2. Welcome! You have a “to do” list 1.Go to the workshop wiki: http://getca.pbwiki.com/ http://getca.pbwiki.com/ 2.Create a login using a web-based email (one you can access right now in the lab). 3.Confirm the email invitation, then login and add a comment to the front page (your name, grade, and school) 4.Go to the workshop ePals blog: http://sites.epals.com/mcrel1 http://sites.epals.com/mcrel1 5.Create a new account (on the left side of the page)

3. Using Technology with Classroom Instruction that Works GETCA February 2009 Kim Malenoski, McREL kmalenoski@mcrel.org

4. About McREL 42 Years Educational research Standards workStandards Clients include NASA, Disney, PBS Free-sources

5. What is a Wiki? Hawaiian meaning “quick” Is a Web page that anyone can edit Video: what is a wiki? Examples –http://pbwiki.com/edu.htmlhttp://pbwiki.com/edu.html –http://beattye.pbwiki.comhttp://beattye.pbwiki.com –http://dvtrack.pbwiki.comhttp://dvtrack.pbwiki.com –http://citw.pbwiki.comhttp://citw.pbwiki.com

6. Now we go to your wiki and blog! Go to the wiki URL http://getca.pbwiki.com/http://getca.pbwiki.com/ For our blog reflections, we will use ePALS. Click on http://sites.epals.com/mcrel1/http://sites.epals.com/mcrel1/

7. Do You Know del.icio.us? http://del.icio.us/kmalenoski http://del.icio.us/hpitler http://del.icio.us/ehubbell http://del.icio.us/mattscottkuhn

8. Research Supporting Classroom Instruction that Works A Theory-Based Meta-Analysis of Research on Instruction –1998-Marzano –Analyzed more than 100 research studies on instruction –Estimated 1.2 million subjects in studies –Goal: To identify those instructional strategies that have a high probability of enhancing student achievement for all students in all subject areas at all grade levels

9. Findings Strategy Avg. Effect Size Percentile Gain 1. Identifying Similarities and Differences1.6145 2. Summarizing and Note Taking1.0034 3. Reinforcing Effort and Providing Recognition.8029 4. Homework and Practice.7728 5. Nonlinguistic Representation.7527 6. Cooperative Learning.7327 7. Setting Goals and Providing Feedback.6123 8. Generating and Testing Hypotheses.6123 9. Questions, Cues, and Advance Organizers.5922 Page 8

10. McREL Publications

11. Four Planning Questions for Instruction Which strategies will provide evidence that students have learned that knowledge? What knowledge will students learn? Which strategies will help students acquire and integrate that knowledge? Which strategies will help students practice, review, and apply that knowledge? Page 10

12. Refer to page 13 in your book

13. Four Planning Questions for Instruction Which strategies will provide evidence that students have learned that knowledge? What knowledge will students learn? Which strategies will help students acquire and integrate that knowledge? Which strategies will help students practice, review, and apply that knowledge?

14. Setting Objectives Setting goals or objectives is the process of establishing a direction for learning. It is a skill that successful people have mastered to help them realize both short-term and long- term goals.

15. Classroom Recommendations 1.Set learning objectives or goals that are specific but flexible. 2.Allow students flexibility in personalizing the learning objectives or goals. 3.Communicate the learning objectives or goals to students and parents. 4.Contract with students to obtain specific learning objectives or goals.

16. Technology Integration Word processing applications Organizing and brainstorming software Web resources Communication software Data collection tools

17. Setting Objectives Example: Geography Standard 14.1.3: Understands the ways in which technology influences the human capacity to modify the physical environment. *From McREL’s Compendium of Standards

18. Setting Objectives “I want to know…”...how the environment has been affected by pesticides and the fertilizers....how new inventions in transportation can help the environment....how factories have changed the environment...what’s global warming?

