Day Two

Putting What We Know Into Practice

ScheduleReview Integration ConceptsBlooms & TEKSReview Types of ProjectsDecide on Project – StoryboardInternet Resources – aps & editorsBuild Slides with Snag-itBuild Animated GifCreate Video--EncodePut Project Together—MS ProducerRubric--AssessmentStop-Motion AnimationCertificates & Evaluation

Technology Allows Students To: Excel in achievement in Content AreaDevelop Higher-order Thinking and Problem Solving SkillsDevelop Creative Artifacts, Unique Products, and Service ProjectsDevelop Workforce Professional SkillsDevelop Information Literacy & Communication Skills (Research Skills)Apply learning to Real-World SituationsDevelop Organizational & Teamwork Skills Produce, Preserve, Present & Publish their workInvestigate beyond their community experienceProduce a Complete & Complex ProjectShare their experiences, findings, questions and concerns with others in the global learning community

Technology Allows Teachers To: Provide Digital Up-to-Date ResourcesDevelop Better Communication & Assessment Skills through Electronic Syllabi, Rubrics, Lesson Plans, Parental Communications, Online CollaborationDistribute Information through Web-based pages accessible from home or anywhereOrganize Lessons and presentation and distribute for slow or absent learnersProvide Remediation Materials OnlineProvide Student Samples & Electronic Portfolios

Copyright Issues http://www.arp.sprnet.org

What’s Fair Use & What’s Not.Lesson 19 – INTEL© PowerPoint

Citing Sources from the Web.Page 77 in Handout (Lesson 19)

What’s Illegal & What is Not.Arp’s AUP PowerPoint

Engaged Learner ModelReference: Jones, Valdez, Norakowski, Rasmussen: “Designing Learning & Technology for Education Reform--NCREL

Indicator One: Vision of Engaged LearningWhat does it look like? Successful engaged learners are responsible for their own learning. These students are self-regulated and able to define their own learning goals & evaluate their own achievement. They are energized by learning, joyful and passionate life-long learners. They solve problems creatively, not by rote. They collaborate and value working with others.

Engaged Learner ModelIndicator Two: Tasks for Engaged LearningWhat do they look like? Tasks are challenging, complex, authentic, and multidisciplinary and sustained over time (problem-,research-,project-based). Collaboration takes place with peers & mentors and incorporate real-world learning.

Tasks are Eclectic: Multi-modal & Use Multi-Intelligences---Speaking, Listening, Hands-on, Experiential, Interpersonal, Kinesthetic, Service-Oriented, Real World Connection, Team-oriented, etc.

Engaged Learner Model

Indicator Three: Assessment of Engaged LearningTasks involve authenticity, project or investigation. The assessment mimics the student’s research skills = observing, interviewing, examining to determining what the students know and can do. This is called performance-based assessment. Student generate their own performance criteria and play a key role in the overall design, evaluation, and reporting of their assessment. The best performance-base assessments have seamless connection between the curriculum & the instruction…and are on-going (growth plans). Rubrics that are used as the criteria for the learning environment are also used to assess.

Engaged Learner Model

Indicator Four: Instructional Models & Strategies for Engaged LearningInstruction is interactive with the learner, and is generative—encouraging the learner to construct and produce knowledge in meaningful ways--the “SO WHAT” of learning. Co-construction of knowledge promotes problem-, project-, and goal-based learning. (Bird House Theory, Whole-Part-Whole)

Common strategies are: group summarization, exploration of multiple perspectives, brainstorming, Socratic dialogue, problem-solving processes, and team teaching.

Engaged Learner ModelIndicator Five: Learning Context of Engaged LearningThe classroom must be seen as a learning community developing sharp understandings collaboratively, but also creating value & empathy for diversity & multiple perspectives. Encouraging students to ask hard questions, define problems, lead in conversations, set goals, career-related conversations, and engage in entrepreneurial activities.

