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Application Demonstration Project KAM III

Application Demonstration Project KAM III. EDUC 8335-Professional Practice, Social Systems, and Educational Technology Lisa J. Westmoreland Student ID #0064936 Lwest001@waldenu.edu Program: PhD in Education Specialization: Educational Technology

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Application Demonstration Project KAM III

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  1. Application Demonstration Project KAM III EDUC 8335-Professional Practice, Social Systems, and Educational Technology Lisa J. Westmoreland Student ID #0064936 Lwest001@waldenu.edu Program: PhD in Education Specialization: Educational Technology KAM Assessor: tim.green@waldenu.edu

  2. Application Objectives

  3. Objectives for the Application Project Objective 1: The educator arranges an outline of a constructivist school system at the elementary level based on Web 2.0 tools or technology tools. Objective 2: The educator presents an analysis of constructivist pedagogical activities and evaluation of effective teaching technologies.

  4. What is Constructivism ?

  5. Do you Teach or Do you Educate? Do you teach or do you educate? [Video]. (2006). Retrieved May 15, 2009, from http://www.youtube.com/watch?v=W0fJKvdjQgs

  6. Do you Teach or Do you Educate?Video Reflection After watching the video think of some of the most enduring lessons in your life and ask yourself the following questions:How did you learn that lesson?Was it done in isolation or through the guidance or influence of other people? Who were they and what made them best able to teach that lesson to you?

  7. Teacher’s Role in a Constructivist Learning Environment The teacher’s role is to act primarily as a facilitator of learning.

  8. Student’s Role in a Constructivist Learning Environment The learner encouraged to engage in dialogue with other students. The learner transfers learned information and applies it towards real life situations.

  9. The 21st Century Learner

  10. The 21st Century Learner The 21st century learner needs advanced enhanced skills, knowledge, and positive attitude to prepare them for a lifetime of learning, change, and transition.

  11. The 21st Century Learner http://www.digitalkidsworld.com/digital_kids/dkw-PZ-21stlearn.html

  12. Web 2.0 Tools The learning tools for the 21st Century Learner

  13. Web 2.0 Learner Video Clip Chamberlain, Dave (2008). 21st Century Learner {Video}? Retrieved May 23, 2009, from http://www.youtube.com/watch?v=ue1FeMBfKec

  14. Blogs Podcasting Whiteboard Wiki Google Earth Teacher Tube iChat WordPress Google Presentations Schoopy Skype iGoogle Rubistar Bubbleshare Web 2.0 Tools for Educators

  15. What would a Constructivist Elementary School System look like in your community using Web 2.0 tools?

  16. Constructivist School System The constructivist school system presentation will outline school practices and expectations that will enable the school district to function effectively providing every learner with a valuable education.

  17. Constructivist School System Mission Statement The constructivist school system prepares every student to become lifelong learners. The school system provides a student centered curriculum that fosters intellectual development, technological fluency, and leadership skills of every student.

  18. Constructivist School System Vision Statement The constructivist school system utilizes constructivist principles empowering students, parents, and educators in the global community to fulfill their potential through autonomy, wonder, and discovery.

  19. Constructivist School System School Motto Challenging students to acquire knowledge through interactions with educators, parents, community members, and peers.

  20. Constructivist School System School Hours 8:50am-3:20pm Elementary School

  21. Constructivist School System Student Expectations 1. Student takes ownership of acquiring knowledge through active participation. 2. Students work collaboratively in small groups to master instructional tasks. 3. Students apply knowledge in diverse and meaningful contexts which allow them to ask, predict, interpret and explain various topics. 4. The student has opportunities to engage in complex, meaningful, problem-based projects. 5. Students work through computer-based activities at their own pace.

  22. Constructivist School System Teacher Expectations 1. The educator integrates technology using constructivist principles. 2. The educator utilizes thematic teaching. 3. The educator engages in collaborative planning. 4. The educator teaches multiage students. 5. The educator monitors every child’s progress and adjust the curriculum to each individual learner, so each child is working at his or her own level.

  23. Constructivist School System Parent Expectations 1. Every parent must volunteer a total of 50 hours per school year. The parent fulfills this requirement through the following activities: participation in school events, chaperones for field trips, and room parent. 3. Parents provide tutoring assistance in reading and math through morning and afternoon school sessions. 4. Schedule and attend parent/teacher conferences at the end of each grading period. The school year has 4 nine week grading periods. 5. Parents volunteer to serve on school committees during the school year.

  24. Curriculum The  constructivist curriculum allows students to make choices about their education. Students are naturally motivated to learn and have the ability to direct and demonstrate their individual interests through constructivist centered activities.

