Model/Language of Instruction

1. Model/Language of Instruction • For each area of teacher expertise, we will… • Examine what we know works • Identify the challenges • Confront the same challenges when using technologies • Create ways for technology to • enhance and • increase • implementation of the strategies in this area of teaching.

2. Model/Language of Instruction

3. Learning Goals What we know Students gain when they are focused, and refocused, on the learning goals.

4. Learning Goals What we know Learning Goals are clear statements of what students are learning, separate from what they will do to demonstrate that learning.

5. Learning Goals The challenges Focusing, and REFOCUSING, students on clear Learning Goals. Teaching IMPORTANT Learning Goals Making sure Activities SERVE the Learning Goals well.

6. Learning Goals The challenges Focusing, and REFOCUSING, students on clear Learning Goals.

7. Learning Goals The objective is …. I need to learn… I have to complete this by……

8. Learning Goals Which are the Learning Goals? Which are Activities/Assignments? • Students will : • Add and subtract fractions • Understand that primary sources provide unique insights into history. • On a blank map of the United States, label each state. • Identify similarities and differences between themselves and Emily Dickinson. • Create a simple machine • Know the major types of volcanoes • Understand that literature can both influence and reflect a society • Create a travel brochure

9. Learning Goals • Nonfiction Rocks • During this quarter, you are required to read two nonfiction books. One of the books must be a biography or autobiography. • After you have read the biography or autobiography, you are to prepare a creative presentation for the class focused on the person from this book. This presentation should help us understand what you learned from the book. • You must wear a costume for the presentation. You should be dressed like the character or wear something symbolic of the character you read about in the biography or autobiography Be creative!!! • The presentations will all be given the week of… Pay close attention to the rubric below. • RUBRIC: • Thorough introduction and conclusion 10 pts • Costume (well planned, creative complete, includes a prop) 10 pts • 10 important pieces of information 10 pts • Presentation (interesting voice, good posture, good • eye contact, loud enough, practiced 10 pts • Memorization 2 – 4 minutes long 10 pts. • 50 POINTS POSSIBLE Your grade ________

10. RUBRIC: • Thorough introduction and conclusion 10 pts • Costume (well planned, creative, complete, includes a prop) 10 pts • 10 important pieces of information 10 pts • Presentation (interesting voice, good posture, good • eye contact, loud enough, practiced) 10 pts • Memorization 2 – 4 minutes long 10 pts. • 50 POINTS POSSIBLE • Your grade ________

11. Learning Goals The challenges Focusing, and REFOCUSING, students on clear Learning Goals. Teaching IMPORTANT Learning Goals

12. Learning Goals The challenges Focusing, and REFOCUSING, students on clear Learning Goals. Teaching IMPORTANT Learning Goals Making sure the ActivitiesSERVE the Learning Goals well.

13. Mission Project The Alamo Project The Leaf Project

15. Better than a Shoe Box! Genuine Stryofoam. Easy to Assemble

16. Learning Goals Learning Goal for high school chemistry: Understand the concept of a mole in chemistry--6.02 x 10 ^23– Avogadro’s number

17. Mole Day– October 23 (10^ 23) Assignment Make a mole from the pattern your are given. Create a costume and an environment for the mole that plays on the word “mole.”

18. Finding Nemole

20. Marilyn Mole-roe

21. Moliver Twist

22. Molesen Twins

23. Mole-hammad Ali

25. Mole-na Lisa

26. Games of the XXVIII Moleympiad

27. Cirque de Moleil

28. Mole-by Dick

29. Remember the AlaMole

30. Mole Train

31. Mol-otov Cocktail

32. By the way, you don’t have to abandon the learning goals in order to use creative approaches.

34. Learning Goals The challenges Focusing, and REFOCUSING, students on clear Learning Goals. Teaching IMPORTANT Learning Goals Making sure the Activities SERVE the Learning Goals well. • Confront the same challenges when using technologies • Create ways for technology to • enhance and • increase • implementation of the strategies in this area of teaching.

35. Learning Goals – With Technology The challenges Focusing, and REFOCUSING, students on clear Learning Goals. • Design materials that clearly communicate Learning Goals throughout the lessons. • Clearly communicate learning goals up front • Integrate learning goal statements throughout • Use software tools to highlight learning goals.

36. Are the Learning Goals Clear? Important? The Focus? Learning Goals – With Technology • Design materials that clearly communicate Learning Goals throughout the lessons. • Clearly communicate learning goals up front • Integrate learning goal statements throughout • Use software tools to highlight learning goals.

37. Students will increase their understanding of the following: • Primary sources are important because they • provide insights into the views and experiences of people • without showing them through the lens of later events.

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41. Primary sources are important because they provide insights into the views and experiences of people without showing them through the lens of later events.

42. Primary sources are important because they provide insights into the views and experiences of people without showing them through the lens of later events.

44. Learning Goals – With Technology The challenges Focusing, and REFOCUSING, students on clear Learning Goals. Teaching IMPORTANT Learning Goals

46. What is the Learning Goal? Test questions on Night Elie Wiesel

47. What is the Learning Goal? Excerpt from Night by Elie Wiesel Students come to the IWB and record their reactions.

48. Learning Goals – With Technology The challenges Focusing, and REFOCUSING, students on clear Learning Goals. Teaching IMPORTANT Learning Goals • Cautions and concerns • Observation: When examining whiteboard lessons we find online, we have noticed that a high percentage of learning goals are at the basic (terms/detail) level .

49. Understanding the types of knowledge within Learning Goals…

50. Information and Ideas--Declarative Knowledge Organizing Ideas: Principles and generalizations Terms and Details: (vocabulary, facts, time sequences) Skills and Processes— Procedural Knowledge Mental Procedures Psychomotor Procedures