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Please Access Today’s Presentation
Navigate to www.edec.org/esaClick on “Resources”Select “TIE Presentation”
Download presentation to Desktop
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Using Technology with Classroom Instruction
That Works
Focusing on Cooperative Learning and Similarities & Differences
TIE Conference, April 6, 2008
ESA, Region 2
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Participant Inventory
Use Senteo and complete participant inventory
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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
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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
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Bloom’s Taxonomy
Remember
Understand
Apply
Analyze
Evaluate
Create
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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
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A Vision of K-12 Students Today……
http://www.teachertube.com/view_video.php?viewkey=d1296214afd7cc367045&page=3&viewtype=&category
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How Does This ImpactHow We Teach?
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Technology Category Matrix
Matrix of the Four Planning Questions, the Nine Categories of Instructional Strategies, and the Seven Categories of Technology
PlanningQuestions
InstructionalStrategies
Word Proces
sing Applications
Spreadsheet Software
Organizing and
Brainstorming
Data Collection Tool
s
Multimedia
Web Resources
Communication Softw
are
What will students learn? Setting Objectives ● ● ● ● ●
Which strategies will provide evidence of
student learning?
Providing Feedback
● ● ● ●
Providing Recognition
● ● ● ●
Which strategies will help students acquire and integrate learning?
Cues, questions, and advance organizers
● ● ● ●
Nonlinguistic Representation
● ● ● ● ● ●
Summarizing and note taking
● ● ● ● ●
Reinforcing effort ● ●
Which strategies will help students practice, review,
and apply learning?
Identifying Similarities and Differences
● ● ● ●
Homework and Practice ● ● ● ● ●
Generating and testing hypotheses ● ● ●
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Standards
Content standards State technology standards National technology standards
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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
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McREL Technology Solutions (MTS) Lesson Plan Template
Name:Subject area:Grade level:Lesson title:
Brief lesson description
District/State content standard/benchmark addressed
Instructional Strategy (Marzano’s)
Technology resources needed (hardware and software)
Procedure
Assessment Method
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Bookmarking Tool:
Portaportal – http://my.portaportal.com
Guest login: citwtech
Create an account
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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
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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
Classroom Instruction That Works: Effect Size
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The Nine Categories of Instructional Strategies That Affect Student Achievement ¹ Strategy Average Effect
SizePercentile Gain Number of
StudiesIdentifying similarities & differences 1.61 45 31Summarizing and note taking 1.00 34 179Reinforcing effort and providing recognition .80 29 21Homework and practice .77 28 134Nonlinguistic representation .75 27 246Cooperative learning .73 27 122Setting objectives & providing feedback .61 23 408Generating and testing hypothesis .61 23 63Cues, questions, & advance organizers .59 22 1251
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Planning Questions
Planning Question Instructional Strategy
What will students learn? Setting objectives
Which strategies will provide evidence of student learning?
Providing feedbackProviding recognition
What strategies will help students acquire and integrate learning?
Cues, questions, and advance organizersNonlinguistic representationSummarizing and note takingCooperative learningReinforcing effort
Which strategies will help students practice, review and apply learning?
Identifying similarities and differencesHomework and practiceGenerating and testing hypotheses
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Cooperative Learning
Focuses on having students interact with each other in groups
in ways that enhance their learning
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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
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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
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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 groups are 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.
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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.
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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/elemteamworkrub
ric.html
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Web Resources
Web-enabled collaborative learning is changing dramatically. www.immex.ucla.edu/iWeb/Agencies/4606360/
default.aspx
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A Learning Activity
Gather into groups Each member assumes a role Navigate to the IMMEX site
Login: [email protected] 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
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Web ResourcesUses 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/
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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
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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
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Collaborative Organizing
Shared calendars Shared bookmarking ( podcast about social book
marking in schools)
Shared documents Shared notes Course management Web-Enables Multiplayer Simulation Games
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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
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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 support collaborative learning in your classroom
Take a quick break when you’ve finished. Reconvene at 3:05pm
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Using Technology with Classroom Instruction
that Works
Similarities and Differences
http://lakingaz.edublogs.org/2006/11/16/identifying-simmilarities-and-differences-pt-1/
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Planning Questions
Planning Question Instructional Strategy
What will students learn? Setting objectives
Which strategies will provide evidence of student learning?
Providing feedbackProviding recognition
What strategies will help students acquire and integrate learning?
Cues, questions, and advance organizersNonlinguistic representationSummarizing and note takingCooperative learningReinforcing effort
Which strategies will help students practice, review and apply learning?
Identifying similarities and differencesHomework and practiceGenerating and testing hypotheses
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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
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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
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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
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²Matrix of the Four Planning Questions, the Nine Categories of Instructional Stategies, and the Seven Categories of Technology
PlanningQuestions
InstructionalStrategies
Word Processi
ng Applicati
ons
Spreadshee
t Softw
are
Organizing and
Brainstorming
Data Collec
tion Tools
Multimedia
Web Resour
ces
Communication Softwar
e
What will students learn? Setting Objectives ● ● ● ● ●
Which strategies will provide evidence of student learning?