  25. Constructivist School System An Example of a Daily Schedule 8:50 am- 9:15 am Transition to School 9:15am -9:45am Language Word Study & Calendar Math 9:45 am -10:00 am Handwriting Without Tears 10:00 am-11:00 am Literacy Centers & Guided Reading Groups/Snack 11:00 am -11:30 am Recess 11:30 am -12:00 am Lunch 12:00 noon -12:50 pm Math Investigations 12:45 am -1:30 pm Social Studies/Science 2:15-2:50 Learning Centers 2:50-3:30 Technology/Computer Lab 3:35-3:50 Clean up / Dismissal Clean up / Dismissal

  26. Curriculum 1. Learning should be fun, interactive, and meaningful. 2. The curriculum will support the needs of individual learners. 3. Students engage in depth learning experiences leading towards meaningful and lasting learning. 4. A holistic approach to gaining knowledge that integrates subjective and objective experiences and learning in all subjects is more effective than teaching information in isolation. 5. Students given learning opportunities to explore, verbalize, think, create, and discover answers within the school day. Curriculum 6. Students need the opportunity to both succeed and fail, take risks, and learn from their own mistakes. 7. Students are taught in clusters with two grades because separating students by age and grade doesn’t serve the child best because age levels are arbitrary. 8. Classroom activities that are structured so that computers encourage collaboration based upon the learners desire to communicate and share their understanding. 9. Students in technology supported classrooms are armed with powerful tools to help them gather information, consult with others, and present their findings. Constructivist School System http://www.sedl.org/pubs/tec26/cnc.html

  27. The 21st Century Learner Instructional Practices

  28. Traditional versus 21st Century Instructional Practices

  29. Traditional Instructional Practices • Teacher-centered instruction • Single-sense stimulation • Isolated work • Information delivery • Passive learning • Factual, knowledge-based learning • Reactive response • Isolated, artificial context

  30. New Learning Instructional Practices • Student-centered learning • Multi-sense stimulation • Collaborative work • Information exchange • Active/exploratory/inquiry-based learning • Critical thinking and informed • Authentic, real-world context

  31. Content Specific Learning Software • Reading software such as Accelerated Reader and Success maker • Concept mapping such as Inspiration and Kids Inspiration • Graphics software such as Photoshop • Reference software such as Encyclopedia Britannica • Tutorials and drill and practice software • Data management tools word processing such as Microsoft Word • Spreadsheets such as Microsoft Excel • Databases such as Access • Presentation software such as PowerPoint Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: ISTE.

  32. Emerging Technology –Web 2.0 ToolsInstructional Practices • Podcast • Blogging • Wikis • Real Simple Syndication (RSS) • Weblog • Electronic Whiteboards • LCD Projectors • Virtual labs instructional tools using free sites/applets on the internet. • SMART Boards Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: ISTE.

  33. Introductory Video on using Web 2.0 tools in the classroom

  34. Web 2.0 Guide for the Classroom Web 2.0 guide for the classroom [Video]. (2008). Retrieved May 16, 2009, from http://www.youtube.com/watch?v=Gq6M14nDAi8&NR=1

  35. Computer Objectives and Standards

  36. Computer-related Objectives and Standards Authors Anderson and Krathwohl, (2001) revised Bloom’s taxonomy helping educational technologists and teachers write and revise learning objectives geared towards technology. Anderson, L. W., & Krathwohl, D. R. (Eds.).(2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives. New York: Longman.

  37. 1. Remembering recognize, list, describe, retrieve, and name 2. Understanding interpret, exemplify, summarize, infer, and paraphrase 3. Applying Implement and carry out 4. Analyzing compare, attribute, organize, and deconstruct 5. Evaluating check, critique, judge, and hypothesize 6. Creating design, construct, plan, and produce Computer-related Objectives and Standards

  38. Examples of Computer-related Objectives and Standards in the classroom 1. The lowest level of this taxonomy involves using computers to simply store or display material for students use. The studentslearning role is passive. 2. The highest taxonomic level represents students actively synthesizing material and utilizing technology in order to construct projects such as hypermedia presentations (Bailey, 2002). 3. Facilitation of cognitive processes for individual students and student collaboration are in the following stages: allow for the storage or display of information, foster the exploration of materials and ideas, enable the application of understanding, organize the materials or ideas needed to foster analysis, support the evaluation and problem-solving, and facilitate the constructing or designing of projects (Bailey, 2002).

  39. The Five Es Instructional Model Constructivism Lesson Model

  40. The Five Es Instructional Model When making decisions concerning instruction, teachers must determine the prior knowledge of their students. The goal of instruction is to build upon what students already know and to allow them to gain a deeper understanding of reality.  Several instructional models for constructivism exist. One such model was developed by Roger Bybee of The Biological Science Curriculum Study. This model is best known as the "Five Es".

