summer symposium pres
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Navigate to www.edec.org/esaClick on “Resources”Select “Summer Symposium Presentation”
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A Vision of K-12 Students Today……
http://www.teachertube.com/view_video.php?viewkey=d1296214afd7cc367045&page=3&viewtype=&category
Using Technology with Classroom Instruction
That Works
Focusing on Cooperative Learning and Similarities & Differences
Summer Symposium, June 5 , 2008
ESA, Region 2
Big Ideas
Technology does not drive the instruction, it SUPPORTS instruction
Technology often is the great “Differentiator” Technology can help you reach the higher
order thinking skills…analyze, create, evaluate
If it doesn’t serve a purpose – dump it
Objectives Today
Understand the connection between Bloom’s Taxonomy/Marzano’s Instructional Strategies and how technology can be integrated effectively
Explore examples of readily available technologies that support specific strategies
Learn how to plan for technology in the classroom based on standards
Bloom’s Taxonomy
Remember
Understand
Apply
Analyze
Evaluate
Create
9 Instructional Strategies
Identifying similarities and difference Summarizing and note taking Reinforcing effort and providing feedback Homework and practice Nonlinguistic representation Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions and advance organizers
McREL Technology Solutions (MTS) Lesson Plan Template
Name:Subject area:Grade level:Lesson title:
Brief lesson description
District/State content standard/benchmark addressed
Instructional Strategy (Marzano’s)
Technology resources needed (hardware and software)
Procedure
Assessment Method
Organizational Tools:
What is Social Bookmarking?Portaportal – http://my.portaportal.com
Guest login: citwtech
Cooperative Learning
Focuses on having students interact with each other in groups
in ways that enhance their learning
Group Design Components
Positive interdependence (sink or swim together)
Face-to-face, supportive interactions Individual and group accountability Interpersonal and small group skills Group processing
Technology can:
Play a unique and vital role in cooperative learning
Facilitates group collaborations Provides structure for group tasks Allows group members to communicate even
if they are not working face-to-face. Allows school to serve students anytime,
anywhere and facilitate their growth as lifelong learners.
Multimedia
Can facilitate cooperative learning… By requiring students to assume many different
roles and responsibilities Require detail in the planning process Projects can be graded in two dimensions:
Rubric for a cooperative project Roles in the group project can be assessed separately http://www.uwstout.edu/soe/profdev/elemteamworkrub
ric.html
Collaborative Organizing
Shared calendars Shared bookmarking Shared documents Shared notes Course management Web-Enables Multiplayer Simulation Games
Web Resources Web-enabled collaborative learning
Using cooperative learning as a way to learn to cooperate. Blogs and wikis and electronic classrooms
www.hotchalk.com
Web Resources
WebQuests are inquiry-oriented activities that allow students in a class from multiple locations to collaborate.
A well designed webquest is practical, engaging, and elicits student thinking.
The Westing Game Webquest www.nycsd.k12.pa.us/tchr/webquests/westing/westing_game.htm
Website Creation
Building a website can be a very enriching collaborative experience for students
Students can build a multi-page Web site based on research and solving a problem together.
Communication Software
Blogs and wikis and electronic classrooms Teachers can pair instant messaging and
Voice over IP (VolP) to facilitate powerful collaboration at any time of the day and from any geographical location. (Yahoo messenger)
Podcasts (http://www.epnweb.org/) Text messaging and email
Collaborative Learning Activity
Navigate to the ESA 2 Blogspot http://citwtechnology.blogspot.com/
How will you integrate one of these tools into you classroom?
Take a quick break when you’ve finished. Reconvene at 11:20am
Using Technology with Classroom Instruction
that Works
Similarities and Differences
Identifying Similarities & Differences
Helps students restructure their understanding of the content
Students make new connections, experience fresh insights, and correct misconceptions
Leads to deeper understanding
ComparingComparing The process of identifying and articulating similarities & differences among items.
ClassifyingClassifying The process of grouping things into definable categories on the basis of their attributes.
Creating Creating MetaphorsMetaphors
The process of identifying and articulating the underlying theme or general pattern in information.
Creating Creating AnalogiesAnalogies
The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).
Four Basic Processes in Outlining Similarities & Differences
Identifying Similarities & Differences
Graphic Organizers (Kidspiration, Inspiration, or Word)
Spreadsheet Software (Excel – create comparison charts)
Data Collection Tools (probes to collect data, then organize the data in Word or a spreadsheet to analyze and compare)
http://readwritethink.org/materials/venn/index.html
Identifying Similarities & Differences
Graphic Organizers (Kidspiration, Inpsiration, bubbl.us, gliffy.com, xtimeline.com, Word)
Spreadsheet Software (Excel – create comparison charts)
Data Collection Tools (probes to collect data, then organize the data in Word or a spreadsheet to analyze and compare)
Use Word to create a graphic organizer
Metaphor of the Geologic Timeline
Analogy
http://gets.gc.k12.va.us/VSTE/2008/1simdiff.htm
Using Excel for Comparison Charts
Comparison Spreadsheet
To create a chart from the excel data, highlight the data for both the x and y axis that will make up the chart (planets vs weight)
Go to the menu and choose >insert>chart
Choose the type of chart that you would like to create. Excel allows options for columns, bars, lines, etc. Choose a chart subtype (if applicable). Click next and enter in the remaining
chart options such as titles & values. Choose where you would like the chart to appear (on another worksheet in excel or on the
same page).
Comparison Spreadsheet Name of Planet Weight (in lbs)
Mercury 19
Venus 45
Earth 50
Moon 8.5
Mars 19
Jupiter 119
Saturn 46
Uranus 44.5
Neptune 56.5
Pluto (dwarf planet) 3.5
Comparison SpreadsheetWeight on Different Planets
0
20
40
60
80
100
120
140
Mercury Venus Earth Moon Mars Jupiter Saturn Uranus Neptune Pluto (dw arfplanet)
Planet Name
Wei
gh
t
Series1
Series2
Activity: Technology Planning Template
Find the Technology Planning Template used at the beginning of today’s session
Work individually to plan a technology infused session for your classroom
THANK YOU FOR YOUR TIME
Travel safely.
Bibliography
Kulik, J.A., Kulick, C.C. (1988). Timing of feedback and verbal learning. Review of Educational Research, 58, 79-97.
Pilter, Howared, Elizabeth R. Hubbell, Matt Kuhn and Kim Malenoski. “Nine categories of instructional strategies graphic,” Using Technology With Classroom Instruction That Works, 2007, p.8.
² Pilter, Howared, Elizabeth R. Hubbell, Matt Kuhn and Kim Malenoski. “Matrix of the Four Planning Questions graphic,” Using Technology With Classroom Instruction That Works, 2007, p.13.
³ Pilter, Howared, Elizabeth R. Hubbell, Matt Kuhn and Kim Malenoski. “Technology Solutions Lesson Plan Template,” Using Technology With Classroom Instruction That Works, 2007, p.221.
4 Marzano,Robert J., Debra J. Pickering, and Jane E. Pollock. ( 2001). A Handbook for Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Retrieved December 27, 2007 from www.hobart.k12.in.us/peggy/digital/class/study.pdf
Contact Information
Education Service Agency Pat Bruinsma Pat Hubert Barb Hansen Lori Stoltenburg Marge Hauser Vickie Venhuizen Melissa Goodwin Cate Sommervold
East Dakota Cooperative(605) 367-7680esa2@edec.org
www.edec.org/esa
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