welcome! you have a “to do” list 1.go to the workshop wiki: 2.create a login using a web-based...
TRANSCRIPT
Welcome! You have a “to do” list
1. Go to the workshop wiki: http://getca.pbwiki.com/
2. Create a login using a web-based email (one you can access right now in the lab).
3. Confirm the email invitation, then login and add a comment to the front page (your name, grade, and school)
4. Go to the workshop ePals blog: http://sites.epals.com/mcrel1
5. Create a new account (on the left side of the page)
Using Technology with
Classroom Instruction that
Works
GETCA February 2009
Kim Malenoski, [email protected]
About McREL
• 42 Years• Educational research• Standards work• Clients include
NASA, Disney, PBS• Free-sources
What is a Wiki?
• Hawaiian meaning “quick”• Is a Web page that anyone can edit• Video: what is a wiki?• Examples
– http://pbwiki.com/edu.html – http://beattye.pbwiki.com– http://dvtrack.pbwiki.com – http://citw.pbwiki.com
Now we go to your wiki and blog!
• Go to the wiki URL http://getca.pbwiki.com/
• For our blog reflections, we will use ePALS. Click on http://sites.epals.com/mcrel1/
Do You Know del.icio.us?
http://del.icio.us/kmalenoski
http://del.icio.us/hpitler
http://del.icio.us/ehubbell
http://del.icio.us/mattscottkuhn
Research Supporting Classroom Instruction that Works
A Theory-Based Meta-Analysis of Research on Instruction– 1998-Marzano– Analyzed more than 100 research studies on
instruction– Estimated 1.2 million subjects in studies– Goal: To identify those instructional strategies that
have a high probability of enhancing student achievement for all students in all subject areas at all grade levels
Findings
Strategy Avg. Effect Size
Percentile Gain
1. Identifying Similarities and Differences 1.61 45
2. Summarizing and Note Taking 1.00 34
3. Reinforcing Effort and Providing Recognition .80 29
4. Homework and Practice .77 28
5. Nonlinguistic Representation .75 27
6. Cooperative Learning .73 27
7. Setting Goals and Providing Feedback .61 23
8. Generating and Testing Hypotheses .61 23
9. Questions, Cues, and Advance Organizers .59 22
Page 8
McREL Publications
Four Planning Questions for Instruction
Which strategies willprovide evidence that students have learned
that knowledge?
What knowledge willstudents learn?
Which strategies will help students acquire and integrate
that knowledge?
Which strategies will help students practice, review, and
apply that knowledge?
Page 10
Refer to page 13 in your book
Four Planning Questions for Instruction
Which strategies willprovide evidence that students
have learnedthat knowledge?
What knowledge willstudents learn?
Which strategies will help students acquire and integrate
that knowledge?
Which strategies will help students practice, review, and
apply that knowledge?
Setting Objectives
• Setting goals or objectives is the process of establishing a direction for learning.
• It is a skill that successful people have mastered to help them realize both short-term and long-term goals.
Classroom Recommendations1. Set learning objectives or goals that are specific but
flexible.
2. Allow students flexibility in personalizing the learning objectives or goals.
3. Communicate the learning objectives or goals to students and parents.
4. Contract with students to obtain specific learning objectives or goals.
Technology Integration
•Word processing applications
•Organizing and brainstorming software
•Web resources
•Communication software
•Data collection tools
Setting Objectives
Example:
Geography Standard 14.1.3: Understands the ways in which technology influences the human capacity to modify the physical environment.
*From McREL’s Compendium of Standards
Setting Objectives“I want to know…”
•...how the environment has been affected by pesticides and the fertilizers.
•...how new inventions in transportation can help the environment.
•...how factories have changed the environment
•...what’s global warming?
K-W-L Template in Kidspiration
Inspiration Example
Example of a Learning Contract
Understands the ways in which technology influences the human capacity to modify the physical environment.
I know ____________________________________
I want to know ______________________________
I will show this by ___________________________
Teacher Signature ________________
Student Signature ________________
Online Surveys to Set Objectives
What do I already know
about...
Battle of Leyte Gulf survey http://www.surveymonkey.com/s.aspx?PREVIEW_MODE=DO_NOT_USE_THIS_LINK_FOR_COLLECTION&sm=WBnWqWuQfViODxq0adncPyyegP32%2f2Mbzb21%2fL8y3Ss%3d
Use a Poll to Set Goals
Poll Everywhere
SMS Text
http://www.polleverywhere.com/
Rubrics for Setting Goals
• http://rubistar.4teachers.org• Find a Rubric• Personalize• Create a Rubric
Blog Discussion
How might you use the technologies we have shown to help students personalize their learning goals? Write your thoughts as a blog entry on http://sites.epals.com/mcrel1.
Four Planning Questions for Instruction
Which strategies willprovide evidence that students have learned
that knowledge?
Which strategies will help students acquire and integrate
that knowledge?
Which strategies will help students practice, review, and
apply that knowledge?
