting market research, understanding the client's needs, using various search methodologies, mapping the market, developing a candidate shortlist, and managing offers and resignations. Atlantic aims to provide a dedicated team, competitive fees, and regular updates throughout the hiring process.
Twitter and Tweets and Educational Technology TrendsAndy Petroski
These slides are from a presentation at the Harriburg Diocese Educational Conference on Wednesday, September 18, 2013
Technology is one facet of today’s changing educational landscape. It is disrupting education by making information available to all, enabling instant and recurring feedback and allowing individualized learning, while also allowing collaboration to occur like never before. Technology is also supporting changes in education formats, shifts in pedagogy and limitless access not bound by location. Join this session to explore the top 5 shifts in education over the past 5 years. The session will also address the role that technology is playing as a disruptor of traditional education and as an enabler for meeting today’s educational challenges.
http://www.youtube.com/watch?v=n8jiqnvdxdE&feature=youtu.be
http://www.technapex.com/wp-content/uploads/2012/10/edvideogames-730x2044.jpg
http://www.youtube.com/watch?v=2H4RkudFzlc
http://flippedlearning1.files.wordpress.com/2012/07/classroomwindowinfographic7-12.pdf
http://www.youtube.com/watch?v=EV8M6P9st9Q
http://www.youtube.com/watch?v=ayW032sKtj8
http://www.ipads4teaching.net/
http://vimeo.com/63745132
http://www.edtechmagazine.com/k12/video/cosn-social-media-breaks-through-k-12-barriers
http://edutech4teachers.edublogs.org/files/2013/09/innovation-infographic-yp2y9f.png
Maryland ATD 90 Minute Serious Game JamAndy Petroski
These slides are from a 90 minute serious game jam I facilitated for the Maryland ATD on March 12, 2015
Materials and resources can be accessed at http://apetroski.wikispaces.com/Serious+Game+Jam
Maryland ATD
Serious Game Jam
Thursday, March 12, 2015
Bring the learning objectives for your next performance improvement or behavior change effort and leave with a serious game design. In this serious game jam session participants will explore the major elements of serious game design (story, character, mechanics) and create a rough plan for a serious game. Small group or individual work will be an option. Bring your laptop or tablet to create your plan for a serious game.
Objectives:
- Identify ways in which elements of serious game design can improve existing learning solutions
- Increase the focus and achieve depth of learning by applying serious game design techniques
- Improve performance outcomes with serious game design
Alternate reality games (ARGs) combine real-world experiences with fictional elements like clues, puzzles and online communication in a collaborative format. Players work together to solve puzzles and progress a storyline, using real locations and digital tools. ARGs are designed to promote skills like collaboration, critical thinking and use of online resources to advance a fictional narrative, rather than being role-playing games or simulations.
Games are being explored as an educational resource at all levels of education and training. But, the right games can be difficult to find and integrate, and even more difficult to create. Join this session to learn how to change your entire classroom into a game without programming, graphics or even computers.
Catch Up and Leap Forward: The 10 Year Evolution of the Learning LandscapeAndy Petroski
This document outlines the evolution of learning and educational technology over the past 10 years from 2007-2017. It discusses how technologies have engaged students, enriched teaching approaches, and empowered learning. Key developments included the rise of web 2.0 technologies, MOOCs, flipped classrooms, and mobile learning. The goal is to help educators catch up with changes and prepare students for future opportunities.
Implementing a Multiplayer Classroom: Results from Designing a Class as a GameAndy Petroski
Andy Petroski presented on implementing a multiplayer classroom where a class is designed as a game. The goals are to make learning more student-centered, immersive, and collaborative while providing ongoing feedback. Students reported enjoying the format and peer interaction, though some found it overwhelming. Results showed increased engagement, individualization, and a higher percentage of students earning A's and B's compared to traditional classrooms.
This document discusses Learning 2.0, which refers to the application of social software tools and Web 2.0 technologies to learning. It defines Learning 2.0 and outlines some key opportunities it provides such as harnessing, connecting, extending, and capturing knowledge. The document also discusses implementation strategies and considerations for Learning 2.0 such as training, culture, technology infrastructure and policies. Examples of specific tools that can be used for Learning 2.0 like wikis, blogs and social networks are also provided.
The Common Core and Web-Based TechnologyAndy Petroski
Educators around the country are exploring innovative ways to teach the new Common Core standards. Innovative instructional strategies supported by technology integration will play a crucial role in the successful implementation of the Common Core.
-Explore the Common Core standards and some of the web-based technologies that will support the Common Core curriculum
-Investigate instructional strategies and web 2.0 integration to impact teaching and classroom dynamics
From a webinar on 5/15/13.
This document discusses how to integrate technology with Marzano's instructional strategies to enhance student learning. It provides examples of how to use various technologies, like Microsoft Office, web tools, and multimedia, to support identifying similarities and differences, summarizing and note-taking, generating and testing hypotheses, and other instructional strategies. Specific apps and websites are recommended for each strategy with brief descriptions and examples.
This document discusses how to integrate technology with Marzano's instructional strategies to enhance student learning. It provides examples of how to use various technologies like Microsoft Office, online tools, and multimedia to help students compare and classify information, take notes, work cooperatively, generate and test hypotheses, and more. Specific apps, websites, and digital resources are recommended for each instructional strategy to engage students and improve comprehension.
