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Using Technology with Classroom Instruction
That Works
Focusing on Cooperative Learning and Similarities & DifferencesTIE Conference, April 6, 2008
ESA, Region 2
Participant Inventory Use Senteo and complete participant
inventory
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 differences 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
A Vision of K-12 Students Today…… http://www.teachertube.com/view_video.php?
viewkey=d1296214afd7cc367045&page=3&viewtype=&category
How Does This ImpactHow We Teach?
Technology Category Matrix
Matrix of the Four Planning Questions, the Nine Categories of Instructional Strategies, and the Seven Categories of Technology
PlanningQuestions
InstructionalStrategies
Word Proces
sing Applications
Spreadsheet Software
Organizing and
Brainstorming
Data Collection Tool
s
Multimedia
Web Resources
Communication Softw
are
What will students learn? Setting Objectives ● ● ● ● ●
Which strategies will provide evidence of
student learning?
Providing Feedback ● ● ● ●
Providing Recognition ● ● ● ●
Which strategies will help students acquire and integrate learning?
Cues, questions, and advance organizers
● ● ● ●
Nonlinguistic Representation ● ● ● ● ● ●
Summarizing and note taking ● ● ● ● ●
Reinforcing effort ● ●
Which strategies will help students practice, review,
and apply learning?
Identifying Similarities and Differences
● ● ● ●
Homework and Practice ● ● ● ● ●
Generating and testing hypotheses ● ● ●
Standards
Content standards State technology standards National technology standards
Lesson Plan Template
Use appropriate content standards Try to connect technology standards Be cognizant of technology available to
you and students Consider your assessment methods
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
Bookmarking Tool: Portaportal – http://my.portaportal.com
Guest login: citwtech Create an account
9 Instructional Strategies Identifying similarities and differences 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
Effect Size is a unit of measure used with meta-analysis that expresses the increase or decrease in student achievement
For example Small: 0.20 to 0.49 Medium: 0.50 to 0.79 Large: 0.80 and above
Classroom Instruction That Works: Effect Size
The Nine Categories of Instructional Strategies That Affect Student Achievement ¹ Strategy Average Effect
SizePercentile Gain Number of
StudiesIdentifying similarities & differences 1.61 45 31Summarizing and note taking 1.00 34 179Reinforcing effort and providing recognition .80 29 21Homework and practice .77 28 134Nonlinguistic representation .75 27 246Cooperative learning .73 27 122Setting objectives & providing feedback .61 23 408Generating and testing hypothesis .61 23 63Cues, questions, & advance organizers .59 22 1251
Planning Questions
Planning Question Instructional StrategyWhat will students learn? Setting objectives
Which strategies will provide evidence of student learning?
Providing feedbackProviding recognition
What strategies will help students acquire and integrate learning?
Cues, questions, and advance organizersNonlinguistic representationSummarizing and note takingCooperative learningReinforcing effort
Which strategies will help students practice, review and apply learning?
Identifying similarities and differencesHomework and practiceGenerating and testing hypotheses
Cooperative LearningFocuses on having students
interact with each other in groups in ways that enhance their
learning
Generalizations: Organizing groups based on ability levels
should be done sparingly Cooperative learning groups should be rather
small in size Cooperative learning should be used
consistently and systematically but should not be overused
Recommendations
Use a variety of criteria to group students Use informal, formal, and base groups Keep the groups to a manageable size Combine cooperative learning with other
classroom structures
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
Base groups are long-term groups, created to provide students with support in a length of time. Groups help build trust, camaraderie, and teamwork, and they are useful for checking homework and completing tasks and other routines.
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
By requiring 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
Web Resources
Web-enabled collaborative learning is changing dramatically. www.immex.ucla.edu/iWeb/Agencies/4606360/
default.aspx
A Learning Activity Gather into groups
Each member assumes a role Navigate to the IMMEX site
Login: patricia.bruinsma@k12.sd.us Password:
Click on the TIE class “select this class” button Choose problem set that you would like to solve that
pertains to your subject and/or grade level Attempt to solve
Web ResourcesUses the cooperative learning as a way to learn to
cooperate. Blogs and wikis and electronic classrooms www.hotchalk.com
Students can be interacting with professionals to ask questions and get responses immediately from the experts Real Time Chats and Ask the Experts
http://www.imagiverse.org/activities/chats/index.htm Key Pals
Web email partners that are monitored to ensure effective communications for educational purposes www.epals.com/
Web ResourcesWebQuests 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 website based
on research and solving a problem together. http://www.kidsnetsoft.com/html/download.html
Collaborative Organizing
Shared calendars Shared bookmarking ( podcast about social book
marking in schools) Shared documents Shared notes Course management Web-Enables Multiplayer Simulation Games
Communication Software
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.
