1 If you have not already done so, please go to the Using Technology with Classroom Instruction that Works workshop blog at http://sites epals com/mcrel1 and choose http://sites.epals.com/mcrel1 and choose Create new account found in the upper left log-in menu. Please fill out the account information completely. You will not receive any spam from setting up this account. No one can post to the workshop blog without an account. Your account will be activated later by the workshop facilitator. Your password is [ mcrel ]. 1 Presented by coauthor Matt Kuhn
Transcript
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If you have not already done so, please go to the Using Technology with Classroom
Instruction that Works workshop blog at http://sites epals com/mcrel1 and choosehttp://sites.epals.com/mcrel1 and choose
Create new account found in the upper left log-in menu. Please fill out the account
information completely. You will not receive any spam from setting up this account. No
one can post to the workshop blog without an account. Your account will be activated later
by the workshop facilitator.
Your password is [ mcrel ].1
Presented by coauthor Matt Kuhn
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What this Workshop IS and IS NOT
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Workshop Outcomes
1. Know how technology tools support the nine gy ppeffective categories of research-informed instructional strategies
2. Understand how various strategies help you answer the four planning questions for instructioninstruction.
3. Understand how to plan lessons or units that use technology to support content and instructional practices.
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Agenda• Introductions
• Organizing Our ToolsOrganizing Our Tools
• Research Overview & 4 Planning Questions
• Pairing Technology and Effective Instructional Strategies
• Planning for Technologyg gy ISTE NETS
Lesson Plan Template
Internet Safety
• Conclusion and Evaluation 5
Organizing Our Tools
Computers
Blogs, Wikis, &
Delicious
Computers with Wifi
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Big 3 Plug-ins:
* Java
* Shockwave
* Flash
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Self-Reflection
On a continuum of 1–6, with 6 signifying a high end technology user and a 1 signifyinghigh-end technology user and a 1 signifying a technology avoider, where do you place yourself on the continuum as it represents your technology use in the classroom? Take the poll at http://sites.epals.com/mcrel1.
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Let’s Blog!
• At http://sites.epals.com/mcrel1, log into the blog with your user name
“Cool”
into the blog with your user name and the “mcrel” password. Then introduce yourself in “Forums” General Introductions.
• Choose a topic from McREL’s Blog and reply with and insightful comment, question, or epiphany at: http://mcrel.typepad.com/mcrel_blog
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Building shared background knowledge with a wiki
• To foster greater collaboration and depth ofcollaboration and depth of knowledge, let’s use a wiki.
• Hawaiian meaning “quick”
• Web page anyone can edit
• Video: what is a wiki?
10Not this. This furry guy is a Wookie.
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Let’s go to your wikihttp://techcitw.pbworks.com
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Image Source: Wikipedia
Do You Know Delicious?
I encourage you to set up your own
free account!
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www.delicious.com/mattscottkuhn
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Goal: To identify
1 , 2 0 0 , 0 0 01 , 2 0 0 , 0 0 0
Goal: To identify those instructional
strategies that have a high probability of enhancing student achievement for:
all studentsall subject areasall grade levels
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FindingsStrategy Category Avg. Effect
SizePercentile
Gain
1. Identifying Similarities and Differences 1.61 45
2. Summarizing and Note Taking 1.00 34
3. Reinforcing Effort and Providing Recognition .80 29
4. Homework and Practice .77 28
5. Nonlinguistic Representation .75 27
6. Cooperative Learning .73 27
7. Setting Objectives and Providing Feedback .61 23
8. Generating and Testing Hypotheses .61 23
9. Cues, Questions, & Advance Organizers .59 22
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McREL Publications
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Four Planning Questions for Instruction
2 Which strategies will1. What knowledge will students learn?
2. Which strategies will provide evidence that students have learned that knowledge?
3 Which3. Which strategies will help students acquire
and integrate new knowledge?
4. Which strategies will help students practice, review,
and apply that knowledge?
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Technology Book Design
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Number of Walkthroughs
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Number of States
(1st Year Data)
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GTH – Problem Solving GTH – Historical Investigation
2 Which strategies will1. What knowledge will students learn?
2. Which strategies will provide evidence that students have learned that knowledge?
3 Which3. Which strategies will help students acquire
and integrate new knowledge?
4. Which strategies will help students practice, review,
and apply that knowledge?
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BREAK TIME
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Setting Objectives
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Classroom Recommendations
Set learning objectives that are specific yet flexible.y
Allow students flexibility in personalizing the learning objectives or goals.
Communicate the learning objectives or goals to students and their parents.
Contract with certain students to obtain specific learning objectives or goals. 30
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What Are Your Learning Goals for this Workshop Series?
Pair with a person next to you and share your answer to this questionshare your answer to this question.
31Inspiration Rapid Fire
Why make it digital?
Main Idea
What do you want to KNOW?
What do you WANT to
know?
HOW will you learn it?
What did you LEARN?
