Technology Presentation School Version.2
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The document discusses strategies for integrating technology into curriculum, including exploring technology resources, using technology as a teaching tool, and developing student learning activities that incorporate technology. It also covers Bloom's taxonomy, classroom instruction strategies, and additional resources for technology integration.
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This slidedeck accompanies a presentation on using groups in the classroom. Find the handout with great resources here http://bit.ly/groupinghandout.
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This document is intended to accompany the following PowerPoint presentation link: http://www.slideshare.net/sherrick10/managing-the-classroom-while-teaching-small-groups.
Title: Managing the Classroom While Teaching Small Groups
A Multimedia Presentation by Sue Herrick for EDIM 510/wk5
For the 2012-13 school year, one of my professional development goals is to create self-regulated learners so I can intervene and be proactive with my struggling learners. Creating this PowerPoint presentation encouraged me to process gathered information regarding managing the classroom while teaching small groups.
Writing and Technology - Elementary
Technology has changed the way people write by making writing easier and more accessible through word processing programs and digital tools. While technology allows for more drafting and editing, it also enables plagiarism if not used carefully. Overall, technology can be a helpful writing tool when used appropriately and combined with strong writing skills.
Parent and Teacher Resources from the Mensa Foundation
Summertime favorites often include spending time at the beach, having picnics in the park, and enjoying ice cream and lemonade on a hot summer day. Many people look forward to summertime activities that allow them to relax outdoors and enjoy warmer weather with family and friends.
Instructional strategy powerpoint terenzio
Literature circles involve small groups of students gathering to discuss a piece of literature. Students guide the discussion based on their own responses and reactions to what they have read. Literature circles were first created in 1982 but gained popularity after further research established their benefits, which include promoting critical thinking, student choice, and collaboration. They work by having students choose texts and meet regularly in temporary groups to discuss the texts, with discussions guided by student-selected roles and open-ended questions. The teacher facilitates the groups but does not lead instruction, instead observing and providing support.
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This document is a summary of a teacher's small group instruction experiences. It thanks Mrs. Stewart and her third grade class, as well as Mrs. Fluharty and her first grade class, for rewarding and life changing experiences teaching small reading groups. The teacher also cites a John Cotton Dana quote about the importance of teachers continuing to learn.
Cooperative Groups In The English Classroom
Cooperative learning involves organizing students into small groups to work together on academic tasks. It promotes student learning and achievement, increases retention, enhances satisfaction, and helps develop communication and social skills. Each member is responsible for a role, such as material monitor or secretary, and groups are formed heterogeneously with balanced abilities. This approach benefits both students through increased motivation and attention, and teachers by allowing for better individual attention and responsibility sharing.
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This document discusses Universal Design for Learning (UDL), which aims to provide flexible learning opportunities for all students. UDL originated from universal design in architecture and is based on three principles: providing multiple means of representation, action and expression, and engagement. These principles support recognition, strategic, and affective networks in the brain. The document provides examples of how UDL is implemented at Sunset Ridge School, including differentiating instruction and using technology. It also introduces tools from CAST such as the UDL Curriculum Self-Check, UDL Book Builder, and UDL Exchange that could support UDL implementation.
Lesson planning
The document discusses the importance of effective lesson planning for teachers. It outlines key elements that should be included in a strong lesson plan such as objectives, materials, introduction, presentation of new material, guided and independent practice, closure, and evaluation. A good lesson plan provides structure for teachers and students, keeps all parties on track to meet objectives, and enhances student achievement. Careful planning is important to avoid issues and ensure a successful learning experience.
Transforming Teaching and Learning: Using Technology to Differentiate Instruc...
How do we as educators ensure that we create learning experiences and environments that optimize opportunities for all of our students to learn and to become fluent, independent readers – regardless of varying levels of background knowledge, readiness, language acquisition or varying learning style modalities and personal interests individual students may have? Well-designed instructional technology. Technology, when integrated appropriately into RTI2 models, is a powerful tool that can help teachers to differentiate instruction and meet individual student learning needs.
Integrating Technology in Math and Language Arts- Middle
This document discusses integrating technology into math and language arts instruction. It lists several Marzano research-based instructional strategies and provides links to interactive sites focusing on middle school math and language arts, including resources for problem solving, lesson plans, manipulatives, videos, writing, digital storytelling, graphic organizers, and printables. The work is shared under a Creative Commons license.
Literature circles
This document summarizes key aspects of the book "Literature Circles" by Harvey Daniels. It outlines 11 key ingredients for successful literature circles, including students choosing their own reading materials in small temporary groups, developing discussion topics from student interests, and evaluating student progress through observation rather than tests. The book shows how to apply these principles across grade levels to engage students in guided peer-led discussions about self-selected texts.
