Document Camera
Handbook
Presented to the Mt. Diablo Unified School District
By: Megan Gerdts
Touro University California – Graduate School of Education
December 2010
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Table of Contents
Section 1: Introduction and Background
Purpose of this handbook
How to use this handbook
Types of document cameras
Section 2: Goals of this Handbook
Pedagogy
Student Engagement
Section 3: Document Camera basics
Anatomy of an Elmo document camera
Functions
Student Engagement
Section 4: Activities and Lesson Plans
Introduction to Activities
Table of Activities
Section 5: Helpful websites
Section 6: Suggested Readings
Section 7: Harris and Hofer’s Activity Type Tables
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Section 1: Introduction and Background
Purpose of This Handbook
Technology is a mainstay in our lives. We use it to communicate
with each other, navigate our surroundings, and much more. As
technology has evolved, so have the uses for technology in the work place. Having
a laptop used to be considered a luxury in the business world. Now, many
companies offer all of their employees a laptop as a standard practice. Business
presentations have become much more sophisticated with the use of
LCD projectors. What used to be given to you on a paper handout is
now presented in color with animation using presentation software
such as PowerPoint. All of this innovation in the business world has
finally begun to take hold in our education system.
When finances permit, classroom teachers have moved away from overhead
projectors to using document cameras or interactive whiteboards. While these
technologies have to offer many opportunities, most school districts don’t have the
money to train their teachers how to successfully integrate the technology once it is
purchased. Unfortunately, this often leads to technology that simply collects dust
because teachers don’t know how to use it. Sometimes, however, teachers take the
initiative to learn the basics and can use the technology in a technology-focused
lesson. This is a good way to expose students to technology, however, it isn’t the
most effective way to teach specific content knowledge. Successful integration
requires the teacher to know what types of activities and technology best facilitate
the delivery of specific content.
The purpose of this handbook is to provide the necessary information about
document cameras in order for teachers to successfully integrate the technology into
their classrooms. There is a difference between using technology and successfully
integrating technology. We will go into more detail on that when we discuss the
pedagogy behind technology integration.
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How To Use This Handbook
This handbook was created in order to assist teachers in selecting
appropriate technologies for use with specific activities. This technology selection is
based on the learning outcomes that you desire your students have. Using the
Activity Type tables (see Appendix) created by Judi Harris and Mark Hofer, you can
determine what kind of activity you are planning and which type of technology would
best support that activity. Ultimately, this technology should work with the activity to
enhance the delivery of your lesson and increase student learning.
In addition to Harris and Hofer’s tables, I have included a table that can be
used specifically with document cameras. It provides activity and lesson plan ideas
that are focused on science content. It is important to understand the pedagogy
behind Harris and Hofer’s work before an attempt is made at using the tables.
Types of Document Cameras
Document cameras are a fairly new technology and are also known as
“document readers” or “digital visual presenters”. While there are many brands of
document camera, the one that is marketed and used extensively in schools is made
by the company Elmo USA. Below are some common document cameras.
Elmo TT-02RX – used extensively in classrooms Epson DC-11 new
technology, released
September 2010
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Lumens DC265 Samsung UF-130ST – a very high end model
Although there are many different brand names and features available, a
document camera has some basic features that are standard. Document cameras
have a camera lens that usually has zoom capabilities. The lens and lens arm are
often moveable and allow the user to view objects from different angles.
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Section 2: Goals of This Handbook
Pedagogy
While there are many teaching methods and best practices incorporated into
teacher preparation programs, technology related pedagogies are often taught
sparingly. Most teacher preparation programs teach students how to use specific
technologies, but not how to effectively integrate those technologies. Students can
learn information from a teacher using an overhead projector or whiteboard.
However, depending on the learning outcomes that the teacher has selected, he/she
could use technologies that would best assist in achieving those learning outcomes.
This learning theory, researched by Judi Harris and Mark Hofer, suggests that there
are specific technologies that best accompany specific activity types.
TPACK – Technological Pedagogical Content Knowledge
TPACK is the knowledge that teachers need to have when they are planning
and delivering instruction. When many teachers plan a lesson, they use their
content knowledge to plan what they are going to teach. Pedagogical knowledge is
used to plan how the lesson will be delivered. Lee Shulman did many years of
research on pedagogical content knowledge. This is the knowledge of how to
effectively deliver a specific kind of content using sound pedagogy and teaching
strategies that are appropriate for the student population that is being taught. His
research was used and validated, but when technology became a reality,
it was clear that technology would add another layer of knowledge added
to the framework. Mishra and Koehler spent many years researching the
interrelationships between technology, content, and pedagogy. Using
their TPACK diagram from http://tpack.org, you can see that the areas
where knowledge types overlap, there is a new kind of knowledge. For example,
you have to know the content in social studies to teach a lesson, but you also use
pedagogical knowledge to figure out what the best delivery of that content would be.
This new knowledge area would be called pedagogical content knowledge.
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Source: http://tpack.org
While there is training available in how to use specific kinds of technology,
there is little training available for how to effectively integrate technology into your
lessons. Not all types of technology are appropriate for teaching students specific
science content, for example. What technologies work best with each type of activity
is the work of Judi Harris and Mark Hofer.
Activity Types
In general, teachers view technology as a tool or way to enhance their pre-
planned content lesson. In the planning stage of a lesson, many teachers first select
the content and lesson activities and then choose the technology that will enhance
the lesson. While this is the approach that Harris and Hofer ascribe to, Mishra and
Koehler prefer that teachers first select the technology to be used and then select
the activities and content to be addressed. Teachers could use technology in a
much more effective manner by considering the research presented by Judi Harris
and Mark Hofer, as well as the research done by Mishra and Koehler.
What is an activity type? It is something that teachers use daily,
but probably haven’t put much thought into actually naming it. An activity
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type is what the students will actually be doing in the learning process. You may be
studying social studies content in your classroom. As part of the process, students
are reading non-fiction text with a partner. This “partner reading”, Harris and Hofer
named it, is an activity type that describes that action of the student. While there are
many activity types that teachers use regularly, activity types that are standards-
based and involve the integration of technology, are the focus of Harris and Hofer’s
work. Harris and Hofer are researching and identifying the technologies and activity
types that work best together for the maximum learning to occur.
In the social studies content area, for example, Harris and Hofer have
identified forty-two activity types. Harris and Hofer broke these activity types into
two categories: activities in which students are obtaining and building
knowledge and ones where students are demonstrating what they
have learned. In demonstrating what they have learned, students
can express what they have learned in convergent knowledge
expression where the teacher desires that students have a specific
understanding of a concept and has a specific outcome in mind. In divergent
knowledge expression, students are demonstrating their individual understanding of
specific content knowledge in their own creative way. Please refer to the Appendix
for the activity type tables created by Harris and Hofer for science, social studies,
language arts, and math.
Teaching Strategies that Engage All Learners
In creating this handbook, my purpose is to provide information to make
document cameras easy-to-use and to give you some lesson ideas for science that
can be used immediately. I realize that each grade level has specific needs, so in
preparing this to be a one-size-fits-all handbook, you may have to do some
modifying to make a lesson work well for your group or students.
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Section 3: Document Camera Basics
Anatomy of a Document Camera
Most document cameras have the same basic functions, with some of the
more fancy models offering more magnification or higher resolution pictures. For the
sake of continuity, I will be using an Elmo Document Camera Model TT-02RX. This
model is used extensively in schools and is marketed heavily as teacher friendly. A
diagram of its main features is included below.
Functions
From a teacher’s perspective, a document camera opens up the door to
enormous opportunity. While before, you had to make overheads of any document
that you wanted the students to see, now you can put anything on the stage of the
document camera and all students can see it.
