1. Best Practices in Technology Integration: School Improvement that Works! Dr. Jennifer Parker-Moore, Macomb ISD Instructional Technology/School Data Consultant Jan Harding, Macomb ISD Interactive Learning Consultant http://techbestpractice.weebly.com www.21things4teachers.net www.21things4administrators.net www.21things4students.net

2. Technology Challenges Shrinking Budgets Device, infrastructure, and network challenges Lack of skills by students and staff Time and Talent Other Source: http://www.edweek.org/dd/articles/2012/10/17/01readiness.h06.html

4. Where do you rank?

5. Making Connections Best Practice UT-CITW9 Professional Development 21things Technology Standards NETS

6. Todays Learning Objectives Know the categories, strategies, and technology tools that support best practice using the Classroom Instruction That Works framework (aka Marzano 9) Understand the classroom recommendations and integration for these strategies Make connections between the strategies and technology tools Transfer the learning into classroom instruction to improve student engagement, achievement, and technology proficiency

7. What is The 21things Project? Free PD for teachers Just-in-Time Training using FREE resources Certified by McREL for alignment to the Classroom Instruction that Works best practice categories (aka Marzano 9) Aligned to NETS Standards – Students, Teachers, Administrators Awards & Honors Began in 2008; now State Technology Proficiency model and being used for tech readiness for the SBAC at http://22itrig.org

8. PD for Multiple Audiences 21things4students21things4teachers 21things4administrators Just in Time Training How to Videos Hands-On Activities Creation of a Digital Portfolio or Online Presence FREE Web Tools Standards based instruction: NETS-S, METS Standards based instruction: NETS-T Standards based instruction: NETS-A Former measure for 8 th Grade Tech Literacy requirements Former measure for Personnel Skilled in Technology Assessment requirements Course CreditGraduate Credit or SCECHs

9. Aligned to Technology Standards 21things4….

10. -Any Time-Any Place- -Anywhere-Any Pace Visit the Online Classroom or Virtual Recordings

11. 22i/TRIG Course-Activity 3

12. Module 2: Best Practice in Technology

13. Module 6: Data Collection & Conferencing

14. View the Course http://moodle.resa.net/resa/course/view.php?id=98 http://moodle.resa.net/resa/course/view.php?id=98

15. What defines Best Practice Instruction Based on the old Marzano Nine and used in McRELs Classroom Instruction that Works http://www.21things4teachers.net/citw-connections.html

16. Framework for Instructional Planning Setting Objectives and Providing Feedback Reinforcing Effort and Providing Recognition Cues, Questions, and Advance Organizers Cooperative Learning Nonlinguistic Representations Summarizing & Note- taking Assigning Homework & Practice Generating & Testing Hypotheses Identifying Similarities & Differences Source: Classroom Instruction that Works, 2 nd ed.

17. CITW Connections to

18. 9 Categories 1.Setting Objectives and Providing Feedback 2.Reinforcing Effort and Providing Recognition 3.Cooperative Learning 4.Cues, Questions, and Advance Organizers 5.Non-linguistic representations 6.Summarizing and Note-taking 7.Assigning Homework and Practice 8.Identifying Similarities and Differences 9.Generating and Testing Hypothesis 21things 1.Cloud Initiation 2.Face of the Classroom (Online Presence) 3.Collaboration Tools 4.Communication Tools 5.Content Area Tools 6.Differentiated Instruction & UDL 7.Digital Citizenship 8.Visual Learning 9.Copyright & Creative Commons 10.Digital Images 11.Presentation Tools 12.Evaluation/Assessment 13.Online Inter-actives 14.Productivity Tools 15.Staying Informed 16.Research & Reference Tools 17.Professional Learning Networks 18.Virtual Classroom 19.Digital Story Telling 20.Online Video and Audio Sources 21.Flipping Your Classroom (Screen-casting)

19. Each Thing has FREE tools, videos, hands on activities and resources to connect to best practice instruction. Note the strategies and standards are listed for each Thing

21. Setting Objectives & Providing Feedback Based on materials found in the text, Using Technology with Classroom Instruction that Works and 21things4teachers.net

22. Setting Objectives Giving clear directions about what the objective of the learning is Students make personal connections to lessons Teachers should post, talk, allow students to personalize, and reference OBJECTIVES Source: Classroom Instruction that Works, 2 nd ed. Setting Objectives and listing the Agenda are not the same thing!

23. Best Practice: Setting Objectives SPECIFICCOMMUNICATECONNECTENGAGE AND PERSONALIZE

24. What do good objectives look like? Too General Too SpecificAppropriately Specific Understand the fundamental concepts of growth and development Describe the function of the respiratory system in three sentences Identify basic human body systems and their functions Source: Classroom Instruction that Works, 2 nd ed., p. 7.