19. K-W-L Template in Kidspiration

20. Inspiration Example

21. Example of a Learning Contract Understands the ways in which technology influences the human capacity to modify the physical environment. I know ____________________________________ I want to know ______________________________ I will show this by ___________________________ Teacher Signature ________________ Student Signature ________________

22. Online Surveys to Set Objectives What do I already know about... Battle of Leyte Gulf survey http://www.surveymonkey.com/s.aspx?PRE VIEW_MODE=DO_NOT_USE_THIS_LIN K_FOR_COLLECTION&sm=WBnWqWu QfViODxq0adncPyyegP32%2f2Mbzb21%2f L8y3Ss%3d http://www.surveymonkey.com/s.aspx?PRE VIEW_MODE=DO_NOT_USE_THIS_LIN K_FOR_COLLECTION&sm=WBnWqWu QfViODxq0adncPyyegP32%2f2Mbzb21%2f L8y3Ss%3d

23. Use a Poll to Set Goals Poll Everywhere SMS Text http://www.polleverywhere.com/

24. Rubrics for Setting Goals http://rubistar.4teachers.org Find a Rubric Personalize Create a Rubric

25. Blog Discussion How might you use the technologies we have shown to help students personalize their learning goals? Write your thoughts as a blog entry on http://sites.epals.com/mcrel1.http://sites.epals.com/mcrel1

26. Four Planning Questions for Instruction Which strategies will provide evidence that students have learned that knowledge? Which strategies will help students acquire and integrate that knowledge? Which strategies will help students practice, review, and apply that knowledge? What knowledge will students learn?

27. Which strategies will provide evidence that students have learned that knowledge? Providing Feedback Providing Recognition

28. Providing Feedback Gives students a direction for how well they are performing relative to a particular learning goal so that they can improve their performance.

29. Providing Feedback Simply telling students that their answer on a test is right or wrong has a negative effect on achievement.

30. Classroom Recommendations 1.Use criterion-referenced feedback and explanations. 2.Focus feedback on specific types of knowledge. 3.Use student-led feedback.

31. Technology Integration Word processing applications Data collection tools Web resources Communication software

32. Track Changes for Providing Feedback

33. Providing Teacher & Peer Feedback using Track Changes Go to www.timeforkids.comwww.timeforkids.com Select the text of an article Paste the text into Word Turn on Track Changes –Delete text –Add text –Insert comments –Use Thesaurus (Shift+F7) –Adjust Readability –Turn Track Changes Off SAVE YOUR WORK – you will use this again

34. Readability Statistics for Providing Feedback

35. Blogs to Provide Feedback “Effective use of this technology, by bringing children and adults together in an online setting to build communication and deeper understanding, truly motivates children to learn and grow.” (Poling, Learning & Leading with Technology, March 2005)

36. Blogs for Feedback Go to http://sites.epals.com/mcrel1 and take a look at three teacher blogs found at http://del.icio.us/mattscottkuhn/teacherblog. Discuss in a group of three or four how teachers are using these blogs to provide teacher, peer, and parent feedback. Then post your thoughts on how you might use this in your classroom.http://sites.epals.com/mcrel1 http://del.icio.us/mattscottkuhn/teacherblog

37. Classroom Response Systems Clickers from eInstruction

38. Design View in eInstruction

40. Games for Immediate Feedback BrainPOP iKnowThat BBC Skillswise ExploreLearning *We will talk about these more with Practice

41. Providing Recognition Giving students rewards or praise for their accomplishments related to the attainment of a goal.

42. Providing Recognition Praise for accomplishing easy tasks can undermine achievement and lower perception of ability. Rewards are most effective when contingent on attaining some standard of performance. Verbal rewards are more effective than tangible rewards.

43. Classroom Recommendations 1.Personalize the recognition. 2.Pause, prompt, and praise. 3.On occasion, offer concrete symbols of recognition.

44. Certificates for Providing Recognition

45. Student Galleries for Providing Recognition Look at examples of how technology is used to display student work How does technology allow for recognition beyond the four walls of the classroom?

