Please Access Today’s Presentation

1. Please Access Today’s Presentation Navigate to www.edec.org/esa Click on “Resources” Select “TIE Presentation 2008” Download presentation to Desktop

2. Using Technology with Classroom Instruction That Works Focusing on Cooperative Learning and Similarities & Differences TIE Conference, April 6, 2008 ESA, Region 2

3. Participant Inventory • Use Senteo and complete participant inventory

4. Big Ideas • Technology does not drive the instruction, it SUPPORTS instruction • Technology often is the great “Differentiator” • Technology can help you reach the higher order thinking skills…analyze, create, evaluate • If it doesn’t serve a purpose – dump it

5. Objectives Today • Understand the connection between Bloom’s Taxonomy/Marzano’s Instructional Strategies and how technology can be integrated effectively • Explore examples of readily available technologies that support specific strategies • Learn how to plan for technology in the classroom based on standards

6. Create Evaluate Analyze Apply Understand Remember Bloom’s Taxonomy

7. 9 Instructional Strategies • Identifying similarities and differences • Summarizing and note taking • Reinforcing effort and providing feedback • Homework and practice • Nonlinguistic representation • Cooperative learning • Setting objectives and providing feedback • Generating and testing hypotheses • Cues, questions and advance organizers

8. A Vision of K-12 Students Today…… • http://www.teachertube.com/view_video.php?viewkey=d1296214afd7cc367045&page=3&viewtype=&category

9. How Does This ImpactHow We Teach?

10. Technology Category Matrix

11. Standards • Content standards • State technology standards • National technology standards

12. Lesson Plan Template • Use appropriate content standards • Try to connect technology standards • Be cognizant of technology available to you and students • Consider your assessment methods

14. Bookmarking Tool: • Portaportal – http://my.portaportal.com Guest login: citwtech Create an account

15. 9 Instructional Strategies • Identifying similarities and differences • Summarizing and note taking • Reinforcing effort and providing feedback • Homework and practice • Nonlinguistic representation • Cooperative learning • Setting objectives and providing feedback • Generating and testing hypotheses • Cues, questions and advance organizers

16. Classroom Instruction That Works: Effect Size • Effect Size is a unit of measure used with meta-analysis that expresses the increase or decrease in student achievement • For example • Small: 0.20 to 0.49 • Medium: 0.50 to 0.79 • Large: 0.80 and above

17. The Nine Categories of Instructional Strategies That Affect Student Achievement

18. Planning Questions

19. Cooperative Learning Focuses on having students interact with each other in groups in ways that enhance their learning

20. Generalizations: • Organizing groups based on ability levels should be done sparingly • Cooperative learning groups should be rather small in size • Cooperative learning should be used consistently and systematically but should not be overused

21. Recommendations • Use a variety of criteria to group students • Use informal, formal, and base groups • Keep the groups to a manageable size • Combine cooperative learning with other classroom structures

22. Group Design Components • Positive interdependence (sink or swim together) • Face-to-face, supportive interactions • Individual and group accountability • Interpersonal and small group skills • Group processing Base groupsare long-term groups, created to provide students with support in a length of time. Groups help build trust, camaraderie, and teamwork, and they are useful for checking homework and completing tasks and other routines.

23. Technology can: • Play a unique and vital role in cooperative learning • Facilitates group collaborations • Provides structure for group tasks • Allows group members to communicate even if they are not working face-to-face. • Allows school to serve students anytime, anywhere and facilitate their growth as lifelong learners.