25. Tech Tools for these Strategies Setting Objectives Multimedia display device Visual organizers/ brainstorming software Data collection and analysis tools Communication or collaboration tools Database and reference resources UT-CITW, 2 nd ed., pg. 12-13; Chapter 1 (19-53).

27. I got an F, but why? What does good feedback look like? Providing Feedback

28. Best Practice: Providing Feedback CORRECTIVETIMELYCRITERION REFERENCEDENGAGE STUDENTS 11

29. I like how you…..but consider this… Providing Recognition within thoughtful, timely, and constructive Feedback

30. Tech Tools for these Strategies Providing Feedback Word processing Data collection and analysis tools Communication and collaboration tools Instructional media Course management tools Instructional interactives Database and reference resources UT-CITW, 2 nd ed., pg. 12-13; Chapter 1 (19-53).

32. Reflecting on Practice Teacher Directed Notes Individually complete the section for this area of best practice. Be prepared to share one of your thoughts with the group.

33. Reinforcing Effort & Providing Recognition Based on materials found in the text, Using Technology with Classroom Instruction that Works and 21things4teachers.net

34. Reinforcing Effort Understand the difference between effort vs. achievement Expending effort Tracking effort and achievement Source: Classroom Instruction that Works, 2 nd ed. Track your progress using your WorkLog, and multiple levels of self-assessment for each Thing

35. Best Practice: Reinforcing Effort Explain RELATIONSHIP between EFFORT and ACHIEVEMENT Define EFFORT Expect PERSONAL TRACKING of EFFORT

36. Tech Tools for these Strategies Reinforcing Effort Data Collection and Analysis tools UT-CITW, 2 nd ed., pg. 12-13; Chapter 2 (59-67).

38. Providing Recognition Personal mastery NOT competition! Allow for multiple levels of learning, performance, and rewards Praise leads to motivation Recognize and appreciate different learning styles Source: Classroom Instruction that Works, 2 nd ed.

39. Best Practice: Providing Recognition MASTERY-GOAL ORIENTATION SPECIFIC PRAISE ALIGNED TO EXPECTED PERFORMANCE AND BEHAVIORS CONCRETE SYMBOLS 11

40. Tech Tools for these Strategies Providing Recognition Data Collection and Analysis tools Communication & Collaboration software Multimedia creation Instructional interactives UT-CITW, 2 nd ed., pg. 12-13; Chapter 2 (59-67).

42. Reflecting on Practice Teacher Directed Notes Individually complete the section for this area of best practice. Be prepared to share one of your thoughts with the group.

43. Cooperative Learning Based on materials found in the text, Using Technology with Classroom Instruction that Works and 21things4teachers.net

44. Best Practice: Cooperative Learning POSITIVE INTERDEPENDENCE and INDIVIDUAL ACCOUNTABILITY GROUPS of 2-5CONSISTENT and SYSTEMATIC use Using Technology with CITW, 2 nd ed., 2012, p. 74.

45. Cooperative Learning Cooperative learning vs. Group Work Positive interdependence and individual accountability Source: Classroom Instruction that Works, 2 nd ed.

46. Positive Interdependence Face-to-Face Promotive Interaction: help, support, and applaud each other Individual and Group Accountability: everyone contributes Interpersonal and Small Group Skills: good communication, trust for each other, leadership, and ethical codes/norms/key working agreements for conflict resolution Group Processing: self-reflection and improvement CITW, 2 nd ed., 2012, p. 36.

47. Individual Accountability Getting feedback on your contributions to the group Formative or Summative Active Participation = Proficiency

48. Tech Tools for these Strategies Cooperative Learning Communication and Collaboration Software Multimedia creation UT-CITW, 2 nd ed., pg. 12-13; Chapter 3 (73-90).

49. Communication Tools ePals Skype, Face Time, Google Chat/Talk BackChannel Chats – Typewith.me, Chatzy Adobe Connect, Web Ex, Elluminate, etc. Discussion Boards/Forums in BlackBoard or Moodle Meeting organization with Doodle, GoToMeeting, or Google Calendar

50. Collaborative Multimedia Projects Webquests Digital Storytelling – Photopeach, Roxio Photoshow Group Presentations or Research Projects – Prezi – PowerPoint – Glogster – Voicethread – Google Drive-Presentations Creating resources, blogs, wikis, or websites

52. Cooperative by Category

53. Document Creation and File Sharing An array of choices…but remember the Bus Stop rule!

54. Meeting Organizers and Project Management

55. Presentation Tools

56. Visual Collaboration

57. Backchannel Chat Also consider asynchronous collaboration through Blackboard (free Coursesites), Edmodo, and Moodle.

58. Social Bookmarks

59. Survey and Polling

60. Web Conference Tools Not free, but our go to software for hosting 21 Things online sessions.

61. Personal Learning Networks

62. Reflecting on Practice Teacher Directed Notes Individually complete the section for this area of best practice. Be prepared to share one of your thoughts with the group.