46. Artsonia Let’s look at Canadian schools with posted art work and projects. http://www.artsonia.com http://www.artsonia.com/schools/country.asp?c ountry=285

47. “Notice” http://www.sfett.com/html_movie/Ican4/notice.html http://www.sfett.com/html_movie/Ican4/notice.html How does technology allow for recognition beyond the four walls of the classroom?

48. Four Planning Questions for Instruction Which strategies will provide evidence that students have learned that knowledge? Which strategies will help students acquire and integrate that knowledge? Which strategies will help students practice, review, and apply that knowledge? What knowledge will students learn?

49. Which strategies will help students acquire and integrate that knowledge? Cues, Questions, and Advance Organizers Nonlinguistic Representation Summarizing and Notetaking Cooperative Learning Reinforcing Effort

50. Cues, Questions, and Advance Organizers This category of strategies enhances students’ ability to retrieve, use, and organize what they already know about a topic.

51. Classroom Recommendations 1.Use expository advance organizers. 2.Use narrative advance organizers. 3.Teach students skimming as a form of advance organizers. 4.Teach students how to use graphic organizers. 5.Use explicit cues. 6.Ask inferential questions. 7.Ask analytic questions.

52. Technology Integration Word processing applications Spreadsheet applications Organizing and brainstorming software Multimedia applications

53. http://del.icio.us/kmalenoski/BloomsTaxonomy

54. Remember: Retrieve relevant knowledge from long-term memory. Understand: Construct meaning from instructional messages, including oral, written, and graphic communication. Apply: Carry out or use a procedure in a given situation Analyze: Break material into constituent parts and determine how parts relate to one another and to an overall structure or purpose. Evaluate: Make judgments based on criteria and standards. Create: Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.

55. Essential Questions “Essential questions...call upon our best thinking and touch upon those matters that define what it means to be human. They are questions that help us to make meaning out of the events and circumstances of our lives.” -Jamie McKenzie, From Now On -http://www.fno.org/feb01/pl.htmlhttp://www.fno.org/feb01/pl.html

56. Based on: Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at school. Upper Saddle River, NJ: Merrill Prentice Hall.

57. Online Quizzes for Questioning Create a Quiz http://www.globaleducation.edna.edu.au Click on QuizBuilder Five questions Three should be higher than “Remember” kimmalenoski mcrel

58. Advance Organizers 1.Expository – giving descriptions of new content in written or oral form 2.Narrative – presents information to students in a story format to make personal connections 3.Skimming – quickly reading upcoming information 4.Graphic Organizers – visually representing information

59. 58 The learning objective is to complete this graphic organizer

60. Expository Advance Organizer To activate background knowledge and review vocabulary, the class watched BrainPOP > Technology > Bridges

61. Graphic Organizer

62. 61 Expository Advance Organizer They also watched a movie from Discovery Education : http://player.discoveryeducation.com/index.cfm?guidAssetId=974C3630- 156E-4809-9A2E-B81171AEB0B3&blnFromSearch=1&productcode=US http://player.discoveryeducation.com/index.cfm?guidAssetId=974C3630- 156E-4809-9A2E-B81171AEB0B3&blnFromSearch=1&productcode=US

63. Skimming They participated in an online tutorial from PBS (http://www.pbs.org/wgbh/nova/bridge).http://www.pbs.org/wgbh/nova/bridge

64. Narrative Advance Organizer

65. Inspiration Graphic Organizer A. Some water soaks in the ground. B. Clouds meet cool air causing tiny droplets of water to join together. C. Wind blows the clouds. D. Water vapor rises and cools. E. Energy from the Sun causes the water to evaporate. F. Water runs off into lakes, streams, and ponds. G. Droplets of water will fall as rain, sleet, snow, or hail. H. Clouds travel to different parts of the Earth. I. Larger droplets are made. J. Water vapor cools and tiny droplets of water join together to form clouds. K. Water changes from a liquid to a gas called water vapor. L. Water runs off into rivers which dump into the oceans.