What knowledge will students learn?
Which strategies willprovide evidence that students have learned
that knowledge?
• Providing Feedback• Providing Recognition
Providing Feedback
Gives students a direction for how well they are performing relative to a particular learning goal so that they can improve their performance.
Providing Feedback
Simply telling students that their answer on a test is right or wrong has a negative effect on achievement.
Classroom Recommendations
1. Use criterion-referenced feedback and explanations.
2. Focus feedback on specific types of knowledge.
3. Use student-led feedback.
Technology Integration
•Word processing applications
•Data collection tools
•Web resources
•Communication software
Track Changes for Providing Feedback
Providing Teacher & Peer Feedback using Track Changes
• Go to www.timeforkids.com• Select the text of an article• Paste the text into Word• Turn on Track Changes
– Delete text– Add text– Insert comments– Use Thesaurus (Shift+F7)– Adjust Readability– Turn Track Changes Off
• SAVE YOUR WORK – you will use this again
Readability Statistics for Providing Feedback
Blogs to Provide Feedback
“Effective use of this technology, by bringing children and adults together in an online setting to build communication and deeper understanding, truly motivates children to learn and grow.”
(Poling, Learning & Leading with Technology, March 2005)
Blogs for Feedback
Go to http://sites.epals.com/mcrel1 and take a look at three teacher blogs found at http://del.icio.us/mattscottkuhn/teacherblog. Discuss in a group of three or four how teachers are using these blogs to provide teacher, peer, and parent feedback. Then post your thoughts on how you might use this in your classroom.
Classroom Response Systems
Clickers from eInstruction
Design View in eInstruction
Games for Immediate Feedback
• BrainPOP• iKnowThat• BBC Skillswise• ExploreLearning
*We will talk about these more with Practice
Providing Recognition
Giving students rewards or praise for their accomplishments related to the attainment of a goal.
Providing Recognition
• Praise for accomplishing easy tasks can undermine achievement and lower perception of ability.
• Rewards are most effective when contingent on attaining some standard of performance.
• Verbal rewards are more effective than tangible rewards.
Classroom Recommendations
1. Personalize the recognition.
2. Pause, prompt, and praise.
3. On occasion, offer concrete symbols of recognition.
Certificates for Providing Recognition
Student Galleries for Providing Recognition
• Look at examples of how technology is used to display student work
• How does technology allow for recognition beyond the four walls of the classroom?
Artsonia
Let’s look at Canadian
schools with posted
art work and projects.
http://www.artsonia.com
http://www.artsonia.com/schools/country.asp?country=285
“Notice”http://www.sfett.com/html_movie/Ican4/notice.html
How does technology allow for recognition beyond the four walls of the classroom?
Four Planning Questions for Instruction
Which strategies willprovide evidence that students
have learnedthat knowledge?
Which strategies will help students acquire and integrate
that knowledge?
Which strategies will help students practice, review, and
apply that knowledge?
What knowledge will students learn?
Which strategies will help students acquire and integrate that knowledge?
• Cues, Questions, and Advance Organizers• Nonlinguistic Representation• Summarizing and Notetaking• Cooperative Learning• Reinforcing Effort
Cues, Questions, and Advance Organizers
This category of strategies enhances students’ ability to retrieve, use, and organize what they already know about a topic.
Classroom Recommendations
1. Use expository advance organizers.
2. Use narrative advance organizers.
3. Teach students skimming as a form of advance organizers.
4. Teach students how to use graphic organizers.
5. Use explicit cues.
6. Ask inferential questions.
7. Ask analytic questions.
Technology Integration
•Word processing applications
•Spreadsheet applications
•Organizing and brainstorming software
•Multimedia applications
Remember: Retrieve relevant knowledge from long-term memory.
Understand: Construct meaning from instructional messages, including oral, written, and graphic communication.
Apply: Carry out or use a procedure in a given situation
Analyze: Break material into constituent parts and determine how parts relate to one another and to an overall structure or purpose.
Evaluate: Make judgments based on criteria and standards.
Create: Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.
Essential Questions
“Essential questions...call upon our best thinking and touch upon those matters that define what it means to be human. They are questions that help us to make meaning out of the events and circumstances of our lives.”
- Jamie McKenzie, From Now On
- http://www.fno.org/feb01/pl.html
Based on: Clark, B. (2002). Growing up gifted:Developing the potential of children at home and at school.Upper Saddle River, NJ: Merrill Prentice Hall.
Online Quizzes for Questioning
• Create a Quiz• http://www.globaleducation.edna.edu.au• Click on QuizBuilder• Five questions• Three should be higher than “Remember”
kimmalenoski
mcrel
Advance Organizers
1. Expository – giving descriptions of new content in written or oral form
2. Narrative – presents information to students in a story format to make personal connections
3. Skimming – quickly reading upcoming information
4. Graphic Organizers – visually representing information
58The learning objective is to complete this graphic organizer
Expository Advance Organizer
To activate background knowledge and review vocabulary, the class watched BrainPOP > Technology > Bridges
Graphic Organizer
61
Expository Advance OrganizerThey also watched a movie from Discovery Education:
http://player.discoveryeducation.com/index.cfm?guidAssetId=974C3630-156E-4809-9A2E-B81171AEB0B3&blnFromSearch=1&productcode=US
SkimmingThey participated in an online tutorial from PBS (http://www.pbs.org/wgbh/nova/bridge).