  41. The Five Es Instructional Model • Engage: This stage provides the opportunity for the teachers to discover what students know or what they think they know. • Explore: This stage provides a common set of experiences as well as a broad range of experiences. This stage allows students to compare what they think about with what they are actually observing. • Explain: This stage provides opportunities for students to connect their previous experiences and to begin to make conceptual sense of the main ideas within the unit of study. • Elaborate: In this stage students apply or extend the concepts in new situations and relate their previous experiences to new ones. • Evaluate: Evaluation of students' conceptual understanding and ability to use skills begins at the Engage stage and continues throughout the model.   http://cte.jhu.edu/techacademy/fellows/ullrich/webquest/ScienceLesson.html

  42. Example of a 5 E Model Science Lesson • Indicator: Observe and describe the process of erosion, transportation, and deposition of the earth’s land surface using natural phenomena and models. • Objective: Students will observe and describe the processes of erosion, transportation, and deposition by creating a physical model. • Materials • paint tray (the kind used for a paint roller) • pieces of sod (enough for each group) • potting soil • heavy clay like soil • Rainmaker (paper cup with about ten tiny holes poked in the bottom) • Water http://cte.jhu.edu/techacademy/fellows/ullrich/webquest/ScienceLesson.html

  43. Example of a 5 E Model Science Lesson • Engagement Take students on a walk outside the school building and ask them to note where the soil is worn away or seems to have collected. Before going on the walk you may want the children to explain what they will look for or what are the signs that soil has worn away or built up? ( Suggested answers may include: erosion - puddles, hollowed out areas, areas that dip or are lower that the surrounding area; deposition - mounds of dirt, collection of soil or other materials in a certain spot, etc.) Upon returning to the classroom make a list of the sites where soil was worn away or collected. http://cte.jhu.edu/techacademy/fellows/ullrich/webquest/ScienceLesson.html

  44. Example of a 5 E Model Science Lesson • Exploration • Construct a model to investigate how these changes may have occurred. Provide materials so the students can construct their own model of a landscape. It should include a piece of sod, fine potting soil, and a heavy clay like soil. Have them use a paint roller tray as the base of the landscape. Do not put any landscape materials in the bottom well; it should remain empty. Once students have constructed their models have them diagram and label their models and make a prediction as to what will happen if it "rains" on their landscape. http://cte.jhu.edu/techacademy/fellows/ullrich/webquest/ScienceLesson.html

  45. Example of a 5 E Model Science Lesson • Exploration • One student pours a cup of water all at once into the rainmaker. Hold the rainmaker about 4 inches above the upper end of the landscape and slowly move it back and forth so the water "rains" down on the model landscape. Observe what happens to the landscape. When it is finished raining have the students observe the final effects of the rain on their landscape. Have students go back to their predictions and record what actually happened. http://cte.jhu.edu/techacademy/fellows/ullrich/webquest/ScienceLesson.html

  46. Example of a 5 E Model Science Lesson • Explanation • Tell me what some of your prediction were before it rained on your landscape. ( Record on white board.) • What actually happened to your landscape when it rained on it? (record so you can make comparisons.) • How is your landscape different after the rain than before it rained on it? • What happened to the soil? Where did it go? Why did this happen? http://cte.jhu.edu/techacademy/fellows/ullrich/webquest/ScienceLesson.html

  47. Example of a 5 E Model Science Lesson • Explanation • Relate their observations to the processes scientists observe over an extended period of time. Use student models to identify and label erosion and deposition. Have students work to create definitions for these terms. When you are sure students have a real understanding of the terms, formulate a final definition and post on board or chart in the classroom for future reference. Demonstrate the process of transportation and lead students to understand that it is the movement of soil particles from one place to another. Refer to the list generated during the engagement and have students make connections; they should use the new terms to discuss and explain what they saw. Help them to understand that they just used water to simulate erosion, transportation, and deposition, but it can also be caused by wind, people, animals, etc. http://cte.jhu.edu/techacademy/fellows/ullrich/webquest/ScienceLesson.html

  48. Example of a 5 E Model Science Lesson • Extensions 1. Using the same paint roller tray as the base for their landscape, have the groups of students plan a method to decrease or eliminate erosion. Students should draw a diagram of the model planned and label the materials used in their landscape. They should write a short explanation explaining why they think this will work to curb erosion. 2. Have students use a variety of resources and references to research various landmarks that are the result of these processes (e.g. Grand Canyon, Mississippi River Banks, etc.). You can then lead a class discussion on the topic: Erosion and Deposition - Help or Hindrance? http://cte.jhu.edu/techacademy/fellows/ullrich/webquest/ScienceLesson.html

  49. Example of a 5 E Model Science Lesson • Evaluation • 1. Have photographs representing each process and have students identify and explain why they identified it as such. • 2. Have students take a walk in their own neighborhood tonight to find examples of each process. They should draw and write one sentence telling what they observed. • 3. Have students write their own definition and list an example for each process in their science journals. http://cte.jhu.edu/techacademy/fellows/ullrich/webquest/ScienceLesson.html

  50. Constructivist Lesson Plans using Technology Practices

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