Zoom and Auto-focus Dial
Camera lens
Illumination lamp switch
Camera column
SD Card slot
Operating Panel
stage
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Some common activities in which document cameras play a huge roll:
Science demonstrations are done on the stage so that all students can see
the action close up
All books are now big books when you put them on the stage and zoom in
All math practice books are interactive when students can come up to the
white board or document camera and demonstrate how they solved a
problem
Maps that were once difficult to share are now large enough for all students to
see and use interactively
Choral reading becomes easy to set up when all students can see the words
on the document camera
Science vocabulary comes to life when you can use real objects to
demonstrate what a word means or what a word is
Most of the activities mentioned above, use the document camera’s capability of
providing a color image that can be enlarged for all students to see. However,
document cameras are more than just a glorified overhead projector. The beauty of
document cameras is that you can use them to present or
explain a process. Students can follow your direction in reading
a paragraph, for example. In addition, you can demonstrate
how to write a certain letter in cursive because your students will
be able to watch your hand movements and follow along. The
“live-action” ability to demonstrate an activity sets document cameras ahead of
overhead projectors and other technologies.
Student Engagement
One of the many magnificent reasons that a document camera
is wonderful technology to have in a classroom is that it is very
engaging. This generation of learners is tech savvy and is used to
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learning and interacting on a screen. Whether it is a video game, Facebook, or a
Kindle, today’s students have become accustomed to reading from a screen and
interacting with other people via the internet and text messaging.
One of the important things that teachers focus on when they are teaching is
student engagement. When students are engaged, they learn and are more apt to
get excited about the material being presented. There are many simple activities
with document cameras that teachers use often to engage
learners. Students can come up to the document camera and
demonstrate a concept or problem solving skill. At the elementary
level, students are always very excited to “be the teacher”. If you
project your document camera image onto a white board, your
students may use the white board as a writing surface. If, for
example, you are teaching students how to write a specific letter, you can have
multiple students come to the white board and practice tracing and writing. In
solving math problems, you can project the problems that the students were working
on and have students demonstrate how they solved a specific problem. When the
students have completed a homework assignment, you can have different students
bring their homework up and place it on the stage to explain certain problems or
show what they wrote.
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Section 4: Activities
Activities for Use with Document Cameras
In creating this handbook, I felt that it would be beneficial to include some
specific ideas for using a document camera in your classroom. While many of these
activities can be used in similar ways across the curriculum, I have decided to focus
on science and provide activities that can be done in most elementary grades. Keep
in mind that this is not a prescription for how the document camera must be used,
but rather a suggested use that you can change to suit your students and/or
classroom.
The table is broken into four parts: direct instruction, assessment, inquiry, and problem based activities. All activities are focused on the science content area.
Category of Activity
Activity Name Activity Description
Direct Instruction
Show It!Use the document camera to demonstrate a new concept or explain a new idea.
Work it Out
Work out science and math problems on the document camera with the lens zoomed so that all students can clearly see the process that you went through to solve the problem. You can take a still image of your work to save for later use.
Decode It
Using the “cover it” feature… you can cover part of the text and practicing reading portions of it together. You can also sound out words and discuss the meanings.
Test PrepUse the document camera to review STAR test released questions and discuss them.1
Dissect ItStudents can follow along as you dissect a flower or other specimen. 1
Read AlongWhen reading a science textbook or non-fiction book, place it up on the document camera so that all students can see it and follow along. 2
1 http://www.umesd.k12.or.us/techlinks_100ideas2 http://www.timbedley.com/articles/article05.htm
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Directed Drawing
Lead the students in a directed drawing of plant parts, life cycles, etc. using the document camera. Students can follow along easily and zooming in allows them to see what you are drawing easily.
What’s that?Display pictures or diagrams for students to discuss and/or learn about.
Tools and Manipulatives
Displaying tools and manipulatives on the document camera stage, allows students to learn and see what you do with specific items and how to use them effectively. 2
Live Specimen
Put a live specimen up on the document camera. Students can observe or sketch the item. You can also take a picture and save it for a test or study guide later. 3
Read the News
Put a newspaper article or section of the newspaper on the stage and read the article, point out the elements of the article, discuss the title and its purpose, look at paragraph structure, use it as a model for writing an article on their own. 1
Zoom In!Use the zoom feature to show the students a specimen close up… tadpoles, salmon eggs, plant parts, etc. 4
All About Me!
Students bring in something that represents them self and use the document camera to give the class a close view of the object without having to pass it around. This can be used as a public speaking assessment. 3
Measure It
Use the document camera to teach students how to properly use a ruler. With color, play-by-play action, students will learn much more quickly. 4
Big Book!Use a book on the stage as a model for reading left to right, words, spacing, indentation, punctuation… the possibilities are endless
Note-Taking Guide
Use the document camera to teach your students how to take notes on a specific type of information. You can have the text available that you are taking notes from.4
ExperimentUse the document camera to walk the students through the steps of a hands-on experiment or process.3
3 http://www.umesd.k12.or.us/techlinks_100ideas4 http://www.georgetownisd.org/ccorner/technology/Projectors/ImpactingInstructionwithDocumentCamerasandProjectors.pdf
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What’s the Word?Use vocabulary cards from science program and enlarge the picture.
Inquiry 3-D Demo
Allowing all students to view an item can take a while if you decide to pass it around… putting it up on the document camera and rotating/flipping it, can save lots of time and allow all students an up close view. 5
What is it?Work on observation skills… have students write down or share as many observations as they can about an object, plant, insect, etc.
What works?Using a student work sample, have students give feedback regarding writing, lab work, sentence structure, letter formation, etc.
Test Review
Review test questions by placing the test on the stage and discussing answers – students discuss with a partner what they answered and why
DemonstrationDo a science demonstration on the stage so that all students have a close up view of what is happening.
Assessment Student ModelsUse student work as a model for writing correct lab reports and/or following instructions on a specific assignment. 6
Homework Check
Select three students to bring their homework and put it up on the document camera. Homework is discussed and/or checked from those three students work. Mistakes are corrected and students turn in homework after the last student presents his/her work. This holds students accountable to do their BEST on homework because theirs might be selected to be put up on the document camera. 7
All About Me!
Students bring in something that represents them self and use the document camera to give the class a close view of the object without having to pass it around. This can be used as a public speaking assessment. 8
Diagram ItPut a saved image or object on the stage and have students answer questions about different parts of the image or functions of specific parts.
What’s the Temperature?
Put a thermometer on the stage and zoom in. Have students practice reading the
5 http://www.luidia.com/fileadmin/user_upload/documents/58_Ways_Teachers_Doc_Cam.pdf6 http://www.edutopia.org/elmo-tickles-student-writers7 http://www.timbedley.com/articles/article05.htm8 http://www.georgetownisd.org/ccorner/technology/Projectors/ImpactingInstructionwithDocumentCamerasandProjectors.pdf
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thermometer, figuring out differences between temperatures, and discuss Fahrenheit and Celsius scales. 3
Cloze TestPut a cloze passage on the stage and students write the words on their paper that fit in the blanks.
Report Presentation
Student chooses part of his/her report to share with the class and discuss.
Problem Solving
You Be the Teacher!
Students become the teacher and explain, using their own work, how they came to an answer.
Step By Step
Use the “cover up” feature to select one problem at a time to solve and discuss. You can create a step by step problem and have the students do each step as you show it to them by moving the cover down.
Predicting Outcomes
Pose a problem, show a picture, read a passage on the stage… then have students predict what will happen, what comes next, how to solve the problem, etc.
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Section 5: Helpful Websites
The following websites offer a plethora of lesson plans, document camera
ideas, engagement strategies and much more! I’ve included the URL of each
website and a short description of what I found to be helpful and/or useful.
http://www.elmousa.com/files/ShowMeGreatLessons!.pdf
This website is hosted by Elmo, the document camera maker. It includes a
case study that Karina Clemmons of Orange County did to encourage
teachers to use their document cameras. She created 95 pages worth of
lessons with detailed descriptions of how to use the document camera in the
context of teaching a specific lesson. Ms. Clemmons even included pictures
to show the reader how she set things up and how she carried out specific
activities using her document camera.
http://www.averusa.com/presentation/lesson_plan.asp
This site, hosted by AverMedia, a document camera maker, offers lessons for
specific content areas. You can click on a content area and lessons are made
available to you.
http://www.edutopia.org/elmo-tickles-student-writers
This is an encouraging story of how a teacher used a
document camera to enhance and transform the writing program in her
classroom. Her students were engaged in writing and desiring to improve
their writing technique using feedback from peers.
http://t4.jordan.k12.ut.us/t4/images/margo/101%20ways%20booklet.pdf
This booklet was created by the technology department in the Kennewick
School District in Kennewick, WA. It offers some basic benefits of using
document cameras and then provides a list of 101 activities and lessons that
a teacher can do with his/her students. It is a very informative booklet!