Inspiration Graphic Organizer
A. Some water soaks in the ground. B. Clouds meet cool air causing tiny droplets of water to join together. C. Wind blows the clouds. D. Water vapor rises and cools. E. Energy from the Sun causes the water to evaporate. F. Water runs off into lakes, streams, and ponds. G. Droplets of water will fall as rain, sleet, snow, or hail. H. Clouds travel to different parts of the Earth. I. Larger droplets are made. J. Water vapor cools and tiny droplets of water join together to form clouds. K. Water changes from a liquid to a gas called water vapor. L. Water runs off into rivers which dump into the oceans.
Multimedia Graphic Organizer
• Sometime multimedia can be an advance organizer for students
• Example: www.cellsalive.com
Last Year’s Project is This Year’s Advance Organizer
Give-n-Get an Idea
Find someone who shares the same birthday month as you. Share an idea you have for using technology with cues, questions, or advance organizers. Be sure to get an idea as well!
Nonlinguistic Representation
Enhances students’ ability to represent and elaborate on knowledge using mental images.
3/4
Nonlinguistic Representation
Many psychologists believe that we store knowledge in two ways: linguistically (words) and nonlinguistically (images). The more we use both systems of representation, the better we are able to think about and recall knowledge.
Italy
Classroom Recommendations
1. Use graphic organizers to represent knowledge.
2. Have students create physical models of the knowledge.
3. Have students generate mental pictures of the knowledge they are learning.
4. Use pictographs to represent knowledge.
5. Have students engage in kinesthetic representations of the knowledge.
Technology Integration
• Word processing applications• Spreadsheet applications• Organizing and brainstorming software • Data collection tools • Multimedia applications • Web resources
Six Patterns of Graphic Organizers
1. Descriptive
2. Process Cause/Effect
3. Time Sequence
4. Episode
5. Generalization/Principle
6. Concept
Descriptive Graphic Organizers
Fact
Fact Fact
Fact
Fact
TOPIC
Descriptive Graphic Organizer
Process Cause/Effect Graphic Organizers
Effect
Process/Cause-Effect Graphic Organizer
Time Sequence Graphic Organizers• TimeLiner software (Tom Snyder)• www.ourtimelines.com• Teach-nology.com
Let's Try It!
Go to www.ourtimelines.com
Click on Timeline
Enter your Name, Birth Year, and the Current Year
Click on Generate Timeline
Episode Graphic Organizers
Episode
PersonPerson
Cause Effect
Person
Time
Place
Duration
80
Episode Graphic Organizer
Generalization/Principle Graphic Organizers
Example
Example
Example
Generalization principle
Concept Graphic Organizers
ConceptCharacteristic Characteristic
Characteristic
Example
Example
Example
Example
Example
Example
Example of a Concept Pattern Organizer
Jigsaw: Creating Graphic Organizers
• In a group of 3-4, have each person choose one of these to explore– Inspiration– Kidspiration– Insert Word/PowerPoint Diagram– Word/PowerPoint Draw Tools– http://bubbl.us– http://www.gliffy.com– http://cmap.ihmc.us
• Create a graphic organizer that you can use in your classroom within the next two weeks
Physical Models
Fourth-grade students did state reports using PowerPoint. Then each had to make a “shoebox float” representing their state. Note how they represented information on their floats.
Important Information AboutKentucky
• The capital of Kentucky is Frankfort.
• It is located in the Southeast region.
• It is known for the Kentucky Derby.
• The next big thing is the Louisville Slugger.
• Abe Lincoln’s birthplace was also in Kentucky. www.50states.com
Derby
Abe Lincoln
http://www.dangerouslyirrelevant.org/2008/05/contest-dismayi.html
89Claymation
http://www.legoeducation.com
Physical Models
Sounds EmotionsTastesSmells
Mental Pictures
What is “Visual Literacy?”
• George Lucas - Edutopiahttp://www.edutopia.org/php/radio.php#
November 17, 2005
22:00 – 27:00
• Essential Questions
1. How does Lucas propose that change current “English” classes?
2. The printing press is to the home computer as reading is to ___________.
3. How does visual literacy help people to communicate?
92
VoiceThread
94
Pictures and Pictographs
Google Earth
Create a Graph
National Center for Education Statistics (http://nces.ed.gov)
Let's Try It!