The document describes Destination Reading, an electronically-based reading curriculum. It is intended to help students read fluently and with understanding to prepare them for new language challenges. The program covers a wide variety of fiction and non-fiction genres and includes comprehension skills, vocabulary strategies, and decoding support. It is designed to meet the unique needs of students in grades 4-8 and systematically builds understanding through research-based instruction. Teachers have several implementation models and resources to integrate the program into their classrooms.
The Common Core State Standards aim to prepare students with the knowledge and skills needed for college and careers. The standards are internationally benchmarked and ensure students are globally competitive regardless of their zip code. Implementation of the standards will help students, teachers, and parents understand what is expected as the standards are focused, coherent, and clear. Collaboration across states and districts will help create curricular tools and materials.
Curriculum Integration Ideas for Tech and the CCSSRae Fearing
This document discusses how technology can support teachers in helping students meet the requirements of the Common Core State Standards. It provides examples of digital tools that can promote communication, collaboration, creativity, critical thinking and other skills emphasized by the CCSS, including coding platforms, curation tools, and platforms for creativity and blogging. The document also addresses trends in education like blended learning and the use of learning management systems.
Global Collaboration, Project Based Learning the Common Core State Standardsdmidness
The document discusses aligning education with Common Core State Standards and project-based learning through iEARN. It provides examples of how lessons and projects can be designed to meet Common Core literacy and math standards while also incorporating key elements of project-based learning like collaboration, developing voice and choice, and having a public audience. Specific lessons are summarized that integrate these areas on topics like folktales, gardening, and connecting math to students' lives through data collection and analysis.
The document outlines the review process for research papers. It discusses the grading scheme, key dates, and allocation of paper reviews to students. Each student must complete 5 reviews by January 14th, 2009. The document provides guidance on how to conduct effective peer reviews, including reading the paper thoroughly and providing comments on content, presentation, and conclusions. It emphasizes that the peer review process is important for academic research and improves students' own papers.
Research is defined as exploring a topic through a systematic process. The research process involves selecting a topic, writing a proposal and dissertation, editing, analyzing data, and completing the research paper. Key steps include selecting a unique and relevant topic, writing a proposal that summarizes the dissertation, analyzing collected primary or secondary data to find solutions, and undergoing a viva voce defense with university professionals. Experts can provide advice to guide researchers through each step of the process.
Interfacing with questions: The unpredictability of live queries in the work...Aarhus University
The document discusses a project called "Thousand Questions" where members of the public submitted questions live that the system had to respond to unpredictably. It explores the unpredictability of live queries and how the system had to handle a wide range of questions, including ones involving mathematical operators, relational operators, and unpredictable personal questions. The document also includes a definition of a query language from a 1980 paper as being a linguistic tool for requesting information from a database and receiving a response.
Tutorial on Paper-Writing in Applied Mathematics (Preliminary Draft of Slides)Mason Porter
This document discusses best practices for writing applied mathematics papers. It covers paper structure, including introductions, sections, and conclusions. It also discusses writing for different audiences and journals. Examples are provided by summarizing and discussing a published applied mathematics paper. The goal is to provide guidance to help write clear, informative papers.
Publishing in high impact factor journals - Universiti Putra MalaysiaMohamed Alrshah
This workshop has been organized by the Network, Parallel and Distributed Computing Research Group at the Department of Communication Technology and Networks at Universiti Putra Malaysia. The audience was 40 people from academic staff, master and Ph.D. students from the department.
Common Core Gamified: Technology Supported CCSS Mathematics Kerry Rice
This document summarizes key aspects of technology-supported Common Core State Standards (CCSS) mathematics teaching. It outlines instructional shifts in the CCSS to focus strongly on core content, ensure coherence across grades, and emphasize rigor. It describes college and career readiness anchor standards and eight standards for mathematical practice. The document provides examples of how various digital tools can support each of the eight practices, such as using Khan Academy to access external resources, Geogebra to explore mathematical relationships, and Google Docs to collaborate. It stresses the importance of digital citizenship and modeling appropriate Internet use.
This document discusses immersive learning tools like games, simulations, and gamification. It begins with an introduction of Andy Petroski and his background. The rest of the document covers the benefits of immersive learning, different types of experiences like simple games, serious games and simulations, considerations for implementation like instructional design and technology, and examples of games and simulations. It emphasizes analyzing needs, benefits, and organizational readiness before starting immersive learning initiatives.
Atlantic Executive Search provides executive search services for finance, technology, and managed services clients. They have over 25 years of industry experience and work with a variety of client types. Their process involves conducting market research, understanding the client's needs, using various search methodologies, mapping the market, developing a candidate shortlist, and managing offers and resignations. Atlantic aims to provide a dedicated team, competitive fees, and regular updates throughout the hiring process.
Twitter and Tweets and Educational Technology TrendsAndy Petroski
These slides are from a presentation at the Harriburg Diocese Educational Conference on Wednesday, September 18, 2013
Technology is one facet of today’s changing educational landscape. It is disrupting education by making information available to all, enabling instant and recurring feedback and allowing individualized learning, while also allowing collaboration to occur like never before. Technology is also supporting changes in education formats, shifts in pedagogy and limitless access not bound by location. Join this session to explore the top 5 shifts in education over the past 5 years. The session will also address the role that technology is playing as a disruptor of traditional education and as an enabler for meeting today’s educational challenges.