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http://t4.jordan.k12.ut.us/t4/content/section/8/37/
The Jordan School District offers many resources from project templates and
lesson plans to helpful websites. They offer links to Jeopardy games, online
rubrics, book project templates, technology integration ideas, and much more!
http://www.georgetownisd.org/ccorner/technology/Projectors/
ImpactingInstructionwithDocumentCamerasandProjectors.pdf
This is an amazing site that is organized by subject area. Each subject area
has links to different websites that can be used to support your teaching.
Many of the websites are interactive and something that would be useful to
use with your class. At the bottom of the site, there are lists of activities that
you can do with a document camera that are broken down by subject area.
http://www.luidia.com/fileadmin/user_upload/documents/58_Ways_Teachers_Doc_Cam.pdf
Luidia, another maker of document cameras, offers a list of 58 ways that you
can use a document camera in your classroom. This is an easy-to-use list
with some useful ideas!
http://www.umesd.k12.or.us/techlinks_100ideas
http://www.umesd.k12.or.us/techlinks
Umetilla-Morrow Education Service District, in Oregon, offers a succinct list of
100 ways to use document cameras (top link).
The second URL refers you to their “Techlinks” page where they have
compiled a number of websites that are helpful to teachers of all different
grade levels and subject areas. It is well-organized by grade level and
subject area.
http://schoolweb.psdschools.org/laurel/pdf/101%20Ways%20Teachers%20Use
%20Document%20Cameras.doc
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This is a Word document with a list of document camera uses. It is similar to
the one provided by the Kennewick School District. Many of the activities are
easy to implement and straight forward.
http://school.discoveryeducation.com/schrockguide/gadgets.html
Discovery Education provides some useful links to websites related to
different kinds of technology. All of the sites deal with implementation of
different technologies in the classroom such as digital cameras, podcasting,
and document cameras.
http://activitytypes.wmwikis.net/
This site was created by Judi Harris and Mark Hofer as a reference guide for
planning activities based on their research with activity types.
http://www.tpack.org
This is the website created to help people understand TPACK and how to
use it.
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Section 6: Suggested Readings
Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for
curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights
in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society
for Information Technology in Teacher Education (SITE).
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge:
A new framework for teacher knowledge. Teachers College Record 108(6), 1017-
1054.
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Appendix: Activity Type Tables
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Activity Type Brief Description Possible Technologies
Read Text Students extract information from textbooks, laboratories, etc.; both print-based and digital formats
Web sites, electronic books, online databases
View Presentation/ Demonstration
Students gain information from teachers, guest speakers, and peers; synchronous/asynchronous, oral or multimedia
Presentation software, document camera, video
Take Notes Students record information from lecture, presentation, group work
Word processor, handheld computer, wiki
View Images/Objects
Students examine both still and moving (video, animations) images/objects; print-based or digital format
Video, document camera, digital microscope, digital camera, Web sites
Discuss Students engage in dialogue with one or more peers or the entire class; synchronous/asynchronous
Discussion board, email, chat, videoconferencing, interactive white board
Do a Simulation
Students interact with live or digital simulations that demonstrate science content
Curriculum software, Web-based simulations, personal/student response systems
Explore a Students gather information/conduct Web search engines
Blanchard, M. R., Harris, J., & Hofer, M. (2009, February). Science learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/ScienceLearningATs-Feb09.pdf
Science Learning Activity Types1, 2
Of the thirty-eight science activity types that have been identified to date, twenty-seven are focused upon helping students build their knowledge of science concepts and procedures. Seventeen of the knowledge-building activity types emphasize conceptual learning and ten of these involve procedural knowledge employed in science learning. Eleven of the activity types describe activities that facilitate students’ knowledge expression. The three sets of activity types (conceptual knowledge building, procedural knowledge building, and knowledge expression) are presented in the tables that follow, including compatible technologies that may be used to support each type of learning activity.
Conceptual Knowledge Building Activity Types
As the table of activity types below shows, teachers have a variety of options available to assist students in building science conceptual knowledge.
Table 1: Conceptual Knowledge Building Activity Types
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Topic/Conduct background research
background research using print-based and digital sources
Study Students study terminology, classifications, test review, etc.
Web sites, quiz software/Web sites, wikis
Have an Evocative Experience
Students observe phenomena that raises scientific questions from physical objects, organisms, or digital media
Video, digital microscope, document camera, software
Distinguish Observations from Inferences
Students distinguish directly observed sensory input from inferences requiring background knowledge
SmartBoard, document camera, video, audio recording
Develop Predictions, Hypotheses, Questions, Variables
Students develop, think about predictions, & select pertinent hypotheses, testable questions, and variables
Word processor, SmartBoard, Inspiration, wiki
Select Procedures
Students choose relevant instruments and methods to test questions
Probeware, digital stirrer, video, audio recorder, digital camera, digital timer, graphing calculator
Sequence Procedures
Students sequence the order of procedures to collect relevant data
Simulation, curriculum software, word processor
Organize/Classify Data
Students create a structure to organize data collected
Database, spreadsheet, Inspiration
Analyze Data
Students describe relationships, understand cause-and-effect, prioritize evidence, determine possible sources of error/discrepancies, etc.
Spreadsheet, TinkerPlots, Inspire Data, graphing calculator, statistical software
Compare Findings with Predictions/ Hypotheses
Students evaluate their findings in light of their hypotheses
Spreadsheets, TinkerPlots, InspireData
Make Connections between Findings & Science Concepts/Knowledge
Students link their findings to concepts in the text/research publications
Web search engines
Activity Type Brief Description Possible Technologies
Learn Procedures Students learn how to safely and appropriately handle equipment
Video, document camera
Practice Students practice using equipment, software, measuring, testing what they have designed, etc.
Web-based software or software tutorials, probeware, document
Suggested citation (APA format, 6th ed.):
“Science Learning Activity Types” by Margaret R. Blanchard, Judi Harris and Mark Hofer is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at activitytypes.wmwikis.net
Procedural Knowledge Building Activity Types
In science classrooms, building conceptual knowledge frequently requires that students use materials and “process” skills (Millar & Driver, 1987) as they develop scientific knowledge. The essential features of classroom inquiry promoted by the National Science Education Standards often engage students in procedures and the use of scientific equipment (NRC, 2000). We term this kind of understanding procedural knowledge, as detailed in the table below.
Table 2: Procedural Knowledge Building Activity Types
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camera
Prepare/Clean Up Students organize equipment or information for writing
Document camera, projector
Generate Data Students generate data (e.g. heart rate, cooling water temperatures) by manipulating equipment or animations
Software, graphing calculators, probeware, digital balance
Collect Data
Students collect data with physical objects or simulations
Graphing calculators, video, audio, digital cameras, digital microscopes, web-based data sheets
Compute Students calculate results from data Scientific calculator,
spreadsheet
Observe
Students make observations from physical or digital experiences
Document camera, WebCams, digital/video cameras, digital microscopes
Collect Samples Students obtain samples/items to study (soil, bird songs, video footage)
Digital cameras, videos, audio recorder
Do Procedures Students run trials or otherwise carry out steps to investigations (e.g. use electronic balance)
Simulation, curriculum software
Record Data Students record observational and recorded data in tables, graphs, images, lab notes
Spreadsheet, word processor, database, handheld computer, tablet computers
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Activity Type Brief Description Possible Technologies
Answer questions
Students respond to teacher, peer, written, or digitally posed questions
Curriculum software, word processor, quiz software, Web sites, discussion boards
Write a Report Students write a laboratory or research report
Word processor, presentation software, video, wiki, podcast
Do a Presentation or Demonstration
Students present or demonstrate laboratory or research findings, or other course learning (e.g. a system of the human body)
Presentation software, video, document camera, podcast, video, moviemaking software
Take a Quiz or Test Students respond to questions on a test or quiz
Curriculum software, word processor, quiz software, Web sites, student response
Knowledge Expression Activity Types While in many cases teachers may want their students to express similar understandings of course content, at other times they will want to encourage students to develop and express their own understandings of a given topic. The following eleven knowledge expression activity types afford students opportunities to share and further develop current understandings of concepts, procedures, and relationships.