• Gizmos - http://www.explorelearning.com• The Visual Thesaurus - http://www.visualthesaurus.com• Discovery Streaming -
http://streaming.discoveryeducation.com• The Yuckiest Site on the Internet -
http://www.yucky.com• National Library of Virtual Math Manipulatives -
http://nlvm.usu.edu/en/nav/vlibrary.html• Create a Graph -
http://nces.ed.gov/nceskids/createagraph
Blog Postnonlinguistic representation
How would you use one of the sites you just visited to enhance student learning? Post your thoughts at http://sites.epals.com/mcrel1/
Using Excel to Create Nonlinguistic Representation
• Go http://del.icio.us/kmalenoski/excel• This will take you to the latest seismic data as
recorded by USGS• Select All, Copy, and Paste into Excel• Click on DATA > Text to Columns• Delineate by Commas and go to Finish• Delete all columns except Latitude & Longitude• Select Longitude, Cut, and Paste in the column
before Latitude• Now graph in an XY ScatterPlot
-80
-60
-40
-20
0
20
40
60
80
100
-200 -150 -100 -50 0 50 100 150 200
-80
-60
-40
-20
0
20
40
60
80
100
-200 -150 -100 -50 0 50 100 150 200
Excel to show the Change in Length of Days
Excel to show the Change in Length of Days
0:00
2:24
4:48
7:12
9:36
12:00
14:24
16:48
19:12
22-Jul 1-Aug 11-Aug 21-Aug 31-Aug 10-Sep
Melbourne, Australia
Miami, FL,
Buenos Aires, Argentina
Juneau, AK, USA
Quito, Ecuador
Moscow, Russia
Kinesthetic Representation
• Ideally, require fine motor or gross motor movement
• GPS/Geotracking• Wii
Jigsaw Summary
In groups of five, have each person select one classroom recommendation and remind the others the resources you learned about.
1. Use graphic organizers to represent knowledge.
2. Have students create physical models of the knowledge.
3. Have students generate mental pictures of the knowledge they are learning.
4. Use pictographs to represent knowledge.
5. Have students engage in kinesthetic representations of the knowledge.
Summarizing
Enhances students’ ability to synthesize information.
This would be so much easier on a
laptop!
Generalizations from the Research
1. To effectively summarize, students must delete some information, substitute some information, and keep some information.
2. To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level.
3. Being aware of the explicit structure of information is an aid to summarizing information.
Classroom Recommendations
1. Teach students the rule-based summarizing strategy.
2. Use summary frames.
3. Teach students reciprocal teaching.
Technology Integration
• Word processing applications• Organizing and brainstorming software• Multimedia applications• Web resources• Communication software
Model for Summarizing
Steps in Rule-Based Summarizing for Older Students
Steps in Rule-Based Summarizing for Younger Students
1. Delete trivial material that is unnecessary to understanding.
2. Delete redundant material.
3. Substitute superordinate terms for more specific terms (e.g., use fish for rainbow trout, salmon, and halibut.)
4. Select a topic sentence or invent one if it is missing.
1. Take out material that is not important to understanding.
2. Take out words that repeat information.
3. Replace a list of things with a word that describes the things in the list (e.g., use trees for elm, oak, and maple.)
4. Find a topic sentence. If you cannot find a topic sentence, make one up.
Summarizing Using Track Changes
Source: From NASAKid: http://kids.msfc.nasa.gov/
Summarizing using Autosummarize
From David Warlick 2centsworth Aug. 3, 2006
Let's Try It!
• Copy and paste text from a newspaper like Time for Kids into Word.
• Quick Access Toolbar: Word Options > Customize > All Commands > Auto Summarize Tools
• Choose the “Highlight key points” option• Look at the other types of Auto summarizing.
How might you use these as a teaching tool?
Examples of Summary Frames
1. Narrative/Story Frame2. Topic-Restriction-Illustration (T-R-I) Frame3. Definition Frame4. Argumentation Frame5. Problem/Solution Frame6. Conversation Frame
Narrative/Story Frame
1. Who are the main characters? What distinguishes them from other characters?
2. When and where did the story take place? What were the circumstances?
3. What prompted the action in the story?4. How did the characters express their feelings?5. What did the main characters decide to do? Did
they set a goal? What was it?6. How did the main characters try to accomplish
their goals?7. What were the consequences?
Topic-Restriction-Illustration Frame
1. Topic: What is the general statement or topic?
2. Restriction: What information does the author give that boxes in or narrows the general statement or topic?
3. Illustration: What examples does the author give to illustrate the topic or restriction?
Definition Frame
1. What is being defined?
2. To which general category does the item belong?
3. What characteristics separate the item from the other items in the general category?
4. What are some types or classes of the item being defined?
Argumentation Frame
1. Evidence: What information is presented that leads to a claim?
2. Claim: What is asserted as true? What basic statement or claim is the focus of the information?
3. Support: What examples or explanations support the claim?
4. Qualifier: What restricts the claim, or what evidence counters the claim?
119
The Conversation Frame
1. How did the members of the conversation greet each other?
2. What question or topic was insinuated, revealed, or referred to?
3. How did their discussion progress?4. How did the conversation conclude?
Problem/Solution Frame
1. What is the problem?
2. What is a possible solution?
3. What is another possible solution?
4. What is another possible solution?
5. Which solution has the best chance of succeeding and why?
Using Technology with the Problem-Solution Frame
• You will be creating an activity to take back and use with your students
• You may do this activity alone or with a partner
• Identify a problem that students will encounter in the curriculum in the next month (i.e. Students will identify the pros and cons of nuclear power or students will determine the best strategy to use to sod an irregularly-shaped yard.)