http://www.youtube.com/watch?v=n8jiqnvdxdE&feature=youtu.be
http://www.technapex.com/wp-content/uploads/2012/10/edvideogames-730x2044.jpg
http://www.youtube.com/watch?v=2H4RkudFzlc
http://flippedlearning1.files.wordpress.com/2012/07/classroomwindowinfographic7-12.pdf
http://www.youtube.com/watch?v=EV8M6P9st9Q
http://www.youtube.com/watch?v=ayW032sKtj8
http://www.ipads4teaching.net/
http://vimeo.com/63745132
http://www.edtechmagazine.com/k12/video/cosn-social-media-breaks-through-k-12-barriers
http://edutech4teachers.edublogs.org/files/2013/09/innovation-infographic-yp2y9f.png
Maryland ATD 90 Minute Serious Game JamAndy Petroski
These slides are from a 90 minute serious game jam I facilitated for the Maryland ATD on March 12, 2015
Materials and resources can be accessed at http://apetroski.wikispaces.com/Serious+Game+Jam
Maryland ATD
Serious Game Jam
Thursday, March 12, 2015
Bring the learning objectives for your next performance improvement or behavior change effort and leave with a serious game design. In this serious game jam session participants will explore the major elements of serious game design (story, character, mechanics) and create a rough plan for a serious game. Small group or individual work will be an option. Bring your laptop or tablet to create your plan for a serious game.
Objectives:
- Identify ways in which elements of serious game design can improve existing learning solutions
- Increase the focus and achieve depth of learning by applying serious game design techniques
- Improve performance outcomes with serious game design
Alternate reality games (ARGs) combine real-world experiences with fictional elements like clues, puzzles and online communication in a collaborative format. Players work together to solve puzzles and progress a storyline, using real locations and digital tools. ARGs are designed to promote skills like collaboration, critical thinking and use of online resources to advance a fictional narrative, rather than being role-playing games or simulations.
Games are being explored as an educational resource at all levels of education and training. But, the right games can be difficult to find and integrate, and even more difficult to create. Join this session to learn how to change your entire classroom into a game without programming, graphics or even computers.
Catch Up and Leap Forward: The 10 Year Evolution of the Learning LandscapeAndy Petroski
This document outlines the evolution of learning and educational technology over the past 10 years from 2007-2017. It discusses how technologies have engaged students, enriched teaching approaches, and empowered learning. Key developments included the rise of web 2.0 technologies, MOOCs, flipped classrooms, and mobile learning. The goal is to help educators catch up with changes and prepare students for future opportunities.
Implementing a Multiplayer Classroom: Results from Designing a Class as a GameAndy Petroski
Andy Petroski presented on implementing a multiplayer classroom where a class is designed as a game. The goals are to make learning more student-centered, immersive, and collaborative while providing ongoing feedback. Students reported enjoying the format and peer interaction, though some found it overwhelming. Results showed increased engagement, individualization, and a higher percentage of students earning A's and B's compared to traditional classrooms.
This document discusses Learning 2.0, which refers to the application of social software tools and Web 2.0 technologies to learning. It defines Learning 2.0 and outlines some key opportunities it provides such as harnessing, connecting, extending, and capturing knowledge. The document also discusses implementation strategies and considerations for Learning 2.0 such as training, culture, technology infrastructure and policies. Examples of specific tools that can be used for Learning 2.0 like wikis, blogs and social networks are also provided.
The Common Core and Web-Based TechnologyAndy Petroski
Educators around the country are exploring innovative ways to teach the new Common Core standards. Innovative instructional strategies supported by technology integration will play a crucial role in the successful implementation of the Common Core.
-Explore the Common Core standards and some of the web-based technologies that will support the Common Core curriculum
-Investigate instructional strategies and web 2.0 integration to impact teaching and classroom dynamics
From a webinar on 5/15/13.
This document discusses how to integrate technology with Marzano's instructional strategies to enhance student learning. It provides examples of how to use various technologies, like Microsoft Office, web tools, and multimedia, to support identifying similarities and differences, summarizing and note-taking, generating and testing hypotheses, and other instructional strategies. Specific apps and websites are recommended for each strategy with brief descriptions and examples.
This document discusses how to integrate technology with Marzano's instructional strategies to enhance student learning. It provides examples of how to use various technologies like Microsoft Office, online tools, and multimedia to help students compare and classify information, take notes, work cooperatively, generate and test hypotheses, and more. Specific apps, websites, and digital resources are recommended for each instructional strategy to engage students and improve comprehension.
The document describes Destination Reading, an electronically-based reading curriculum. It is intended to help students read fluently and with understanding to prepare them for new language challenges. The program covers a wide variety of fiction and non-fiction genres and includes comprehension skills, vocabulary strategies, and decoding support. It is designed to meet the unique needs of students in grades 4-8 and systematically builds understanding through research-based instruction. Teachers have several implementation models and resources to integrate the program into their classrooms.
The Common Core State Standards aim to prepare students with the knowledge and skills needed for college and careers. The standards are internationally benchmarked and ensure students are globally competitive regardless of their zip code. Implementation of the standards will help students, teachers, and parents understand what is expected as the standards are focused, coherent, and clear. Collaboration across states and districts will help create curricular tools and materials.
Curriculum Integration Ideas for Tech and the CCSSRae Fearing
This document discusses how technology can support teachers in helping students meet the requirements of the Common Core State Standards. It provides examples of digital tools that can promote communication, collaboration, creativity, critical thinking and other skills emphasized by the CCSS, including coding platforms, curation tools, and platforms for creativity and blogging. The document also addresses trends in education like blended learning and the use of learning management systems.
