Upload
doug
View
1.339
Download
5
Tags:
Embed Size (px)
Citation preview
425
1 30011 0010 1010 1101 0001 0100 1011
EETT Professional Development—
Modules 1 – 4April 22, 2010
425
1 30011 0010 1010 1101 0001 0100 1011
Housekeeping
Let’s get your laptops networked
425
1 3
0011 0010 1010 1101 0001 0100 1011
Who’s in the Room
• Director of Curriculum &Assessment, Aljean Tucker
• Coordinator of K-12 Curriculum, Stacy Aldridge
• Coordinators of Assessment, Eric McMartin & David Jarboe
• Instructional Technology Specialists, Jason Harding & Doug Larkey
425
1 3
0011 0010 1010 1101 0001 0100 1011
Norms
• No sidebar conversations • Limit email checking to breaks• Laptops closed during presentation • Put cell phones on vibrate• Allow all voices in the room to be heard
425
1 3
0011 0010 1010 1101 0001 0100 1011
“”…a focus on technology is not “about” the technology itself, but about changing teacher practice, motivating our students, and creating learning experiences that will be applicable to their world and future workplaces. Robert Marzano
425
1 30011 0010 1010 1101 0001 0100 1011
Our Goal…
Show you, the teacher, how to think about using technology to help your students practice concepts, engage in higher-order thinking, and problem
solve.
425
1 3
0011 0010 1010 1101 0001 0100 1011
Developing a Habit of Mind
Technology Integration
– What do you think about technology?
– What do you think about technology in the classroom?
– How does technology integration enhance instruction?
– How would you like to integrate technology into your classroom?
Webspiration
425
1 3
0011 0010 1010 1101 0001 0100 1011
Targeting YOUR Goal
• Welcome to the World of Wiki
– Strategic & Specific– Measureable– Attainable– Results Based– Time Bound
Wikis in the Math Classroom
425
1 3
0011 0010 1010 1101 0001 0100 1011
Technology + Learning
The Bridging of Both Worlds
http://www.toonpool.com/user/550/files/technology_244495.jpg
425
1 3
0011 0010 1010 1101 0001 0100 1011
http://www.youtube.com/watch?v=NOIbYGMH74I
425
1 3
0011 0010 1010 1101 0001 0100 1011
Programs and Online Resources – Integration Ideas
425
1 3
0011 0010 1010 1101 0001 0100 1011
7 Categories of Technology
1. Word Processing Applications
2. Spreadsheet Software
3. Organizing and brainstorming software
4. Multimedia
5. Data Collection Tools
6. Web Resources
7. Communication Software
Page 13
425
1 3
0011 0010 1010 1101 0001 0100 1011
Sketchup Example
Use Sketchup to help students explore:
• Two dimensional
shapes
• Three dimensional solids (cubes, prisms, pyramids, cylinders, cones,...)
• Planes and axis
• Area, perimeter, and volume
• Lines of Symmetry
Using Google Sketchup
EETT Example
425
1 3
0011 0010 1010 1101 0001 0100 1011
Using Google Earth
Realworldmath.org
Complex Area Problem
Distance Formula
Delicious-Google Earth
Although an obvious geographical resource, Google Earth can also help with Math. Use it to help students understand:
• Distance
• Two and three dimensional shapes
• Perimeter and area
425
1 3
0011 0010 1010 1101 0001 0100 1011
How can I elevate student interest and engagement?
Adding short streaming clips to your teacher toolbox can have a positive impact on your classroom and your
presentation.
Multimedia
425
1 3
0011 0010 1010 1101 0001 0100 1011
http://www.classroom20.com
http://delicious.com/Harrison_ITS/math
425
1 3
0011 0010 1010 1101 0001 0100 1011
425
1 30011 0010 1010 1101 0001 0100 1011
Getting
with your laptop and projector
SMART
425
1 30011 0010 1010 1101 0001 0100 1011
Random Acts of Teaching
by
Jerry
425
1 3
0011 0010 1010 1101 0001 0100 1011
Why Lesson Planning?
• Good Planning– Positive interactions between students and teachers– Focused instruction– Learned objectives– Building background knowledge– Well paced– Resourcefulness– Quality learning– High expectations of students
• Poor Planning– Frustration for the teacher and the student– Activity focused– Unmet objective– No connections to prior learning– Disorganization– Lack of needed materials– A waste of time– Poor management
425
1 3
0011 0010 1010 1101 0001 0100 1011
Random Acts of Teaching
425
1 3
0011 0010 1010 1101 0001 0100 1011
Purposeful Teaching Focused on Lesson Objectives Based on the Guaranteed and
Viable Curriculum
425
1 3
0011 0010 1010 1101 0001 0100 1011
Planning for Teaching & Learning
1. Define the focus of instruction• Curriculum Map• Lesson Objective including level of rigor
2. Establish evidence of proficiency• What evidence will I accept that my students
know and can do what is stated in my lesson objective?