Notetaking
Enhances students’ ability to organize information in a way that captures the main ideas and supporting details
Generalizations from the Research
1. Verbatim note taking is, perhaps, the least effective way to take notes.
2. Notes should be considered a work in progress.
3. Notes should be used as study guides for tests.
4. The more notes that are taken, the better.
Classroom Recommendations
1. Give students teacher-prepared notes.
2. Teach students a variety of note-taking formats.
3. Use combination notes.
Technology Integration
• Word processing applications• Organizing and brainstorming software• Multimedia applications• Web resources• Communication software
Teacher-Prepared Notes
Three Types of Note Taking
1. Webbing
2. Informal outline
3. Combination notes
Outline created in Inspiration
Outlining in Word
• Watch the BrainPOP movie• Using Microsoft Word, take notes using the
outline feature• Increase indent and decrease indent as
needed.• Change your informal outline into a formal
outline by Format > Bullets and numbering• SAVE this document to your desktop; we’ll
be using it in the next activity.
Combination Notes
1. A Dicot vein branching.
2.The stem of a Dicot is woody.
3.The Taproot is the main root.
1. A Dicot has a woody stem with a Taproot.
2. Also Dicots have branching veins.
3.
1.
2.
Each student will make a PowerPoint panel using the combination notes format. Here are the guidelines for making a combination note PowerPoint.
Example Assignment Using Combination Notes
Each student must include the following:
1. The topic must be an explanation of mitosis2. Must have 5 notes or facts about the topic3. Minimum of 2 pictures from the Internet about topic4. Minimum of 1 movie / animation about topic5. Minimum of 1 student voice explaining picture6. Student must choose an extra object to place on panel
(for example: a sound, another picture, movie, a drawing made with paint, etc.)
7. Two-sentence summary
Example Assignment Using Combination Notes (continued)
Cell Division (Mitosis)1. Both plant and animal cells go
through mitosis
2. The nuclear membrane dissolves
3. Centrioles form spindle fibers
4. Chromosomes double and thicken and line up in the middle of the cell
5. Spindle fibers pull the chromosomes apart and to the poles
6. New nuclei form and then two new cells are formed. (daughter cells)
1) 3)
2)
4)
6)
5)
Mitosis occurs in all plants and animals. Each step of mitosis serves a specific purpose to prepare the cell to create two new identical daughter cells.
1. Mitosis is the process by which a cell divides into two identical nuclei.
2. Mitosis occurs in plants and animals.
3 Mitosis occurs in five different phases.
4 The thread like DNA structures are called chromosomes.
5. The five phases are Anaphase, Telophase, Metaphase, Interphase, and Prophase.
Mitosis
movie
Mitosis is something that happens in both plant and animal cells that happens in five different phases. Mitosis is also the process by which a cell divides into two identical nuclei.
Combination Notes
Let's Try It!
• Open the Word outline that you created in the last activity.
• Pick three or four major facts/concepts from the movie and Copy.
• Open PowerPoint.• Choose the “Title, Text, and Content” Layout• Paste your facts on the left.• Insert pictures to illustrate each fact on the right to
help you remember.• Click to add a Title at the top of the page • Draw a textbox at the bottom and write 2 - 3
sentences that summarize the concepts.
Web 2.0 for Notetaking
• www.writeboard.com• http://docs.google.com • www.yourdraft.com• http://pbwiki.com
Cooperative Learning
Provides students with opportunities to interact with each other in groups in ways that enhance their learning.
Generalizations from the Research
1. Organizing groups by ability level should be done sparingly.
2. Cooperative learning groups should be rather small in size.
3. Apply cooperative learning consistently and systematically, but do not overuse it.
Classroom Recommendations
1. Use a variety of criteria to group students.
2. Use informal, formal, and base groups.
3. Keep groups to a manageable size.
4. Combine cooperative learning with other classroom structures.
Cooperative Learning
There are five defining elements of cooperative learning:
1. Positive interdependence2. Face-to-face promotive interaction3. Individual and group accountability4. Interpersonal and small group skills5. Group processing
Technology Integration
• Multimedia• Web resources• Communication software
Multimedia ProjectsRoles and Tasks Chart
Role to be filled Student(s) Description of the role or task to be completed
Researcher(two)
Will research the topic and meet with a teacher in that content area to be sure information is accurate.