Providing Feedback ● ● ● ●
Providing Recognition ● ● ● ●
Which strategies will help students acquire and integrate
learning?
Cues, questions, and advance organizers
● ● ● ●
Nonlinguistic Representation
● ● ● ● ● ●
Summarizing and note taking
● ● ● ● ●
Reinforcing effort ● ●
Which strategies will help students practice, review, and
apply learning?
Identifying Similarities and Differences ● ● ● ●
Homework and Practice● ● ● ● ●
Generating and testing hypotheses ● ● ●
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ComparingComparing The process of identifying and articulating similarities & differences among items.
ClassifyingClassifying The process of grouping things into definable categories on the basis of their attributes.
Creating Creating MetaphorsMetaphors
The process of identifying and articulating the underlying theme or general pattern in information.
Creating Creating AnalogiesAnalogies
The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).
Four Basic Processes in Outlining Similarities & Differences
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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)
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http://readwritethink.org/materials/venn/index.html
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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
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Use Word to create a graphic organizer
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Book comparison with Inspiration
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Metaphor of the Geologic Timeline
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Analogy
http://gets.gc.k12.va.us/VSTE/2008/1simdiff.htm
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Using Excel for Comparison Charts
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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
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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).
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Comparison Spreadsheet Name of Planet Weight (in lbs)
Mercury 19
Venus 45
Earth 50
Moon 8.5
Mars 19
Jupiter 119
Saturn 46
Uranus 44.5
Neptune 56.5
Pluto (dwarf planet) 3.5
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Comparison SpreadsheetWeight on Different Planets
0
20
40
60
80
100
120
140
Mercury Venus Earth Moon Mars Jupiter Saturn Uranus Neptune Pluto (dw arfplanet)
Planet Name
Wei
gh
t
Series1
Series2
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Comparison ChartCharacteristic
s
Items to be COMPAREDSimilarities (SIM)
Differences (DIFF)Item 1 Item 2
Characteristic #1
SIM
DIFF
Characteristic #2
SIM
DIFF
Characteristic #3
SIM
DIFF
Characteristic #4
SIM
DIFF
http://gets.gc.k12.va.us/VSTE/2008/1Similarities_and_Differences/Comp_Matrix.xls
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ComparingComparing The process of identifying and articulating similarities & differences among items.
ClassifyingClassifying The process of grouping things into definable categories on the basis of their attributes.
Creating Creating MetaphorsMetaphors
The process of identifying and articulating the underlying theme or general pattern in information.
Creating Creating AnalogiesAnalogies
The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).
Four Basic Processes in Outlining Similarities & Differences
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Senteo & Blog Anonymous Evaluation
As a group complete the Senteo Evaluation
Individually blog your responses to the three (3) evaluation questions on blogspot http://citwtechnology.blogspot.com/
Reconvene at 3:35pm
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Activity: Collaborative Learning with Similarities and Differences
Download the Web Quest comparison worksheet from www.edec.org/esa under “Resources”, “Comparison Matrix”
In your assigned groups, complete the following webquest: http://webquest.sdsu.edu/webquestwebquest
When you have completed your review and discussion, post your results (by 4:15pm) on http://citwtechnology.pbwiki.com
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Discussion
What analogies can we create about the differences in web quests?
What did you learn about the collaborative process and about similarities and differences?
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Activity: Technology Planning Template
Find the Technology Planning Template used at the beginning of today’s session
Work individually to plan a technology infused session for your classroom
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How Will You Use the Lesson Planning Template, Instructional Strategies and Standards to Guide Your Lesson Plans?
Your ticket out today….
Navigate to Voice Thread http://voicethread.com
Register for an account, Browse the site, navigate to the TIE presentation site, leave a comment.
Blue= Text, Red= Audio, Orange= phone
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THANK YOU FOR YOUR TIME
Travel safely.
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Bibliography
Kulik, J.A., Kulick, C.C. (1988). Timing of feedback and verbal learning. Review of Educational Research, 58, 79-97.
Pilter, Howared, Elizabeth R. Hubbell, Matt Kuhn and Kim Malenoski. “Nine categories of instructional strategies graphic,” Using Technology With Classroom Instruction That Works, 2007, p.8.
² Pilter, Howared, Elizabeth R. Hubbell, Matt Kuhn and Kim Malenoski. “Matrix of the Four Planning Questions graphic,” Using Technology With Classroom Instruction That Works, 2007, p.13.
³ Pilter, Howared, Elizabeth R. Hubbell, Matt Kuhn and Kim Malenoski. “Technology Solutions Lesson Plan Template,” Using Technology With Classroom Instruction That Works, 2007, p.221.
4 Marzano,Robert J., Debra J. Pickering, and Jane E. Pollock. ( 2001). A Handbook for Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Retrieved December 27, 2007 from www.hobart.k12.in.us/peggy/digital/class/study.pdf
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Contact Information
Education Service Agency Pat Bruinsma Pat Hubert Barb Hansen Lori Stoltenburg Marge Hauser Vickie Venhuizen Melissa Goodwin Cate Sommervold
East Dakota Cooperative(605) [email protected]
www.edec.org/esa