3. Design the assessment• Demonstration of Learning (DOL)
4. Develop the learning experiences• Choosing the appropriate Instructional Strategy
and Learning Activities• Check for Understanding• Student Engagement
425
1 3
0011 0010 1010 1101 0001 0100 1011
1. Define the Focus of Instruction• Curriculum Map
– Always start with the “end” in mind. What do I want students to know and be able to do at the end of my lesson or unit of study? What are the essential skills students need to know?
– What does my grade level curriculum pacing guide tell me students should know and be able to do at this point in the school year?
• Lesson Objective– What is the specific lesson objective for this lesson?
• Consistent format clearly stated what is to be achieved.• Convert lesson objectives to student friendly language.
• Level of Rigor– What is the desired level of rigor? Or evaluate the level of existing
rigor in the curriculum pacing guide.
425
1 3
0011 0010 1010 1101 0001 0100 1011
Now It’s Your Turn
Potpourri of Lesson Plan Templates
425
1 3
0011 0010 1010 1101 0001 0100 1011
Now It’s Your Turn
• Choose a lesson plan template that you will use.
• Begin by inserting your lesson objective in the provided space.
425
1 3
0011 0010 1010 1101 0001 0100 1011
Planning for Teaching & Learning
1. Define the focus of instruction• Curriculum Map• Lesson Objective including level of rigor
2. Establish evidence of proficiency• What evidence will I accept that my students
know and can do what is stated in my lesson objective?
3. Design the assessment• Demonstration of Learning (DOL)
4. Develop the learning experiences• Choosing the appropriate Instructional Strategy
and Learning Activities• Check for Understanding• Student Engagement
425
1 3
0011 0010 1010 1101 0001 0100 1011
Philosophy FirstFormative vs. Summative
FORMATIVE ASSESSMENTFormal and informal processes teachers and students use to gather evidence for the purpose of improving learning
SUMMATIVE ASSESSMENTAssessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness
425
1 3
0011 0010 1010 1101 0001 0100 1011
Self Reflection on Current Practice
• Directions– How do I decide what assessments best match my
objectives?– What evidence will I accept that my students know and
can do what is stated in my lesson objective?– How do I share scoring criteria in advance with
students? – In what ways are students able to monitor their own
progress against the criteria?– What do I do with the data?– How can technology help with this process?
425
1 3
0011 0010 1010 1101 0001 0100 1011
2. Establish Evidence of Proficiency• What evidence will I accept that my students know
and can do what is stated in my lesson objective?– How will we know that students have achieved the
desired results?– What will we accept as student understanding and
proficiency?– Students need to clearly understand expectations and
the criteria on which their work will be judged.– Evidence should be gathered through a variety of
informal and formal assessments.
425
1 3
0011 0010 1010 1101 0001 0100 1011
3. Design the Assessment
• Choose the appropriate task to measure student understanding– Multiple choice, project, formal assessment, essay, lab, speech,
portfolio.– Communicate your proficiency expectations to students before
the lesson begins.
• The “doing” of the assessment is the Demonstration of Learning.
425
1 3
0011 0010 1010 1101 0001 0100 1011
Designing Effective DOLs
Characteristics of a good DOL:• Designed before the lesson is conducted• Tied directly to the lesson objective and the
guaranteed curriculum• Can usually be accomplished in five to ten
minutes• Requires students to demonstrate what they
have learned over the last class• Varies from day to day• Is understandable to students and parents
425
1 3
0011 0010 1010 1101 0001 0100 1011
What DOLs Can Tell Us
• Who is and is not understanding the lesson?• What are this student’s strengths and needs?• What misconceptions do I need to address?• What feedback should I give students?• What adjustments should I make to instruction?• How should I group students?• What differentiation do I need to prepare?
425
1 3
0011 0010 1010 1101 0001 0100 1011
Design and Plan
• Review Standard 2: – Use of Data to Inform Instruction– Pages 2-4 in handout– Highlight key ideas
• Use Green for Strengths or Established• Use Pink for Growth Areas
425
1 3
0011 0010 1010 1101 0001 0100 1011
425
1 3
0011 0010 1010 1101 0001 0100 1011
Designing DOLs
• Write one of your objectives you brought with you on the top line of the Four Square Share protocol.
• Serve to the right.• Each player writes a new DOL for the
objective.• No Back Stops.
425
1 3
0011 0010 1010 1101 0001 0100 1011DOL Technology• BrainPop Quiz • Glencoe Technology• Google Sketchup• Google Earth • Bisection Visual Lesson• SMART Plotting
425
1 3
0011 0010 1010 1101 0001 0100 1011
Now It’s Your Turn
• Select a DOL for your lesson and insert it in your lesson plan
425
1 3
0011 0010 1010 1101 0001 0100 1011
Demonstrate Your Learning
• Heroes of The Game follow up:
– Select one of your DOLs from the four square activity
– Create a DOL on your laptop that integrates technology
425
1 30011 0010 1010 1101 0001 0100 1011
E – Learning Demonstration
425
1 30011 0010 1010 1101 0001 0100 1011Time For Lunch!
