Welcome to

Technology Enhanced North

Carolina HistoryLatorya Hedgepeth

EDU 649

Dr. Lawyer

February 18, 2010

Learning Setting

„ Class size: Twenty Students

„ Class Demographics: ‟ Ten Academically Gifted Students

‟ Ten Non-Academically Gifted Students

‟ High School Seniors

‟ Five African-American students

‟ Two Hispanic students

‟ Three Asian students

Learning Setting„ Classroom Layout:

‟ Teacher Station

„ LCD Projector with drop down screen

„ Computer with Microsoft office Student Ed

and high speed Internet access

„ Wireless Printer

„ Student work inbox, outbox, and missed

worked

„ Software: CourseLab-Online & on CD ROM

Learning Setting„ Classroom layout:

‟ Course Length: 18 Weeks Longs

‟ Student Stations

„ 20 computers with high speed internet

„ Microsoft office Student Ed. & CourseLab Software

„ Textbooks:

‟ Digital Textbook by LearnNC

http://www.learnnc.org/lp/projects/histor

y/

‟ North Carolina: A History by William S.

Powell

„ Class will be taught as an Advanced Placement

(AP) course- 3 college credit awarded

Learner Profile

„ Academically Gifted Students

‟ Five visual learners

‟ Three kinesthetic learners

‟ Two audio learners

„ Non Academically Gifted Students

‟ Five visual learners

‟ Four kinesthetic learners

‟ One audio learner

Teaching StyleTeaching Style Result

Expert- full understanding of the

material should be passed to

students

3.265 (Moderate)

Formal/Authority ‟ feels job is to

show the students the material and

explain how to understand it

3.25 (High)

Personal Model- like to model

examples, hands on approach to

getting students to learn

3.125 (Moderate)

Facilitator ‟ prefers group projects

and students should be responsible

for their own learning

2.75 (Low)

Delegator ‟ Puts emphasis on

student independence; allows

students to choose what types of

assessments and projects to do on

their own with little or no input

4 (High)

Learning Objectives

„ Students will learn the history of North Carolina

‟ specifically the history of its founding, the demographics and

population makeup, key important dates in North Carolina history

and historical figures

„ Expose students to technology in a controlled learning

environment

„ Students will begin to think more actively about history

and learn it in context to how the past affects the

outcome of the future by developing critical thinking

skills

„ Immerse students to history in an active way via field

trips and educational and technological tools.

Learning Event/Lesson

„ Lesson Overview:‟ Student will be exposed to North Carolina history by

completing a group project that will be a brief

overview of the local history of the surrounding

areas via a MiniQuest Activity

‟ Students will be assigned to five groups of

fours based

‟ Each group will be assigned a local

town/city in North Carolina to research and

present in front of the class

MiniQuest Activity„ Directions:

‟ Complete all parts of

the assignments

‟ Each student will

chose a role from the

list provided

‟ Create a presentation;

choice & style of

presentation will be

left up to the group

‟ Students will be

graded by a rubric

‟ Students at the end

of the project

will complete a H-

Chart, compare

and contrast

graphic

organizer, that

compares all four

area

Group Roles• Reporter/Recorder

‟ Transcribes all group work

„ Technology Coordinator

‟ Helps group find helpful websites, facts, and

data

„ Content Creator

‟ Generates all the overall creative elements on

the project with support from the group

through brainstorming

„ Presenter/Speaker

‟ Present finished presentation before the class

but maybe assisted by other members of their

group

MiniQuest Activity

„ Introduction:

‟ Hello (Group Name) I would like to congratulate you on

joining the National Geographic family. We think that you

will be perfect for this assignment that we have been

working on. We are creating an article and television show

on some of the local history of North Carolina. There will

be four teams sent out to a town or city in North Carolina

and each town or city will have its own special article that

will run as part of the entire series but will be compiled in

the television version. Please be advised that each article

needs to be as detailed as possible as that the television

version of production is slated for a hour and a half long.

Task„ Your team will be assigned to

(______________) for one week.

You must work as a team and

each member of the team must

document each day of the trip in

their individual log book.

Please note that all individual

log books must be compiled at

the end of the trip, and that all

arrangements for room and

board will not be provided so

plan the trip as cost effectively

as possible.

„ On this trip your mission is to

ask as researchers and find out

about all the local history of

your assigned area as

possible.

