Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. Essentials Course Day 2 Intel ® Teach Program

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 2 Day 2 Agenda Comment Card Review Module 2: Planning My Unit (Cont.) Module 3: Making Connections Module 4: Creating Samples of Learning (partial) Master Teacher Self-Reflection

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 3 Module 2: Planning My Unit Activity 5: Creating a Presentation about My Unit Step 1: Planning My Presentation (pages 2.20 – 2.21) 1.Explore sample Unit Portfolio Presentations 2.Open your Unit Plan and draft your Unit Summary. 3.Think about questions for your Unit Portfolio Presentation: –What do you want to learn by creating this unit? What about this unit makes it suitable for helping you achieve your goals for the course? You may want to refer to your learning goals on page –How will project-based approaches, ongoing assessment, and Curriculum-Framing Questions help your students meet 21st century learning goals?

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 4 Module 2: Planning My Unit Activity 5: Creating a Presentation about My Unit Step 2: Creating an Outline for My Presentation (page 2.21) Create an outline for slides in your presentation to include: Unit summary Vision of what you hope to accomplish in the unit, both for yourself and for your students How the gauging student needs assessment will help you and your students plan for upcoming activities in the unit Other information, such as your Curriculum-Framing Questions, that would help your group members support you as you develop your unit

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 5 Module 2: Planning My Unit Activity 5: Creating a Presentation about My Unit Step 2: Creating an Outline for My Presentation (cont.) (page 2.22) Add a slide to summarize your gauging student needs assessment: What do you want to learn from your students? How will the assessment information help you and your students plan for upcoming activities in the unit? What feedback or additional ideas would you like?

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 6 Module 2: Planning My Unit Activity 5: Creating a Presentation about My Unit Step 3: Adding the Basics to My Presentation (page 2.23) 1.Embed your assessment and your Unit Plan in your presentation and set them to open from the presentation. 2.Add basic features to your presentation. Step 4: Enhancing My Presentation (page 2.24) Add additional design features. Step 5: Uploading to My Wiki (Optional) (pages 2.24 – 2.25) Create a wiki subpage to share your presentation.

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 7 Module 2: Planning My Unit Activity 6: Reflecting on My Learning Step 1: Reviewing the Module (pages 2.25 and 2.31) Key Points Curriculum-Framing Questions: An Essential Question, Unit Questions, and Content Questions Assessments for project-based units should: –Be embedded throughout the learning cycle –Assess the important objectives of the unit –Engage students in assessment processes –Use a variety of assessment strategies that: oGauge student needs oEncourage self-direction and collaboration oMonitor progress oCheck for understanding and encourage metacognition oDemonstrate understanding and skill Module Questions How can Curriculum-Framing Questions help support my students' learning? How can I plan ongoing student-centered assessment?

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 8 Module 2: Planning My Unit Activity 6: Reflecting on My Learning Step 2: Blogging My Journey (page 2.25) Create a blog entry in your personal blog site, paste in the following prompt, and write your response: This module has helped me think about using standards, CFQs or formative assessment in the following ways:

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 9 Module 2: Planning My Unit Planning Ahead Activity 1: Broadening My Understanding of Essential Questions Step 1: Creating Project Ideas for an Essential Question (pages 2.26 – 2.28) Brainstorm new project ideas for a single Essential Question. Brainstorm other units that could connect to your existing Essential Question. Step 2: Revising My CFQs (optional) (page 2.29)

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 10 Looking Ahead Topics: The Internet to support teaching and learning Key Activities: Share ideas for meeting standards with projects Review copyright laws and fair use Create Works Cited document Integrate the use of Internet resources into unit to support research, communication, collaboration, problem solving, and/or other 21st century skills Use online collaborative Web site to share unit ideas Reflect on learning in your blog Module 3: Making Connections Module Questions: How can I use the Internet to support my teaching and students' learning? How can I ensure responsible and appropriate use of the Internet?

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. Intel ® Teach Program Essentials Course Module 3: Making Connections

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 12 Where We Were Module 1: Teaching with Projects Project-based learning and unit design Module 2: Planning My Unit Curriculum-Framing Questions and ongoing student-centered assessment

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 13 Where We Are Topics: The Internet to support teaching and learning Key Activities Share ideas for meeting standards with projects Review copyright laws and fair use Create Works Cited document Integrate the use of Internet resources into unit to support research, communication, collaboration, problem solving, and/or other 21st century skills Use online collaborative Web site to share unit ideas Reflect on learning in your blog Module 3: Making Connections Module Questions: How can I use the Internet to support my teaching and students' learning? How can I ensure responsible and appropriate use of the Internet?

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 14 Where We Are Going Module 4: Creating Samples of Learning Student project outcomes (presentation, publication, wiki, blog) Module 5: Assessing Student Projects Formative and summative assessment Module 6: Planning for Student Success Student support and self-direction Module 7: Facilitating with Technology Teacher as facilitator Module 8: Showcasing Unit Portfolios Sharing learning

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 15 Review MT Resources for Module 3 Briefly view the Module 3 presentation View the Module 3 Checklist in MT Appendix C.21

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 16 Module 3: Making Connections Pair and Share: Presenting My Unit Portfolio (pages 3.01 – 3.02) 1.Think about what kind of feedback you would like to receive from your colleagues. 2.Share your Unit Portfolio Presentation with the embedded assessment. 3.Give feedback to your colleagues about their presentations and assessments. 4.Incorporate your colleagues’ suggestions if you wish.