Scriptwriter(two)
Will take the research provided by the researchers and write a script for the movie. A storyboard will be approved by Ms. Ortiz before the script is written. The script will be in play format. A content area teacher will approve final draft of script for accuracy. The script will indicate all resources needed and the settings where the action takes place.
Journalists(one or two)
Will provide any on camera interviews with experts. Journalists will use the provided research to write interview questions that will get additional information needed for the movie.
Tech Expert(one or two)
Will provide help with all technology including iMovie, GarageBand, and GraphicConverter.
Project Coordinator Will work with team to build a project timeline and then will monitor all project activities. Project coordinator is also responsible for coordinating resources with other teams. Remember that other teams will be using the video cameras.
Camera Persons(one or two)
Will be responsible for checking out, using, and properly returning video cameras and tripods.
Actors(as needed)
Will use the provided script to bring the movie to life. Actors should be expressive and show appropriate excitement, but stay within the script.
Cooperative Learning Rubrics
Rubric from NASA SCIence files
www.webmonkey.com/webmonkey/kids
148
www.think.com/en_us
WebQuests• Students assume different roles in a structured inquiry
activity• The Introduction orients students and captures their
interest.• The Task describes the activity's end product.• The Process explains strategies students should use to
complete the task.• The Resources are the Web sites students will use to
complete the task.• The Evaluation measures the results of the activity.• The Conclusion sums up the activity and encourages
students to reflect on its process and results.
Let’s Try It!
Find a Webquest;• http://webquest.org
– PORTAL > FIND WEBQUESTS > CURRICULUM GRADE LEVEL MATRIX
or you might try zWebQuest;• http://zunal.com/
Using Web 2.0 for Cooperative Learning
• Del.icio.us• Blogs• Wikis• YourDraft• Writeboard• Gliffy• BackPackit• ThinkFree
152
153
Collaborative Learning Example
155
Collaborative Learning Example
The World is Flat(Thomas Friedman)
“The best companies are the best collaborators. In the flat world, more business will be done through collaborations within and between companies, for a few simple reasons: The next layers of value creation, whether in technology, marketing, biomedicine, or manufacturing, are becoming so complex that no single firm or department is going to be able to master them alone.”
Blog
How do formal, informal, and base groups differ? What types of lessons or activities are appropriate for each? http://sites.epals.com/mcrel1/
Reinforcing Effort
Enhance students’ understanding of the relationship between effort and achievement by addressing students’ attitudes and beliefs about learning.
Some students attribute success in school to luck, ability, or even other people such as their friends or their teacher
Generalizations from the Research
1. Not all students realize the importance of believing in effort.
2. Students can learn to operate from a belief that effort pays off even if they do not initially have this belief.
Classroom Recommendations
1. Explicitly teach students about the importance of effort.
2. Have students keep track of their effort and achievement.
Technology Integration
• Spreadsheet software• Data collection tools
Using Microsoft Word to Reinforce Effort
EFFORT ACHIEVEMENT
4Excellent
I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. I viewed difficulties as opportunities to strengthen my understanding.
I exceeded the objectives of the task or lesson.
3Good
I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident.
I met the objectives of the task or lesson.
2Needs
Improvement
I put some effort into the task, but I stopped working when difficulties arose.
I met a few of the objectives of the task or lesson but did not meet others.
1Unacceptable
I put very little effort into the task. I did not meet the objectives of the lesson.
Using Microsoft Word or Excel to Reinforce Effort
00.5
11.5
22.5
33.5
44.5
classdiscussion
pop quiz chapter test
EffortAchievement
www.surveymonkey.com
• Gather data from your graduating fifth graders who have experienced much success in elementary
• What advice concerning effort would they give upcoming elementary students?
• What barriers or challenges did they have to overcome?
Reinforcing Effort Bloghttp://sites.epals.com/mcrel1/
• In what way do adults in your school convey high expectations to all of your students?
• In what ways can you support those learners who have not traditionally had high expectations for their own performance?
Four Planning Questions for Instruction
Which strategies willprovide evidence that students
have learnedthat knowledge?
Which strategies will help students practice, review, and
apply that knowledge?
What knowledge will students learn?
Which strategies will help students acquire and integrate
that knowledge?
Which strategies will help students practice, review, and apply that knowledge?
• Identifying Similarities and Differences• Homework and Practice• Generating and Testing Hypotheses
Identifying Similarities and Differences
Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways items are alike and different.