Podcasts (http://www.epnweb.org/) Text messaging and email
Collaborative Learning Activity Navigate to the ESA 2 Blogspot
http://citwtechnology.blogspot.com/
List two links that you’ve found and describe how you will use these to suport collaborative learning in your classroom
Take a quick break when you’ve finished. Reconvene at 3:05pm
Using Technology with Classroom Instruction
that Works
Similarities and Differences
http://lakingaz.edublogs.org/2006/11/16/identifying-simmilarities-and-differences-pt-1/
Planning Questions Planning Question Instructional StrategyWhat will students learn? Setting objectives
Which strategies will provide evidence of student learning?
Providing feedbackProviding recognition
What strategies will help students acquire and integrate learning?
Cues, questions, and advance organizersNonlinguistic representationSummarizing and note takingCooperative learningReinforcing effort
Which strategies will help students practice, review and apply learning?
Identifying similarities and differencesHomework and practiceGenerating and testing hypotheses
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
Generalizations
Present students with explicit guidance in identifying similarities and differences
Ask students to independently identify similarities and differences
Represent similarities and differences in graphic or symbolic form
Recommendations Teach students to use comparing, classifying,
metaphors, and analogy techniques Give students a model of the steps for
engaging in the process Use a familiar context to teach students these
steps Have students use graphic organizers as a
visual tool Guide students. Work towards less structure
and more practice
²Matrix of the Four Planning Questions, the Nine Categories of Instructional Stategies, and the Seven Categories of Technology
PlanningQuestions
InstructionalStrategies
Word Processi
ng Applicati
ons
Spreadshee
t Softw
are
Organizing and
Brainstorming
Data Collec
tion Tools
Multimedia
Web Resour
ces
Communication Softwar
e
What will students learn? Setting Objectives ● ● ● ● ●
Which strategies will provide evidence of student learning?
Providing Feedback ● ● ● ●
Providing Recognition ● ● ● ●
Which strategies will help students acquire and integrate
learning?
Cues, questions, and advance organizers ● ● ● ●
Nonlinguistic Representation ● ● ● ● ● ●
Summarizing and note taking ● ● ● ● ●
Reinforcing effort ● ●
Which strategies will help students practice, review, and
apply learning?
Identifying Similarities and Differences ● ● ● ●
Homework and Practice● ● ● ● ●
Generating and testing hypotheses ● ● ●
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
Creating a graphic organizer for your subject area Use tables Word art Clip art Insert pictures Create diagrams or organizational charts Insert autoshapes Fill colors Text options Format options
Use Word to create a graphic organizer
Book comparison with Inspiration
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 19Venus 45Earth 50Moon 8.5Mars 19
Jupiter 119Saturn 46Uranus 44.5Neptune 56.5Pluto (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
ght Series1
Series2
Comparison ChartCharacteristic
s
Items to be COMPAREDSimilarities (SIM)
Differences (DIFF)Item 1 Item 2
Characteristic #1
SIM
DIFF
Characteristic #2
SIM
DIFF
Characteristic #3
SIM
DIFF
Characteristic #4
SIM
DIFF
http://gets.gc.k12.va.us/VSTE/2008/1Similarities_and_Differences/Comp_Matrix.xls
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
Senteo & Blog Anonymous Evaluation As a group complete the Senteo Evaluation
Individually blog your responses to the three (3) evaluation questions on blogspot http://citwtechnology.blogspot.com/
Reconvene at 3:35pm
Activity: Collaborative Learning with Similarities and Differences Download the Web Quest comparison
worksheet from www.edec.org/esa under “Resources”, “Comparison Matrix”
In your assigned groups, complete the following webquest: http://webquest.sdsu.edu/webquestwebquest
When you have completed your review and discussion, post your results (by 4:15pm) on http://citwtechnology.pbwiki.com
Discussion What analogies can we create about the
differences in web quests?
What did you learn about the collaborative process and about similarities and differences?
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
How Will You Use the Lesson Planning Template, Instructional Strategies and Standards to Guide Your Lesson Plans?
Your ticket out today….
Navigate to Voice Thread http://voicethread.com
Register for an account, Browse the site, navigate to the TIE presentation site, leave a comment.
Blue= Text, Red= Audio, Orange= phone
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