Chapter 3 Tanya Seely, Kathryn Bregel, Vanessa Cuzner

1. Chapter 3Tanya Seely, Kathryn Bregel, Vanessa Cuzner TIP Model Scemarios 1, 2 and 3

2. TIP Model Scenario #1 Ms. Andie uses a program called Spelling Beeto give her students practice before a spelling test or the language arts part of a standardized test. She knows the secret to her stduetns doing well in spelling is getting them to spend time thinking about the words; she finds she can get them to spend more time with helpful practicing than she can with a paper and pencil exercise or other format. The software presents words via audio prompts and lets students enter spellings. They get points for every correct answer. If they play alone and attain a score they are shooting for, they win the spelling bee. They can also compete against each other in pairs.

3. 1.1 - What type of software function is Ms. Andie using? What does it offer that makes it a good match for the problem? • Instructional Game - used to increase motivation by adding game rules and/or competition to learning activities. • A fun and entertaining activity for students because of the challenge of the competition and the potential for winning. • Generally, students are more engaged in these activities then paper and pencil drills. • Common Characteristics: • game rules • elements of competition or challenge • amusing or entertaining formats

4. 1.2 - If Ms. Andie wanted to have students practice in pairs to compete against each other, how could she set up the activity to make sure some students wouldn't become too frustrated by losing all the time? • Pre-choose pairs based on ability level • Students working with a partner who they are similar to. • Vary the pairs every round or number of rounds • Students will see a variety of student abilities • Does Ms. Andie have any control over the program to vary the difficulty level of the words each partner recieves? • A mixed ability pair is asked words that are at a different level of difficulty.

5. 1.3 - Since the software gives audio prompts and feedback, what would Ms. Andie have to do if she wanted to use this effectively in a classsroom of 30 students. • Stations • Students could complete a variety of activities related to spelling, the software being one station they would visit. • Provide headphone or have students bring them from home. Students would all be able to play at the same time, assuming they can play in a computer lab or using a traveling pod of computers.

6. TIP Model Scenario #2 • Mr. Sydney's students are not interested in learning about the US Constitution. He wants to show them that it is a document that affects their lives every day and in many situations they or people they know might encounter. Rather than just telling them about it, he found a software package that lets them practice applying it. Using the package, students role play various people faced with creating articles of confederation to deal effectively with issues such as threats to their borders, needs for currency, trade disputes, internal disagreements about key issues and separate rights for states versus central power. As they work in groups on various problems, students come to understand why laws are necessary and how they affect their lives. As a final activity, each group presents an article of confederation and illustrates how it works in practice.

7. 2.1 What software function is Mr. Sydney using? What did it offer that made it a good match for the problem? • Simulation software-Situational (how to do something) • Models a real system • Get students involved • Make the impossible possible • Allows repetition with variations • In place of or as supplement to role playing • Encouraging cooperation and group work

8. 2.2 What outcomes would you want to assess after this activity? • NETS for Students • 1. Creativity and Innovation • 4. Critical Thinking, Problem Solving and Decision Making. • 5. DIgital Citizenship b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

9. 2.2 What outcomes would you want to assess after this activity? • 21st century skills: • Core subject: History; Creativity and Innovation • Critical thinking and Problem Solving • Communication and Collaboration

10. 2.3 How would you measure students’ progress in achieving these outcomes? • Rubrics (presentation, group work) • Likert scale-type survey (improve attitude) • Observation instruments/checklists – group work

11. TIP Model Scenario #3 • In her Spanish I class, Ms. Shannon is having her students write an email newsletter describing in Spanish their school and events in their community to students in a classroom in Puerto Rico. She finds that her students Spanish vocabualry is very limited, and she wants to give them practice in using Spanish equivalents for many English words. She locates a software package that provides vocabulary practice by presenting words in English or Spanish to which students must supply equivalents in the opposite language. If they supply the correct word, the program pronounces both words. They Teacher's Manual gives a list of all the words.

12. 3.1 What kind of software function does this software provide, and why does Ms. Shannon think her students need it? • This drill and practice software provides directed learning and does not necessarily address the particular vocabulary words each student needs to acquire. • Ms Shannon thinks her students need this softward to expose her students to an expanded vocabualry, as well as to provide practice with these new words. While this may work as a review for vocanulary that students have already learned, it is not an effective way to teach new vocabualry as it is out of context, and unauthentic.

13. 3.2 Would it be best for students to use this package individually, in small groups, or as a whole class? • In New Brunswick (and in most of Canada) second language is taught using a Neuro-Linguistic Approach. The research of Claude Germain and Joan Netten shows that the ability to communicate spontaneously can only be developed by participating in authentic communication. Therefore, simply memorizing vocabulary words out of context is ineffective and does not create long-term learning. • Keeping this philosophy of learning in mind, I would most likely not use this softward in my classroom, at least not very often. At most, it would be best for students to use this software in a whole class setting where they take the vocabualry words and use them in sentences. Then, once they are familair with the software they could play it in small groups, creating their own sentences which relevant to their experience and authentic for each student .

14. 3.3 How would you assess whether this program was helping students learn enough vocabulary? • If I were to use this software in my classroom, I would assess the students progress in authentic situations, either oral questioning or in the amount of new vocabulary they are able to use in their email newsletters. • In order to assess the effectiveness of this software, I would assess students both befor and after using the program.