63. Framework for Instructional Planning Setting Objectives and Providing Feedback Reinforcing Effort and Providing Recognition Cooperative Learning

64. Cues, Questions, & Advance Organizers Based on materials found in the text, Using Technology with Classroom Instruction that Works and 21things4teachers.net

65. Cues & Questions Tools to build vocabulary, identify key concepts and make connections Focus on what is important Explicit cues, inferential and analytic questions Connect to prior learning Literal, inferential, and critical/evaluative/analytical thinking Source: Classroom Instruction that Works, 2 nd ed.

66. Best Practice: Cues & Questions FOCUS on whats IMPORTANTUse EXPLICIT CUESAsk INFERENTIAL questionsAsk ANALYTIC questions

67. Advance Organizers Expository Narrative Skimming Graphic advance organizers Source: Classroom Instruction that Works, 2 nd ed.

68. Best Practice: Advance Organizers EXPOSITORYNARRATIVESKIMMINGGRAPHIC

69. Tech Tools for these Strategies Cues, Questions, & Advance Organizers Word processing applications Organizing and brainstorming software Data collection and analysis tools Instructional media Instructional interactives UT-CITW, 2 nd ed., pg. 12-13; Chapter 4 (91-104).

72. Reflecting on Practice Teacher Directed Notes Individually complete the section for this area of best practice. Be prepared to share one of your thoughts with the group.

73. Nonlinguistic Representations Based on materials found in the text, Using Technology with Classroom Instruction that Works and 21things4teachers.net

74. Non-Linguistic Representations Graphic organizers Physical models or manipulatives Generate mental pictures Pictures, illustrations, pictographs, Engage kinesthetic activities Source: Classroom Instruction that Works, 2 nd ed.

75. Best Practice: Nonlinguistics GRAPHIC ORGANIZERSPHYSICAL MODELSMENTAL IMAGESPICTURES, ILLUSTRATIONS, PICTOGRAPHSKINESTHETICS

76. Tech Tools for these Strategies Setting Nonlinguistic Representations Word processing applications Organizing and brainstorming software Data Collection and Analysis tools Instructional Media Multimedia creation Instructional interactives Database and reference resources UT-CITW, 2 nd ed., pg. 12-13; Chapter 5 (105-146).

78. Reflecting on Practice Teacher Directed Notes Individually complete the section for this area of best practice. Be prepared to share one of your thoughts with the group.

79. Summarizing & Note-taking Based on materials found in the text, Using Technology with Classroom Instruction that Works and 21things4teachers.net

80. Best Practice: Summarizing Rule-based SUMMARIZING strategySUMMARY FRAMESRECIPROCAL TEACHING

81. Best Practice: Note-taking TEACHER PREPARED NOTESVariety of Note-taking FORMATSOpportunities for REVISION/REVIEW

82. Tech Tools for these Strategies Summarizing & Note-taking Word processing applications Organizing and brainstorming software Communication and Collaboration software Multimedia Creation UT-CITW, 2 nd ed., pg. 12-13; Chapter 6 (147-166).

84. Reflecting on Practice Teacher Directed Notes Individually complete the section for this area of best practice. Be prepared to share one of your thoughts with the group.

85. Assigning Homework & Providing Practice Based on materials found in the text, Using Technology with Classroom Instruction that Works and 21things4teachers.net

86. Assigning Homework Homework with Purpose – Prepare for new learning – Elaborate on information to increase understanding – Practice to increase speed, accuracy, fluency, etc. iTunes Source: Classroom Instruction that Works, 2 nd ed.

87. Best Practice: Assigning Homework HOMEWORK POLICY Assignments PURPOSEFUL and SUPPORT ACADEMIC LEARNING PROVIDE FEEDBACK

88. Providing Practice Practice with purpose Short, focused, and distributed over time Include feedback on practice WorkLogs track practice on each Thing Source: Classroom Instruction that Works, 2 nd ed.

89. Best Practice: Providing Practice Practice with PURPOSE SHORT, FOCUSED, DISTRIBUTED over time PROVIDE FEEDBACK

90. Tech Tools for these Strategies Assigning Homework & Providing Practice Word processing applications Data Collection and Analysis Communication and Collaboration software Instructional Media Multimedia Creation Instructional Interactives UT-CITW, 2 nd ed., pg. 12-13; Chapter 7 (167-182).