Table 3: Knowledge Expression Activity Types
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systems
Debate
Students discuss opposing viewpoints embedded in science content knowledge, linked to ethics, nature of science, personal preferences, politics, etc.
Videoconferencing, discussion board, personal/student response system
Develop or Build a Model
Students physically or digitally create models to demonstrate content knowledge, conduct experiments, etc. (e.g. cell model, rubber band car)
Modeling software, drawing tools, Inspiration
Draw/Create Images Students physically or digitally draw or create images (from labs, observations, etc.)
Drawing software, digital camera, image editing software
Concept Mapping Students participate in or develop graphic organizers, semantic maps, etc.
Inspiration/Kidspiration, interactive whiteboards, drawing software
Play a Game Students participate in games; group or individual; digital or physical; original or pre-made.
Curriculum software, personal/student response systems, web-based games
Develop a Game
Students develop a physical or digital interactive game
Word processor, web authorizing tool, videogame development software (e.g. MIT Media Lab)
Create/Perform
Students create and/or perform a script, rap, song, poem, collection, invention, exhibit, etc.
Video, audiorecorder, digital camera, YouTube, document camera, word processor, moviemaking software, wiki, web authorizing software, presentation software
References:
Millar, R. & Driver, R. (1987). Beyond Processes. Studies in Science Education, 14, 33-62.
National Research Council. (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press.
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Activity Type Brief Description Example Technologies
Attend to a Demonstration
Students gain information from a presentation, videoclip, animation, interactive whiteboard or other display media
Powerpoint, iMovie, YouTube, podcasts, videoconferencing, or other display media
Read Text Students extract information from textbooks, or other written materials, in either print or digital form
Electronic textbooks, websites (i.e. the Math Forum), informational .pdfs
Mathematics Learning Activity Types1, 2
The purpose of presenting an activity types taxonomy for mathematics is to introduce the full range of student learning activities for teachers to consider when building lessons that strive to effectively integrate technology, pedagogy, and content. In doing so, we attempt to scaffold teachers’ thinking about how to best structure their learning activities, best support those activities with educational technologies, and to spark their creativity during instructional planning.
Essentially, these mathematics activity types are designed to be catalysts to thoughtful and creative instruction by teachers. We have conceptualized seven genres of activity types for mathematics that are derived from the NCTM's process standards. To encourage active engagement by all students, these activity types are expressed using active words (verbs) to represent the pursuit of a dynamic and student-centered learning environment. Many of these words are drawn directly from the NCTM standards. Each of the seven genres is presented in a separate table that names the activity types for that genre, briefly defines them, and then provides some example technologies that might be selected by a teacher while undertaking each activity.
The "Consider" Activity Types
When learning mathematics, students are often asked to thoughtfully consider new concepts or information. This request is a familiar one for the mathematics student, and is just as familiar to the teacher. Yet, although such learning activities can be very important contributors to student understanding, the "Consider" activity types also often represent some of the lower levels of student engagement, and typically are manifested using a relatively direct presentation of foundational knowledge.
Table 1: The "Consider" Activity Types
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Grandgenett, N., Harris, J., & Hofer, M. (2009, February). Mathematics learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/MathLearningATs-Feb09.pdf
Discuss Students discuss a concept or process with a teacher, other students, or an external expert
Ask-an-expert sites (e.g., Ask Dr. Math), online discussion groups, videoconferencing
Recognize a Pattern
Students examine a pattern presented to them and attempt to understand the pattern better
Graphing calculators, virtual manipulative sites (e.g., the National Library of Virtual Manipulatives), spreadsheets
Investigate a Concept
Students explore or investigate a concept (such as fractals), perhaps by use of the Internet or other research-related resources
Web searching, informational databases (Wikipedia), virtual worlds (Second Life), simulations
Understand or Define a Problem
Students strive to understand the context of a stated problem or to define the mathematical characteristics of a problem
Web searching, concept mapping software, ill-structured problem media (i.e. Jasper Woodbury)
Activity Type Brief Description Example Technologies
Do Computation Students undertake computation-based strategies using numeric or symbolic processing
Scientific calculators, graphing calculators, spreadsheets, Mathematica
Do Drill and Practice
Students rehearse a mathematical strategy or technique, and perhaps uses computer-aided repetition and feedback in the practice process
Mathblaster drill and practice software, online textbook supplements, online homework help websites (WebMath).
Solve a Puzzle
Students carry out a mathematical strategy or technique within the context of solving an engaging puzzle, which may be facilitated or posed by the technology
Virtual manipulatives, Web-based puzzles (magic squares), brainteaser Web sites (CoolMath)
1 Suggested citation (APA format, 6th ed.): Grandgenett, N., Harris, J., & Hofer, M. (2009, February). Mathematics learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki:
http://activitytypes.wmwikis.net/file/view/MathLearningATs-Feb09.pdf 2 “Mathematics Learning Activity Types” by Neal Grandgenett, Judi Harris and Mark Hofer is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at activitytypes.wmwikis.net.
In the learning of mathematics, it is often very important for a student to be able to practice computational techniques or other algorithm-based strategies, in order to automate these skills for later and higher-level mathematical application. Some educational technologies can provide valuable assistance in helping students to practice and internalize important skills and techniques. This table provides some examples of how technology can assist in these important student practice efforts.
The "Practice" Activity Types
Table 2: The "Practice" Activity Types
Grandgenett, N., Harris, J., & Hofer, M. (2009, February). Mathematics learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki:
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Activity Type Brief Description Example Technologies
Pose a Conjecture
The student poses a conjecture, perhaps using dynamic software to display relationships
Dynamic geometry software (Geometer’s Sketchpad), widgets (Explore Learning), e-mail
Develop an Argument
The student develops a mathematical argument related to why they think that something is true. Technology may help to form and to display that argument.
Concept mapping software (Inspiration), presentation software, blogs, specialized word processing software (Theorist), e-mail
Categorize
The student attempts to examine a concept or relationship in order to categorize it into a set of known categories
Database software (Microsoft Access), online databases, concept mapping software, drawing software
Interpret a Representation
The student explains the relationships apparent from a mathematical representation (table, formula, chart, diagram, graph, picture, model, animation, etc.)
Data visualization software (Inspire Data), 2D and 3D animations, video (iMovie), Global Positioning Devices (GPS), engineering visualization software (MathCad)
Estimate
The student attempts to approximate some mathematical value, by further examining relationships using supportive technologies
Scientific calculator, graphing calculator, spreadsheets, student response systems (Clickers)
Assisted by technology as needed, the Digital cameras, video, Interpret a Phenomenon Mathematically
student examines a mathematics related phenomenon (such as velocity, acceleration, the Golden Ratio, gravity, etc.)
computer-aided laboratory equipment, engineering visualization software, specialized word processing, robotics, electronics kits
Grandgenett, N., Harris, J., & Hofer, M. (2009, February). Mathematics learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/MathLearningATs-Feb09.pdf
Activity Type Brief Description Example Technologies
Do a Demonstration
The student makes a demonstration on some topic to show their understanding of a mathematical idea or process. Technology may assist in the development or presentation of the product.
Interactive whiteboard, video (YouTube), document camera, presentation software, podcasts
Generate Text
The student produces a report, annotation, explanation, journal entry or document, to illustrate their understanding.
Specialized word processing (Math Type), collaborative documents (Google docs), blogs, online discussion groups
Describe an Object or Concept Mathematically
Assisted by the technology in the description or documentation process, the student produces a mathematical explanation of an object or concept
Logo graphics, engineering visualization software, concept mapping software, specialized word processing, Mathematica
Produce a Representation
Using technology for production assistance if appropriate, the student develops a mathematical representation (table, formula, chart, diagram, graph, picture, model, animation, etc.)