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Example: KWL Blogging
Before beginning a unit on the Respiratory System, a teacher wants to find out what here students already know and what they would like to learn.
Elementary students post their thoughtful comments to: http://sites.epals.com/mcrel1 Forum Notes and Information Respiratory System KWL.
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Word Processing Applications– Learning Goals Contract
My Learning Goal
Our class learning goal for this unit:Our class learning goal for this unit:Understand how “checks and balances” are designed Complete the following sentences to set your personal learning goals within our class goals:
I know there are 3 branches of government: executive, legislative, and judicial.I want to know why the legislative and executive branches
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a t to o why the legislative and exec tive branchesare elected and the judicial isn’t.I plan to find out more about what the Supreme Court does.
(“nothing” is not an allowable answer)
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Organizing & Brainstorming Software
This family of software includes well-knowntitles such as:titles such as:• Kidspiration
(for grades pre-K–5)• Inspiration
(for intermediate and older students)
• Microsoft Word/PowerPoint: Insert Smart Art• Free idea mapping programs:• Free idea mapping programs: http:/bubbl.us http://vue.tufts.edu http:/cmap.ihmc.us http:/www.gliffy.com
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Online Surveys to Set Objectives
What do I already
know about???
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Online SurveysUsing the Setting Objectives page on
http://delicious.com/mattscottkuhn, take onef th f tti bj tiof these surveys for setting objectives:
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Rubrics for Setting Goals and Providing Feedback
• Find a Rubric at delicious.com/mattscottkuhn/Rubrics
• Copy and Paste into Wordpy
• Revise and SaveEXAM
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MPLE
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Blog Reflection
How might you use technology to help g y gy pstudents personalize their learning goals?
Write your thoughts as a blog comment to the “Setting Objectives” discussion
ti f d tquestion found at:http://sites.epals.com/mcrel1
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Four Planning Questions for Instruction
2 Which strategies will1. What knowledge will students learn?
2. Which strategies will provide evidence that students have learned that knowledge?
3 Which3. Which strategies will help students acquire
and integrate new knowledge?
4. Which strategies will help students practice, review,
and apply that knowledge?
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Which strategies willprovide evidence that students have learned that knowledge?
• Providing Feedback
• Providing Recognition
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Providing Feedback
This gives students a direction for how ll th f i l ti twell they are performing relative to a
particular learning goal so that they can improve their performance.
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Providing Feedback
Si l t lli t d tSimply telling students that their answer on a test is right or wrong has a negative effect on achievement.
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Classroom Recommendations
Use criterion-referenced feedbackd l tiand explanations.
Give feedback on assessments.
Based on feedback, allow revisions.
Engage students in peer feedback.
Ask students to self-assess.
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Declarative and Procedural Knowledge
• Information & ideas• Information & ideasD l ti • Vocabulary terms &
phrases• Facts and details
• Vocabulary terms & phrases
• Facts and details
Declarative Knowledge
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• Skills• Processes• Skills• Processes
Procedural Knowledge
Enable Readability Statistics
• Click the “Microsoft Office Button,” and ,then click “Word Options.”
• Click “Proofing.”
• Make sure “Check grammar with spelling” is selected.
• Under “When correcting grammar in Word,” select the “Show readability statistics” check box.
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Enable Readability Statistics
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Readability Statistics for Providing Feedback
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Track Changes for Providing Feedback
Providing Teacher & Peer Feedback using Track Changes
• Go to http://en.wikipedia.org• Select the text of an article• Select the text of an article• Paste the text into Word• Turn on Track Changes Delete text Add text Insert comments Insert comments Use Thesaurus (Shift+F7) Adjust Readability Turn Track Changes Off
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Readability Statistics for Providing Feedback
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Classroom Response Systems
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Clickers from eInstruction
Now let’s use clickers to provide reflective feedback to yourself and
the class on using a graphing rubric. Go to http://techcitw.pbworks.com >
Providing Feedback
Data Collection ToolsCognitive Tutor Software
This diagnostic and prescriptive software gives students a direction for how well they are performing relative to a particular
learning goal so that they can improve their performance.54
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Games for Immediate Feedback
Web 1.0 = http://www.cut-the-knot.org/games.shtml
Web 2.0 = www.dimensionM.com55
Communication Software – Blogs
“Effective use of this technology, by bringing children and adults together in an online setting to build communication andonline setting to build communication and deeper understanding, truly motivates children to learn and grow.” (Poling, Learning & Leading with Technology, March 2005)
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Communication Software –Poetry Blog Project Flow
Teacher posts poetry
Students reply to cue with draft poems
Students exchange
feedback on each other’s
poems
Teacher gives closing comments and students reply
back with final poems
Blog goes live with student
accounts
Teacher posts poetry objectives, rubric,
and topic cue
Blog Reflection
1. Take a look at three teacher blogs found at http://delicious.com/mattscottkuhn/teacherblogp g
2. Discuss in a group of three or four how teachers are using these blogs to provide teacher, peer, and parent feedback.
3. Under “Providing Feedback,” on the workshop blog at http://sites.epals.com/mcrel1, post your thoughts about how teachers like you can use blogs.
