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EETT Professional Development—

Modules 1 – 4April 22, 2010

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Housekeeping

Let’s get your laptops networked

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Who’s in the Room

• Director of Curriculum &Assessment, Aljean Tucker

• Coordinator of K-12 Curriculum, Stacy Aldridge

• Coordinators of Assessment, Eric McMartin & David Jarboe

• Instructional Technology Specialists, Jason Harding & Doug Larkey

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Norms

• No sidebar conversations • Limit email checking to breaks• Laptops closed during presentation • Put cell phones on vibrate• Allow all voices in the room to be heard

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“”…a focus on technology is not “about” the technology itself, but about changing teacher practice, motivating our students, and creating learning experiences that will be applicable to their world and future workplaces. Robert Marzano

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Our Goal…

Show you, the teacher, how to think about using technology to help your students practice concepts, engage in higher-order thinking, and problem

solve.

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Developing a Habit of Mind

Technology Integration

– What do you think about technology?

– What do you think about technology in the classroom?

– How does technology integration enhance instruction?

– How would you like to integrate technology into your classroom?

Webspiration

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Targeting YOUR Goal

• Welcome to the World of Wiki

– Strategic & Specific– Measureable– Attainable– Results Based– Time Bound

Wikis in the Math Classroom

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Technology + Learning

The Bridging of Both Worlds

http://www.toonpool.com/user/550/files/technology_244495.jpg

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http://www.youtube.com/watch?v=NOIbYGMH74I

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Programs and Online Resources – Integration Ideas

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7 Categories of Technology

1. Word Processing Applications

2. Spreadsheet Software

3. Organizing and brainstorming software

4. Multimedia

5. Data Collection Tools

6. Web Resources

7. Communication Software

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Sketchup Example

Use Sketchup to help students explore:

• Two dimensional

shapes

• Three dimensional solids (cubes, prisms, pyramids, cylinders, cones,...)

• Planes and axis

• Area, perimeter, and volume

• Lines of Symmetry

Using Google Sketchup

EETT Example

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Using Google Earth

Realworldmath.org

Complex Area Problem

Distance Formula

Delicious-Google Earth

Although an obvious geographical resource, Google Earth can also help with Math. Use it to help students understand:

• Distance

• Two and three dimensional shapes

• Perimeter and area

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How can I elevate student interest and engagement?

Adding short streaming clips to your teacher toolbox can have a positive impact on your classroom and your

presentation.

Multimedia

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http://www.classroom20.com

http://delicious.com/Harrison_ITS/math

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Getting

with your laptop and projector

SMART

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Random Acts of Teaching

by

Jerry

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Why Lesson Planning?

• Good Planning– Positive interactions between students and teachers– Focused instruction– Learned objectives– Building background knowledge– Well paced– Resourcefulness– Quality learning– High expectations of students

• Poor Planning– Frustration for the teacher and the student– Activity focused– Unmet objective– No connections to prior learning– Disorganization– Lack of needed materials– A waste of time– Poor management

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Random Acts of Teaching

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Purposeful Teaching Focused on Lesson Objectives Based on the Guaranteed and

Viable Curriculum

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Planning for Teaching & Learning

1. Define the focus of instruction• Curriculum Map• Lesson Objective including level of rigor

2. Establish evidence of proficiency• What evidence will I accept that my students

know and can do what is stated in my lesson objective?

3. Design the assessment• Demonstration of Learning (DOL)

4. Develop the learning experiences• Choosing the appropriate Instructional Strategy

and Learning Activities• Check for Understanding• Student Engagement

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1. Define the Focus of Instruction• Curriculum Map

– Always start with the “end” in mind. What do I want students to know and be able to do at the end of my lesson or unit of study? What are the essential skills students need to know?

– What does my grade level curriculum pacing guide tell me students should know and be able to do at this point in the school year?

• Lesson Objective– What is the specific lesson objective for this lesson?

• Consistent format clearly stated what is to be achieved.• Convert lesson objectives to student friendly language.

• Level of Rigor– What is the desired level of rigor? Or evaluate the level of existing

rigor in the curriculum pacing guide.

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Now It’s Your Turn

Potpourri of Lesson Plan Templates

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Now It’s Your Turn

• Choose a lesson plan template that you will use.

• Begin by inserting your lesson objective in the provided space.

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Planning for Teaching & Learning

1. Define the focus of instruction• Curriculum Map• Lesson Objective including level of rigor

2. Establish evidence of proficiency• What evidence will I accept that my students

know and can do what is stated in my lesson objective?

3. Design the assessment• Demonstration of Learning (DOL)

4. Develop the learning experiences• Choosing the appropriate Instructional Strategy

and Learning Activities• Check for Understanding• Student Engagement

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Philosophy FirstFormative vs. Summative

FORMATIVE ASSESSMENTFormal and informal processes teachers and students use to gather evidence for the purpose of improving learning

SUMMATIVE ASSESSMENTAssessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness

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Self Reflection on Current Practice

• Directions– How do I decide what assessments best match my

objectives?– What evidence will I accept that my students know and

can do what is stated in my lesson objective?– How do I share scoring criteria in advance with

students? – In what ways are students able to monitor their own

progress against the criteria?– What do I do with the data?– How can technology help with this process?

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2. Establish Evidence of Proficiency• What evidence will I accept that my students know

and can do what is stated in my lesson objective?– How will we know that students have achieved the

desired results?– What will we accept as student understanding and

proficiency?– Students need to clearly understand expectations and

the criteria on which their work will be judged.– Evidence should be gathered through a variety of

informal and formal assessments.