Spreadsheet, virtual manipulatives (digital geoboard), spreadsheets, Inspire Data, concept mapping software, graphing calculator
Develop a Problem
The student poses a mathematical problem that is illustrative of some mathematical concept, relationship, or investigative question
Word processing, online discussion groups, Wikipedia, Web searching, e-mail
Grandgenett, N., Harris, J., & Hofer, M. (2009, February). Mathematics learning activity typesCollege of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/MathLearningATs-Feb09.pdf
The "Interpret" Activity Types
In the discipline of mathematics, individual concepts and relationships can be quite abstract, and at times can even represent a bit of a mystery to students. Often students need to spend some time deducing and explaining these relationships to internalize them. Educational technologies can be used to help students investigate concepts and relationships more actively, and assist them in interpreting what they observe. This table displays activity types that can support this thoughtful interpretation process, and gives some examples of the available technologies that can be used to support forming the interpretations.
Table 3: The "Interpret" Activity Types
The "Produce" Activity Types
When students are actively engaged in the study of mathematics, they can become motivated producers of mathematical works, rather than just passive consumers of prepared materials. Educational technologies can serve as excellent “partners” in this production process, aiding in the refinement and formalization of a student product, as well as helping the student to share the fruits of their mathematical labors. The activity types listed below suggest technology-assisted efforts in which students become “producers” of mathematics-related products.
Table 4: The "Produce" Activity Types
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Activity Type Brief Description Example Technologies
Choose a Strategy
The student reviews or selects a mathematics related strategy for a particular context or application.
Online help sites (WebMath, Math Forum), Inspire Data, dynamic geometry/algebra software (Geometry Expressions), Mathematica, MathCAD
Take a Test
The student applies their mathematical knowledge within the context of a testing environment, such as with computer-assisted testing software.
Test-taking software, Blackboard, survey software, student response systems
Apply a Representation
The student applies a mathematical representation to a real life situation (table, formula, chart, diagram, graph, picture, model, animation, etc.).
Spreadsheet, robotics, graphing calculator, computer-aided laboratories, virtual manipulatives (algebra tiles)
Grandgenett, N., Harris, J., & Hofer, M. (2009, February). Mathematics learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/MathLearningATs-Feb09.pdf
The "Apply" Activity Types
The utility of mathematics in the world can be found in its authentic application. Educational technologies can be used to help students to apply their mathematics in the real world, and to link mathematical concepts to real world phenomena. The technologies essentially become students’ assistants in their mathematical work, helping them to link mathematical concepts to the reality in which they live.
Table 5: The "Apply" Activity Types
The "Evaluate" Activity Types When students evaluate the mathematical work of others, or self-evaluate their own mathematical work, they utilize a relatively sophisticated understanding of mathematical concepts and processes. Educational technologies can become valuable allies in this effort, assisting students in the evaluation process by helping them to undertake concept comparisons, test solutions or conjectures, and/or integrate feedback from other individuals into revisions of their work. The following table lists some of these evaluation-related activities.
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Activity Type Brief Description Example Technologies
Compare and Contrast
The student compares and contrasts different mathematical strategies or concepts, to see which is more appropriate for a particular situation.
Inspiration, Web searches, Mathematica, MathCad
Activity Type Brief Description Example Technologies
Teach a Lesson The student develops and delivers a lesson on a particular mathematics concept, strategy, or problem.
Presentation software, interactive video, video, podcasts
Create a Plan
The student develops a systematic plan to address some mathematical problem or task.
Concept mapping software, collaborative writing software, MathCad, Mathematica
Create a Product
The student imaginatively engages in the development of a student project, invention, or artifact, such as a new fractal, tessellation, or other creative product.
Word processor, animation tools, MathCad, Mathematica, Geometer Sketchpad
Create a Process
The student creates a mathematical process that others might use, test or replicate, essentially engaging in mathematical creativity.
Computer programming, robotics, Mathematica, MathCad, Inspire Data, iMovie
Table 6: The "Evaluate" Activity Types
The "Create" Activity Types When students are involved in some of the highest levels of mathematics learning activities, they are often engaged in very creative and imaginative thinking processes. Albert Einstein once suggested that “imagination is more important than knowledge.” It is said that this quote represents his strong belief that mathematics is a very inventive, inspired, and imaginative endeavor. Educational technologies can be used to help students to be creative in their mathematical work, and even to help other students to learn the mathematics that they already know. The activity types below represent these creative elements and processes in students’ mathematical learning and interaction.
Table 7: The "Create" Activity Types
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Test a Solution
The student systematically tests a solution, and examines whether it makes sense based upon systematic feedback, which might be assisted by technology.
Scientific calculator, graphing calculator, spreadsheet, Mathematica, Geometry Expressions
Test a Conjecture
The student poses a specific conjecture and then examines the feedback of any interactive results to potentially refine the conjecture.
Geometer Sketchpad, statistical packages (e.g/, SPSS, Fathom), online calculators, robotics
Evaluate Mathematical Work
The student evaluates a body of mathematical work, through the use of peer or technology-aided feedback.
Online discussion groups, blogs, Mathematica, MathCad, Inspire Data
Grandgenett, N., Harris, J., & Hofer, M. (2009, February). Mathematics learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/MathLearningATs-Feb09.pdf
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Activity Type Brief Description Example Technologies Develop Alphabetic Knowledge
Students name the letters of the alphabet and recognize the letter symbols in print
Educational software (e.g. Bailey’s Bookhouse), Read•Write•Think, Digital Alphabet Books, LeapFrog Tag Books, Gamequarium (online)
Develop Phonemic Awareness
Students hear, identify and manipulate sounds in words
Educational software (e.g., JumpStart Phonics), Living Books, podcasting, Gamequarium (online), Read•Write•Think
Develop Decoding Skills
Students learn the connections between letter patterns and the sounds they represent
Educational software (e.g., Reader Rabbit Series), Reading Pen, Interactive whiteboard, Gamequarium (online), Read•Write•Think
Introduce Vocabulary Students are introduced to and learn unfamiliar key words before they read
Educational software (e.g., Clifford the Big Red Dog Series, I Spy), Read•Write•Think, Reading Pen, interactive whiteboard
Activate Prior Knowledge
Students think about what they already know about the topic prior to reading
Multimedia software, word processing, concept mapping software, Web-based video streaming, student response systems (“clickers”)
Make Predictions Students make predictions about text that will be read
Multimedia software, word processing, Web-based video streaming, student response systems (“clickers”)
K-6 Literacy Learning Activity Types1, 2
Teaching K-6 literacy is a complex instructional task that requires knowledge of how children learn to read and write. The K-6 literacy learning activity types identified here attempt to simplify the complexity of teaching a child to read and write by subdividing these processes into manageable learning activities that effectively integrate technology, pedagogy and content. This list of literacy learning activity types is offered as a preliminary organizational structure to help scaffold teachers’ thinking about how one might design engaging literacy learning activities that challenge young learners to read and write.
As one begins to think about all of the reading knowledge, skills and strategies that are included in teaching elementary literacy, it is easy to become a bit overwhelmed. Although there are several organizational structures that could be used to arrange this information into learning activity types, keeping the categories simple and related directly to the essential components of reading and writing seems most appropriate for primary grade levels. Thus, the K-6 literacy learning activity types focus on helping students develop two very important learning processes: reading and writing. There are also several subcategories within these two categories of activity types that address specific skills or strategies that are required in teaching children to read and write.
The Reading Process Activity Types
Successful readers thoroughly understand the processes involved in reading. The Reading Process activity types are divided into six subcategories that promote the processes involved in learning to read. Elementary children are typically taught specific literacy skills and strategies that they can use before they begin to read, while they read and after they read. Therefore the first three subcategories include: Pre-Reading activity types, During-Reading activity types, and Post-Reading activity types. Additional subcategories also must be included in this list because more skills are critical to the reading process and the development of good readers. These subcategories are components common to most beginning reading programs, and include Vocabulary activity types, Comprehension activity types, and Fluency activity types.
Each subcategory of the Reading Process activity types is presented in a separate table below that names the activity type, defines it, then suggests some technologies that might be used to support the particular type of learning activity named.