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BREAK TIME
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Providing RecognitionGiving students rewards or praise for their accomplishments related
to the attainment of a goal.
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Classroom Recommendations
Personalize the recognition.
Pause, prompt, and praise.
On occasion, offer symbolic symbols of recognition.
Do not over praise for accomplishingDo not over-praise for accomplishing easy tasks. Too much can undermine achievement and perception of ability.
Use words before trinkets. 61
Multimedia
How does technology allow for recognition beyond the four walls of the classroom?beyond the four walls of the classroom?
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Multimedia - Certificates for Providing Recognition
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Web Resources - Student Galleries for Providing Recognition
• Look at examples of how technology is p gyused to display student work at http://delicious.com/mattscottkuhn ►Providing Recognition
• How could you provide online recognition for your students? Give your answer in afor your students? Give your answer in a wiki comment.
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Web Resources - Providing Recognition Online
• Online tools give students some special recognition that they canspecial recognition that they can share with their parents and forward to friends and relatives.
• How would you feel if the following message was sent to you?
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• Come up with a message you could give to a student that includes all of the essential components of meaningful recognition.
Communication Software – E-mailAudio email
If you computer has a built in mike, simply go to Start > Programs > Accessories > Entertainment >Start > Programs > Accessories > Entertainment > Sound Recorder. Then record an uplifting message to a student, save it to your desktop, and send it to them in an email with the subject line “Turn up your sound!”
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Example
Mrs. Christy sends an inspirational message to Devon – the parents reply with: That is so cool! I wish you could have seen the huge smile on his face, thank you!
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Web Resources - Providing Recognition Online
Choose one of these three and provide criteriareferenced recognition to a student or peer.g p1. www.hallmark.com > E-Cards & More2. www.careerbuilder.com/monk-e-mail3. If your computer has a built in mike, simply go
to Start Programs Accessories Entertainment Sound Recorder. Then record
lifti t t d t it t
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an uplifting message to a student, save it to your desktop, and send it to them in an email with the subject line “Turn up your sound!”
Four Planning Questions for Instruction
2 Which strategies will1. What knowledge will students learn?
2. Which strategies will provide evidence that students have learned that knowledge?
3 Which3. Which strategies will help students acquire
and integrate new knowledge?
4. Which strategies will help students practice, review,
and apply that knowledge?
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Which strategies will help students acquire and integrate
This category ofThis category of strategies enhances students’ ability to retrieve, use, and organize what they l d k b t
Vocabulary Key Concepts
Relation to things I’ve Other
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already know about a topic.
things I ve already learned
questions that I have
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Classroom Recommendations
Use explicit cues.
Use “wait time ”Use wait time.
Ask analytic and inferential questions.
Use expository advance organizers.
Use narrative advance organizers.
Teach students skimming as a form of advance organizers.
Teach students how to use graphic organizers. 72
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Multiple Perspectives
• Students can learn a great deal from seeing events through the eyes of othersevents through the eyes of others.
• Change the perspective of internet searches by changing the domain in an advanced search. Look for country codes to do this.
• Example, using a search engine, search “American Revolution” then do it again butAmerican Revolution then do it again but this time limit the domain to “.uk” and see how the British view of events differs from ours. Students can analyze these events to gain perspective.
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Online Quizzes for Questioning
• Create a Quiz at http://www globaleducation edna edu auhttp://www.globaleducation.edna.edu.au
• Click on QuizBuilder
• Five questions
• Three should be higher than “Remember”
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Idea Mapping for Cues & Questions
Inspiration 8.0 Question Web Template
Idea Mapping for Cues & Questions
Inspiration 8.0 Question Web using Rapid Fire
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• giving descriptions of new content in written, oral, or• giving descriptions of new content in written, oral, or
Expository
Types of Advance Organizers
giving descriptions of new content in written, oral, or multimedia formgiving descriptions of new content in written, oral, or multimedia form
• presenting information to students in a story format to make personal connections
• presenting information to students in a story format to make personal connections
Narrative
Skimming• quickly reading upcoming information (highlights/key points)• quickly reading upcoming information (highlights/key points)
Skimming
• visually representing information• visually representing information
Graphic Organizers
Expository Advance Organizers
Discovery Education Streaming
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Narrative Advance Organizer
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Last Year’s Project is This Year’s Advance Organizer
Last Year’s Project is This Year’s Advance Organizer
Multimedia Advance Organizer
To activate background knowledge and review vocabulary, the class watched y,http://www.brainpopjr.com/math> geometry > plane shapes.
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Multimedia Graphic Organizer: Finding Andromeda
• http://www.stellarium.org
• Free open-source planetarium softwareFree, open source planetarium software
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Find an Advance Organizer
Use an online multimedia source such as http://www teachertube com orhttp://www.teachertube.com or http://www.schooltube.com and try to find an advance organizer for a topic you teach.
