Transcript Slide 1
Bull Run Middle School
VMSA Conference October 24, 2014
Bull Run Middle School
Presentation Team
• Matthew Phythian, Principal • Elisabeth Drechsel, 7 th Grade Math • Courtney McDonald, Gifted Education Teacher • William Peterson, 6 th grade Math
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Using Technology to Enhance Student Learning at the Middle Level
Focus: Creating a Learning Environment That Utilizes Technology
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Using Technology to Enhance Student Learning at the Middle Level
• The objective for this session is to demonstrate the framework for planning and creating a learning environment that utilizes technology integration as a tool to help students develop an understanding of the curriculum by extending and applying knowledge. The session will cover school-wide and classroom based initiatives that support the use of technology in the learning environment by motivating students to know what is expected of them by providing many opportunities to learn a high levels. This session will demonstrate examples of activities that will show how the use of technology can transform the learning environment .
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Bull Run Middle School Vision
Soaring To Excellence-
“Every Student Learning at High Levels Every Day”
Mission Statement-
The Bull Run Middle School community strives to ensure that every student can read, write, speak, and think at high levels across the curriculum to ensure they are prepared to successfully function at the next level.
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Technology Application and Implications • Increased authentic engagement in learning.
• Increased excitement in learning.
• Helps support learning goals at a high level.
• Involves more students working in cooperative learning groups.
• Could utilize time and resources at a higher level.
• Offers greater opportunity for differentiation.
• Can provide immediate feedback.
• Increase the concept of 21 st century learning in the classroom.
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Technology Application and Implications • School-Wide Strategic Planning is key • Bull Run Principal, Instruction Technology Coach(ITC) and Network Specialist meet once every two weeks.
• Technology committee meets once a month.
• ITC must have time to serve as an instructional coach.
• School Wide Plan: budget considerations, timelines, equipment maintenance and replacement, instructional resources, BYOD, professional development.
• Community involvement through Advisory Council and PTSO.
• Safety, management, and social issues.
• Classroom implementation and equity for all students
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Bring Your Own Device
One of the greatest strengths of our Middle School Program at Bull Run Middle School is our teachers’ ability to use technology in the classroom to promote student learning. One important aspect of our technology plan is that we allow students to “
B
ring
Y
our
O
wn
D
evice”
(BYOD)
to school.
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Bring Your Own Device
Many students capitalize on the BYOD initiative and use their own electronic devices to engage in silent reading on the days that we have
D.E.A.R
(
D
rop
E
verything
A
nd
R
ead) during the advisory class period. We also allow students use their technology devices in many other learning capacities and do so in a very responsible manner. Our general rule for allowing students to use their own technology devices is that it is done under the direction of the classroom teacher for instructional purposes only. We address and promote positive use of BYOD through our SOAR/Advisory lessons and generally our students adhere to the guidelines very well. Students know that if the devices are used in a way that does not support learning, the privilege is lost.
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FACULTY MEETING SCHEDULE 2014-2015
• The Bull Run Middle School Faculty Meetings will follow a specific format for each meeting: • Team Building Activity: 10-15 minutes Review one of the nine researched-based instructional strategies for increasing student achievement at each meeting: 15 minutes • Text-
Using Technology with Classroom Instruction that Works, 2 nd Edition, Pitler, Hubbell, Kuhn
• Provide ideas for most appropriate technology applications to support the focus and highlighted instructional strategy: 10-15 minutes. • Follow-up: Discussion at PLC meetings and classroom observation feedback to teachers
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The Framework for Instructional Planning Creating the Learning Environment Setting Objectives and Reinforcing Effort and Providing Feedback and Proving Recognition Cooperative Learning Helping Students Develop Understanding Cues, Questions, and Advance Organizers Nonlinguistic Representations Summarizing and Note Taking Assigning Homework and Providing Practice Helping Students Extend and Apply Knowledge Identifying Similarities and Differences Generating and Testing Hypotheses
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FACULTY MEETING SCHEDULE 2014-2015
• August 26 Faculty Meeting: Review meeting format and focus of faculty meetings: Text-
Using Technology with Classroom Instruction that works, 2 nd Edition, each staff member will receive a copy of the book and read a chapter in preparation for meeting
• • • • • • • • • September 22 Setting Objectives and Providing Feedback October 27 Reinforcing Effort and Providing Recognition November 24 Cooperative Learning December 15 Advanced Organizers, Questions and Cues January 26 Nonlinguistic Representations February 23 Summarizing and Note-taking March 23 Assigning Homework and Providing Practice April 27 Identifying Similarities and Differences May 18 Generating and Testing Hypotheses
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Why Technology and a Focus on Nine Essential Instructional Strategies?
• Researchers at Mid-continent Research for Education and Learning (McRel) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book
Classroom Instructional That Works.
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Research and Data
Category Average Percentile Size (ES)
Gain
No. of ESs Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Questions, cues and advance organizers 1.61
1.00
0.80
0.77
0.75
0.73
0.61
0.61
0.59
45 34 29 28 27 27 23 23 22 31 179 21 134 246 122 408 63 1,251 Standard Deviation (SD) 0.31
0.5
0.35
0.36
0.4
0.4
0.28
0.79
0.26
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Graphing Inequalities Project
Lesson Objectives:
a. The students will be able to correctly solve and graph multi-step inequalities.
b. The students will be able to clearly explain and model the processes needed to solve and graph multi-step inequalities.
c. The students will use available technology in order to showcase their mathematical abilities.
Graphing Inequalities Project
Camera App
Day 1:
a. Assemble group.
b. Solve inequalities. c. Gather and prepare materials.
d. Build the graphs.
e. Photograph the graphs.
f. Clean up.
Graphing Inequalities Project
Day 2: Create the ShowMe Presentations ShowMe App http://www.showme.com/sh/?h=KhYVXJQ
Graphing Inequalities Project
View ShowMes and give feedback.
Day 3:
Integrating Technology with Gifted Learners
• Courtney McDonald • [email protected]
Innovative Projects
• Groups of students develop a concept for an original app to solve a real problem in their school or community • Students: – Consider marketplace need, usefulness, audience, and viability – align their app concept with one of the three Verizon Foundation focus areas of Education, Healthcare or Sustainability – create essay responses and a 3-5 minute video – Students use Microsoft Office 365 for synchronous and asynchronous collaboration with each other and the teacher
Anatomirror
• Simulates dissections, and includes games and quizzes • More accessible and engaging for students than physical dissections • Less costly for school districts, reports can be sent to teachers via email • Most existing biology apps are comprised of pages of small text, complicated diagrams, and repetitive quizzes
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Fractals
A
fractal
is a natural phenomenon- a never ending pattern that repeats itself at different scales this property is called “self-similarity” • Spatial problems provide a challenging level of abstraction to gifted learners as well as valuable experience that benefits the learner in future areas of study such as geometry and the sciences • The unit introduces very abstract and powerful concepts in an approachable manner, with many advanced mathematical concepts contained within the hands-on activities.
• Students watch videos, read blogs, research online, and experiment with online generators before creating their own multi-dimensional fractals, exploring: – What is a fractal, and where is it seen in the natural world?
– What is iteration and what is its result?
– What is self-similarity?
– How does the unit of measurement affect the result of the measurement?
– Can the infinite be contained within the finite?
– How can a figure can be confined within a circle, and therefore have a finite area, but also have a perimeter that approaches infinity?
http://www.morriscooke.com/applications-ios/explain-everything-2
Flipped SOL Objective 6.1 for Math 6 Extended