1 Suggested citation (APA format, 6th ed.):
Schmidt, D., Harris, J., & Hofer, M. (2009, February). K-6 literacy learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/K6LiteracyLearningATs-Feb09.pdf “K-6 Literacy Learning Activity Types” by Denise A. Schmidt, Judi Harris and Mark Hofer is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License.
Based on a work at activitytypes.wmwikis.net.
The Pre-Reading Activity Types
The goal of the pre-reading activity types is to prepare students for reading and to activate their prior knowledge before they read.
Table 1: The Pre-Reading Activity Types
The goal of the during-reading activity types is to develop readers who check their understanding as they read, integrating their new understanding with existing knowledge.
The During-Reading Activity Types
35Activity Type Brief Description Example Technologies Read Aloud Students actively listen to an oral
reading of a book Storyline Online, BookFlix, e-books, educational software (e.g., WiggleWorks), podcast, Leap Frog Tag Books
Think Aloud Students say out loud what they are thinking while reading
Storyline Online, BookFlix, e-books, video creation software
Guided Reading Students learn how to think about text by reading in small groups, engaging in discussion, and completing a mini-lesson/learning activity
e-books, BookFlix, WiggleWorks
Directed Listening/Thinking Activity (DL-TA)
Students predict and respond to a story while the teacher reads
Storyline Online, BookFlix, e-books, WiggleWorks, podcast, Student response systems (clickers)
Directed Reading/Thinking Activity (DR-TA)
Students make predictions about a story and then read to confirm or reject their predictions
Storyline Online, BookFlix, e-books, WiggleWorks, podcast, student response systems (“clickers”)
Discussion Students discuss text being read with the teacher, other students or another individual
Blogs, wikis, online discussion groups
Whole Class Literature Study
Students participate in a literature study that includes reading aloud/along, whole-class/smallgroup discussions, and whole-class mini-lessons
e-books, Storyline Online, BookFlix, WiggleWorks, podcast
Literature Circles Students choose their own books, form small-groups and meet regularly to read and discuss the books
Storyline Online, BookFlix, e-books, blogs, wikis, online discussion groups, podcast
Reader’s Workshop Students participate in mini-lessons to teach reading strategies, spend time reading independently, and then meet to share, discuss and reflect
Storyline Online, BookFlix, e-books, blogs, wikis, online discussion groups, podcast
Book Clubs Students read books, take part in peer-led discussions, and participate in a community sharing session
Storyline Online, BookFlix, e-books, blogs, wikis, online discussion groups, podcast
Sustained Silent Reading (SSR)
Students read silently for a designated period of time (10-30 minutes)
e-books, podcast, Storyline Online, BookFlix,
Independent Reading Students make their own book choices, set independent reading goals and read for extended period of time
e-books, podcast, Storyline Online, BookFlix,
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Table 2: The During-Reading Activity Types
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Activity Type Brief Description Example Technologies Summarizing Students summarize or paraphrase
the major points of a story after reading it
Timeliner XE, Read•Write•Think, video creation software, podcast, comic creation software, video sharing sites
Retelling Students tell what they remember about a story
Timeliner XE, drawing software, video creation software, podcast, comic creation software
Sharing Students share information with others about books they have read or heard
Video creation software, podcast, video sharing sites
Visualizing Students use images and visual imagery to recall what they remember about a story
Drawing software, word processing, image editor, digital photography, Read•Write•Think, comic creation software, interactive whiteboard
Discussing Students discuss favorite parts or elements of a story
Blogs, wikis, online discussion groups
Drawing Conclusions Students use written or visual clues to figure out something that is not directly stated in the reading
Word processing, educational simulation software (e.g., Decisions, Decisions), video creation software, multimedia software. comic creation software, interactive whiteboard
Evaluating Students form opinions, make judgments, and develop ideas after reading
Read•Write•Think, word processing, multimedia software, student response systems (“clickers”)
Quizzing/Testing Students take a quiz or test about a story or a selection of text they read
Integrated learning system (e.g., Accelerated Reader), online quiz software, student response systems (“clickers”)
Creating Projects/Artifacts
Students create a project or artifact as a culminating activity that illustrates what they have learned
comic and/or video creation software, drawing software, multimedia software, iPhoto, podcast, Read•Write•Think, video sharing sites
Schmidt, D., Harris, J., & Hofer, M. (2009, February). K-6 literacy learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/K6LiteracyLearningATs-Feb09.pdf
The Post-Reading Activity Types
The goal of the post-reading activity types is to assess students’ interpretation and comprehension of the text that was read.
Table 3: The Post-Reading Activity Types
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Activity Type Brief Description Example Technologies Vocabulary Awareness Students increase their knowledge of
words by building sight vocabulary and understanding phonological and morphological patterns
Read•Write•Think , educational software, drawing software, interactive whiteboard, Reading Pen
Vocabulary Analysis Students build and sort words to study their patterns
Word processing, educational software, Read•Write•Think, drawing software, interactive whiteboard
Vocabulary Use Students study how words combine to form sentences
Read•Write•Think, word processing, educational software, interactive whiteboard
Activity Type Brief Description Example Technologies Cloze Technique Students insert words that have been
omitted as they read to complete and construct meaning from text
Cloze software, online “Mad Libs,” word processing, interactive whiteboard
Semantic Feature Analysis
Students use a grid to explore the similarities and differences among events, people, objects or ideas
Spreadsheet software, word processing (tables), interactive whiteboard
Graphic Organizers/Charts
Students use visual and graphic organizers that illustrate relationships among facts, terms or ideas
Concept mapping software, interactive whiteboard
Cause and Effect Students identify how an action or event will produce a certain response to the action in the form of another event
e-books, concept mapping software, educational software, interactive whiteboard
Compare and Contrast Students identify how things are alike and different
e-books, concept mapping software, educational software, Read•Write•Think, interactive whiteboard
The Vocabulary Activity Types
The goal of the vocabulary learning activity types is to increase the number of words that are recognized and used by a reader.
Table 4: The “Vocabulary”
The Comprehension Activity Types
The goal of the comprehension activity types is to ascertain a reader’s understanding of a passage of text.
Table 5: The Comprehension Activity Types
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Inferences Students use clues to learn more about the story and make a conclusion or judgment based on that information
e-books, educational software, interactive whiteboard
Story Pyramid Students summarize a story by building a pyramid of information (e.g., describe main character, setting, state the problem)
e-books, concept mapping software, word processor
Picture Walk Teacher guides students through text by looking at and discussing the pictures before reading
Multimedia software, iPhoto, interactive whiteboard
SQ3R Students use a 5-step reading strategy (i.e., survey, question, read, recite, review) to formulate a purpose for reading
e-books, word processor
Reciprocal Teaching Students and teacher participate in dialogue structured by summarizing, question generating, clarifying and predicting to bring meaning to text
e-books, voice recording, video creation software
Reciprocal Questioning (ReQuest)
Students analyze their comprehension while reading by developing questions to ask the teacher after reading a selection
e-books, voice recording, word processing
Point-of-View Students identify the author’s point of view and purpose
e-books, educational software, digital photography
Question-Answer Relationships (QAR)
Students search for answers based upon the type of question that was asked (i.e., Right there, Think and search, Author and you, On my own)
e-books, online newspapers/magazines
Think-Pair-Share
Students talk about the content they are reading by thinking about a question or prompt, pairing up with a student to discuss and sharing their thinking with rest of class
e-books, online newspapers/magazines, Web sites
Story Map Students identify and map the basic elements of a story (i.e., setting, characters, problem/conflict, point of view, resolution)
Concept mapping software, Read•Write•Think, interactive whiteboard
3-2-1 Chart Students summarize and rethink key ideas by listing: 3 things they found out, 2 interesting things, and 1 question they still have
Word processing software, spreadsheet software, concept mapping software
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Activity Type Brief Description Example Technologies Model Fluent Reading Students listen to readers who read
words fluently and automatically Voice recording, podcast, video creation software, video sharing sites, educational software, Storyline Online, BookFlix
Choral Reading Students read aloud as an entire group in unison
Voice recording, podcast
Paired Reading Student and a fluent reader read text together
Voice recording, podcast, educational software
Repeated Reading Student reads the text aloud with a fluent reader, then rereads the text alone
Voice recording, podcast
Reader’s Theater Students perform an oral reading with an audience present using a script
Voice recording, video recording, podcast
Radio Reading Student reads aloud a selection of text and then initiates a discussion with an audience by asking specific questions
Voice recording, podcast
Recitation Students present a spoken performance of a speech or piece of poetry in public
Voice recording, video sharing Web sites
Drama Students perform, usually by memorization, a play or story for an audience
Video recording, digital storytelling, video sharing sites, podcast
Storytelling Students tell stories or narratives often by improvisation or embellishment
Digital storytelling, video creation software, voice recording software
Debate Students hold a structured discussion by debating both sides of an issue/proposition
Video recording, podcast
The Fluency Activity Types
The goal of using the fluency activity types is to improve a reader’s speed or rate of reading and his/her ability to read with expression.