Global Collaboration, Project Based Learning the Common Core State Standardsdmidness
The document discusses aligning education with Common Core State Standards and project-based learning through iEARN. It provides examples of how lessons and projects can be designed to meet Common Core literacy and math standards while also incorporating key elements of project-based learning like collaboration, developing voice and choice, and having a public audience. Specific lessons are summarized that integrate these areas on topics like folktales, gardening, and connecting math to students' lives through data collection and analysis.
This document summarizes a study on the effect of early language development on first grade mathematics achievement. The study found that language skills explained 50% of the variance in mathematics achievement for black and white children at age 54 months, and 31% of the variance at first grade. It recommends activities like exposing children to academic language and mathematical concepts through talking, engaging activities to improve early language development and later mathematics outcomes.
Valerie Burton presented on ways to integrate technology into Common Core classrooms to engage students. She discussed using Google Forms for entrance and exit tickets to check prior knowledge. Piclits and images can be used to identify tone and provide deeper meaning. Wikis allow students to examine author's style or collect materials. Blogs are for analyzing and reflecting on text. Padlet is for posting questions about fiction or nonfiction. Finally, students can publish ePortfolios to showcase their work. The presentation aimed to increase student engagement and help cover literacy standards through technological means.
Learning Patterns for Maths Games June 2006Mark Childs
The document discusses a research project with two parts: a design strand to develop design patterns for mathematical games, and a deployment strand where partners deployed and researched a chosen game in classrooms. The deployment strand defined deployment as a game's integration into a teacher's learning program after leaving the design process. Initial findings from deployment in June noted difficulties installing games, lack of intuitive use, unclear curriculum alignment, and value of tips for classroom activities.
This document discusses various types of software tools that can support teaching and learning. It describes tools that can improve efficiency, productivity, the appearance of work, and information accuracy. Recent developments include increased use of PDAs and web connectivity. The document outlines materials generators, data collection and analysis tools, graphic tools, planning and reference tools, content-specific tools, desktop publishing software, and other forms of software tools like test generators and data collection tools. It provides examples and benefits of these different categories of educational software tools.
The document summarizes the development and key aspects of the Common Core State Standards for K-12 education in English language arts and mathematics. It describes how the standards were created based on evidence and feedback from states, educators and experts. The standards are designed to ensure all students receive a high-quality education that prepares them for college and careers by establishing clear and consistent learning goals.
The document summarizes the development and key aspects of the Common Core State Standards for K-12 education in English Language Arts and Mathematics. It describes how the standards were created through an iterative process involving states, experts, and public feedback. The standards aim to ensure all students are prepared for college and careers by establishing clear and consistent learning goals across all states in English and Math. They emphasize critical thinking skills and focus on fewer topics at each grade level to allow for deeper understanding.
Research Models - Not Your Same Old County Reportdcurtis
The document discusses strategies for implementing online research modules in schools to improve information literacy. It outlines a framework called the Online Research Model that aligns information literacy skills with state and national learning standards. Key strategies include making logical connections in curriculum, constructing research puzzles for students, and overcoming barriers to implementation like lack of teacher support through collaboration, communication, and strategic planning. Sample research models are provided for different grade levels and subject areas.
Implementing Universal and Inclusive Design for Online Learning Accessibility3Play Media
Accessibility is a critical component of any online learning content. With legal requirements stronger than ever, colleges and universities must find tangible ways to improve their web accessibility. This webinar will discuss how the principles of universal and inclusive design can be applied to the online learning environment, with a particular focus on the accessibility of course content and materials.
Howard Kramer, an Access Specialist at University of Colorado at Boulder, and Sheryl Burgstahler, the Director of Accessible Technology Services at the University of Washington, will explain what universal design is, the importance of incorporating universal design principles into online courses, and strategies for doing so.
This webinar will cover:
What is universal and inclusive design?
Strategies for implementing universal design
Best practices for the presentation of information and resources
Incorporating inclusiveness into a syllabus
Creating accessible documents and media
Providing information through multiple mediums
Resources and tools for incorporating inclusive design into the online environment
The document discusses using technology for parent communication and assessments. It provides examples of how Excel can be used for assessments including grade books, rubrics, templates, interactive activities, timelines, graphing in science and math, charts, reading logs, grading rubrics, grading scales, common templates, curriculum mapping, and worksheets. Assignments include creating a concept map about parent communication using technology, an animated cartoon about a parent-student-teacher communication tool, an assessment data chart in Excel, and a rubric in Excel.
Academic writing is the backbone of scholarly communication and is vital in knowledge dissemination. However, it can often be challenging and time-consuming, requiring meticulous attention to detail and adherence to established conventions. This is where AI comes into play, offering innovative solutions to streamline and enhance the writing process.
This document summarizes Arizona's process for revising its technology standards from 2008 to 2009. It involved assembling a committee representing various stakeholders across the state. The committee developed draft standards through meetings and online collaboration. The draft was then published for public comment. After receiving and addressing feedback, the committee revised the standards and presented the final version to the state board for approval. The standards focus on developing skills like problem solving, critical thinking, and digital citizenship across six interdependent strands. Professional development will be provided to help teachers implement the new standards.
The document discusses current research on e-learning and the use of technology in education. It covers the growth of e-learning tools over time, both positive and negative aspects of e-learning, and different theoretical frameworks that can be used to understand e-learning, including communities of practice. It also reflects on lessons learned from previous e-learning projects and outlines opportunities for future research in the area.
Similar to Teaching the Common Core with Web-Based Technology (20)
Why am I Negotiating with Aliens During Training?Andy Petroski
This slide deck is from a webinar held on 3/18/16. View the webinar recording at https://www.youtube.com/watch?v=J_uU6p8I6_0. Check out the book at http://www.amazon.com/Alternate-Reality-Games-Gamification-Performance/dp/1498722385.
