1 / 61

Please Access Today’s Presentation

Please Access Today’s Presentation. Navigate to www.edec.org/esa Click on “Resources” Select “TIE Presentation” Download presentation to Desktop. Using Technology with Classroom Instruction That Works. Focusing on Cooperative Learning and Similarities & Differences

avidan
Download Presentation

Please Access Today’s Presentation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Please Access Today’s Presentation Navigate to www.edec.org/esa Click on “Resources” Select “TIE Presentation” Download presentation to Desktop

  2. Using Technology with Classroom Instruction That Works Focusing on Cooperative Learning and Similarities & Differences TIE Conference, April 6, 2008 ESA, Region 2

  3. Participant Inventory • Use Senteo and complete participant inventory

  4. 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

  5. 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

  6. Create Evaluate Analyze Apply Understand Remember Bloom’s Taxonomy

  7. 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

  8. A Vision of K-12 Students Today…… • http://www.teachertube.com/view_video.php?viewkey=d1296214afd7cc367045&page=3&viewtype=&category

  9. How Does This ImpactHow We Teach?

  10. Technology Category Matrix

  11. Standards • Content standards • State technology standards • National technology standards

  12. 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

  13. Bookmarking Tool: • Portaportal – http://my.portaportal.com Guest login: citwtech Create an account

  14. 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

  15. 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

  16. The Nine Categories of Instructional Strategies That Affect Student Achievement

  17. Planning Questions

  18. Cooperative Learning Focuses on having students interact with each other in groups in ways that enhance their learning

  19. 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

  20. 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

  21. 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 groupsare 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.

  22. 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.

  23. 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/elemteamworkrubric.html

  24. Web Resources • Web-enabled collaborative learning is changing dramatically. • www.immex.ucla.edu/iWeb/Agencies/4606360/default.aspx

  25. A Learning Activity • Gather into groups • Each member assumes a role • Navigate to the IMMEX site • Login: patricia.bruinsma@k12.sd.us • 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

  26. 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/

  27. 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_game.htm

  28. 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

  29. Collaborative Organizing • Shared calendars • Shared bookmarking ( podcast about social book marking in schools) • Shared documents • Shared notes • Course management • Web-Enables Multiplayer Simulation Games

  30. 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

  31. 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 support collaborative learning in your classroom • Take a quick break when you’ve finished. Reconvene at 3:05pm

  32. Using Technology with Classroom Instruction that Works Similarities and Differences http://lakingaz.edublogs.org/2006/11/16/identifying-simmilarities-and-differences-pt-1/

  33. Planning Questions

  34. 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

  35. 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

  36. 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

  37. Four Basic Processes in Outlining Similarities & Differences

  38. 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)

  39. http://readwritethink.org/materials/venn/index.html

  40. 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

  41. Use Word to create a graphic organizer

  42. Book comparison with Inspiration

  43. Metaphor of the Geologic Timeline

  44. Analogy http://gets.gc.k12.va.us/VSTE/2008/1simdiff.htm

  45. Using Excel for Comparison Charts

  46. 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

  47. 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).

  48. Comparison Spreadsheet

More Related