Table 6: The “Fluency” Activity Types
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Activity Type Brief Description Example Technologies Brainstorming Students list as many topics as
possible to write about Word processing, Timeliner XE, Read•Write•Think, interactive whiteboard, concept mapping software
Concept Mapping Students develop a visual or diagram that illustrates the relationships among concepts
Concept mapping software, Timeliner XE, interactive whiteboard
Storyboarding Students develop a series of panels that outline the sequence of what pictures will be seen and what audio and/or voice will accompany the pictures
Concept mapping software, Timeliner XE, multimedia software, interactive whiteboard
Visualizing Students create mental images before they write
Drawing software, iPhoto, Read•Write•Think
Freewriting Students start writing and just keep going, not worrying about style or mistakes
Word processing, drawing software
Journaling Students write journal entries to brainstorm topics of personal interest, to note observations and to reflect upon their thinking
Word processing, blogs, wikis
Listing Students generate a list of topics, phrases, and/or sentences before they begin to write
Word processing, concept mapping software, interactive whiteboard
Outlining Students use a formal system of planning to think about and organize their writing
Word processing, concept mapping software, Read•Write•Think, interactive whiteboard
The Writing Process Activity Types
Good readers are good writers. The writing process activity types include five subcategories of activities that promote the processes involved in learning how to write. Elementary children are typically involved in writing programs like Writer’s Workshop and/or 6+1 Trait Writing to develop their writing skills. The three subcategories that contain activities related to the writing
process include pre-writin, during writing, and post-writing activity types. Two other subcategories included here contain writing conventions and writing genres activity types.
Each subcategory of writing process activity types is presented in a separate table below, naming each activity type, defining it, and suggesting technologies to support its use for learning.
The Pre-Writing Activity Types
The goals of learning that is structured using pre-writing activity types are to prepare students for writing and to activate their prior knowledge before they write.
Table 7: The Pre-Writing Activity Types
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Activity Type Brief Description Example Technologies Drafting/Composing Students write a draft of a story,
putting ideas into sentences and paragraphs
Word processing, SubEthaEdit, Storybook Weaver Deluxe, drawing software, video creation software, multimedia software
Revising Students improve their writing by adding details, rearranging information, deleting information, and/or replacing information
Word processing, drawing software, video creation software, multimedia software, collaborative word processor
Editing Students correct mechanics, grammar and spelling
Word processing, drawing software, video creation software, multimedia software, collaborative word processor
Responding Students offer suggestions to peers for improving content, organization and clarity of writing piece
Word processing, podcast, videoconference, educational software, collaborative word processor
Conferencing Students meet with teachers and/or peers to discuss and evaluate a piece of writing
Collaborative word processor, podcast, videoconference
Activity Type Brief Description Example Technologies Sharing Students orally share their writing
with peers/others Drawing software, multimedia software, podcast, collaborative word processor
Publishing Students publish their writing for peers/others
Word processing, drawing software, video creation software, multimedia software, podcasting, digital storytelling,, online publishing sites, Read•Write•Think
Evaluating Students evaluate writing of peers and provide feedback
Word processing, blogs, online discussion groups
Presentation Students combine textual and visual elements to present their writing for peers/others
Drawing software, multimedia software, digital storytelling
The During-Writing Activity Types
The goal of the during-writing activity types is to develop writers who constantly improve their writing by revising, editing, and considering feedback from others.
Table 8: The During Writing Activity Types
The Post-Writing Activity Types
The goal of the post-writing activity types is to provide opportunities for students to share, publish, evaluate and present their final writing pieces to an audience.
Table 9: The Post-Writing Activity Types
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Performance Students present a dramatic Drawing software, multimedia performance of their writing for software, digital storytelling, peers/others podcast
Table 10: The Writing Conventions Activity Types
Activity Type Brief Description Example Technologies Letter/Word Formation
Students write/type lowercase and uppercase letters; Students write/type words (i.e., root, prefix, suffix)
Word processing, drawing software, Read•Write•Think, interactive whiteboard
Writing Sentences/ Paragraphs
Students construct complete sentences and combine sentences to compose a paragraph (topic sentence, supporting details, closing sentence)
Word processing, drawing software, interactive whiteboard
Spelling Students use correct spelling when writing
Word processing, educational software, Gamequarium (online), interactive whiteboard
Mechanics Students use correct punctuation and capitalization when writing
Word processing, Gamequarium (online), interactive whiteboard
Grammar Students use formal rules about language usage including parts of speech when writing
Word processing, Gamequarium (online) Read•Write•Think, interactive whiteboard
The Writing Conventions Activity Types
The goal of the writing conventions activity types is to develop writers who can enhance the readability of their writing pieces.
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Table 11: The Writing Genres
Activity Type Brief Description Example Technologies Descriptive Students describe people, places,
objects, or events using details Word processing, Read•Write•Think, drawing software, comic creation software, multimedia software
Expository/ Informative
Students give information or convey an idea to another person
Word processing, drawing software, comic creation software, multimedia software
Narrative Students tell a story from a particular point of view
Word processing, Read•Write•Think, drawing software, comic creation software,
Summarizing Students analyze information and then state in their own words
Word processing, multimedia software, drawing software, comic creation software,, iPhoto
Persuasive Students present a case for or against a particular position
Word processing, Read•Write•Think, multimedia software
Technical/Procedural Students explain instructions or directions for completing a task
Word processing, multimedia software
Poetry Students express imaginative awareness by using repetition, meter and/or rhyme
Word processing, Read•Write•Think, drawing software, comic creation software, multimedia software
Creative Students express their thoughts and feelings in a unique way
Word processing, Read•Write•Think, drawing software, comic creation software, video creation software, multimedia software
Transactional Students write to communicate ideas with each other
Email, blogs, wikis, online discussion groups, Read•Write•Think
Schmidt, D., Harris, J., & Hofer, M. (2009, February). K-6 literacy learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/K6LiteracyLearningATs-Feb09.pdf
The Writing Genres Activity Types
The goal of the writing genres activity types is for students to write across genres, understanding form, purpose and content for each. The activity types are listed in the table below.
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Activity Type Brief Description Possible Technologies
Read Text
Students extract information from extbooks, historical documents, census data, etc.; both print-based and digital formats
Web sites, electronic books
View Presentation
Students gain information from teachers, guest speakers, and peers; synchronous/asynchronous, oral or multimedia
PowerPoint, Photostory, iMovie, MovieMaker, Inspiration, videoconferencing
View Images Students examine both still and moving (video, animations) images; print-based or digital format
PowerPoint, Word, Photostory, Bubbleshare, Tabblo, Flickr
Listen to Audio Students listen to recordings of speeches, music, radio broadcasts, oral histories, and lectures; digital or non-digital
Podcasts (“Great Speeches in History,” etc.), Audacity, Garageband, Odeo, Evoca, Podcast People
Group Discussion In small to large groups, students engage in dialogue with their peers; synchronous/asynchronous
BlackBoard, discussion in Wikispaces, eboards
Field Trip Students travel to physical or virtual sites; synchronous/asynchronous
Virtual fieldtrips, Photostory to develop their own virtual tours
Social Studies Learning Activity Types1, 2
Of the forty-two social studies learning activity types that have been identified to date, thirteen are focused upon helping students build their knowledge of social studies content, concepts, and processes. Twenty-nine provide students with opportunities to express their understanding in a variety of ways. Six of these knowledge expression activity types emphasize convergent learning and twenty-three of these activity types offer students opportunities to express their understanding in divergent ways. The three sets of activity types (knowledge building, convergent knowledge expression, and divergent knowledge expression) are presented in the tables that follow, including compatible technologies that may be used to support each type of learning activity.
