1

Using Technology to Teach Standards

2

2

Our Objective

This workshop is designed for teachers who are ready to integrate education technologies into their instructional units. During this workshop, participants will be introduced to Michigan Curriculum Content Standards and to a new set of technology standards for students.

3

3

Our Goal

The goal of the class is to prepare participants to be able to create and modify lessons that use technology to help students meet learning standards.

4

The Lesson Cycle

The Madeline Hunter Model

5

5

Planning the lesson

Know your state standards... Begin with the curriculum

http://www.michigan.gov/mde/0,1607,7-140-28753---,00.html

Analyze the task to be accomplished Design the lesson Design the assessment

6

6

Assessment Words

Circle, Identify, Passage, Best Answer, Describes, Selections, Predict,

Demonstrate, Evaluate, Compute, Critique, Analyze, Compare and Contrast, Explain, Darken the oval, Objective, theme, story elements Sequence of Events

www.M-W.com

7

7

Lesson Cycle Steps

1. Anticipatory set (focus)

2. Purpose (objective)

3. Input

4. Modeling (show)

5. Guided Practice (follow me)

6. Checking for Understanding (CFU)

8

8

Lesson Cycle Steps

7. Independent Practice

8. Teach your partner

9. Closure

9

9

Anticipatory Set (Focus)

A short activity or prompt that focuses the students’ attention before the actual lesson begins.

Used when students enter the room or in a transition.

Warm-up or Bell work

10

10

Purpose (Objective)

The purpose of the lesson Why students need to learn it What they will be able to “do” How they will show learning as a result Create a Product

11

11

Input

The vocabulary, skills and concepts students need to know in order to be successful

www.m-w.com

12

12

Modeling (Show)

Teacher shows in graphic form or demonstrates what the finished product looks like

Advanced Searching...Use content from standards as search terms

13

13

Guided Practice (Follow Me)

Teacher leads the students through the steps necessary to perform the skill using the Trimodal Approach-

Hear/See/Do

14

14

Checking for Understanding (CFU)

Teacher uses a variety of questioning strategies to check if the students understand and to pace the lesson- move forward/move backwards

Correction or Reteach if needed Acceleration if needed

15

15

Independent Practice

Teacher releases students to practice on their own

Students create a deliverable

• Something that demonstrates their concept mastery

• http://www.oops.bizland.com/ oopsproductpage.htm

16

16

Teach your partner

Optimum learning has not taken place until students can self-correct and discriminate error. If a student can process the steps to perform a skill, teach these steps to someone else while recognizing errors, then more cognitive thinking and understanding have taken place

17

17

Closure

A review or wrap-up of the lesson. “Tell me/show me what you have learned

today”

18

18

Putting It Together...

Let’s see this applied to a lesson Civil War Letters Lesson http://twi.classroom.com/workshops/

cpps_sse/activities/Lesson%20Plan%20-%20CWL.doc

http://twi.classroom.com/workshops/cpps_sse/resources.htm

Michigan Standards: http://www.michigan.gov/mde/0,1607,7-140-

28753---,00.html

19

19

For More Information

Harcourt Connected Learningwww.harcourtcl.com

20

20

Your Turn...

Visit this site & copy picture representing your grade or subject area.

http://www.pics4learning.com

21

21

What is Information Literacy?

• “The ability to access information, evaluate what you find, and use it”

• Access—from using indexes to appropriate search tools to Boolean logic

• Evaluate—from forming focusing questions to taking notes effectively to evaluating Web sites

• Use—responsibly, ethically using information to create a meaningful product

22

22

Nine Information Literacy Standards for Student Learning

Information Literate-Students are able to:

1. Access information efficiently and effectively

2. Evaluate information critically and competently

3. Use information accurately and creatively

23

23

Independent Learning-Students are able to:4. Pursue information for their own personal

interests

5. Appreciate literature and other creative expressions of information

6. Strive for excellence in information seeking and knowledge generation

Nine Information Literacy Standards for Student Learning

24

24

Social Responsibility—Students who contribute positively to the learning community and society and are able to: 7. Recognize the importance of information in a

democratic society

8. Practice ethical behavior in regard to information technology

9. Participate effectively in groups to pursue and generate information

Nine Information Literacy Standards for Student Learning

25

25

Logistical Issues

►Fact: “No technology…no technology integration.”

►Issues to Consider►What tool(s) does one use to create an online

project?►How does one find the content and/or resources?►How does one post an online project?►What tool(s) do students use to complete the

project?►How do the students share data?

26

26

Management Issues

►FurnitureFurniture►Arranged to promote collaboration

►ComputersComputers►Arranged laptops to provide total visibility

►StudentsStudents►Mixed students

►Different ability levels►Learning style►Skill sets

27

27

Teacher Portals

►Education World► http://www.education-world.com/

► Massive subject directory for educators► All curriculum areas► All state standard links

28

28

Teacher Portals

►Teach-nology► http://www.teach-nology.com/

► Free access to lesson plans► Reviewed websites► Educational Games► Printable worksheets

29

29

Teacher Portals

►Blue Webn’► http://www.kn.pacbell.com/wired/bluewebn/

► Super subject directory► Categorized in each subject area as tutorials,

activities, lessons, resources, projects, and hotlists

30

30

Teacher Portals

►Creative Teaching► http://www.creativeteachingsite.com/

► Promotes creative teaching and professional enthusiasm!

