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The document outlines different types of literacies that have developed over time, from more traditional literacies like mechanical and cultural literacy to modern digital literacies. It shows that literacies have expanded from just reading and writing in the 20th century to include visual, media, digital, computer, social media, and musical literacies in the 21st century that incorporate new technologies and ways of communicating information.
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The document discusses how the purpose of education is to teach students how to learn. It emphasizes that learning is a lifelong process that students must take ownership of, and that 21st century learning builds students' foundation to learn independently through skills like collaboration, critical thinking, and digital literacy. Effective practices for developing these skills involve collaborative learning models, open-ended activities that promote problem-solving and analysis, and integrating new technologies to support innovative instruction. Educators should start small by incorporating one new tool per lesson to gradually build students' digital proficiency over time.
Lesson four
This lesson plan has students work collaboratively in groups to research and create educational resources about cellular respiration. Students take on roles like tutorial designers, scribes, researchers, and coordinators to develop videos, notes, diagrams and organize hands-on activities. By contributing these resources, students gain a deeper understanding of concepts like glycolysis, the Krebs cycle and ATP synthesis. The resources are then shared online for the whole class to use in learning about how organisms generate energy through cellular respiration.
Lesson two
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
Lesson three
This lesson plan teaches students about factors that influence reaction rates through virtual simulations and a collaborative video project. Students will explore how temperature, concentration, surface area, and catalysts impact reaction rates. They will then work in groups to create a video demonstrating how one of these factors affects a chemical reaction. The lesson incorporates digital literacy skills, collaborative learning, and giving students a purposeful end product. It is designed to take place over three class sessions and assess student understanding through discussion, simulations, and a video project.
Glog assignment overview
The document provides requirements and guidelines for creating a "global ecosystem glog" to examine the dynamics of an ecosystem outside the United States. The glog must include: a food chain with at least four trophic levels and identification of consumer/producer types at each level, identification of at least five resources used by organisms and how they are obtained, explanation of at least two symbiotic relationships, detailed description of the niche of one chosen species, and explanation of at least two predator-prey relationships. The glog will be evaluated based on completion of requirements, accuracy of content, use of visuals to make it engaging, and depth of analysis of niche and community relationships.
Psa assignment overview
The document provides guidelines for creating a public service announcement (PSA) about how humans have negatively impacted an ecosystem. Students will work collaboratively in groups to choose a topic, write a script, plan roles and filming, with the goal of drawing in audiences, holding their attention, and conveying a concise yet meaningful message that challenges viewers to take action. The PSA should be no longer than one minute and be attention-grabbing and engaging through an audio, video, or animated format. Students will be evaluated on completion, content, craftsmanship, and critical thinking.
Lesson two
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
Lesson one
This lesson plan aims to teach students about primary energy production and its role in supporting life through critical thinking and collaboration. On day one, students will build a concept map on primary energy production and use what they learn to construct an argument about whether life could exist on Mars, posting it to an online discussion forum. On day two, students will review the concept map by discussing index cards with sections of the map and then respond to their peers' arguments online. The goals are for students to understand primary energy production, think critically to construct a well-supported argument on a real-world topic, and communicate their ideas through collaboration with peers.
Indiana Teaching License
This document contains licensing information for Lauren Zoerhoff, who holds a Bachelor's degree. She has a teaching license that is valid until August 31, 2013. Her license allows her to teach Chemistry, Earth/Space Science, Life Science, and Physical Science to students in grades 5 through 12. She is required to complete professional development requirements to maintain her license.
Adh technology self assessment rubric 2009 (1)
This document provides a technology self-assessment rubric for teachers to evaluate their own technology skills and professional development needs. It includes skills across three strands: teaching and learning with technology, ethics and safety, and technology operations and concepts. Teachers can identify their current mastery level as early, developing, proficient, or advanced technology user and check off skills they have mastered to guide their continued technology learning and integration.
Einstein leadership
The document discusses the importance of trying new things and making mistakes in the process, as well as having the courage to simplify complex problems instead of making them more complicated. It also states that the primary way to influence others is through personal example rather than other means.
A%20 teachers%20place%20in%20the%20digital%20divide
The document discusses five types of "digital differences" that impact teaching and learning:
1) Unequal access to technology in schools between low- and high-income areas
2) Variations in home computer/Internet access based on socioeconomic status
3) Differential use of computers in school, often drill/practice for low-income vs. simulations for high-income students
4) Gender differences in how boys and girls access and use technology
5) A "generation gap" between digital native students and digital immigrant teachers
The author explores these divides and strategies teachers can employ to help bridge them, such as integrating technology into academic content in collaborative ways.
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