Knowledge Building Activity Types
As the table of activity types below shows, teachers have a variety of options available to assist students in building social studies content and process knowledge.
Table 1: Knowledge Building Activity Types
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Simulation Students engage in paper-based or digital experiences which mirror the complexity of the real world
Civilization, Revolution!, Fantasy Congress
Debate Students discuss opposing viewpoints; formal/informal; structured/unstructured; synchronous/asynchronous
BlackBoard, discussion in Wikispaces, e-boards
Research Students gather, analyze, and synthesize information using print-based and digital sources
Digital archives, Google Notebook, Inspiration to structure
Conduct an Interview
Face to face, on the telephone, or via email students question someone on a chosen topic; may be digitally recorded and shared
Audacity, MovieMaker, iMovie, digital camera
Artifact-Based Inquiry
Students explore a topic using physical or virtual artifacts
Digital archives
Data-Based Inquiry Using print-based and digital data available online students pursue original lines of inquiry
CIA World Factbook, Thomas, census data, Excel, Inspire Data
Historical Chain Students sequence print and digital documents in chronological order
Bubbleshare, Photostory, Moviemaker
Historical Weaving Students piece together print and digital documents to develop a story
Word, Scrapblog, Google Pages, Historical Scene Investigation (HSI)
Historical Prism Students explore print-based and digital documents to understand multiple perspectives on a topic
Wikispaces, Google Pages, Inspiration using links
Hofer, M., & Harris, J.(2009, February). Social studies learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/SocialStudiesLearningATs-Feb09.pdf
Suggested citation (APA format, 6th ed.): Hofer, M., & Harris, J.(2009, February). Social studies learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/SocialStudiesLearningATs-Feb09.pdf
“Social Studies Learning Activity Types” by Mark Hofer and Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at activitytypes.wmwikis.net
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Teachers are able to determine what students have learned by reviewing their “performances of understanding” (Wiske, 1998) --students’ expressions of knowledge related to the learning goals targeted. Opportunities for students to express their knowledge can be incorporated during a unit of study (as part of formative assessment) or at the conclusion of a unit (as a summative assessment). At times, social studies teachers deem it appropriate for all students to come to a similar understanding of a course topic. This kind of understanding is expressed by engaging in convergent knowledge expression activites, as detailed in the table below.
Knowledge Expression Activity Types
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Hofer, M., & Harris, J.
(2009, February). Social studies learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/SocialStudiesLearningATs-Feb09.pdf
Activity Type Brief Description Possible Technologies
Answer Questions
Students respond to questions using traditional question sets or worksheets, or through the use of an electronic discussion board, email or chat
Inspiration, Word, BlackBoard, e-boards
Create a Timeline Students sequence events on a printed or Timeliner, Photostory,
electronic timeline or through a Web page or multimedia presentation
Word, Bubbleshare
Create a Map Students label existing maps or produce their own; print-based materials or digitally
PowerPoint, Google Earth
Complete Charts/Tables
Students fill in teacher-created charts and tables or create their own in traditional ways or using digital tools
Word, Inspiration, PowerPoint
Complete a Review Activity
Students engage in some form of question and answer to review content; paper-based to game-show format using multimedia presentation tools
PRS systems, Jeopardy (or other games) on PowerPoint, survey tools like SurveyMonkey
Take a Test Students demonstrate their knowledge through paper-based, traditional format to computer-generated and scored assessments
scantron forms
While in many cases teachers may want their students to express similar understandings of course content, at other times they will want to encourage students to develop and express their own understandings of a given topic. The following 21 divergent knowledge expression activity types afford students opportunities to each share their unique understanding of a topic or concept. They are subdivided into learning activities that are written, visual, conceptual, product-oriented, and participatory.
Table 2: Convergent Knowledge Expression Activity Types
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Activity Type Brief Description Possible Technologies
Write an Essay Students compose a structured written response to a prompt; paper and pencil or word processed; text-based or multimedia
Word, Inspiration, Wikispaces (to track contributions from multiple authors)
Write a Report Students author a report on a topic in traditional or more creative format using text or multimedia elements
Word, PowerPoint, Excel, Google Pages
Generate an Historical Narrative
Using historical documents and secondary source information, students develop their own story of the past
ord, Wikispaces or Google Docs (to track contributions from multiple authors), blogs
Craft a Poem Students create poetry, paper and pencil or word processed; text-based or multimedia
Photostory, Moviemaker, iMovie, PowerPoint, VoiceThread
Create a Diary Students write from a first-hand perspective about en event from the past; paper and pencil or digital format
Blogs, Word, Google Docs, Google Pages
Activity Type Brief Description Possible Technologies
Create an Illustrated Map
Students use pictures, symbols, graphics to highlight key features in creating an illustrated map
Google Earth, PowerPoint
Create a Picture/Mural
Students create a physical or virtual image or mural
Paint, Photoshop
Draw a Cartoon Students create a drawing or caricature using a paper and pencil or digital format
Comic Creator, DFILM video, digital cameras
Hofer, M., & Harris, J.(2009, February). Social studies learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/SocialStudiesLearningATs-Feb09.pdf
Activity Type Brief Description Possible Technologies
Develop a Knowledge Web
Using teacher or student created webs, students organize information in a visual/spatial manner; written or digital format
Inspiration, PowerPoint, Word, Imagination Cubed
Generate Questions Students develop questions related to course material/concepts
Word, Wikispaces or Google Docs (to track contributions from multiple authors)
Develop a Metaphor Students devise a metaphorical representation of a course topic/idea
Wikispaces (to track contributions), Inspiration
Table 4: Visual Divergent Knowledge Expression Activity Types
Table 3: Written Divergent Knowledge Expression Activity Types
Hofer, M., & Harris, J.(2009, February). Social studies learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/SocialStudiesLearningATs-Feb09.pdf
Table 5: Conceptual Divergent Knowledge Expression Activity Types
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Hofer, M., & Harris, J.(2009, February). Social studies learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/SocialStudiesLearningATs-Feb09.pdf
Activity Type Brief Description Possible Technologies
Produce an Artifact Students create a 3D or virtual artifact Imaging tools
Build a Model Students develop a written or digital mental model of a course concept/process
Inspiration, PowerPoint, InspireData
Design an Exhibit Students synthesize key elements of a topic in a physical or virtual exhibit
Wikispaces, PowerPoint, Scrapblog, Bubbleshare
Create a Newspaper/News Magazine
Students synthesize course information in the form of a periodical; print-based or electronic
Word, Letterpop, Scrapblog
Create a Game Students develop a game, in paper or digital form, to help other students learn content
Word, Puzzlemaker, imaging tools, Web design software
Create a Film Using some combination of still images, motion video, music and narration students produce their own movies
Photostory, Moviemaker, iMovie
Table 6: Product-Oriented Divergent Knowledge Expression Activity Types
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Hofer, M., & Harris, J.(2009, February). Social studies learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/SocialStudiesLearningATs-Feb09.pdf
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Hofer, M., & Harris, J.(2009, February). Social studies learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/SocialStudiesLearningATs-Feb09.pdf
Activity Type Brief Description Possible Technologies
Do a Presentation Students share their understanding with others; oral or multimedia approach; synchronous or asynchronous
PowerPoint, Photostory, Moviemaker, iMovie, Audacity
Engage in Historical Role Play
Students impersonate an historical figure; live, video-taped, or recorded
Moviemaker, iMovie, Audacity, digital camera
Do a Performance Students develop a live or recorded performance (oral, music, drama, etc.)
Photostory, Moviemaker, iMovie, Audacity
Engage in Civic Action
Students write government representatives or engage in some other form of civic action
Web, email, videoconferencing
Table 7: Participatory Divergent Knowledge Expression Activity Types