Presentation on theme: "Eliseo De Pietto Juan Armijo EDLT 573-Group 8. The use of a Mindtool in the classroom, knowledge is constructed by the learner not provided by the teacher(Jonassen,"— Presentation transcript:
Eliseo De Pietto Juan Armijo EDLT 573-Group 8
The use of a Mindtool in the classroom, knowledge is constructed by the learner not provided by the teacher(Jonassen, 2006). Students use facts, data, content and directions in order to construct the processes by which they learn. The use of technology enhances the practice of constructivisim in the classroom.
The use of the Inspiration in the classroom promotes organization and connection of ideas. Inspiration provides students with the opportunity to take a contend topic or develop ideas and make it expand through imagination and using the thinking process. Students will be life learners. Information acquired is retained. Concept maps help constructive knowledge and are life learning tools.
Students will create using Inspiration as the primary mindtool a conceptual map comparing and contrasting a democratic leader with a dictator. Students will learn to navigate and construct new knowledge through their supplemental research. Students will identify the traits of political leadership.
Secondary students in a high school setting. Students in social studies classroom where the primary objective is to compare and contrast a democratic leader and a dictator. Look at power, impact, changes, history.
Basic use of : ◦ Computer ◦ Keyboarding ◦ Save and file transfer ◦ Researching
Inspiration license install on computer Internet access ◦ Presidential Timeline PBS video “The Democrat and the Dictator”
Modeling helps learners express and externalize their thinking and visualize and test components of their theories. Modeling is fundamental to human cognition and scientific inquiry. Students ownership is important to meaning making and knowledge construction. Modeling tools help learners transcend limitations of their minds-limitations to memory, thinking or problem solving. If students learn to model what they are learning, they will surely perform better on any test. (Jonassen, D. H., 2006)
National Education Technology Standards 1. Creativity and Innovation-Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. ◦ A) Apply existing knowledge to generate new ideas, products, or processes. ◦ B) Create original works as a means of personal or group expression. ◦ C)Use models and simulations to explore complex systems and issues. 3. Research and Information Fluency-Students apply digital tools to gather, evaluate, and use information. ◦ A) Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media. 6. Technology Operations and Concepts-Students demonstrate a sound understanding of technology concepts, systems, and operations. ◦ A) understand and use technology systems. ◦ B) select and use applications effectively and productively.
Bloom’s Taxonomy Cognitive Process ◦ cognitive process of remembering through recalling and recognizing information. ◦ cognitive process of understanding through summarizing, explaining and comparing. ◦ cognitive process of evaluating through critiquing and creating through generating and producing information.
Bloom’s Taxonomy of Cognitive Process Compare and Contrast Concept Mapping Activity: ◦ FDR and Adolf Hitler Summarized the historical and political events for both individuals. Organized the experience and political events of each of the individuals.
“On my own” Inspiration diagram and outline Rubric I am inspire to haveYesNo I have at least one main idea I have at least three supporting details My links go from my main idea to my supporting details I have at least one note per supporting detail Each note has at least three sentences I have a background color I have at least two fill colors I have a least three images I have at least one image from the Internet I have a least one hyperlink to the Internet
CATEGORYExcellentGoodSatisfactoryNeeds Improvement Purpose Clearly establishes and maintains a precise focus of the concept map or story board. Establishes a basic purpose and focus of the concept map or story board. Attempts to establish a purpose, but the concept map or story board is not completely clear. Concept map or story board does not focus on the purpose and is not clear. Content Information is precise and vital to the concept map or story board. All necessary information is present. Information is appropriate to the concept map or story board. Information is complete, accurate and necessary to the concept map or story board. Information is poorly presented or lacks detail. Does not include all necessary information. Organization Information on the concept map or story board is very logically organized and clearly connected. Information on the concept map or story board is mostly organized and connected. Information on the concept map or story board follows a basic organization, but all links may not be present or linked correctly. Information on the concept map or story board is random and not well organized or properly linked. Design Use of font, color and style enhances the type of concept map or story board created. Effectively uses graphics where appropriate. Use of font, color and style is appropriate for the type of concept map or story board created. Uses graphics where appropriate. Use of font, color and style does not distract from the concept map or story board created. Uses some graphics. Use of font, color and style distracts from the information being presented or is not appropriate for the design. Grammar & Usage Story board or web has no misspellings and/or grammatical errors. Story board or web has few misspellings and/or grammatical errors. Story board or web has several misspellings and/or grammatical errors. Concept map or story board has many misspellings and/or grammatical errors. Adapted from ASU West, A. Christie, 2010
Without InspirationWith Inspiration Students listed information Organized in a non mapping method. Lacks “creativity”. Students questioned, synthesized and evaluated information on bases of why, how, where, when it occurred. Concept maps of ideas are model and can be access anytime. Information is organized. Student acquired deeper understanding on both leaders.
Bloom’s Taxonomy of Cognitive Process. Gebhardt, A., & Harrell, Pa. (2001). High Plains Regional Technology in Education Consortium. Jonassen, D. H., (2006). Modeling with Technology: Mindtools for Conceptual Change. Columbus, Ohio: Pearson Merrill Prentice Hall.