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 17 Module 3: Making Connections Pedagogical Practices: Meeting Standards in a Student-Centered Classroom (page 3.03) 1.Discuss the question assigned to your group by the facilitator: – How do I ensure that students meet standards in open-ended activities and projects? – If students are in charge of their own learning, how will we be sure they learn what is important? – How do I ensure accountability when students are working in groups? 2.Choose one person to record your thoughts in the wiki.

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 18 Module 3: Making Connections Activity 1: Targeting 21st Century Skills (page 3.04) 1.Review your learning objectives. – Where in your unit do students need to conduct research? – In your unit, when could students' learning be enhanced by communicating with others? – Where in your unit would collaboration be beneficial? 2.How can you ensure students are using problem solving strategies throughout your unit? 3.Brainstorm how you could incorporate the Internet in your unit to help students do research, communicate, and collaborate.

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 19 Module 3: Making Connections Activity 2: Modeling and Teaching Legal and Ethical Practice Related to Technology Use Step 1: Exploring Copyright (page 3.05) 1.Take the copyright quiz. 2.View the “Copyright Chaos” presentation. 3.Discuss how copyright law and fair use guidelines will impact your classroom (optional). Step 2: Citing Sources (page 3.06) 1.View Works Cited resources, examples, and templates. 2.Create a Works Cited document and save to your unit_support folder..

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 20 Using Search Engines Narrow your search Brainstorm keywords to find information for your unit. Tag or bookmark sites you might like to use. Module 3: Making Connections Activity 3: Using the Internet for Research Step 1: Locating Internet Resources (pages 3.07 – 3.08) Specialized Search Engines If you are researching an unusual subject or you want to make sure your sites are age-appropriate, you may want to use a specialized search engine

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 21 Module 3: Making Connections Activity 3: Using the Internet for Research Step 2: Finding Media (page 3.08) 1.Locate one or more good multimedia research resources for your unit. 2.Save images, sounds, or videos, if appropriate, for your unit. Step 3: Evaluating the Web (page 3.09) Review Web site evaluation forms for teachers and students.

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 22 Module 3: Making Connections Activity 4: Communicating with the World through the Internet Step 1: Reviewing Internet Communication Tools Step 2: Considering Communication Tools (pages 3.11 – 3.12) Examine a communication tool in more depth. (page 3.11) Chat (page 3.12) Instant Messaging (IM) (page 3.12) Survey/Polling (page 3.13) Voice Over Internet Protocol (VoIP) (3.13)

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 23 Module 3: Making Connections Activity 5: Considering Web-based Collaborative Learning (pages 3.14 – 3.17) 1.Review the benefits and drawbacks of blogs, wikis, and online collaborative editing Web sites. 2.Record your thoughts on online collaborative spreadsheet: a.Find the system-generated inviting you to collaborate on the document titled Using_Web 2.0_Tools. b.Login to the site with your and password. c.Record how you could use one communication tool and one collaboration tool in your classroom.

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 24 Module 3: Making Connections Activity 6: Reflecting on My Learning Step 1: Reviewing the Module (pages 3.18 and 3.20) Key Points The Internet can be a powerful tool for research, collaboration, and communication. Fair use guidelines describe the ways in which copyrighted materials may be used legally. Works Cited documents can be created in a variety of formats for students of all ages. The skilled use of search strategies enables students and teachers to find useful information efficiently on the Web. A variety of factors must be considered when determining the credibility and value of a Web site. , online chats, instant messaging, and Voice Over IP technology allow students to communicate with people all over the world through the Internet. Blogs, wikis, and online collaborative documents allow students to collaborate on projects. Module Questions How can I use the Internet to support my teaching and students' learning? How can I ensure responsible and appropriate use of the Internet?

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 25 Module 3: Making Connections Activity 6: Reflecting on My Learning Step 2: Blogging My Journey (page 3.18) Create a blog entry in your personal blog site, copy and paste the following prompt, and write your response: This module has helped me think about the impact of the Internet on my students’ learning in the following ways….

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 26 Module 3: Making Connections Planning Ahead: Incorporating the Internet (page 3.19) 1.Review your notes for integrating the Internet into your unit. 2.Select one or more Internet tools and briefly describe ways you will use them to support the learning goals of your unit.

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 27 Looking Ahead Module 4: Creating Samples of Learning Topics: Project outcomes from a student perspective Key Activities: Identify strategies to ensure safe and responsible Internet use Create sample student publication, presentation, wiki, or blog to demonstrate student learning Draft Instructional Procedures Self-assess your student sample Reflect on learning in your blog Module Questions How can the creation of a student sample help me clarify my unit expectations and improve my instructional design? How can I ensure students will achieve the learning objectives when creating their student projects?