Immersive learning through games, gamification and simulations is being used by a variety of institutions and organizations to transform the learning experience. Alternate Reality Games (ARGs) are immersive learning through a transmedia experience, designed to generate engagement and immersive learning beyond what is achieved in formal and conventional training and communication approaches.
ARGs combine real-world experience with fictional clues, puzzles and communication in a collaborative game format. The story-based and problem-based experience promotes the use of online resources, collaboration among game players, and critical thinking related to the storyline and problem-based activities.
Join this session to play a 5-minute ARG and explore the ways in which you can take advantage of Alternate Reality Games to transform the impact of training solutions.
Session Objectives:
Define ARGs for Employee Learning
Explore ARG Examples
Discover player interactions in ARGs
Identify opportunities for an ARG
Implementing an Online Learning InitiativeAndy Petroski
This is from a session at the e-Learning Revolution Conference at IU 13 on 6/24/15.
School districts creating their own online learning courses, with existing faculty and resources, often stumble with initial efforts as they try to apply existing models to a new learning environment. Join this session to explore strategies, tools, and processes that can support the transition to online learning and see
demonstrations of working models.
Play.Analyze.Create: Using Game in EducationAndy Petroski
Motivation, clear objectives, critical thinking about consequences, and instant and abundant feedback are all elements of the best learning experiences. These are also elements of the best games. There is momentum behind games in education that includes playing entertainment games, playing educational games, using games as text and creating games in the classroom to teach core concepts and develop 21st century skills. Attend this session to learn more about how games can be a foundation for deeper learning and higher order thinking in education.
This document profiles Andy Petroski, the Director of Learning Technologies and Assistant Professor of Learning Technologies at Harrisburg University of Science & Technology. It provides his contact information and lists his areas of focus as online and blended learning goals, opportunities, strategies, technologies, examples, challenges, and facilitation. The document then provides examples of blended learning implementations at Comcast and discusses associated blended learning modes, mediums, identification, technologies, and challenges.
The slides are from a webinar I facilitated on January 27, 2015. The webinar recording can be viewed at http://www.training-pros.com/newsroom/trainingpros-webinars. Also, read the webinar recap at http://www.training-pros.com/newsroom/learning-highlights/instruction-principles-webinar.
Instruction should be engaging, effective and efficient. The First Principles of Instruction, from Dr. David Merrill, provide a framework for designing instruction that moves beyond the rote, information-based instruction that commonplace in corporate learning and all levels of education. Learning should be problem-centered, require activation, include demonstration, require application and incorporate opportunities for integration. Attend this webinar to discover the First Principles of Instruction and practice applying them to one of your learning designs.
Micro Instructional Design for Problem-Based and Game-Based LearningAndy Petroski
The slides are from a webinar that I facilitated on March 30, 2015. The webinar recording can be viewed at http://www.training-pros.com/newsroom/trainingpros-webinars
Micro ID for Problem-Based and Game-Based Learning
Instructional design is both a process (macro) and a strategy (micro). Micro instructional design models should provide a formula for designing user experience, engagement and interaction that supports learning. Join this online session to explore David Merrill’s Pebble in the Pond (PiP) instructional design model for problem-based learning and consider how it can also be applied to game-based learning design.
This example documentation was created for students in the LTMS 636: Micro Instructional Design course in the Learning Technologies Master of Science program at Harrisburg University (www.harrisburgu.edu/learningtechnologies). This is an example of Pebble-in-the-Pond instructional design. I created the example documentation based on the information and examples presented by Dr. Merrill in his First Principles of Instruction book.
These slides are from the 2014 IU 13 Elementary Technology Conference
Motivation, clear objectives, critical thinking about consequences, and instant and abundant feedback are all elements of the best learning experiences. These are also elements of the best games. There is momentum behind games in education that includes playing entertainment games, playing educational games, using games as text and creating games in the classroom to teach core concepts and develop 21st century skills. Attend this session to learn more about how games can be a foundation for deeper learning and higher order thinking in education.
Grounding Social Learning While Still Allowing it to FlyAndy Petroski
This slide deck is from a webinar on 10/27/14 - http://www.training-pros.com/newsroom/learning-insights/archive/view/listid-37/mailid-68
Organizations adding social media as an internal training and communication tool often do so to duplicate the success of the marketing department, leverage unused features in existing technology, follow an industry trend or appeal to younger workers. However, successful social learning implementations require activities grounded in strategy and a way to measure success. Join this webinar to explore case studies of successful social learning efforts and discover the training and communication challenges that social media can address.
Avoiding the Pitfalls of Webinars & Virtual ClassroomsAndy Petroski
This is a handout that is distributed as part of Harrisburg University of Science & Technology's webinar and workshop series on webinars and virtual classrooms.
Technology for Physical Activity & LearningAndy Petroski
Lack of physical activity impacts students’ health and studies show that it impacts academic performance. Video games and technology are often blamed. Join this session to see how technology and Active Learning (physical movement in learning) can be combined to increase student engagement in learning, classroom behavior and academic performance.
Smarter Buildings Game Design for LTMS 531: Designing Serious Games & Simulat...Andy Petroski
This game design document was created by Charles Palmer, Jenica Jones, Cameron Spurlock and me as part of the LTMS 531: Designing Serious Games & Simulations course in the Learning Technologies Master of Science (LTMS) program at Harrisburg University (http://www.harrisburgu.edu/learningtechnologies). The course is in the Serious Games & Simulation concentration in the LTMS degree.
