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Similar a Using technology with citw state level pd-oct. 9
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Using technology with citw state level pd-oct. 9
- 1. Using Technology with CITW October 9, 2012
- 2. My Classroom Site https://sites.google.com/a/cnmipss.org/using- technology-with-classroom-instruction-that-works/
- 3. Using Technology with CITW Site https://sites.google.com/site/cnmipps/home
- 4. Create the Environment for Learning Setting Objectives & Providing Feedback Reinforcing Effort & Providing Recognition Cooperative Learning Develop Understanding Extend & Apply Cues, Questions, & Advance Knowledge Organizers Identifying Similarities & NLRs Differences Summarizing & Notetaking Generating and Testing Assigning Homework & Practice Hypotheses
- 5. Creating the Learning Environment • Setting Objectives • Providing Feedback • Reinforcing Effort • Providing Recognition • Cooperative Learning
- 6. Setting Objectives • Word Processing • Data Collection Applications Tools – Microsoft Word – Poll Survey – Open Office – Appleworks (Mac) – Survey Monkey – Google Forms • Organizing and Brainstorming – Socrative (Quiz# Software SOC-468578) – Inspiration • Web Resources – Kidspiration – McREL – Mind-Mapping Compendium of Standards – Rubistar – Teacher/Student Resources
- 7. Setting Objectives • Communication Software – Blogs • A web-based publication of periodic journal entries ("posts"), usually presented in reverse chronological order with the most current post appearing first. – Email • Shared calendars • Shared bookmarking
- 8. Providing Feedback • Word Processing Applications – MS Word • Data Collection Tools • Web Resources • Communication Software
- 9. Reinforcing Effort • Spreadsheet Software – MS Excel • Data Collection Tools • Web Resources • Communication Software
- 10. Providing Recognition • Data Collection Tools – Surveys • Multimedia – MS Word, Excel, Powerpoint, Publisher (certificates/awards) • Web Resources – Web showcases and picture galleries
- 11. Cooperative Learning • Data Collection Tools – Surveys • Multimedia – MS Word, Excel, Powerpoint, Publisher (certificates/awards) – Rubistar (Rubrics for a cooperative multimedia project) • Web Resources – Web showcases and picture galleries – WebQuests – Keypals
Notas del editor
- Research shows that when students are allowed to set some of their own learning goals, their motivation is higher than when they pursue only teacher-set goals (Hom & Murphy, 1983). Technology enhances the goal-setting process by providing organizational and communication tools that make it easier to clarify the learning objectives. Technology also gives teachers access to resources that can help them identify and refine standards and objectives. We will briefly touch on the following technologies to set objectives: word processing applications, organizing and brainstorming software, data collection tools, Web Resources, and Communication software.Using Microsoft Word/Open Office/Appleworks (MAC)KWHL Charts: great way to activate prior knowledge and to have students personalize their learning goalsLearning Goal Contracts: a step that helps to make goals more personal for students.Using Organizing and Brainstorming Software: provide an easy way for students to plan and organize their thoughts in the beginning of a unit, during instruction, and after a unit. As you present your broad learning objective, standard, or benchmark to your student, provide them with an organizing template that prompts them to think about what they would most like to learn and what they might focus on to meet the learning objective.Kidspiration (grades preK-5) and Inspiration (for intermediate and older students)
- BlogsThere are many free online services available to guide you through the basic steps required to set up a blog. Most blog sites do not require you to download any software; they work through your internet browser. (Review common features and capabilities of free blog services on site)
- MS Word: Tracking changes and inserting comments (Review Tab)Communication SoftwareBlogsWikisWeb ResourcesRefer to Student Resources
- Research tells us that not all students realize the importance of effort. Many attribute their success or failure to external factors. Many of us have heard a struggling math student say something like, “I’m just not good at math.” When a student makes a connection between academic successes with factors outside of his or her control-things like heredity, gender, or race-it’s easy to develop a defeatist attitude. (we as adults do that too). Some students also see friends who are successful and attribute their success to outside factors. They might even have the misconception that people of a certain background excel in a particular curricular area. By relying on these stereotypes, these students ignore the effort other students put into doing well. The research indicates, however, that students can change their beliefs and make a connection between effort and achievement.Spreadsheet Software: MS Excel to create a rubric that gives students a clear idea of what effort looks like. (Show example of effort rubric on CNMIPPS site)
- One of the most powerful ways that technology facilitates the use of this strategy is that it gives teachers a way to expand recognition beyond giving a student an A+ on an assignment or posting it on the classroom bulletin board. With technology, teachers can easily make exemplary work available for the appreciation of peers, parents, and professionals across the world. Technology tools can help teachers create personalized certificates or rewards and give individual, group, and class recognition through automated classroom response systems (e.g. clickers, NEO2s 2Know Tool)
- It is helpful to use informal groups for short, impromptu activities that take no longer than a few minutes. There are a variety of structures teachers might use, and many are as simple as announcing “Numbered heads together” or “Turn to someone sitting next to you.” For formal groups, however, teachers should intentionally design assignments to include the five basic components: Positive interdependence (sink or swim together)Face-to-face, promotive interaction (helping each other to learn, applauding efforts and success)Individual and group accountability (each of us has to contribute to the group achieving its goal)Interpersonal and small-group skills (communication, trust, leadership, decision making, conflict resolution)Group processing (reflecting on how well the team is functioning and how to function even better)Base groups are long-term groups, created to provide students with support throughout a semester or school year. Base groups help build trust, camaraderie, and teamwork, and they are useful for checking homework and completing tasks and other routines.