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. Intel ® Teach Program Essentials Course Module 4: Creating Samples of Learning

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 29 Where We Were Module 1: Teaching with Projects Project-based learning and unit design Module 2: Planning My Unit Curriculum-Framing Questions and ongoing student-centered assessment Module 3: Making Connections The Internet to support teaching and learning

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 30 Where We Are Module 4: Creating Samples of Learning Topics: Project outcomes from a student perspective Key Activities: Identify strategies to ensure safe and responsible Internet use Create sample student publication, presentation, wiki, or blog to demonstrate student learning Draft Instructional Procedures Self-assess your student sample Reflect on learning in your blog Essential Question How can technology be used most effectively to support and assess student learning? Module Questions How can the creation of a student sample help me clarify my unit expectations and improve my instructional design? How can I ensure students will achieve the learning objectives when creating their student projects?

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 31 Where We Are Going Module 5: Assessing Student Projects Formative and summative assessment Module 6: Planning for Student Success Student support and self-direction Module 7: Facilitating with Technology Teacher as facilitator Module 8: Showcasing Unit Portfolios Sharing learning

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 32 Review MT Resources for Module 4 Briefly view the Module 4 presentation View the Module 3 Checklist in MT Appendix C.22

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 33 Module 4: Creating Samples of Learning Pair and Share: Incorporating the Internet into Units (page 4.01) Follow the instructions to use a wiki to share your ideas on how you plan to incorporate the use of the Internet in your unit. What is your unit about? What are your Curriculum-Framing Questions? How will you incorporate the use of the Internet in your unit for research, collaboration, and communication? How will the use of the Internet help students develop 21st century and higher-order thinking skills? What feedback or additional ideas are you looking for during this time?

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 34 Module 4: Creating Samples of Learning Pedagogical Practices: Helping Students Adapt to a Project-Based Classroom (page 4.02) Form groups to discuss how can we help all students successfully complete project tasks with the ability to: Set manageable goals Manage timelines and adjust as necessary Generate and investigate questions about their work Work productively with others Reflect and plan for improvement

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 35 Module 4: Creating Samples of Learning Activity 1: Examining Student Samples ( pages 4.03 – 4.04) 1.Open a student sample presentation, newsletter/newspaper, poster, wiki, or blog. 2.Open the associated Unit Plan and view the Curriculum- Framing Questions, the targeted standards, and learning objectives. 3.Note how the activities in the classroom support the creation of the student product. 4.Review the student sample and assessment and discuss these questions with a partner: Considering the learning objectives and assessment, how does the student sample effectively demonstrate student learning? What 21st century skills does the student sample demonstrate? How does the student sample help to answer the Curriculum-Framing Questions? How does the chosen technology tool enable students to enhance their learning, increase productivity, and promote creativity?

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 36 Module 4: Creating Samples of Learning Activity 2: Planning My Student Sample Step 1: Reviewing Project Design ( page 4.05) Think about how a project-approach to learning can help your students meet your learning goals. What real-world connections are possible for your unit? What scenarios might help your students make those real-world connections? What roles might your students play What tasks might they complete as they carry out those roles?

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 37 Module 4: Creating Samples of Learning Activity 2: Planning My Student Sample Step 2: Connecting My Student Sample to Questions, Objectives and 21st Century Skills ( pages 4.06 – 4.07) 1.Think about how a project-approach to learning can help your students meet your learning goals. –What real-world connections are possible for your unit? –What scenarios might help your students make those real-world connections? –What roles might your students play –What tasks might they complete as they carry out those roles? 2. Consider ways to use math to improve your students’ thinking skills.

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 38 Module 4: Creating Samples of Learning Activity 2: Planning My Student Sample Step 3: Choosing the Best Tool for the Job ( pages 4.07 – 4.10) Develop possible ideas for your student sample: Presentation Newsletter, newspaper, or brochure Poster Wiki Blog

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 39 Module 4: Creating Samples of Learning Activity 2: Planning My Student Sample Step 4: Planning the Content ( page 4.10) 1.Review the sections on Technology Integration and Instructional Design in the Portfolio Rubric. 2.Review the checklist and storyboard templates in the Student Samples folder. 3.Save or print any planning documents you would like to use in your student sample.

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 40 Module 4: Creating Samples of Learning Activity 3: Looking at Learning from a Student Perspective Create a student sample using one of these options: Option 1: Creating a student sample presentation (page 4.11 – 4.13) Option 2: Creating a student sample publication (newsletter, newspaper, brochure, or poster) (page 4.13) Option 3: Creating a student sample wiki (page 4.13) Option 4: Creating a student sample blog (page 4.13 – 4.14)

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 41 Take-Home Assignment for Master Teachers Complete Master Teacher Self-Reflection –A Print version is available in Master Teacher Appendix C.02 –An electronic version is located in the Training folder in ST

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. 42 Comment Cards Complete comment cards to include: –Positive Comments –Concerns –Questions –Your comfort level with the course so far

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.