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CTAP Teaching with Technology

Adopt-a-Planet Adopt-a-Biome. Harold M. Brown and Leti Rodriguez. Brawley Union School District. FINAL PRESENTATION. CTAP Teaching with Technology. Our Project & Ourselves.

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CTAP Teaching with Technology

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  1. Adopt-a-Planet Adopt-a-Biome Harold M. Brown and Leti Rodriguez Brawley Union School District FINAL PRESENTATION CTAP Teaching with Technology

  2. Our Project & Ourselves Harold and Leti are colleagues collaborating within the freshman level academy program. Harold teaches English language arts and Leti teaches mathematics. In preparation for and modeled after the freshman integrated project requirement, Harold and Leti developed two introductory mini research report projects, adopt-a-planet and adopt-a-biome, that also integrate English, science, and mathematics curricula.

  3. Our Expectations 1. Identify Research Topic Compatible with the Integration of Three Subject Areas: English, Mathematics, and Science. 2. Establish Appropriate California State Standards for Each Subject Area. 3. Design a “practice” research project preparing our students for the Freshman Integrated (Science) Project including: • Research • Documentation • Formal Report • Speech Presentation with Visuals 4. Develop a lesson unit encouraging use of technology options such as: • Internet Research • Overhead Projection • Power Point • Poster Boards • Web Site • Word Processing

  4. Our Realities Introduction to and growing familiarity with: • Microsoft Word. • Excel. • Internet. Increased confidence in: • Teaching students to chart and graph using Excel. • Entrusting students with technology. • Establishment of Website.

  5. Successes • Students experienced the sequence of “practice project” from start to presentation. • Students with savvy about technology shared and peer coached their inexperienced fellow students. • Groups learned to plan and execute their intentions within prescribed timelines. • Students and Teachers gained insight and confidence that transferred to their major Integrated Project. • Established Website for Student Reference.

  6. Shortcomings • Collaboration is difficult, sometimes impossible, unless colleagues work within the same academy. • Rare opportunities to schedule classes into the library and computer laboratories slowed projects. • Students need carefully restricted access to internet to avoid distraction and loss of time. • Communication of project to colleagues who are not TWT participants.

  7. Results • For the final requirement of this project, students made a formal presentation of their adopt-a-choice using visual aids. • Students used a student generated rubric to peer evaluate each performance. (Click HERE for the rubric.) An average of student scores (blue) and the teacher’s score (burgundy) were both recorded. • Charts 1-2 are the results of college preparation English and Honors English respectively. The College Preparation level were aligned with Earth Science and adopted planets; the Honors class was aligned with Biology and adopted biomes. • Chart 3 shows the averages of student, then teacher scores. Note: #’s 1 and 2 are college preparation; 4 and 5 are honors. • Research papers (See sample papers) are prerequisite to performance.

  8. Results: Chart 1Click HERE for complete data

  9. Results: Chart 2

  10. Results: Chart 3

  11. Student Work Samples: Planets View Rubric Advanced Proficient Basic

  12. Student Work Samples: Biomes Click for rubric Advanced Proficient Basic

  13. Revisions • Preschedule library/computer lab for introduction sessions introducing library and internet research, Excel, and Power Point. • Distribute Adopt-a-Lesson Plans to all academy (school-within-a-school) participants. • Reserve shared preparation time for cross-academy and cross-curricular articulation. • Establish cross academy presentation arenas and audiences. • Publish student work across academies and on website.

  14. Synthesis • The vision of our miniature (FIP) “practice project” was accelerated by CTAP and the technological insights and practical practice. Without our training and the technology available on our school site, students would have had to write out all drafts of their reports by hand, research their topics from within a limited library, hand draw all visuals including graphs, charts, and presentation images.

  15. Synthesis 2 • Based on last years experience with the FIP projects, we observed that students were more confident about the steps of the process in their actual FIP projects. We witnessed an increased maturity of form and format for most students. Students demonstrated greater confidence in the computer lab and online. Numbers of students who “knew how”, assisted their peers, often without the encouragement of the teachers.

  16. Synthesis 3 • This year greater numbers of LEP students and students who were academically “at risk” participated -- some who were dormant awakened at various stages in the process. Surprisingly, several students in this group submitted attempts of every stage of the process. By now, we are convinced that the Adopt-a-Lessons will accelerate all students’ performance in their required Freshman Integrated Project.

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