66. Multimedia Graphic Organizer Sometime multimedia can be an advance organizer for students Example: www.cellsalive.com www.cellsalive.com

67. Last Year’s Project is This Year’s Advance Organizer

68. Give-n-Get an Idea Find someone who shares the same birthday month as you. Share an idea you have for using technology with cues, questions, or advance organizers. Be sure to get an idea as well!

69. Nonlinguistic Representation Enhances students’ ability to represent and elaborate on knowledge using mental images. 3/4

70. Nonlinguistic Representation Many psychologists believe that we store knowledge in two ways: linguistically (words) and nonlinguistically (images). The more we use both systems of representation, the better we are able to think about and recall knowledge. Italy

71. Classroom Recommendations 1.Use graphic organizers to represent knowledge. 2.Have students create physical models of the knowledge. 3.Have students generate mental pictures of the knowledge they are learning. 4.Use pictographs to represent knowledge. 5.Have students engage in kinesthetic representations of the knowledge.

72. Technology Integration Word processing applications Spreadsheet applications Organizing and brainstorming software Data collection tools Multimedia applications Web resources

73. Six Patterns of Graphic Organizers 1.Descriptive 2.Process Cause/Effect 3.Time Sequence 4.Episode 5.Generalization/Principle 6.Concept

74. Descriptive Graphic Organizers TOPIC Fact

75. Descriptive Graphic Organizer

76. Process Cause/Effect Graphic Organizers

77. Process/Cause-Effect Graphic Organizer

78. Time Sequence Graphic Organizers TimeLiner software (Tom Snyder) www.ourtimelines.com Teach-nology.com

79. Let's Try It! Go to www.ourtimelines.comwww.ourtimelines.com Click on Timeline Enter your Name, Birth Year, and the Current Year Click on Generate Timeline

80. Episode Graphic Organizers

81. 80 Episode Graphic Organizer

82. Generalization/Principle Graphic Organizers

84. Concept Graphic Organizers

85. Example of a Concept Pattern Organizer

86. Jigsaw: Creating Graphic Organizers In a group of 3-4, have each person choose one of these to explore –Inspiration –Kidspiration –Insert Word/PowerPoint Diagram –Word/PowerPoint Draw Tools –http://bubbl.ushttp://bubbl.us –http://www.gliffy.comhttp://www.gliffy.com –http://cmap.ihmc.ushttp://cmap.ihmc.us Create a graphic organizer that you can use in your classroom within the next two weeks

87. Physical Models Fourth-grade students did state reports using PowerPoint. Then each had to make a “shoebox float” representing their state. Note how they represented information on their floats.

88. Important Information About Kentucky The capital of Kentucky is Frankfort. It is located in the Southeast region. It is known for the Kentucky Derby. The next big thing is the Louisville Slugger. Abe Lincoln’s birthplace was also in Kentucky. www.50states.com

89. Derby Abe Lincoln http://www.dangerouslyirrelevant.org/2008/05/contest- dismayi.html

90. 89 Claymation http://www.legoeducation.com Physical Models

91. SoundsEmotionsTastesSmells Mental Pictures

92. What is “Visual Literacy?” George Lucas - Edutopia http://www.edutopia.org/php/radio.php# November 17, 2005 22:00 – 27:00 Essential Questions 1.How does Lucas propose that change current “English” classes? 2.The printing press is to the home computer as reading is to ___________. 3.How does visual literacy help people to communicate?