24. Multimedia • Can facilitate cooperative learning… • By requiring students to assume many different roles and responsibilities • By requiring detail in the planning process • Projects can be graded in two dimensions: • Rubric for a cooperative project • Roles in the group project can be assessed separately • http://www.uwstout.edu/soe/profdev/elemteamworkrubric.html

25. Web Resources • Web-enabled collaborative learning is changing dramatically. • www.immex.ucla.edu/iWeb/Agencies/4606360/default.aspx

26. A Learning Activity • Gather into groups • Each member assumes a role • Navigate to the IMMEX site • Login: patricia.bruinsma@k12.sd.us • Password: • Click on the TIE class “select this class” button • Choose problem set that you would like to solve that pertains to your subject and/or grade level • Attempt to solve

27. Web Resources Uses the cooperative learning as a way to learn to cooperate. • Blogs and wikis and electronic classrooms www.hotchalk.com Students can be interacting with professionals to ask questions and get responses immediately from the experts • Real Time Chats and Ask the Experts http://www.imagiverse.org/activities/chats/index.htm • Key Pals Web email partners that are monitored to ensure effective communications for educational purposes www.epals.com/

28. Web Resources WebQuests are inquiry-oriented activities that allow students in a class from multiple locations to collaborate. • A well designed webquest is practical, engaging, and elicits student thinking. • The Westing Game Webquest www.nycsd.k12.pa.us/tchr/webquests/westing/westing_game.htm

29. Website Creation • Building a website can be a very enriching collaborative experience for students • Students can build a multi-page website based on research and solving a problem together. • http://www.kidsnetsoft.com/html/download.html

30. Collaborative Organizing • Shared calendars • Shared bookmarking ( podcast about social book marking in schools) • Shared documents • Shared notes • Course management • Web-Enables Multiplayer Simulation Games

31. Communication Software • Teachers can pair instant messaging and Voice over IP (VolP) to facilitate powerful collaboration at any time of the day and from any geographical location. • Podcasts (http://www.epnweb.org/) • Text messaging and email

32. Collaborative Learning Activity • Navigate to the ESA 2 Blogspot http://citwtechnology.blogspot.com/ • List two links that you’ve found and describe how you will use these to suport collaborative learning in your classroom • Take a quick break when you’ve finished. Reconvene at 3:05pm

33. Using Technology with Classroom Instruction that Works Similarities and Differences http://lakingaz.edublogs.org/2006/11/16/identifying-simmilarities-and-differences-pt-1/

34. Planning Questions

35. Identifying Similarities & Differences • Helps students restructure their understanding of the content • Students make new connections, experience fresh insights, and correct misconceptions • Leads to deeper understanding

36. Generalizations • Present students with explicit guidance in identifying similarities and differences • Ask students to independently identify similarities and differences • Represent similarities and differences in graphic or symbolic form

37. Recommendations • Teach students to use comparing, classifying, metaphors, and analogy techniques • Give students a model of the steps for engaging in the process • Use a familiar context to teach students these steps • Have students use graphic organizers as a visual tool • Guide students. Work towards less structure and more practice

39. Four Basic Processes in Outlining Similarities & Differences

40. Identifying Similarities & Differences • Graphic Organizers (Kidspiration, Inspiration, or Word) • Spreadsheet Software (Excel – create comparison charts) • Data Collection Tools (probes to collect data, then organize the data in Word or a spreadsheet to analyze and compare)

41. http://readwritethink.org/materials/venn/index.html

42. Creating a graphic organizer for your subject area • Use tables • Word art • Clip art • Insert pictures • Create diagrams or organizational charts • Insert autoshapes • Fill colors • Text options • Format options

43. Use Word to create a graphic organizer

44. Book comparison with Inspiration

45. Metaphor of the Geologic Timeline

46. Analogy http://gets.gc.k12.va.us/VSTE/2008/1simdiff.htm

47. Using Excel for Comparison Charts

48. Comparison Spreadsheet • To create a chart from the excel data, highlight the data for both the x and y axis that will make up the chart (planets vs weight) • Go to the menu and choose >insert>chart

49. Choose the type of chart that you would like to create. Excel allows options for columns, bars, lines, etc. Choose a chart subtype (if applicable). Click next and enter in the remaining chart options such as titles & values. Choose where you would like the chart to appear (on another worksheet in excel or on the same page).

50. Comparison Spreadsheet