technology and engagement

8/22/2019 Technology and Engagement

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Technology and Engagement

New Pathways Capstone 2013

Dr. Christopher Shamburg

Graduate Program in Educational TechnologyNew Jersey City University

[email protected]
mailto:[email protected]:[email protected]


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AchieveNJ and TeachNJ

AchieveNJ: New Jerseys educator evaluation and support system

The TEACHNJ Act, signed into law in August 2012, mandatedthat new evaluation systems based on multiple measures of

student learning and teacher practice be implemented

statewide in 2013-14.


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AchieveNJ


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Teacher Practice

55%

Teacher

Practice85%

Teacher

Practice

Source: NJ Department of Education. (May, 2013) AchieveNJ: Educator Evaluation and Support in New Jersey Retrieved May 30

from http://www.state.nj.us/education/AchieveNJ/intro/guide.pdf


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55%-85% Teacher Practice

Source: NJ Department of Education. (May, 2013). AchieveNJ: Improved evaluation and support for teachers

and principals. Retrieved June 6, 2013 from :

http://www.state.nj.us/education/AchieveNJ/intro/RegOverview.pdf


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Student Engagement

Take risks to pursue quality Shows concentration and effort Attention and participation fluctuates Follow direction in a routine manner Stay on task without teacher intervention


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Engagement Spectrum Deep Engagement: Students take full ownership of learning activities,

displaying high levels of energy, a willingness to ask questions, pursue answers,

consider alternatives, and take risks in pursuit of quality.

Engagement: Students begin taking ownership of learning activities. Theirinvolvement shows concentration and effort to understand and complete the task.

They do not simply follow directions but actively work to improve the quality of

their performance.

Active Compliance: Students participate in learning activities and stay ontask without teacher intervention. However, their work has a routine or rote

quality and significant thought or commitment to quality is not evident.

Passive Compliance: Students follow directions in a rote or routine manner.Attention may be mildly distracted and they may need some added teacher

attention or direction to remain on task.

Periodic Compliance: Students attention and participation fluctuates.

Harvey F. Silver & Matthew J. Perini,

The Strategic Teacher


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Remixing

Shakespeare

First Murderer

But who did bid thee join with us?

Third Murderer

Macbeth.

Second Murderer

He needs not our mistrust, since he delivers

Our offices and what we have to do

To the direction just.

First Murderer

Then stand with us.

The west yet glimmers with some streaks of day.

Third MurdererHark! I hear horses.

ACT 3, SCENE 3 of Macbeth,

A park near the palace.


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Math, Tools, and Authenticity:

Stairway to Algebra


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Multimedia Unplugged: Tableaux

Vivants

In a Tableaux Vivant a group of

students pose in a living

picture of an event or idea. It

can be used for, timelines or

events or it can be used in moreabstract ideas such as the Bill or

Rights or the Laws of Motion.

The teacher or a student will

read the scene then freeze.

You can take a picture of thetableaux afterwards.

See: Rome Wasnt Built in a Day


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Organizational Tool: Stations and

Limited Technology


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Stations are spots in

the classroom where

small groups ofstudents can work on

various tasks

simultaneously andthen rotate.

Station Teaching

Station 2

Station 3

Station 4

Station 5

Station 1


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Station Teaching


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Can be teacher-led or student-directed,independent, or collaborate.

Stations can work at a station for 8 minutes ora full class period

Stations can focus on the same topic indifferent ways or different parts of a largertopic.

Station Options


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Example: 5th Grade Math : fractions

CCSS.Math.Content.5.NF.A.1 Add and subtract fractions with unlike

denominators (including mixed numbers) by replacing given fractions with

equivalent fractions in such a way as to produce an equivalent sum or

difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 +

15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)


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Example: 5th Grade Math : Fractions

with unlike denominatorsStation 1: Students will adjust recipes from magazines with fractional ingredients

for different numbers of people.

Station 2: Students will play fractions game with board and cards.

Station 3: Students will make a short video explaining the LCD of differentproblems, starting simple and getting more difficult

Station 4: Students will complete SmartBoard activity where they have to mix

different amounts of nuts.


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Example: 5th Grade Language Arts/

Figurative Language

CCSS.ELA-Literacy.RL.5.4 Determine the

meaning of words and phrases as they are

used in a text, including figurative languagesuch as metaphors and similes.


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Station 1: Students are given red index cards with the first half of a simile

and yellow index cards with the second half. Then need to appropriatelyconnect the cards working as a group.

Station 2: Student are given 3 epic similes and must write a short storythat uses all 3.

Station 3: Students are given pictures in a PowerPoint show of naturalphenomenon and use them to describe the actions of people (e.g. hemade a mess like a hurricane)

Station 4: Students are given a list of figures of speech and must enactthem and video record (e.g. busy as bees).

Station 5: Students will do a variety of activities on the Smartboard

relating to Idiomatic Expressions.