93. 92

94. VoiceThread

95. 94 Pictures and Pictographs

96. Google Earth

97. Create a Graph National Center for Education Statistics (http://nces.ed.gov)http://nces.ed.gov

98. Let's Try It! Gizmos - http://www.explorelearning.comhttp://www.explorelearning.com The Visual Thesaurus - http://www.visualthesaurus.comhttp://www.visualthesaurus.com Discovery Streaming - http://streaming.discoveryeducation.com http://streaming.discoveryeducation.com The Yuckiest Site on the Internet - http://www.yucky.com http://www.yucky.com National Library of Virtual Math Manipulatives - http://nlvm.usu.edu/en/nav/vlibrary.html http://nlvm.usu.edu/en/nav/vlibrary.html Create a Graph - http://nces.ed.gov/nceskids/createagraph http://nces.ed.gov/nceskids/createagraph

99. Blog Post nonlinguistic representation How would you use one of the sites you just visited to enhance student learning? Post your thoughts at http://sites.epals.com/mcrel1/ http://sites.epals.com/mcrel1/

100. Using Excel to Create Nonlinguistic Representation Go http://del.icio.us/kmalenoski/excel http://del.icio.us/kmalenoski/excel This will take you to the latest seismic data as recorded by USGS Select All, Copy, and Paste into Excel Click on DATA > Text to Columns Delineate by Commas and go to Finish Delete all columns except Latitude & Longitude Select Longitude, Cut, and Paste in the column before Latitude Now graph in an XY ScatterPlot

103. Excel to show the Change in Length of Days

105. Kinesthetic Representation Ideally, require fine motor or gross motor movement GPS/Geotracking Wii

106. Jigsaw Summary In groups of five, have each person select one classroom recommendation and remind the others the resources you learned about. 1.Use graphic organizers to represent knowledge. 2.Have students create physical models of the knowledge. 3.Have students generate mental pictures of the knowledge they are learning. 4.Use pictographs to represent knowledge. 5.Have students engage in kinesthetic representations of the knowledge.

107. Summarizing Enhances students’ ability to synthesize information. This would be so much easier on a laptop!

108. Generalizations from the Research 1.To effectively summarize, students must delete some information, substitute some information, and keep some information. 2.To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level. 3.Being aware of the explicit structure of information is an aid to summarizing information.

109. Classroom Recommendations 1. Teach students the rule-based summarizing strategy. 2. Use summary frames. 3. Teach students reciprocal teaching.

110. Technology Integration Word processing applications Organizing and brainstorming software Multimedia applications Web resources Communication software

111. Model for Summarizing Steps in Rule-Based Summarizing for Older Students Steps in Rule-Based Summarizing for Younger Students 1.Delete trivial material that is unnecessary to understanding. 2.Delete redundant material. 3.Substitute superordinate terms for more specific terms (e.g., use fish for rainbow trout, salmon, and halibut.) 4.Select a topic sentence or invent one if it is missing. 1.Take out material that is not important to understanding. 2.Take out words that repeat information. 3.Replace a list of things with a word that describes the things in the list (e.g., use trees for elm, oak, and maple.) 4.Find a topic sentence. If you cannot find a topic sentence, make one up.

112. Summarizing Using Track Changes Source: From NASAKid: http://kids.msfc.nasa.gov/http://kids.msfc.nasa.gov/

113. Summarizing using Autosummarize From David Warlick 2centsworth Aug. 3, 2006

114. Let's Try It! Copy and paste text from a newspaper like Time for Kids into Word. Quick Access Toolbar: Word Options > Customize > All Commands > Auto Summarize Tools Choose the “Highlight key points” option Look at the other types of Auto summarizing. How might you use these as a teaching tool?

115. Examples of Summary Frames 1.Narrative/Story Frame 2.Topic-Restriction-Illustration (T-R-I) Frame 3.Definition Frame 4.Argumentation Frame 5.Problem/Solution Frame 6.Conversation Frame

116. Narrative/Story Frame 1.Who are the main characters? What distinguishes them from other characters? 2.When and where did the story take place? What were the circumstances? 3.What prompted the action in the story? 4.How did the characters express their feelings? 5.What did the main characters decide to do? Did they set a goal? What was it? 6.How did the main characters try to accomplish their goals? 7.What were the consequences?

117. Topic-Restriction-Illustration Frame 1.Topic: What is the general statement or topic? 2.Restriction: What information does the author give that boxes in or narrows the general statement or topic? 3.Illustration: What examples does the author give to illustrate the topic or restriction?