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3. Design the Assessment

• Choose the appropriate task to measure student understanding– Multiple choice, project, formal assessment, essay, lab, speech,

portfolio.– Communicate your proficiency expectations to students before

the lesson begins.

• The “doing” of the assessment is the Demonstration of Learning.

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Designing Effective DOLs

Characteristics of a good DOL:• Designed before the lesson is conducted• Tied directly to the lesson objective and the

guaranteed curriculum• Can usually be accomplished in five to ten

minutes• Requires students to demonstrate what they

have learned over the last class• Varies from day to day• Is understandable to students and parents

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What DOLs Can Tell Us

• Who is and is not understanding the lesson?• What are this student’s strengths and needs?• What misconceptions do I need to address?• What feedback should I give students?• What adjustments should I make to instruction?• How should I group students?• What differentiation do I need to prepare?

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DOLvote at www.poll4.com

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Design and Plan

• Review Standard 2: – Use of Data to Inform Instruction– Pages 2-4 in handout– Highlight key ideas

• Use Green for Strengths or Established• Use Pink for Growth Areas

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Designing DOLs

• Write one of your objectives you brought with you on the top line of the Four Square Share protocol.

• Serve to the right.• Each player writes a new DOL for the

objective.• No Back Stops.

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0011 0010 1010 1101 0001 0100 1011DOL Technology• BrainPop Quiz • Glencoe Technology• Google Sketchup• Google Earth • Bisection Visual Lesson• SMART Plotting

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Now It’s Your Turn

• Select a DOL for your lesson and insert it in your lesson plan

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Demonstrate Your Learning

• Heroes of The Game follow up:

– Select one of your DOLs from the four square activity

– Create a DOL on your laptop that integrates technology

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E – Learning Demonstration

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Be Back by

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Planning for Teaching & Learning

1. Define the focus of instruction• Curriculum Map• Lesson Objective including level of rigor

2. Establish evidence of proficiency• What evidence will I accept that my students

know and can do what is stated in my lesson objective?

3. Design the assessment• Demonstration of Learning (DOL)

4. Develop the learning experiences• Choosing the appropriate Instructional Strategy

and Learning Activities• Check for Understanding• Student Engagement

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0011 0010 1010 1101 0001 0100 1011We need an instructional approach that will equip students with real-world, problem solving skills, plus teach them the content they must master to be an educated person. Ted McCain

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4. Develop the Learning Experiences• Choosing the appropriate Instructional

Strategy and Learning Activities• What should students know and be able to do to perform

effectively and achieve results?• What activities will equip students with the needed

knowledge and skills?• What materials and resources are best suited to

accomplish these goals?• Match characteristics of the strategy, the learner and what

needs to be learned.• Most strategies are used simultaneously with others to

enable students to make deeper connections to learning.

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Choosing the appropriate Instructional Strategy and Learning Activities

• Launching Activity– “Hook” students into learning– Consider the interests of students and create excitement

for learning.• Strategies and Learning Activities develop and

demonstrate the expected skills and knowledge for the lesson objective and the assessment (DOL).– Activities must be consistent with the levels of

knowledge and application as well as connected to the identified student work-student performance.

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4. Develop the Learning Experience

• Checks for Understanding• Important part of the learning process.• Corrects student misconceptions that impede

learning.• Model of good study skills.• Used to improve instructional methods.• Used to adjust lesson sequence and pacing based on

student responses.• Provides specific and timely feedback relative to

lesson objectives.• Used frequently during a lesson.

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4. Develop the Learning Experience

• Student Engagement• Learning is an active process• Classroom experiences are meaningful to

students• Ensures transitions are smooth• Use “structures” to keep students engaged and

organize interactions with students• What is the benefit of the student paying

attention?

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Student Engagement

• At your table discuss structures to use for:

– Student to Student engagement

– Student to Teacher engagement

– Student to Content engagement

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Total Engagement in the Classroom

The Ron Clark Academy

http://www.youtube.com/watch?v=GHeBm68E06o&feature=related

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Now It’s Your Turn

4. Develop the Learning Experience• Choosing the appropriate Instructional

Strategy and Learning Activity • Check for Understanding • Student Engagement

Integrate Technology

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Examine the Resource

• Group #1 Chapter 4 “Cues, Questions, and Advanced Organizers”

• Group #2 Chapter 5 “Nonlinguistic Representation”• Group #3 Chapter 6 “Summarizing and Note Taking”• Group #4 Chapter 7 “Cooperative Learning”, • Group #5 Chapter 8 “Reinforcing Effort” and Chapter 10

“Homework and Practice”

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Integrating Technology

• Read the introduction to the chapter—Highlight main points to present

• Try the resources that are mentioned—Organize your findings into a PowerPoint presentation that is 7-10 minutes long.

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Elementary Web Resources

Some Elementary ResourcesNumbers Game

http://www.csfsoftware.co.uk/Count_info.htm

Macmillan projectables

http://www.macmillanmh.com/math/2003/student/index.html

Scholastic challenges

http://teacher.scholastic.com/maven/index.htm

Explanations and practice for multiple concepts + Spanish

http://http://www.aaastudy.com

Online Resources

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Secondary web resourcesNASA simulations

http://www.knowitall.org/nasa/simulations/math.html

Video problemshttp://www.mathplayground.com/MTV/mathtv15.html

Who can figure this one out?

http://www.mathplayground.com/JKA_Problem01.html

More Video problemshttp://www.mathtv.com/

Online Resources

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In closing…

Wheel Of Fun