► Check out the humorous grammar rules!

31

31

Teacher Portals

► Kathy Schrock’s Guide for Educators► http://school.discovery.com/schrockguide/

► Top notch resource for educators► Lots of technology integration information

32

32

Project Development

Choose a Topic

Establish Your Goals

Specify the Task

Design the Lesson

Develop Pages

Implement the Project

Evaluate & Revise

IdentifyResources

DesignAssessment

Determine a Need

THE TEACHERTHE TEACHER

33

33

Eight Steps to a Successful Online Project

►Step 1: Think about your curriculum standards and goals.

►Step 2: Go online to see how other teachers are structuring their projects.

►Step 3: Once you have become familiar with a variety of online projects, revisit your curriculum and develop the type, topic, and content for your project. ►Make sure that the topic appeals to your

students.

34

34

Eight Steps to a Successful Online Project

►Step 4: Design your project with specific goals, tasks, and outcomes. Create a starter project that is doable.

►Step 5: Develop an evaluation tool that best supports the project.►Ex. Rubric- WebQuest

►Step 6: Set specific beginning and ending dates for your project.

►Step 7: Periodically, review the process of the project. Answer any questions and address any concerns.

►Step 8: At the project’s conclusion, share the results of the project with all participants. Publish results if applicable.

35

35

Process of Project Development

► IntroductionIntroduction► a brief outline of the project► introduces the student as to what is coming ► raises some interest in him/her through a variety of

means

►TaskTask►A paragraph stating the following:

►Task?►Grouping?►Product?

►a description of what the learner will have completed at the end of the project

36

36

Process of Project Development

►Process/ Process/ Question CycleQuestion Cycle►These are the steps students should go

through in completing the task.

►ResourcesResources►A listing of the online and offline resources

►EvaluationEvaluation►An evaluation of the task

►Ex. Assessment rubric

37

37

Process of Project Development

►ConclusionConclusion►to summarize the experience

►to encourage reflection about the process

►to extend and generalize what was learned

►or some combination of these

38

38

Read, Write, Think: http://www.readwritethink.org and...

www.50states.com and www.factmonster.com McREL: http://www.mcrel.org/

Teacher Portals

39

39

From Refdesk: Edit/Find Feature Copying Data to Excel

Strange shapes and textures can be found in the neighborhood of the Cone Nebula. These patterns result from the tumultuous unrest that accompanies the formation of the open cluster of stars known as NGC 2264, the Snowflake cluster. To better understand this process, a detailed image of this region was taken in two colors of infrared light by the orbiting Spitzer Space Telescope. Bright stars from the Snowflake cluster dot the field. These stars soon heat up and destroy the gas and dust mountains in which they formed. One such dust mountain is the famous Cone Nebula, visible in the above image on the left, pointing toward a bright star near the center of the field. The entire NGC 2264 region is located about 2,500 light years away toward the constellation of the Unicorn (Monoceros).

40

40

41

41

Stair-Stepped Approach

►Step 1: Searching activities►Start w/ directories

►Step 2: Internet tools activities►Favorites

►Step 3: Curriculum activities►Online authors►Ask an Expert►Online activity

►Step 4: Curriculum projects►WebQuests

42

42

Online Projects

►Types: http://www.kn.sbc.com/index.html ►Hotlists►ScrapBook►WebQuests

►What is the process behind project development?

►Where do I find the necessary tools and resources?

43

43

Your Goal

Assemble Resources

AchieveLearning

Internet Links

Multimedia Collections

Knowledge Building

Attitudinal Change

Problem Solving

Filamentality: User’s Guidehttp://www.kn.pacbell.com/wired/fil/guides.html

44

44

Online Activities/Projects

►Hotlists►A hotlist is a list of Internet resources that are

related to a certain theme, topic, subject, and/or project.

►Advantages►Provides appropriate resources►Requires no searching►Allows more “time on task”

45

45

Online Activities/Projects

►Scrapbooks►A scrapbook is a collection of Internet sites organized around

specific categories such as, photographs, maps, stories, facts, quotations, sound clips, videos, virtual reality tours, etc.

►Advantages►Contain multimedia resources that can be used in other

formats►Newsletters►Web pages►Electronic presentations

46

46

Online Activities/Projects

►Hunts►A treasure hunt is an activity in which one searches for clues

and answers

►Advantages►Promote searching skills►Develop basic Internet skills►Gathering relative and meaningful information

47

47

Online Activities/Projects

►“The Subject Sampler”►Variety of approaches►Ex. Travel itinerary/brochure

►Advantages►Address different learning styles►Promote different skills sets►Develop higher order thinking skills

48

48

Online Activities/Projects

►WebQuests• A WebQuest is an inquiry-based project that

includes Internet resources

►Advantages• Delivers inquiry-based learning• Promote effective use of the Internet• Promotes higher level thinking skills• Provides real world experiences• Promotes cooperative learning

49

49

Online Activities/Projects

►WebQuests►http://webquest.org ►What is a WebQuest?

►A WebQuest is defined, by Bernie Dodge at San Diego State University, as "an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet."

50

50

Your Turn!

51

51

Integration Goals:

What are you going to implement in your classroom tomorrow?

Next Week? Next Month?

52

52

For More Information

Harcourt Connected Learningwww.harcourtcl.com