118. Definition Frame 1.What is being defined? 2.To which general category does the item belong? 3.What characteristics separate the item from the other items in the general category? 4.What are some types or classes of the item being defined?

119. Argumentation Frame 1.Evidence: What information is presented that leads to a claim? 2.Claim: What is asserted as true? What basic statement or claim is the focus of the information? 3.Support: What examples or explanations support the claim? 4.Qualifier: What restricts the claim, or what evidence counters the claim?

120. 119 The Conversation Frame 1.How did the members of the conversation greet each other? 2.What question or topic was insinuated, revealed, or referred to? 3.How did their discussion progress? 4.How did the conversation conclude?

121. Problem/Solution Frame 1.What is the problem? 2.What is a possible solution? 3.What is another possible solution? 4.What is another possible solution? 5.Which solution has the best chance of succeeding and why?

122. Using Technology with the Problem- Solution Frame You will be creating an activity to take back and use with your students You may do this activity alone or with a partner Identify a problem that students will encounter in the curriculum in the next month (i.e. Students will identify the pros and cons of nuclear power or students will determine the best strategy to use to sod an irregularly- shaped yard.)

124. Notetaking Enhances students’ ability to organize information in a way that captures the main ideas and supporting details

125. Generalizations from the Research 1.Verbatim note taking is, perhaps, the least effective way to take notes. 2.Notes should be considered a work in progress. 3.Notes should be used as study guides for tests. 4.The more notes that are taken, the better.

126. Classroom Recommendations 1.Give students teacher-prepared notes. 2.Teach students a variety of note-taking formats. 3.Use combination notes.

127. Technology Integration Word processing applications Organizing and brainstorming software Multimedia applications Web resources Communication software

128. Teacher-Prepared Notes

129. Three Types of Note Taking 1.Webbing 2.Informal outline 3.Combination notes

130. Outline created in Inspiration

131. Outlining in Word Watch the BrainPOP movie Using Microsoft Word, take notes using the outline feature Increase indent and decrease indent as needed. Change your informal outline into a formal outline by Format > Bullets and numbering SAVE this document to your desktop; we’ll be using it in the next activity.

132. Combination Notes 1. A Dicot vein branching. 2.The stem of a Dicot is woody. 3.The Taproot is the main root. 1.A Dicot has a woody stem with a Taproot. 2.Also Dicots have branching veins. 3. 1. 2.

133. Each student will make a PowerPoint panel using the combination notes format. Here are the guidelines for making a combination note PowerPoint. Example Assignment Using Combination Notes

134. Each student must include the following: 1.The topic must be an explanation of mitosis 2.Must have 5 notes or facts about the topic 3.Minimum of 2 pictures from the Internet about topic 4.Minimum of 1 movie / animation about topic 5.Minimum of 1 student voice explaining picture 6.Student must choose an extra object to place on panel (for example: a sound, another picture, movie, a drawing made with paint, etc.) 7.Two-sentence summary Example Assignment Using Combination Notes (continued)

135. Cell Division (Mitosis) 1.Both plant and animal cells go through mitosis 2.The nuclear membrane dissolves 3.Centrioles form spindle fibers 4.Chromosomes double and thicken and line up in the middle of the cell 5.Spindle fibers pull the chromosomes apart and to the poles 6.New nuclei form and then two new cells are formed. (daughter cells) 1) 3) 2) 4) 6) 5) Mitosis occurs in all plants and animals. Each step of mitosis serves a specific purpose to prepare the cell to create two new identical daughter cells.

136. 1.Mitosis is the process by which a cell divides into two identical nuclei. 2.Mitosis occurs in plants and animals. 3Mitosis occurs in five different phases. 4The thread like DNA structures are called chromosomes. 5. The five phases are Anaphase, Telophase, Metaphase, Interphase, and Prophase. Mitosis movie Mitosis is something that happens in both plant and animal cells that happens in five different phases. Mitosis is also the process by which a cell divides into two identical nuclei.