Generalizations from the Research
1. Students should receive explicit guidance in identifying similarities and differences.
2. Students should independently identify similarities and differences.
3. Students should represent similarities and differences in graphic and symbolic form.
4. Students can identify similarities and differences in a variety of ways.
Classroom Recommendations
1. Teach students to use comparing, classifying, metaphors, and analogies.
2. Give students a model of the steps for engaging in the process.
3. Use a familiar context to teach students these steps.
4. Have students use graphic organizers as a visual tool to represent the similarities and differences.
5. Guide students as they engage in this process. Gradually give less structure and less guidance.
Technology Integration
• Word processing applications• Spreadsheet applications• Organizing and brainstorming software• Data collection tools• Web resources
Similarities and differences can be identified through:
• Comparing
• Classifying
• Metaphors
• Analogies
Comparison Steps
1. Select the items you want to compare
2. Select the characteristics of the items on which you want to base your comparison
3. Explain how the items are similar and different with respect to the characteristics you selected
Comparing Using Kidspiration
Comparing Using Inspiration
Comparing with InspireData
You can download a 30-day free trial at: http://www.inspiration.com/freetrial
Let’s use some InspireData resource files:
– Alligators– Early Native Americans– Slinky Experiment
Classification Steps1. Identify the items you want to classify.
2. Select what seems to be an important item, describe its key attributes, and identify other items that have the same attributes.
3. Create a category by specifying the attribute(s) that the items must have for membership in this category.
4. Select another item, describe its key attributes, and identify other items that have the same attributes.
5. Create the second category by specifying the attribute(s) that the items must have for membership in the category.
6. Repeat the previous two steps until all items are classified and the specific attributes have been identified for membership in each category.
7. If necessary, combine categories or split them into smaller categories and specify attribute(s) that determine membership in the category.
Classifying Using Kidspiration Templates
Classifying Triangles
Equilateral Isosceles Scalene
Acute
Obtuse
Right
Classifying Triangles
Equilateral Isosceles Scalene
Acute
Obtuse XRight X
Online Classification
Applications and Simulations
184
Insect Classification ExampleUsing Word’s Insert Table
Category Specimens
Insects 6 Legs
3 Body Segments Antenna Present
Sugar Bag Bee
Ground Beetle
Fruit Fly
Arachnids 8 Legs
2 Body Segments No Antenna
Wishbone Spider
Whistling Spider
Rainforest Scorpion
Myriapods Over 30 Legs Over 20 Body
Segments Antenna Present
Centipede
Millipede
House Centipede
Steps for Creating a Metaphor
1. Identify the important or basic elements of the information or situation with which you are working
2. Write that basic information as a more general pattern by • Replacing words for specific things with words
for more general things• Summarizing information whenever possible
3. Find new information or a situation to which the general pattern applies
Metaphors Using Inspiration
Steps for Creating an Analogy
• Identify how the two elements in the first pair are related
• State the relationship in a general way• Identify another pair of elements that share
a similar relationship
Games for Identifying Similarities and Differences
• http://del.icio.us/kmalenoski/games
Blog ReflectionIdentifying Similarities and Differences
http://sites.epals.com/mcrel1/
Think about one lesson you currently teach that would be enhanced by identifying similarities and differences using technology. What technology would you use and how would it enhance the lesson? Describe the steps you will take.
Homework and Practice
Extends the learning opportunities for students to practice, review, and apply knowledge.
Generalizations from the Research
• The amount of homework assigned to students should be different form elementary to high school.
• Parent involvement should be kept to a minimum.
• The purpose of homework should be identified and articulated.
• If homework is assigned, it should be commented upon.
Classroom Recommendations
1. Establish and communicate a homework policy.
2. Design assignments that clearly articulate purpose and outcome.
3. Vary approaches to providing feedback.
Technology Integration
• Word processing applications• Spreadsheet software• Multimedia• Web resources• Communication Software
Easy Homework Site Hosting
• http://instantprojects.org• http://pbwiki.com • www.webassign.net
Generalizations from the Research
1. Mastering a skill or process requires a fair amount of focused practice.
2. While practicing, students should adapt and shape what they have learned.
Classroom Recommendations
1. Ask students to chart their speed and accuracy.
2. Design practice that focuses on specific elements of a complex skill or process.
3. Plan time for students to increase their conceptual understanding of skills or processes.
Practice – the Learning Line
Stellarium
• Free open-source planetarium for your computer
• http://stellarium.org
Let's Try It!
• Explore one of these Web sites and think of how you could incorporate a homework or practice activity into a lesson you teach.
• http://del.icio.us/kmalenoski/games• Practice + Games
Homework Assignment
• Share with the group your favorite practice sites and in which grade level or content areas you would use them.
• Add the URL to our GETCA wiki at a later time.
Generating and Testing Hypotheses
Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.
Generalizations from the Research
1. Hypothesis generation and testing can be approached in an inductive or deductive manner.
2. Teachers should ask students to clearly explain their hypotheses and their conclusions.
Classroom Recommendations
1. Make sure students can explain their hypotheses and conclusions.
2. Use a variety of structured tasks to guide students through generating and testing hypotheses.
Technology Integration
• Spreadsheet software• Data collection tools• Web resources
Generating and Testing Hypotheses
Six Processes
1. Systems analysis
2. Problem solving
3. Historical investigation
4. Invention
5. Experimental inquiry
6. Decision making
Systems Analysis
1. Explain the purpose of the system, the parts of the system, and the function of each part.
2. Describe how the parts affect one another.
3. Identify a part of the system, describe a change in that part, and then hypothesize what might happen as a result of this change.
