Test Review

1. Test Review

2. Agenda – Feb 22nd and 23rd. • Combine and Share Smart Notebook Pictures (everyone save where you can access it again!) 5:00-5:30 this includes sharing with the class. • Smart Notebook software – more how to… • 5:30-5:45 • Smart Notebook Work 5:45-6:45 • Next 2 Graded Assignments • Test Review 7:00-7:30

3. SMART NOTEBOOK • Title Page • Subject, Grade, Standards (2) and NETS-S • Materials Needed • Student Objective • 4 – Before Technology Slides – teach the content….. • Classroom Environment • Technology Idea • How grouped/management in classroom • After technology activity • Assessment

4. 35 Multiple Choice – 70 points • 30 points worth of short answer questions • Bring a Pencil – The Multiple Choice part is Scantron. • NO PHONES NEAR you during the test!!! NO iPod, etc…If I see it at any point in time, I will assume you are cheating and you will fail the class!!! • You will have from 5:00 - 6:30 to complete your test. We will have class from 6:30-7:45.

5. UDL • Multiple means of Representation = to give learners various ways of acquiring information and knowledge. • Multiple means of Action and Expression to provide learners alternates to demonstrating what they know. • Multiple means of engagement to tap into learner interest, offer appropriate challenges and increase motivation.

6. Technology: Using digital images to show examples of fractions (i.e. ½ a pizza).Rationale: Visual examples clarify concepts. • Technology: Creating a podcast in collaborative learning groups about global warming.Rationale: Active participation is motivating for students. • Technology: having students create a public service announcement related to energy conservation rather than write a reportRationale: Students who aren’t strong writers but know the material can tell you what they know. UDL concept: Multiple options for representing information UDL concept: Multiple options for engaging learners UDL concept: Multiple options for expressing knowlege

7. Three Major Branches Behaviorism/ Direct Instruction Cognitivism Constructivism

8. Three Ways of Knowing Knowledge has a separate, real existence of its own outside the human mind. Learning happens when this knowledge is transmitted to people and they store it in their minds (Roblyer, 2006, p. 37). Humans construct all knowledge in their minds by participating in certain experiences; learning happens when one constructs both mechanisms for learning and his or her own unique version of the knowledge (Roblyer, 2006, p. 37). COGNITIVIST Learning is concerned not so much with what learners do but with what they know and how they come to acquire it. Knowledge is described as a mental activity that entails internal coding and structuring by the learner (Ertmer & Newby, 1993, p. 7). CONSTRUCTIVIST BEHAVIORIST

9. Behaviorism Teacher role: Transmitter of knowledge/expert source Student role: Receive information; demonstrate competence Curriculum: Skills are taught in a set sequence, use of instructional cues, reinforcement and practice. Types of activities: Lecture, demonstration, seatwork, practice, testing Assessment strategies: Written tests, demonstration of skills

10. Examples of Content Taught using Behaviorism Multiplication Tables Branches of Government Procedural tasks Driving a stick shift Listing State Capitals

11. Cognitivism Teacher role: Construct appropriate learning environments and materials, scaffold the learning process Student role: Actively involved in the learning process through self-planning, monitoring, revising, constructing relationships Curriculum: Relationships among information is stressed Types of activities: using graphic organizers, demonstration/ think aloud, matrices, advanced organizers Assessment strategies: performance assessment, essay questions (i. e. summarize, compare and contrast)

12. Examples of Cognitivist Content Compare and contrast two characters in a novel. Draw the stages of the water cycle. The writing process (drafts and revision). Graphic organizers:

13. Constructivist Instruction Cont. Teacher role: Acts as a guide and facilitator; collaborative resource as students explore topics Student role: Collaborate; develop competence; may learn different material Curriculum: Based on projects that foster higher level and lower level skills at the same time Types of Activities: Group projects, hand-on exploration; product development, problem solving Assessment: Performance tests and products (ex. Portfolios)

14. Examples of Constructivist Content Causes of WWII The strengths and weaknesses of Democracy How technology fosters collaboration The effects of global warming

15. CommonExperience Field of Experience Field of Experience Sender Encoder Signal Decoder Receiver Noise Feedback

16. Robert Gagne • 9 things that have to happen in successful instruction • Sometimes explicitly, sometimes implicitly • Don’t have to follow this order

17. (1) gaining attention (reception) (2) informing learners of the objective (expectancy) (3) stimulating recall of prior learning (retrieval) (4) presenting the stimulus (selective perception) (5) providing learning guidance (semantic encoding) (6) eliciting performance (responding) (7) providing feedback (reinforcement) (8) assessing performance (retrieval) (9) enhancing retention and transfer (generalization).

18. *Enactive – not inactive Figure 1. Edgar Dale’s cone of experience overlaid with Bruner’s concepts for instruction. Image from: http://www.ori.org/~kenl/courses/uo/mmw/docs/img/cone_plain.gif * 18 PAL: Historical Antecedents

19. Fair Use, AUP, and online Safety, • ISTE – NETS-S and NETS-T • What is Technology Integration and why is it important. • RAT framework and examples • Classroom arrangement/management • Barriers to integrating Technology • Why are standards important.

20. Homework • STUDY FOR YOUR TEST • Create your Live Text Account • Make sure you can access ALL of the activities we have completed so far: • About You PowerPoint • Digital Photo Editing, SmartNotebook file • Inspirations • Webquest you created • Smart Notebook • Wave Pad • (Tuesday night – EXCEL)