92. Flipping the Classroom The Flipped Classroom – Aaron Sams and Jonathan Bergman Using an Online Presence, post content for students to complete homework, practice concepts, or view lessons PRIOR to class Use class time for engaging students in meaningful discussion, advanced activities, or project based learning. Blended Learning: elements of good instruction both inside and outside of the classroom

93. Giving Homework a Home Post Your Content – Course Management System BlackBoard, Moodle – Blog – Wiki – Edmodo – Web Page Weebly, Google Sites – Other Your School site

94. Sources for Content Interactive Tools – Illuminations – Thinkfinity – National Library of Virtual Manipulatives – BBCs Skillwise Video – Khan Academy – SchoolTube – TeacherTube – Discovery Streaming – Learn360 – BrainPop More! – CK-12

95. Practice and Assess Flashcards – Quizlet – Flash Card Exchange Progress Monitoring – Socrative – Poll Everywhere – Testmoz

96. Creating/Posting Your Own Create scripts Follow 3-5 minute guide Create video – Use programs like Screencast-o-matic and Camtasia – Utilize webcams and headsets with microphones Post videos – Screencast.com, Vimeo, or YouTube Channels

97. Reflecting on Practice Teacher Directed Notes Individually complete the section for this area of best practice. Be prepared to share one of your thoughts with the group.

98. Framework for Instructional Planning Setting Objectives and Providing Feedback Reinforcing Effort and Providing Recognition Cues, Questions, and Advance Organizers Cooperative Learning Nonlinguistic Representations Summarizing & Note- taking Assigning Homework & Practice

99. Todays Learning Objectives Know the categories, strategies, and technology tools that support best practice using the Classroom Instruction That Works framework (aka Marzano 9) Understand the classroom recommendations and integration for these strategies Make connections between the strategies and technology tools Transfer the learning into classroom instruction to improve student engagement, achievement, and technology proficiency

100. Identifying Similarities & Differences Based on materials found in the text, Using Technology with Classroom Instruction that Works and 21things4teachers.net

101. Identifying Similarities and Differences Compare Classify Metaphors Analogies Good teachers: Teach ways to identify similarities and differences Guide students in the process Provide cues Source: Classroom Instruction that Works, 2 nd ed.

102. Best Practice: Identifying Similarities & Differences Teach a VARIETY of ways to identifyGuide students in PROCESSProvide SUPPORTING CUES

103. Tech Tools for these Strategies Identifying Similarities & Differences Word processing applications Organizing and Brainstorming software Data Collection and Analysis Database and Reference resources UT-CITW, 2 nd ed., pg. 12-13; Chapter 8 (183-203).

105. Reflecting on Practice Teacher Directed Notes Individually complete the section for this area of best practice. Be prepared to share one of your thoughts with the group.

106. Generating & Testing Hypotheses Based on materials found in the text, Using Technology with Classroom Instruction that Works and 21things4teachers.net

107. Generating and Testing Hypothesis Systems analysis – Analyze how parts interact Problem solving – Overcoming obstacles to meet goals Investigation – Explore an area where there is confusion or contradiction Experimental inquiry – Generating or testing explanations Source: Classroom Instruction that Works, 2 nd ed. Participants will be researching new technology and best practice.

108. Best Practice: Generating & Testing Hypothesis STRUCTURED tasks EXPLAIN hypotheses, predictions, conclusions

109. Tech Tools for these Strategies Generating & Testing Hypotheses Organizing and Brainstorming software Data Collection and Analysis Instructional Interactives UT-CITW, 2 nd ed., pg. 12-13; Chapter 9 (204-219).

111. Reflecting on Practice Teacher Directed Notes Individually complete the section for this area of best practice. Be prepared to share one of your thoughts with the group.

112. For more Information about these strategies… Using Technology with Classroom Instruction that Works, 2 nd ed., 2012.

113. Nine Categories of Best Practice Setting Objectives and Providing Feedback Reinforcing Effort and Providing Recognition Cooperative Learning Cues, Questions, and Advance Organizers Non-linguistic Representation Notetaking and Summarizing Practice Similarities and Differences Generating and Testing Hypotheses

114. Framework for Instructional Planning Setting Objectives and Providing Feedback Reinforcing Effort and Providing Recognition Cues, Questions, and Advance Organizers Cooperative Learning Nonlinguistic Representations Summarizing & Note- taking Assigning Homework & Practice Generating & Testing Hypotheses Identifying Similarities & Differences

115. Todays Learning Objectives Know the categories, strategies, and technology tools that support best practice using the Classroom Instruction That Works framework (aka Marzano 9) Understand the classroom recommendations and integration for these strategies Make connections between the strategies and technology tools Transfer the learning into classroom instruction to improve student engagement, achievement, and technology proficiency

116. Theory Into Practice Create 2-3 goals for integrating technology into best practice instruction based on this course. – Short Term – Long Term Complete the follow up survey Thank you for coming!

117. Thanks! Feedback welcome at http://techbestpractice.net