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Using Technology with Classroom Instruction That Works

Focusing on Cooperative Learning and Similarities & Differences TIE 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

Evaluate Analyze Apply Remember Understand

Bloom’s Taxonomy

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&v iewtype=&category

How Does This Impact How We Teach?

Matrix of the Four Planning Questions, the Nine Categories of Instructional Strategies, and the Seven Categories of Technology Planning Questions Instructional Strategies Word Proces sing Applic ations Spre ads Soft ware Organizi Brainsto rming Data Colle ction Tool s Multi media Web Resou rces Com munic ation Softw are What

will students learn?

Setting Objectives ● ● ● ● ● Which strategies will provide

evidence

learning?

of student 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

Classroom Instruction That Works: Effect Size  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

The Nine Categories of Instructional Strategies That Affect Student Achievement

¹ Strategy Average Effect Size Percentile Gain Number of Studies Identifying similarities & differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice 1.61

1.00

.80

45 34 29 31 179 21 .77

28 134 Nonlinguistic representation Cooperative learning .75

27 246 .73

27 122 Setting objectives & providing feedback Generating and testing hypothesis Cues, questions, & advance organizers .61

.61

.59

23 23 22 408 63 1251

Planning Questions

Planning Question

What will students learn?

Instructional Strategy

 Setting objectives Which strategies will provide evidence of student learning?

 Providing feedback  Providing recognition What strategies will help students acquire and integrate learning?

Which strategies will help students practice, review and apply learning?

 Cues, questions, and advance organizers  Nonlinguistic representation  Summarizing and note taking  Cooperative learning  Reinforcing effort  Identifying similarities and differences  Homework and practice  Generating and testing hypotheses

Cooperative Learning

Focuses 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: [email protected]

 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 Resources

Uses 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 Resources

WebQuests 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_g ame.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

What will students learn?

Instructional Strategy

 Setting objectives Which strategies will provide evidence of student learning?

 Providing feedback  Providing recognition What strategies will help students acquire and integrate learning?

Which strategies will help students practice, review and apply learning?

 Cues, questions, and advance organizers  Nonlinguistic representation  Summarizing and note taking  Cooperative learning  Reinforcing effort  Identifying similarities and differences  Homework and practice  Generating 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

² Matrix of the Four Planning Questions, the Nine Categories of Instructional Stategies, and the Seven Categories of Technology Planning Questions Instructional Strategies Word Processi ng Applicati ons Sprea dshee t Softw are Organizing and Brainstor ming Data Collec tion Tools Multime dia Web Resour ces Commu nication Softwar e What

will students learn?

Setting Objectives ● ● ● ● ● Providing Feedback Which strategies will provide

evidence

of student learning?

Providing Recognition Which strategies will help students

acquire

and

integrate

learning?

Cues, questions, and advance organizers Nonlinguistic Representation Summarizing and note taking Reinforcing effort Identifying Similarities and Differences Which strategies will help students

practice, review

, and

apply

learning?

Homework and Practice Generating and testing hypotheses ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

Four Basic Processes in Outlining Similarities & Differences

Comparing Classifying Creating Metaphors Creating Analogies

The process of identifying and articulating similarities & differences among items.

The process of grouping things into definable categories on the basis of their attributes.

The process of identifying and articulating the underlying theme or general pattern in information.

The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).

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 Venus Earth Moon Mars Jupiter Saturn Uranus Neptune Pluto (dwarf planet) 19 45 50 8.5

19 119 46 44.5

56.5

3.5

120 140

Comparison Spreadsheet

Weight on Different Planets

100 80 60 40 20 0 Mercury Venus Earth Moon Mars Jupiter

Planet Nam e

Saturn Uranus Neptune Pluto (dw arf planet) Series1 Series2

Comparison Chart

Characteristics Characteristic #1 Characteristic #2 Characteristic #3 Characteristic #4 Items to be COMPARED Item 1 Item 2 Similarities (SIM) Differences (DIFF) SIM DIFF SIM DIFF SIM DIFF SIM DIFF

http://gets.gc.k12.va.us/VSTE/2008/1Similarities_and_Differences/Comp_Matrix.xls

Four Basic Processes in Outlining Similarities & Differences

Comparing Classifying Creating Metaphors Creating Analogies

The process of identifying and articulating similarities & differences among items.

The process of grouping things into definable categories on the basis of their attributes.

The process of identifying and articulating the underlying theme or general pattern in information.

The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).

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 “Resources”, “Comparison Matrix” under  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?



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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) 367-7680 [email protected]

www.edec.org/esa