Learning has a purpose -- the student defines, discovers, and/or appreciates the purpose.

Engaged Learner Model

Indicator Six: Grouping for Engaged LearningGroups are Eclectic (True Colors) -- Small groups, teams of two or more, across classroom boundaries, heterogeneous groups, cultures, abilities, ages, socioeconomic, background knowledge and perspectives and at the same time always changing and flexible groupings

Collaborative Roles are taught, practiced, nurtured, understood, appreciated, and dynamic (always changing).

Engaged Learner ModelIndicator Seven: Teachers Roles for Engaged LearningInitially, teachers “LET GO” and discover “LET’S GO”.

Explorer, Encourager, Coach, Co-learner, Facilitator, Engager, Enabler-- allowing reflective discovery, creative thinking, and student contributions into the learning environment.

Remember Farris Beuler’s Day Off? Ben Stien is one of his teachers who stands in the front of class asking the question “Anyone?, Anyone?”

Engaged Learner ModelIndicator Eight: Students Roles for Engaged LearningExplorer, Encourager, Peer Tutor, Engage in Reflective Discovery, integrating creative thinking and productive contributions to the world’s knowledge-base

”Growing the Global Database of Knowledge”

Students Model The Teacher. They are apprentices to the teacher, co-collaborators, & co-tutors.

Engaged Learner Model

Check Understanding

Constructivist PowerPoint

Take the NCREL Evaluationwww.ncrtec.org/capacity/profile/profwww.htm `

TAKS & SB 10 Updates

Planning a ProjectStep 1: Understanding TEKS

Understanding BLOOMS VERBS—Lesson 26 (Page 74)

Step 2: Define Major Objectives “Chunks” or themes in your curriculumStep 3: Creating a Rubric –”What is it you want your students to be able to do?”

Understand BLOOMSwww.arp.sprnet.org/curric/INTEL/rubrics_for_education.htm Allow students to formulate individual or group Problem, Question, Hypothesis

The ProjectStep 4: Identify Resources NeededStep 5: Mentor (on-going) in necessary Skills–Remember the Bird HouseStep 6: Create Mastery Among Students for Peer Tutoring & Collaboration – Teach the Collaborative Roles (Lesson 26)Step 7: Continually Adjust Timeline (be flexible)—Contract with Students for Time Step 8: Provide Student Samples

The ProjectStep 9: Provide Managed Environment for Nurturing Students Through the Process (Example: 10 Grading Checkpoints)

The question, problem, research topic – approvedIdentify resources (include Boolean Search)Storyboard, Outline, Webbing, Venn DiagramResources Evaluated, Categorized & Organized– Works Cited PagePrioritize Major issues—Negotiate with TeamSCANS grade for Team work & Time ManagementFirst DraftFollow a Growth PlanPresentationDefense with Probing QuestionsProject Rubric—individual & groupNew thoughts, questions, ideas--reflection or process journal

The ProjectStep 10: After Each Grading Checkpoint – provide a “debriefing” discussion and Growth Plan.

After Completion –Celebrate & Acknowledge Growth by publishing, promoting, and/or performance

Skills You will Need

Digital Camera, Scanner, Internet GraphicsPaintGraphic EditorPowerPointBoolean Search TechniquesUnderstanding File Types:

Audio -- .au, .wav, .mpg, .ramGraphics -- .gif, .jpg, .tiff, .bmp, etc.Movies -- .avi, .mov, etc.Special -- .pdf, .rtf, .htm & .html, .asp, .zip

Lifelong LearnerPlanDoStudyActEvaluate_Plan

Continue mastery of concept – Teach mastered Concept

Begins mastery of conceptSelf-directed Learning

Lecture, Demonstration, Hands-on

Level 3

Level 2

Level 1

Assists in the learning process

Higher Level Skill Development

Basic Skill Development

Homework:What is A Global Project?

Interactive Global Project

E-books

Databases

On-going Research Projects

Creating WebQuests