Transcript Integrating Technology

Please Access
Today’s Presentation
Navigate
to www.edec.org/esa
Click
on “Resources”
Select “Summer Symposium
Presentation”
Download
presentation to Desktop
A Vision of K-12 Students
Today……

http://www.teachertube.com/view_video.php?
viewkey=d1296214afd7cc367045&page=3&v
iewtype=&category
Using Technology with
Classroom Instruction
That Works
Focusing on Cooperative Learning
and Similarities & Differences
Summer Symposium, June 5 , 2008
ESA, Region 2
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
Create
Evaluate
Analyze
Apply
Understand
Remember
Bloom’s Taxonomy
9 Instructional Strategies









Identifying similarities and difference
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
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
Organizational Tools:
What is Social Bookmarking?
 Portaportal – http://my.portaportal.com
Guest login: citwtech

Cooperative Learning
Focuses on having students
interact with each other in groups
in ways that enhance their
learning
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
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
Require 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
Collaborative Organizing






Shared calendars
Shared bookmarking
Shared documents
Shared notes
Course management
Web-Enables Multiplayer Simulation Games
Web Resources

Web-enabled collaborative learning

Using cooperative learning as a way to learn to
cooperate.

Blogs and wikis and electronic classrooms
www.hotchalk.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 Web site
based on research and solving a problem
together.
Communication Software




Blogs and wikis and electronic classrooms
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. (Yahoo
messenger)
Podcasts (http://www.epnweb.org/)
Text messaging and email
Collaborative Learning Activity

Navigate to the ESA 2 Blogspot
http://citwtechnology.blogspot.com/

How will you integrate one of these tools into
you classroom?

Take a quick break when you’ve finished.
Reconvene at 11:20am
Using Technology with
Classroom Instruction
that Works
Similarities and
Differences
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
Four Basic Processes in Outlining
Similarities & Differences
Comparing
The process of identifying and articulating
similarities & differences among items.
Classifying
The process of grouping things into definable
categories on the basis of their attributes.
Creating
Metaphors
The process of identifying and articulating the
underlying theme or general pattern in information.
Creating
Analogies
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
Identifying Similarities &
Differences



Graphic Organizers (Kidspiration, Inpsiration,
bubbl.us, gliffy.com, xtimeline.com, 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)
Use Word to create a graphic
organizer
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
19
Venus
45
Earth
50
Moon
8.5
Mars
19
Jupiter
119
Saturn
46
Uranus
44.5
Neptune
56.5
Pluto (dwarf planet)
3.5
Comparison Spreadsheet
Weight on Different Planets
140
120
100
Weight
80
Series1
Series2
60
40
20
0
Mercury
Venus
Earth
Moon
Mars
Jupiter
Planet Nam e
Saturn
Uranus
Neptune
Pluto (dw arf
planet)
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
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
Barb Hansen
Marge Hauser
Melissa Goodwin
Pat Hubert
Lori Stoltenburg
Vickie Venhuizen
Cate Sommervold
East Dakota Cooperative
(605) 367-7680
[email protected]
www.edec.org/esa