Be Back by
425
1 3
0011 0010 1010 1101 0001 0100 1011
Planning for Teaching & Learning
1. Define the focus of instruction• Curriculum Map• Lesson Objective including level of rigor
2. Establish evidence of proficiency• What evidence will I accept that my students
know and can do what is stated in my lesson objective?
3. Design the assessment• Demonstration of Learning (DOL)
4. Develop the learning experiences• Choosing the appropriate Instructional Strategy
and Learning Activities• Check for Understanding• Student Engagement
425
1 3
0011 0010 1010 1101 0001 0100 1011We need an instructional approach that will equip students with real-world, problem solving skills, plus teach them the content they must master to be an educated person. Ted McCain
425
1 3
0011 0010 1010 1101 0001 0100 1011
4. Develop the Learning Experiences• Choosing the appropriate Instructional
Strategy and Learning Activities• What should students know and be able to do to perform
effectively and achieve results?• What activities will equip students with the needed
knowledge and skills?• What materials and resources are best suited to
accomplish these goals?• Match characteristics of the strategy, the learner and what
needs to be learned.• Most strategies are used simultaneously with others to
enable students to make deeper connections to learning.
425
1 3
0011 0010 1010 1101 0001 0100 1011
Choosing the appropriate Instructional Strategy and Learning Activities
• Launching Activity– “Hook” students into learning– Consider the interests of students and create excitement
for learning.• Strategies and Learning Activities develop and
demonstrate the expected skills and knowledge for the lesson objective and the assessment (DOL).– Activities must be consistent with the levels of
knowledge and application as well as connected to the identified student work-student performance.
425
1 3
0011 0010 1010 1101 0001 0100 1011
425
1 3
0011 0010 1010 1101 0001 0100 1011
4. Develop the Learning Experience
• Checks for Understanding• Important part of the learning process.• Corrects student misconceptions that impede
learning.• Model of good study skills.• Used to improve instructional methods.• Used to adjust lesson sequence and pacing based on
student responses.• Provides specific and timely feedback relative to
lesson objectives.• Used frequently during a lesson.
425
1 3
0011 0010 1010 1101 0001 0100 1011
4. Develop the Learning Experience
• Student Engagement• Learning is an active process• Classroom experiences are meaningful to
students• Ensures transitions are smooth• Use “structures” to keep students engaged and
organize interactions with students• What is the benefit of the student paying
attention?
425
1 3
0011 0010 1010 1101 0001 0100 1011
Student Engagement
• At your table discuss structures to use for:
– Student to Student engagement
– Student to Teacher engagement
– Student to Content engagement
425
1 3
0011 0010 1010 1101 0001 0100 1011
Total Engagement in the Classroom
The Ron Clark Academy
http://www.youtube.com/watch?v=GHeBm68E06o&feature=related
425
1 3
0011 0010 1010 1101 0001 0100 1011
Now It’s Your Turn
4. Develop the Learning Experience• Choosing the appropriate Instructional
Strategy and Learning Activity • Check for Understanding • Student Engagement
Integrate Technology
425
1 3
0011 0010 1010 1101 0001 0100 1011
Examine the Resource
• Group #1 Chapter 4 “Cues, Questions, and Advanced Organizers”
• Group #2 Chapter 5 “Nonlinguistic Representation”• Group #3 Chapter 6 “Summarizing and Note Taking”• Group #4 Chapter 7 “Cooperative Learning”, • Group #5 Chapter 8 “Reinforcing Effort” and Chapter 10
“Homework and Practice”
425
1 3
0011 0010 1010 1101 0001 0100 1011
Integrating Technology
• Read the introduction to the chapter—Highlight main points to present
• Try the resources that are mentioned—Organize your findings into a PowerPoint presentation that is 7-10 minutes long.
425
1 3
0011 0010 1010 1101 0001 0100 1011
Elementary Web Resources
Some Elementary ResourcesNumbers Game
http://www.csfsoftware.co.uk/Count_info.htm
Macmillan projectables
http://www.macmillanmh.com/math/2003/student/index.html
Scholastic challenges
http://teacher.scholastic.com/maven/index.htm
Explanations and practice for multiple concepts + Spanish
http://http://www.aaastudy.com
Online Resources
425
1 3
0011 0010 1010 1101 0001 0100 1011
Secondary web resourcesNASA simulations
http://www.knowitall.org/nasa/simulations/math.html
Video problemshttp://www.mathplayground.com/MTV/mathtv15.html
Who can figure this one out?
http://www.mathplayground.com/JKA_Problem01.html
More Video problemshttp://www.mathtv.com/
Online Resources
425
1 3
0011 0010 1010 1101 0001 0100 1011
In closing…
Wheel Of Fun