The students and the professors worked on the project together as a way to further explore and practice game design concepts introduced in class and through readings. The practice game design also supported the development of skills that students applied to their own game design projects.
We partnered with IBM to establish the game concept and communicated with IBM representatives throughout the semester to receive feedback and discuss game design strategies.
Micro Instructional Design for Problem-Based and Game-Based LearningAndy Petroski
This slidedeck is from a 12/17/13 webinar.
Description: Instructional design is both a process (macro) and a strategy (micro). Micro instructional design models should provide a formula for designing user experience, engagement and interaction that supports learning. Join this online session to explore David Merrill’s Pebble in the Pond (PiP) instructional design model for problem-based learning and consider how it can also be applied to game-based learning design.
Objectives:
-Define macro and micro instructional design
-Explore a micro instructional design model
-Consider how game-based learning can come from problem-based learning
Gamification for Business, Training and EducationAndy Petroski
Gamification is the concept of applying game techniques to non-game environments. In the past few years, gamification tactics have expanded upon early customer loyalty programs and have applied techniques from games such as story, levels, competition, leaderboards, and challenges to increase customer and employee engagement. Beyond marketing, gamification is being used to motivate learners in education, impact behavior change in healthcare, and motivate actions and performance in business.
Good Webinars Gone Bad: Avoiding the Pitfalls of Webinars & Virtual ClassesAndy Petroski
This slide deck is from a 12-5-13 webinar.
We’ve all experienced them as attendees; the good, the bad, the ugly webinars. But, what makes a good webinar good and bad webinar bad? The presenter and the presentation material are a key to the experience, but so are many other little details. Attend this session to explore many of the before-and-after details of a webinar that can make or break the experience. What is your process and webinar preparation checklist? Have you considered time zone differences in your promotional message? Have you established the location from which the presenter will participate? What information will you provide the audience when they enter the webinar? There is no fee to attend this event.
This slide deck is from an 11/21/13 webinar.
Social media has expanded beyond marketing and become a more prominent tool for organizational learning and communication. Organizations adding social media as an internal training and communication tool often do so to duplicate the success of marketing, leverage unused features in existing technology, follow an industry trend or appeal to younger workers. However, successful social learning implementations require a strategy and a way to measure success. Join this webinar to explore case studies of successful social learning efforts and discover the training and communication challenges that social media can address.
Objectives: • Consider the challenges that social learning can address • Identify and measure social learning success
This document discusses feedback in game and simulation interfaces. It provides examples of different types of feedback like evaluative, interpretive, supportive, probing, and understanding feedback. It emphasizes showing instead of telling in feedback by using examples and dialogue. It also stresses showing consequences in feedback rather than just stating if something is correct or incorrect. The document concludes by assigning students to create the gameplay section of a design document for their game or simulation, which includes structure, progression, balance, and technology details.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Teaching the Common Core with Web-Based Technology
1. Teaching the Common Core with
Web-Based Technology
Andy Petroski
Director & Assistant Professor of Learning
Technologies
Harrisburg University of Science & Technology
2. LTMS
Andy Petroski
Director of Learning Technologies
Assistant Professor of Learning
Technologies
Harrisburg University
apetroski@harrisburgu.edu
@apetroski
Harrisburg
University
CAELT
3. teaching the common core with web-based technology
Common
Core
Web
Technologies
Instructional
Strategies
4. How To Vote via Texting
1. Standard texting rates only (worst case US $0.20)
TIPS 2. We have no access to your phone number
3. Capitalization doesn’t matter, but spaces and spelling do
5. How To Vote via PollEv.com
TIP
Capitalization doesn’t matter, but spaces and spelling do
9. common core
Standards for Mathematical Practice
English Language Arts Anchor Standards
Make sense of problems and persevere in solving them
Key Ideas and Details
Reason abstractly and quantitatively
Craft and Structure
Construct viable arguments and critique the reasoning
of others
Integration of Knowledge and Ideas
Model with mathematics
Range of Reading and Level of Text Complexity
Use appropriate tools strategically
Text Types and Purposes
Attend to precision
Production and Distribution of Writing
Look for and make use of structure
Research to Build and Present Knowledge
Look for and express regularity in repeated reasoning
Range of Writing
Comprehension and Collaboration
Presentation of Knowledge and Ideas
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
source: www.corestandards.org
10. web-based technology and learning outcomes
source: http://www.usi.edu/distance/bloom%20pyramid.jpg
11. key features of the standards
English Language Arts
Mindmeister
Reading: Text complexity
and the growth of
comprehension
Gliffy
Google Apps (Doc, Form, Timeline,
Presentation)
Prezi
Diigo
VoiceThread
12. key features of the standards
English Language Arts
Writing: Text types,
responding to reading, and
research
Google Advanced Search
Diigo
Moodle (Discussion Forum, Glossary, Wiki)
Google Apps (Doc, Form)
Bubblr
13. key features of the standards
English Language Arts
Skype
VoiceThread
Speaking and Listening:
Flexible communication and
collaboration
Jing
Google Apps (Presentation, Form)
Google+ Hangouts
YouTube / TeacherTube
Open Educational Resources (i.e. Khan
Academy)
14. key features of the standards
English Language Arts
Language: Conventions,
effective use, and
vocabulary
Microsoft Word
Podcasts (e.g. Grammar Girl)
Animoto / Digital Storytelling
Flashcard Machine / Study Blue
Games
15. standards for mathematical practice
Mathematics
Creately / Gliffy
Construct viable arguments
and critique the reasoning of
others
Google Apps (Doc, Form, Timeline,
Presentation, Drawing)
Schoology
Moodle (Discussion Forum, Glossary, Wiki)
Poll Everywhere / Socrative
VoiceThread
16. standards for mathematical practice
Mathematics
Google Drawing
Model with mathematics
Gliffy
Smart Draw / Floor Plan
Games
3D Modeling / Printing
17. standards for mathematical practice
Mathematics
Google Advanced Search
Use appropriate tools
strategically
Wolfram Alpha
Google Apps (Form, Spreadsheet)
SurveyMonkey
Excel
Blender (3D Modeling)
18. standards for mathematical practice
Mathematics
Google Maps
Wolfram Alpha
Statistics and Probability
ARC GIS Explorer
Google Apps (Form, Spreadsheet)
Excel
Infographics
19. common core scenario
English Language Arts
• Research paper
• English Language Arts Standards »
History/Social Studies » Grade 6-8
• CCSS.ELA-Literacy.RH.6-8.1 Cite
specific textual evidence to support
analysis of primary and
secondary sources.