Example: Language Arts/ Figurative

Language


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Short readings

Small group discussions

Paper-and-pencil tasks

Hands-on activities

Small projects

Independent or partner reading

Cartoons

Graphic Organizers

Smart Board ActivitiesTechnology (Kindles, Ipods,

Video-streaming, Garageband)

Listening Activities

Limitless Possibilities for Activities with

and without TechnologyArt or drama exercisesPuzzles

Interpersonal reflection

Mini-lessons

Games

Chalkboard work

Brainstorming

Video or DVD viewing

Observations or examinations of

processes or materials

Models

Friend & Cook, 2003


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Students need training in on strategies for station and groupwork:

-Remind students to read directions

-Go over strategies for staying on track during stations

-Consider providing incentives for station completion

Simple Tips for Management


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You cannot do something sequential as there is no order to the

stations (e.g. you cannot have kids brainstorm, draft, revise, etc,)

Judiciously group the students.

Heterogeneous in literacy skills Personalities that mesh (common interests?) Pay attention to students who

interact well together; placement of outcasts and bullies?

Retain right to change groups if misbehavior interferes with activity

Consider making a station outside of the classroomthe gym, anempty room, outside, the auditorium (if you have the supervision orco-teacher)

Developing Stations: Considerations


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PLAN FOR ALL STUDENTS:UNIVERSAL DESIGN FOR LEARNING


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Universal Design


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UDL isA set of research-based guidelines for curriculum development.

Guidelines that focus on:

Multiple means of representation to give learners various waysof acquiring information and knowledge

Multiple means of expression to provide learners alternatives fordemonstrating what they know.

Multiple means of engagementto tap into learners' interests,challenge them appropriately, and motivate them to learn.


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UDL is

A set of research-based guidelines for curriculum development.Guidelines that focus on:

Multiple means of representationwhat is learned

Multiple means of expressionhowits learned

Multiple means of engagement--whyits learned


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--Arne Duncan, US Secretary of EducationLetter to Congress Introducing

the National Educational Technology Plan

http://www.ed.gov/technology/netp-2010/letter-secretary

The model of learning described inthis plan calls for engaging andempowering personalized learningexperiences for learners of all ages...Itcalls for using state-of-the-arttechnology and Universal Design forLearning (UDL) concepts to enable,motivate, and inspire all students toachieve, regardless of background,

languages, or disabilities.

A National Imperative:

National Educational Technology Plan
http://www.ed.gov/technology/netp-2010/letter-secretaryhttp://www.ed.gov/technology/netp-2010/letter-secretaryhttp://www.ed.gov/technology/netp-2010/letter-secretaryhttp://www.ed.gov/technology/netp-2010/letter-secretaryhttp://www.ed.gov/technology/netp-2010/letter-secretaryhttp://www.ed.gov/technology/netp-2010/letter-secretary


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UDL Guidelines

Multiple Means of

Representation

Multiple Means for Action

and Expression

Multiple Means of Engagement

1. Options for Perception

2. Options for Language,

Expression and Symbols

3. Options for

Comprehension

4. Options for Physical Action

5. Options for Expression and

Communication.

6. Options for Executive

Function

7. Options for Recruiting Interest

8. Options for Sustaining Effort

and Persistence

9. Options for Self-Regulation


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Case Study in UDL

Multiple Means of

Representation


and Expression



2. Options for Language,Expression and Symbols

3. Options for Comprehension


5. Options for Expression andCommunication.


Function


8. Options for Sustaining Effort andPersistence


Mr. Mooks Stairway to Algebra UDL Guidelines ____________

A 7th grade algebra teacher teaches slope by having students review common

mistakes and then apply the slope formula to real life problems involving building

codes.

1, 4, 7, 8


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Multiple Means of

Representation


and Expression





3. Options for

Comprehension



Communication.


Function



and Persistence


Cases in UDL

Case 1: Household Vocabulary UDL Guidelines ________________

Ms. Fernandez teaches Spanish. She is introducing students to the vocabulary of thehousehold. She gives students a list of vocabulary words and 4 different optionsdraw a

diagram, create a short skit, write a poem, or create a comiceach must include the set

of household vocabulary words

3, 5, 7


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Multiple Means of

Representation


and Expression





3. Options for

Comprehension



Communication.


Function



and Persistence


Cases in UDL

Case 2: Unlike Denominators UDL Guidelines ________________

Mr. Kouse teaches a sixth-grade mathematics class. He notices many students have

problems adding and subtracting fractions with unlike denominators. He gets a bunch ofpebbles and puts them in plastic mixing cups and demonstrates adding amounts with

unlike denominators (e.g. 1/4 of a cup and 3/8 of a cup). He sets this up as a station and

rotates groups of students through as other groups do different activities.

2,3,4


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Case 3: Enacting Novels

Case 4: Feedback on Cards

Case 5: Audio Tour

Case 6: Figurative Language ContractCase 7: Pictures and Labels

Case 8: Cheat Sheet

Case 9: EROX Learning System

Case 10 Remixing Fables with Speech to Text

Other Cases

Multiple Means of

Representation

Multiple Means for

Action and

Expression

Multiple Means of

Engagement

1. Options for

Perception2. Options for

Language,

Expression and

Symbols

3. Options for

Comprehension

4. Options for

Physical Action5. Options for

Expression and

Communication.

6. Options for

Executive Function

7. Options for Recruiting

Interest8. Options for Sustaining

Effort and Persistence

9. Options for Self-

Regulation


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Which one is akin to UDL?


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The End

Dr. Christopher Shamburg

Educational Technology Department

New Jersey City University

[email protected]

technology and engagement

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