Literature Circles Workshop
Literature circles involve small groups of students reading and discussing the same novel. They choose their own books and lead their own discussions, applying reading and writing skills. The goal is to promote love of reading and critical thinking. Literature circles balance teacher-guided and student-led learning, as well as wide and close reading. Students take on roles like discussion director and connector to structure their conversations. After finishing a book, students respond through extension projects like three-word summaries or literary weavings.
Making Literature Circles Come Alive
This document discusses literature circles, which are student-led book clubs. It defines literature circles, their benefits, structure using roles, and challenges of implementing them. Challenges include developing an understanding of roles, teaching group work, and keeping students accountable for reading. The document provides strategies for addressing each challenge, such as modeling roles, establishing expectations, and creating time for in-class reading.
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Grouping without Fear: Effective use of groups in the classroom
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The document discusses challenges and strategies for teaching information literacy. It summarizes standards and assessments for information literacy from organizations like AASL/AECT and ACRL. The document also discusses challenges of implementing information literacy on university campuses due to different priorities between librarians and faculty. It proposes teaching strategies like inquiry-based learning, problem-based learning, and project-based learning to develop students' information literacy skills.
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This document discusses using the internet in the elementary classroom. It provides an overview of a workshop on incorporating internet resources and new literacy skills. The workshop will examine strategies for searching, locating, and evaluating online information. Participants will learn about and create an Internet Workshop lesson for their classroom. They will also identify internet resources for teacher and student use.
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GV3323: TOPIC 7 (A166365)
The document discusses principles for selecting materials for writing tasks. It states that materials should be relevant to students' needs and contexts, appropriate for their age and abilities, and support educational goals and objectives. Materials should encourage higher-order thinking, informed decision making, freedom of thought, and independent judgments. They should also allow students to apply skills beyond the classroom and maximize learning through intellectual, aesthetic, and emotional involvement. The document poses two questions: 1) Explain principles for choosing writing materials and 2) How can technology be integrated into teaching writing tasks? It then provides websites with writing resources and materials as well as ways technology can be used, such as integrating social media, making student work visible, offering multimedia projects, and using adaptive
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The document discusses how schools need to shift from a teaching focus to a learning focus and prepare students for the 21st century by redefining themselves. It introduces project-based learning as a framework that engages students through hands-on exploration of real-world problems and fosters collaboration. Guidelines are provided for planning and implementing project-based learning units that integrate content areas and involve defining essential questions, planning learning experiences, organizing the environment, and conducting authentic assessments.
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The document discusses strategies for online learning. It begins by outlining different types of interactions that can occur in online learning - with content, instructors, and peers. It describes how these interactions can be simple or enriched. The document then discusses important considerations for planning online learning, including setting pedagogical objectives. Common objectives identified include class management, learning enhancement, motivation, approaches to learning, engagement, generic skills, and communication. A framework is presented for selecting strategies based on objectives and interaction type. The goal is to help practitioners design effective online learning experiences.
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The document provides resources for differentiating instruction using technology. It lists various online tools that can be used to support literacy development across different content areas, as well as tools to support differentiation of content, process, product, and assessment. Specific examples of tools include websites for developing phonemic awareness, vocabulary, comprehension, lessons and resources in different subjects, student publishing tools, and more.
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Lesson 8 JONA,MARICRIS,KAROLYN..
The document discusses four types of IT-based projects that can engage students in higher-order thinking: (1) resource-based projects where students research a topic and organize information to answer problems/questions; (2) traditional vs resource-based learning models where the latter emphasizes process, inquiry, and qualitative assessment; and (3) developing software/multimedia projects using tools like presentations, videos, or websites to communicate ideas.
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Artificial Intelligence for XMLDevelopment
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
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Technology Presentation School Version.2
- 1. Technology Integration into Curriculum Melanie Gehrens February 2008 Most slides have links to resources! LOOK for “LINK!”
- 7. Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers Classroom Instruction That works Source: Classroom Instruction that Works
- 8. Term, phrase Category: (standard, unit, alphabetical…) Picture/graphic Description: Related terms, phrases Source: Classroom Instruction that Works
- 9. Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers Classroom Instruction That works Source: Classroom Instruction that Works
- 10. On this writing task, I will be working on, and would like to receive feedback on , _______________________________. In my next writing assignment, I need to work on_____________________. Source: Classroom Instruction that Works
- 11. Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers Classroom Instruction That works Source: Classroom Instruction that Works
- 12. Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers Classroom Instruction That works Source: Classroom Instruction that Works
- 14. Technology and Instruction Interwoven LINK
- 16. Ideas for the Smart Board in the K-5 Classroom LINK
- 18. Sites to use with Interactive Whiteboards Middle/High Grades 6-12 LINK
- 19. Interactive Whiteboard Resources This page is linked to the growing collection of lesson plans that utilize Interactive Whiteboards as a technology resource. Supported by: LINK
- 23. Differentiated Instruction Planning for Differentiation Dr Tracy LINK LINK LINK