Resources: http://bit.ly/104UtJM
• www.diigo.com
• Digital annotation and analysis
• Manage information and
evaluation, discuss and analyze that
information
20. common core scenario
Mathematics
• Apply math to real-world scenarios
• Mathematics » Grade 7 » Ratios &
Proportional Relationships
• CCSS.Math.Content.7.RP.A.2
Recognize and represent
proportional relationships between
quantities.
Resources: http://bit.ly/OSVCvG
• YummyMath.com
• Browse by topic
• Collaborate in groups, then discuss
the solution as a class
• Debate a Bargain
• Apply understanding of
ration/proportions to figure out
which product is the better deal.
• Google Docs / Spreadsheet
• Creately / Gliffy to diagram thought
process
23. are you ready?
In an online survey on
edweek.org, conducted
by the EPE Research
Center, teachers were
asked for their views
on how ready they and
their schools are for
the common core.
source: EPE Research Center, 2012; http://visual.ly/getting-ready-common-core
24. are you ready?
source: EPE Research Center, 2012; http://visual.ly/getting-ready-common-core
25. are you ready?
source: EPE Research Center, 2012; http://visual.ly/getting-ready-common-core
26. are you ready?
source: EPE Research Center, 2012; http://visual.ly/getting-ready-common-core
27. are you ready?
source: EPE Research Center, 2012; http://visual.ly/getting-ready-common-core
29. resources
•
•
•
•
•
•
•
10 Tech Tools to Teach the Common Core Standards
Catlin Tucker Blog
Common Core and Tech Wiki
Common Core Technology Integration Live Binder
Common Core Toolkit
Common Core Resources for Educators
Common Core Standards Cheat Sheet
30. LTMS
•Andy Petroski
•Director of Learning Technologies
•Assistant Professor of Learning
Technologies
•Harrisburg University
•apetroski@harrisburgu.edu
•@apetroski
Harrisburg
University
CAELT
Editor's Notes
H
Andy
Talk about our interest in Common Core standards in the LTMS program
I’m not a common core expert. My background is in the use of educational technology and innovative instructional strategies. So, I’m coming at the common core from that perspective
Educators around the country are exploring innovative ways to teach the new Common Core standards. Innovative instructional strategies supported by technology integration will play a crucial role in the successful implementation of the Common Core.
-Explore the Common Core standards and some of the web-based technologies that will support the Common Core curriculum
-Investigate instructional strategies and web 2.0 integration to impact teaching and classroom dynamics
PA Core Standards
Thursday, November 21: State Panel approved the Pennsylvania Core Standards. The standards require a final legal review from the state attorney general's office before they are implemented.
PA Core Standards (https://www.pdesas.org/standard/PACore). All in draft format.
Show the PA Core Standards cross walks - https://www.pdesas.org/standard/PACore.
Common Core is a very big thing. Depending on the collaboration and discussion we have we may not be able to consider the entire common core curriculum – even at a high level
This slide is for display to the audience to show them how they will vote on your polls in your presentation. You can remove this slide if you like or if the audience is already comfortable with texting and/or voting with Poll Everywhere.
Sample Oral Instructions:
Ladies and gentlemen, throughout today’s meeting we’re going to engage in some audience polling to find out what you’re thinking, what you’re up to and what you know. Now I’m going to ask for your opinion. We’re going to use your phones to do some audience voting just like on American Idol.
So please take out your cell phones, but remember to leave them on silent. You can participate by sending a text message.
This is a just standard rate text message, so it may be free for you, or up to twenty cents on some carriers if you do not have a text messaging plan. The service we are using is serious about privacy. I cannot see your phone numbers, and you’ll never receive follow-up text messages outside this presentation. There’s only one thing worse than email spam – and that’s text message spam because you have to pay to receive it!
This slide is for display to the audience to show them how they will vote on your polls in your presentation. You can remove this slide if you like or if the audience is already comfortable with texting and/or voting with Poll Everywhere.
Sample Oral Instructions:
Ladies and gentlemen, throughout today’s meeting we’re going to engage in some audience polling to find out what you’re thinking, what you’re up to and what you know. Now I’m going to ask for your opinion. We’re going to use your phones or laptops to do some audience voting just like on American Idol.
So please take out your mobilephones or laptops, but remember to leave them on silent. You can participate by submitting an answer at PollEv.com on your laptop or a mobile phone.
