SLItech October 1 2009
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Chapter 1 - Using Tech w/Classroom Instruction that Works - Setting Objectives
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SLItech October 1 2009
- 1. Supporting LeadersinIntegrating Technology SLItech October 1, 2009
- 4. Exploration
- 5. Examination
- 6. Celebration
- 8. Ponder How do we keep students engaged in learning in a technologically advancing world? How do we link research-based instructional strategies with modern techniques? Where do we find the best educational technology resources?
- 9. Using Technology with Classroom Instruction that Works WHY TECHNOLOGY? “Applied effectively, technology implementation not only increases student learning, understanding and achievement but also augments motivation to learn, encourages collaborative learning, and supports the development of critical thinking and problem-solving skills.” (p.3)
- 11. Nine Categories of Instructional Strategies that Affect Student Achievement Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representation Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions and advance organizers
- 12. Four Planning Question and Corresponding Instructional Strategies
- 13. Seven Categories of Technology
- 14. What Will Students Learn? “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…. Technology enhances the goal-setting process by providing organizational and communication tools that make it easier to clarify the learning objectives.” (p.18)
- 15. Exploration Group Time! 4 groups Facilitator Speaker/Presenter Writer/Note taking online Timekeeper Decide on a Group Name by 11:30am 4 mini sessions of 20 minutes each Your group will have a particular focus to keep in mind while working through the mini-sessions.
- 16. Mini-session #1 At table Laptop and headsets Sheet with instructions Enjoy! Share info online 20 minutes
- 18. Mini-session #2 At table Laptop and headsets Instructions Share your comments online 20 minutes
- 19. Biology Break 10 minutes
- 20. Mini-session #3 With same group at table New exploration Continue discussion and thoughts with your group’s focus in mind Share online 20 minutes- (Indiana Jones 5:14)
- 21. Mini-session #4 Final mini-session Again, take the time to go through the information presented Continue group discussions Write the BIG ideas online 20 minutes
- 22. PODCASTING Podcasting in Plain English Parkland’s Educational Podcasting Network: Episode 1 - Podcasting for Instructional Leaders Play time – record your own Podcast! Audacity Tool Bar Create and publish a Podcast Listen to: Podcasting for Instructional Leaders Feel free to share your own examples 40 minutes
- 24. October 12th – December 18th , 2009
- 25. Discussion
- 26. Progress in deploying technologies
- 27. Comment
- 30. Reflection Complete the NETS*Admin survey for Site Leaders found in the SLI Tech project - Links
- 31. Thank you! A Teacher's Guide to Web 2.0 at School
Notas del editor
- Welcome to the first group session of Supporting Leaders in Integrating Technology
- For all group sessions, we will follow this schedule.
- While watching this video – think if there are any more concepts that could have been added. Please input into Today’s Meet section (online) http://todaysmeet.com/slitech .
- Reflections and comments are found in the book, “Using Technology with Classroom Instruction that Works.”
- This book builds upon the landmark book “Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement” (Marzano, Pickering, & Pollock, 2001) by linking each of its nine categories of instructional strategies with educational technology applications, examples, and resources.
- Bloom's Revised Taxonomy which attempts to account for the new behaviours and actions emerging as technology advances and becomes more ubiquitous.Bloom's Digital Taxonomy isn't about the tools or technologies rather it is about using these to facilitate learning. Outcomes on rubrics are measured by competence of use and most importantly the quality of the process or product. For example. Bookmarking a resource is of no value if the resource is inappropriate or worthless.
- You will learn about the nine categories of research-based instructional strategies and educational technology applications such as word processing, organizing and brainstorming software, data collection tools, web resources, multimedia, and communication software (Web 2.0).
- These are organized into four planning questions as follows.1. What knowledge will students learn?2. Which instructional strategies will provide evidence that students have learned that knowledge?3. Which strategies will help students acquire and integrate that knowledge?4. Which strategies will help students practice, review and apply knowledge?Four questions frame the nine categories of strategies. The following planning questions should guide teacher in aligning curriculum, instruction and assessment. Each of the categories relates to at least one of the planning questions. Today we are concentrating on PART I in our session.
- Most educators prefer exploring the instructional strategies first and the technologies that support them second. This book is organized by the overarching planning questions, then the categories of instructional strategies and finally by the technologies that best support those strategies. The technologies have been grouped by function.
- At the start of the planning process, the first question educators ask themselves is: What knowledge and skills do I want my student to have at the end of this lesson or unit?Setting Objectives strategy focuses on establishing a direction for learning.
- You have been divided into 4 groups with each group today in charge of a specific theme. As instructional leaders, please keep in the back of you mind of what strategies you could be using to integrate technology effectively. 1) Math/Assessment/Critical Thinking, 2) Social Studies/Assessment/Critical Thinking, 3) Citizenship and Social Responsibility/Health and Wellness, 4) Language Arts and Science/Assessment/Critical Thinking. This signifies that all your work today should reflect the theme that you have been assigned. Within the group - facilitator, speaker/presenter, online writer/note taker (***Give info where to input online for your group – somewhere insidePSD!!! Check with Darhyn), timekeeperDecide on a group name2 mini sessions then a break and 2 more mini sessions
- Word Processing – Google docsOrganization and Brainstorming – Bubbl.us, Gliffy, Mindmeister, Mindomo, Exploratree, Text2MindMap, MappioData Collection Tools – Zoomerang, Poll Everywhere, CoverItLiveDigital Age Assessment – view Slideshare***Click on the 20 minutes for the countdown timer!!!
- Switch!! – Give next session handout
- Switch – give next handout
- Switch – give next handout
- Watch 2 mins videoListen to Podcast
- 10 minutes
- 10 minutes
- 10 minutesAnswer these two questions online at…….
- Pic - http://www.slideshare.net/mlibrarianus/what-is-web-20-class-for-public-presentation: slide 7