137. Combination Notes

139. Let's Try It! Open the Word outline that you created in the last activity. Pick three or four major facts/concepts from the movie and Copy. Open PowerPoint. Choose the “Title, Text, and Content” Layout Paste your facts on the left. Insert pictures to illustrate each fact on the right to help you remember. Click to add a Title at the top of the page Draw a textbox at the bottom and write 2 - 3 sentences that summarize the concepts.

140. Web 2.0 for Notetaking www.writeboard.com http://docs.google.com www.yourdraft.com http://pbwiki.com

141. Cooperative Learning Provides students with opportunities to interact with each other in groups in ways that enhance their learning.

142. Generalizations from the Research 1.Organizing groups by ability level should be done sparingly. 2.Cooperative learning groups should be rather small in size. 3.Apply cooperative learning consistently and systematically, but do not overuse it.

143. Classroom Recommendations 1.Use a variety of criteria to group students. 2.Use informal, formal, and base groups. 3.Keep groups to a manageable size. 4.Combine cooperative learning with other classroom structures.

144. Cooperative Learning There are five defining elements of cooperative learning: 1.Positive interdependence 2.Face-to-face promotive interaction 3.Individual and group accountability 4.Interpersonal and small group skills 5.Group processing

145. Technology Integration Multimedia Web resources Communication software

146. Multimedia Projects Roles and Tasks Chart Role to be filledStudent(s)Description of the role or task to be completed Researcher (two) Will research the topic and meet with a teacher in that content area to be sure information is accurate. Scriptwriter (two) Will take the research provided by the researchers and write a script for the movie. A storyboard will be approved by Ms. Ortiz before the script is written. The script will be in play format. A content area teacher will approve final draft of script for accuracy. The script will indicate all resources needed and the settings where the action takes place. Journalists (one or two) Will provide any on camera interviews with experts. Journalists will use the provided research to write interview questions that will get additional information needed for the movie. Tech Expert (one or two) Will provide help with all technology including iMovie, GarageBand, and GraphicConverter. Project Coordinator Will work with team to build a project timeline and then will monitor all project activities. Project coordinator is also responsible for coordinating resources with other teams. Remember that other teams will be using the video cameras. Camera Persons (one or two) Will be responsible for checking out, using, and properly returning video cameras and tripods. Actors (as needed) Will use the provided script to bring the movie to life. Actors should be expressive and show appropriate excitement, but stay within the script.

147. Cooperative Learning Rubrics Rubric from NASA SCIence files

148. www.webmonkey.com/webmonkey/kids

149. 148 www.think.com/en_us

150. WebQuests Students assume different roles in a structured inquiry activity The Introduction orients students and captures their interest. The Task describes the activity's end product. The Process explains strategies students should use to complete the task. The Resources are the Web sites students will use to complete the task. The Evaluation measures the results of the activity. The Conclusion sums up the activity and encourages students to reflect on its process and results.

151. Let’s Try It! Find a Webquest; http://webquest.org –PORTAL > FIND WEBQUESTS > CURRICULUM  GRADE LEVEL MATRIX or you might try zWebQuest; http://zunal.com/

152. Using Web 2.0 for Cooperative Learning Del.icio.us Blogs Wikis YourDraft Writeboard Gliffy BackPackit ThinkFree

153. 152

154. 153 Collaborative Learning Example

156. 155

157. The World is Flat (Thomas Friedman) “The best companies are the best collaborators. In the flat world, more business will be done through collaborations within and between companies, for a few simple reasons: The next layers of value creation, whether in technology, marketing, biomedicine, or manufacturing, are becoming so complex that no single firm or department is going to be able to master them alone.”

