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Dynamic Instructional Design EDT 6030 Concordia University
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By: Sean Mundy
October 14, 2014
EDT6030 – Using Technologies to Build Learning Communities
Concordia University
Student Audience
Teaching and Learning Strategies
Learning Objectives
Assessments
Day to Day
Technology
25 students, 13 male and 12 female
11 to 12 years old
Hispanic of Mexican heritage
13 ELL
2 students with
learning disabilities
1 student has
diabetes
Resource-based Learning
◦ “Resources incorporated into planned, authentic tasks afford students opportunities to develop the skills and techniques necessary to become autonomous,
self-directed learners and
effective users of information” (Campbell, Flageolle, Griffith, & Wojcik, 2002, What is Resource-based Learning? section, para. 4)
Photo from Flickr by Jisc infoNet
Dynamic Instructional Model
◦ Know the Learner
◦ Articulate Objectives
◦ Establish the Learning Environment
◦ Identify Teaching and Learning Strategies
◦ Identify and Select Support Technologies
◦ Evaluate and Revise the Design (Lever-Duffy & McDonald, 2011)
Madeline Hunter’s Lesson Planning Steps Getting students set to learn◦ Step 1: Review◦ Step 2: Anticipatory Set◦ Step 3: Objective
Instruction◦ Step 4: Input and Modeling
Checking for understanding◦ Step 5: Checking Understanding◦ Step 6: Guided Practice
Independent practice◦ Step 7: Independent Practice(Howard, 1989)
Upon completion of this lesson, the learner will:◦ Pose a testable question
◦ Write a testable hypothesis
◦ List necessary components of an experiment
◦ Identify one variable
◦ Identify the controls
◦ Distinguish between qualitative and quantitative data
With 80% accuracy in a graphic organizer
IL State Standards:◦ Science Goal #11: Understand the processes of
scientific inquiry and technological design to investigate questions, conduct experiments, and solve problems.
M.11.01 (C): Identify questions that can be answered through scientific investigations.
M.11.02 (C): Design a scientific experiment that controls all but one variable and write a prediction for the experiment outcome.
Formative Assessment – Google Docs◦ Responses
◦ Peer feedback
◦ Teacher feedback
Summative Assessment◦ Graphic organizer
Rubric
Review Scientific Method steps
Introduce homepage (Google Sites)
Explain task (Voki)
Model research methods
Review assessment
iPads/Laptops
Access resources
Question and Hypothesis
Record in Google Doc
Peer feedback
Teacher feedback
Day 3 Day 4
Focus on components of experiment
Focus on identifying variable and controls
Focus onqualitative and quantitative data
Submitgraphic organizer
Day 5
Following the same procedure as Day 2, student will: Access resources Record in Google Docs Give and receive feedback
Deadline Calendar
Objectives
Rubric
Assessment
Teacher reflection (Google Doc for lesson revisions)
Technology Used Pros and Cons
Google◦ Docs
◦ Calendar
◦ Sites
◦ Youtube
iPads
Laptops
Advantages◦ Integration
◦ Collaboration
◦ Access
Disadvantages◦ Familiarity
◦ Ability to view
◦ Internet reliability
Photo from Flickr by Nedra
Campbell, L., Flageolle, P., Griffith, S., & Wojcik, C. (2002). Resource-based learning. In M. Orey(Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/
Lee, H. (Ed.). (1989). Proceedings from Instructional supervision VTAE workshop. Menomonie, WI: Wisconsin State Board of Vocational, Technical, and Adult Education, Madison. Retrieved from http://www.eric.ed.gov
Lever-Duffy, J., McDonald, J. (2011). Teaching and Learning with Technology (4th ed.). Boston, MA: Pearson Education, Inc.
Thank you!
Questions or comments?
Photo from Flickr by superkimbo