4. When possible, test your hypothesis by actually changing the part or by using a simulation to change the part.
Systems Analysis
Simulations where student can manipulate environment and make predictions about the outcome– www.biologycorner.com
• Peppered Moth simulation
– Build a Better Fire
Problem Solving1. Identify the goal you are trying to accomplish.2. Describe the barriers or constraints that are
preventing you from achieving your goal – that are creating the problem.
3. Identify different solutions for overcoming the barriers or constraints and hypothesize which solution is likely to work.
4. Try your solution – either in reality or though a simulation.
5. Explain whether your hypothesis was correct. Determine if you want to test another hypothesis using a different solution.
Skills Games - Mastermind www.cyberbee.com/games/mastermind.html
Webquest – Monument on the Mall http://schoolweb.missouri.edu/nixa.k12.mo.us/sullivan/GovernmentQuest/index.html
Broken Calculator - http://www.subtangent.com/maths/broken-calc.php
Logo - http://www.mathsnet.net/logo/turtlelogo
Problem Solving
Historical Investigations
1. Clearly describe the historical event to be examined.
2. Identify what is known or agreed upon and what is confusing, contradictory, or controversial.
3. Based on what you understand about the situation, offer a hypothesis.
4. Seek out and analyze evidence to determine if your hypothetical scenario is possible.
Historical Investigation
• Muzzy Lane’s Making History
www.making-history.com • Plimoth Plantation’s You Be
the Historian
http://www.plimoth.org/education/olc/index_js2.html
• Library of Congress
http://memory.loc.gov/learn/lessons/01/west/overview.html
Invention1. Describe a situation you want to improve or a need
to which you want to respond.
2. Identify specific standards for the invention that would improve the situation or meet the need.
3. Think of ideas and hypothesize the likelihood that each will work
4. If your hypothesis suggests that a specific idea might work, begin to draft, sketch, and then create the invention.
5. Develop your invention to the point that you can test your hypothesis.
6. If necessary, revise your invention until it reaches the standards you have set.
Invention
• Invention at Play
http://inventionatplay.org/playhouse_tinker.html
• Lemonade Stand
http://www.coolmath-games.com/lemonade
Experimental Inquiry1. Observe something that interests you and describe
what has occurred.
2. Explain what you have observed. Do any theories or rules explain what you have observed?
3. Plan an investigation and, based on your explanation, make a prediction.
4. Conduct an experiment or activity to test your prediction.
5. Explain and justify the results of your experiment in light of your explanation. If necessary, revise your explanation or prediction and/or conduct a revised experiment.
Experimental Inquiry
• www.ExploreLearning.com • Chicken Genetics • Moon Phases
Science SensorsVernier
Pasco
Fourier
Experimental Inquiry: USB microscopes
Engaging Learners with Digital Microscopes
Feather
Digital Microscopes
www.theproscope.com Intel Play Digital
Microscope
Decision Making1. Describe the decision you are making and the alternatives
you are considering.
2. Identify the criteria that will influence the selection, and indicate the relative importance of the criteria by assigning an importance score from a designated scale (e.g., 1-4).
3. Rate each alternative on a designated scale (e.g., 1-4) to indicate the extent to which each alternative meets each criterion.
4. For each alternative, multiply the importance score and the rating and then add the products to assign a score for the alternative.
5. Examine the score to determine the alternative with the highest score.
6. Based on your reaction to the selected alternative, determine if you need to change any importance scores or add or drop criteria.
What kind of car should I buy?
Criteria WeightGas efficiency 2
Cost efficiency 3
Return on Investment (ROI) 3
Sporty Look 1
You are buying your first car and are trying to decide what type of car to buy. What are the criteria you will consider?
What kind of car should I buy?
Hummer Prius Used Pinto
Gas efficiency
___ x 2 ___ x 2 ___ x 2
Cost efficiency
___ x 3 ___ x 3 ___ x 3
ROI ___ x 3 ___ x 3 ___ x 3
Sporty Look ___ x 1 ___ x 1 ___ x 1
What kind of car should I buy?
Hummer Prius Used Pinto
Gas efficiency
1 x 2 = 2 3 x 2 = 6 1 x 2 = 2
Cost efficiency
1 x 3 = 3 2 x 3 = 6 3 x 3 = 9
ROI 3 x 3 = 9 2 x 3 = 6 1 x 3 = 3
Sporty Look 3 x 1 = 3 1 x 1 = 1 1 x 1 = 1
Totals 17 19 15
Technology Examples
• Interactive Spreadsheets - Nutrition Worksheet
• Carbon Footprint• Recycle City
226
Interactive Spreadsheet -Nutrition Worksheet
Final Thoughts
• Internet Safety• ISTE NETS
http://www.iste.org/Content/NavigationMenu/NETS/NETSRefreshProject/NETS_Refresh.htm
• Lesson Planning