„ This includes but not limited

to:

„ Map of the area

„ Climate

„ Local

foodstuffs, recipes, restaur

ants

„ Founding of the town

„ Special

events, celebrations, hobbie

s, and town heroes

„ Political & Social Culture

„ Town/City

scandals, demographics, and

population.

Log Book

„ Keep track of all dates on which your group meets

„ Each member must keep a log

„ Should be used to keep track of all progress of each member

of the group

‟ All data found on your town or city assigned

‟ What day the data was found on and who did the research;

all dates and data must correspond appropriately

‟ All brainstorming session by the group must be recorded

„ One complied log book should be turned in at the end of the

trip

„ Must be free of errors, well written and reflects the amount

of work of each members efforts with there chosen role

The Process

„ Find a map of the North Carolina online & place a copy of

it your log book

„ Find at least two maps of the locale that you are

traveling to and fine a state map that shows where

‟ If your team is flying to your locale please note which airport that

your team used, flight company, the number of miles flown, total

fight time and cost to fly

‟ If your team chooses to drive to their locale please note if you

rented cars, how the total cost of the rental, the type of car, and

total amount of money spend on gas and food to your trip

„ Use the internet, library, and your textbooks to help you

find this data

The Progress Continued.

„ Climate‟ Find the all local news station in the area

‟ Note the names and channel numbers of each

one

‟ Note the five day forecast for your assigned

locale

‟ If all local news forecast are different then

please note that, check them daily if they

change

‟ Find at least one to two other local climate

sources and note where you found them from

More on the Process

„ Culinary Delights

‟ Locate at least five non-fast food

restaurants in the area

„ Place a map of where the it is located and

a picture of each one in the log book

„ Note the types of food served

‟ Find recipes of local foods and place

them and a picture in your log book

Just a Few More….

„ Local History‟ Find the local history of your locale

„ Founding your assigned area

„ Local economic conditions

„ Political and Social Culture

„ Schools and number of school districts, jail and prisions

„ Demographics of the area

„ Area geographical location in the area, county location

„ Area historical events and figures, important history events

or town scandals

„ List local news media outlets; radio, TV., and print

journalism

Example Log Book

Example of H-Chart

Starter Websites

„ www.raleigh-nc.org

„ www.visitraleigh.com

„ www.citydata.com

„ www.rockymountnc.gov

„ www.americantowns.com

„ www.roanokerapidsnc.co

m

„ www.durham-nc.com

„ www.durham.nc.us

„ www.ci.chapel-hill.nc.us

„ www.epodunk.com

• www.visitnc.com

• www.ncgov.com

• www.tripadvisor.com

• www.tripcalculator.org

• www.fuelcostcalculator.com

• www.gasbuddy.com

• www.priceline.com

• www.hotwire.com

• www.travelocity.com

Category Unacceptable Acceptabl

e

Admirable Exceptional Score

Point

Scale

Effort Actively avoids

job when

possible.

Complains

about others.

Has large set

of excuses.

Reluctantl

y works

when

asked.

Seeks

easiest

duties.

Sometimes

works to

completion

Willingly

takes on jobs

when asked.

Works to

completion.

Will work

long hours

when

required.

Volunteers for jobs no matter how difficult. Always works to completion. Willing to work long hours.

1

2

3

4

Engagemen

t/Particip

ation

Waits for

direction. Knows

little of what is

going on or

objectives.

Cannot describe

where group is in

process

Seeks

direction,

but does

not initiate

action.

Objectives

seen as

poorly

defined

external

requiremen

ts. May

know

where

group is.

Sometimes

initiates

action and

always

works well

with

direction.

Generally

knows the

specific

objectives

and where

group is.

Enthusiastical

ly initiates

action.

Personalizes

the task and

takes

ownership of

the

objectives.

Always knows

where group

is.

1

2

3

4

Rubric

Rubric Category Unacceptabl

e

Acceptabl

e

Admirable Exceptiona

l

Score

Point

Scale

Intellectual

Contribution

Has little to

no grasp of

context. Sees

task as

isolated with

no connection

to past or

future ideas.

Aware of

overall

context, but

makes no

connections

on own. Can

recite

connections

of others

but rarely

can support

them.

Usually

understands

overall

context of

task and

asks

questions

about

context.