The service we are using is serious about privacy. I cannot see who you are or who voted.
Press F5 or use the tool bar to enter presentation mode in order to see the poll.
http://www.polleverywhere.com/multiple_choice_polls/7k4UnFPRnndgRJh
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
Press F5 or use the tool bar to enter presentation mode in order to see the poll.
http://www.polleverywhere.com/multiple_choice_polls/f0MUD26RImrGSHo
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
Common Core
Grade-specific Math and English Language Arts Standards (more in development)
Higher, clearer, deeper and based on what students must learn to succeed in college and modern careers
Creating the same expectations for all students so families can understand exactly what every student should be learning. Also can increase cross-state academic collaboration.
Standards
Standards are in a staircase structure that builds upon each grade level
Applied across the spectrum of grades (more detailed standards at the grade level).
English Language Arts standards apply to History, Social Studies, Science and Technical topics
For example:
Grade 6: Key Ideas and Details
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
What jumps out at you from this list of elements that make up the foundation of the standards for math and english?
Math = explain and analyze mathematical reasoning
English = distribution and collaboration; research
http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/10/31/six-ways-common-core-is-changing-englishmath-classes/
You are probably familiar with this diagram that indicates web 2.0 tools that can support learning at each of the levels of Bloom’s Taxonomy.
As you look at integrating the common core standards, many of these same tools (especially those that can support higher order thinking) can also be valuable assets.
That’s what we’re going to explore today; some of these web-based technologies and how they can support integrating the common core into your curriculum.
The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.
Any other tools that you can recommend or ways in which you might address this key feature of the English Language Arts standards?
Any of these tools that you’re not familiar with that you want to explore?
Google timeline
http://code.google.com/p/simile-widgets/wiki/Timeline
The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document.
Any other tools that you can recommend or ways in which you might address this key feature of the English Language Arts standards?
Bubblr - http://www.pimpampum.net/bubblr/index.phpBubblr is a tool to create comic strips using photos from flickr.com Begin searching images and add bubble to them.
Google Advanced Search
10 ways to help students search smarter (http://catlintucker.com/2012/04/google-search-10-questions-10-answers-to-help-you-search-smarter/
Including but not limited to skills necessary for formal presentations, the Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.
Any other tools that you can recommend or ways in which you might address this key feature of the English Language Arts standards?
YouTube.com/Teachers
Educanon
The Language standards include the essential “rules” of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases.
Games – had a grad student who created a game in PowerPoint (Super Stu and the Grammar Gremlins)
We are just going to review a few of the Math standards; ones that have the most opportunities for support through technology integration
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Any other tools that you can recommend or ways in which you might address this standard for mathematical practice?
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Any other tools that you can recommend or ways in which you might address this standard for mathematical practice?
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Any other tools that you can recommend or ways in which you might address this standard for mathematical practice?
Blender (http://www.blender.org/)
http://www.corestandards.org/Math/Content/SP
Develop understanding of statistical variability.
Summarize and describe distributions
Use random sampling to draw inferences about a population.
Draw informal comparative inferences about two populations.
Investigate chance processes and develop, use, and evaluate probability models
Investigate patterns of association in bivariate data (data that has two variables).
Any other tools that you can recommend or ways in which you might address this standard for mathematical practice?
ARC GIS (http://www.esri.com/software/arcgis/explorer/)
ArcGIS Explorer Desktop is a free GIS viewer that gives you an easy way to explore, visualize, and share GIS information.
Case study 1: http://community.simplek12.com/scripts/student/webinars/view.asp?id=340#overview
Ask students to do a research paper
Diigo – Digital Annotations
Students struggle with create works cited pages, manage quotations and resources
Teach students to do good research
Manage information and evaluation, discuss and analyze that information
Diigo screen capture
Case study 2: http://community.simplek12.com/scripts/student/webinars/view.asp?id=341
Math standards, persevere, make sense of problem, reason abstractly and quantitatively
Incorporates writing about process and understanding as part of developing mathematical skills
Dy/Dan
http://blog.mrmeyer.com/?p=10285
Common Core – apply math to real-world scenarios
YummyMath.com
Browse by math topic (Algebra, etc.)
Presents scenarios and then provides solution
Text chat: What technology would you recommend for students collaborating in groups to solve the problems
Debate a Bargain
Apply understanding of ration/proportions to figure out what’s the better deal.
Google Docs, research, etc. flowcharting to diagram the evaluation process
New layout
Go out to the Standards
http://www.corestandards.org
Then, go out to standards and pick one, then we’ll brainstorm instructional strategy and technology
Press F5 or use the tool bar to enter presentation mode in order to see the poll.
http://www.polleverywhere.com/multiple_choice_polls/6UCYOwOa0WLw2eb
If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
Intro survey
Review the question results from the poll
Poll question for this audience
Review the question results from the poll
Poll question for this audience
Review the question results from the poll
Poll question for this audience
http://www.corestandards.org/in-the-states
Review the question results from the poll
Text chat: Are there any of these results that you feel differently about for any of the groups
Review the question results from the poll
Text chat: Are there any of these results that you feel differently about for your school, district or state
I want to share some resources and talk about other learning opportunities, but first I’d like to take some time to answer any additional questions you have.
While you share in the text chat I’ll move to the next screen to share some resources.
I will display these resources again when we do the session evaluation.
Andy
Talk about our interest in Common Core standards in the LTMS program
I’m not a common core expert. My background is in the use of educational technology and innovative instructional strategies. So, I’m coming at the common core from that perspective