Makes

connections

on own and

understands

overall

goal.

Understands

overall

context of

the task.

Contributes

ideas and

proposals.

Connects to

ideas past

and future.

1

2

3

4

Organization

& time

Management

Always

postpones

work until

deadline. Has

no

organization

for files or

.

Begins work

early when

required to

do so, but

usually

postpones.

May lose

work

Will begin

work early

in process,

but tends to

increase

effort

toward

deadline. Has

Begins

immediately.

Connects

work to

assignment

not to

deadline. Has

organized

1

2

3

4

Category Unacceptable Acceptable Admirable Exceptional Score

Point

Scale

Planning Has no plan,

notion of the

magnitude of

the work. Is

always late.

Often a “no

show” for

group work

session.

Plan

dominated by

an early

postponement

and deadline

related push.

May be “no

show” at start

of task. Rarely

meets

intermediate

deadlines

Makes plan,

but does not

always

follow it.

May need

help

allotting

time. May

miss

intermediate

deadlines;

work may

pile up

toward end

of allotted

time

Conceptualizes

task and plans

execution as a

rational,

sequenced

process. Almost

always meets the

set intermediate

deadlines,

overcomes

problems.

1

2

3

4

Understanding

of the

process

Avoids

teacher. Sees

task as

burden to fill

class time

with no value.

Sees group as

free ride

Sees task as

burden, but is

somewhat

invested in

process. Asks, “

Do we have

to…?”

Sees task as a

school

requirement

to be filled,

but sees some

value in work.

Sees teacher

as evaluator

and helper.

Sees

opportunity

in task for

doing and

learning. Sees

value in the

work. Sees

teacher as

1

2

3

4

Rubric

Category Unacceptable Acceptable Admirable Exceptional Scor

e

Point

Scal

e

Creativity Project is

incomplete and

little time and

effort is put

towards the

task. Produces

Uninspired and

uncreative

work.

Seeks the

easiest way to

complete

task.

Uninspired,

but shows

attempt at

some

originally

Inspired and

original well

put together .

Shows an

effort and a

willingness

to complete

tasks.

Goes above

and beyond

project

objectives.

Reflects real

world work

effort and

see task and

an

opportunity

to express

themselves.

1

2

3

4

Presentatio

n

Presentation is

incomplete, all

or parts of

their work

maybe missing

or not done.

Has a lot

excuses about

why there is

work

incomplete

Presentation

is complete

and but

appears to

have put

little effort

into how they

will present

the

information

to the class

Presentation

is well put

together and

shows a lot

of effort on

the part of

the group;

demonstrates

an acquisition

of knowledge

of there area

Presentation

reflects a

degree of

professionali

sm and is

well

presented.;

Demonstrates

an acquisition

of knowledge

of there area

1

2

3

4

Rubric

References „ Clark Colvin, R. M. (2008). e-Learning And The Science of

Instruction: Proven Guidelines for consumers and designers of Multimedia Learning (2nd ed.). San Francisco,

CA: Pfeiffer.

„ Clark, C. C. (2003, July). The Declaration of IndependenceWebQuest. Retrieved February 15, 2010, from

WebQuest.org:

http://imet.csus.edu/imet2/clarkc/webquest/

„ Dodge, D. B. (2009, July 31). What is a WebQuest? Retrieved

February 15, 2010, from YouTube:

http://www.youtube.com/watch?v=v7UynehA_l0

„ Shank, P. (2007). The Online Learning Idea Book: 95 Proven

Ways to Enhance Technology Based and Blended Learning.

San Francisco, CA: Pfeiffer.

•

References„ Grasha, F. A.-H. (1996). Teaching Style Survey. Retrieved

February 15, 2010, from LongLeaf:

http://longleaf.net/teachingstyle.html

„ Stein, J. S.-M. (2001, April 13). Teaching Styles. Retrieved

February 15, 2010, from Shaw Members:

http://members.shaw.ca/mdde615/tchstyles.htm

„ CourseLab Tutorial. (n.d.). Retrieved 01 27, 2010, from Learning Game:

http://learningame.org/tutorials/pages/CourseLab/index.htm

„ WebSoft. (2007-2009). CourseLab. Retrieved 01 27, 2009, from

CourseLab: http://www.courselab.com/db/cle/default.html