158. Blog How do formal, informal, and base groups differ? What types of lessons or activities are appropriate for each? http://sites.epals.com/mcrel1/http://sites.epals.com/mcrel1/

159. Reinforcing Effort Enhance students’ understanding of the relationship between effort and achievement by addressing students’ attitudes and beliefs about learning. Some students attribute success in school to luck, ability, or even other people such as their friends or their teacher

160. Generalizations from the Research 1.Not all students realize the importance of believing in effort. 2.Students can learn to operate from a belief that effort pays off even if they do not initially have this belief.

161. Classroom Recommendations 1.Explicitly teach students about the importance of effort. 2.Have students keep track of their effort and achievement.

162. Technology Integration Spreadsheet software Data collection tools

163. Using Microsoft Word to Reinforce Effort EFFORTACHIEVEMENT 4 Excellent I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. I viewed difficulties as opportunities to strengthen my understanding. I exceeded the objectives of the task or lesson. 3 Good I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. I met the objectives of the task or lesson. 2 Needs Improvement I put some effort into the task, but I stopped working when difficulties arose. I met a few of the objectives of the task or lesson but did not meet others. 1 Unacceptable I put very little effort into the task.I did not meet the objectives of the lesson.

164. Using Microsoft Word or Excel to Reinforce Effort

165. www.surveymonkey.com Gather data from your graduating fifth graders who have experienced much success in elementary What advice concerning effort would they give upcoming elementary students? What barriers or challenges did they have to overcome?

166. Reinforcing Effort Blog http://sites.epals.com/mcrel1/ http://sites.epals.com/mcrel1/ In what way do adults in your school convey high expectations to all of your students? In what ways can you support those learners who have not traditionally had high expectations for their own performance?

167. Four Planning Questions for Instruction Which strategies will provide evidence that students have learned that knowledge? Which strategies will help students practice, review, and apply that knowledge? What knowledge will students learn? Which strategies will help students acquire and integrate that knowledge?

168. Which strategies will help students practice, review, and apply that knowledge? Identifying Similarities and Differences Homework and Practice Generating and Testing Hypotheses

169. Identifying Similarities and Differences Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways items are alike and different.

170. Generalizations from the Research 1.Students should receive explicit guidance in identifying similarities and differences. 2.Students should independently identify similarities and differences. 3.Students should represent similarities and differences in graphic and symbolic form. 4.Students can identify similarities and differences in a variety of ways.

171. Classroom Recommendations 1.Teach students to use comparing, classifying, metaphors, and analogies. 2.Give students a model of the steps for engaging in the process. 3.Use a familiar context to teach students these steps. 4.Have students use graphic organizers as a visual tool to represent the similarities and differences. 5.Guide students as they engage in this process. Gradually give less structure and less guidance.

172. Technology Integration Word processing applications Spreadsheet applications Organizing and brainstorming software Data collection tools Web resources

173. Similarities and differences can be identified through: Comparing Classifying Metaphors Analogies

174. Comparison Steps 1.Select the items you want to compare 2.Select the characteristics of the items on which you want to base your comparison 3.Explain how the items are similar and different with respect to the characteristics you selected

175. Comparing Using Kidspiration

176. Comparing Using Inspiration

178. Comparing with InspireData You can download a 30-day free trial at: http://www.inspiration.com/freetrial http://www.inspiration.com/freetrial Let’s use some InspireData resource files: –Alligators –Early Native Americans –Slinky Experiment

179. Classification Steps 1.Identify the items you want to classify. 2.Select what seems to be an important item, describe its key attributes, and identify other items that have the same attributes. 3.Create a category by specifying the attribute(s) that the items must have for membership in this category. 4. Select another item, describe its key attributes, and identify other items that have the same attributes. 5. Create the second category by specifying the attribute(s) that the items must have for membership in the category. 6. Repeat the previous two steps until all items are classified and the specific attributes have been identified for membership in each category. 7.If necessary, combine categories or split them into smaller categories and specify attribute(s) that determine membership in the category.

180. Classifying Using Kidspiration Templates

182. Classifying Triangles EquilateralIsoscelesScalene Acute Obtuse Right

183. Classifying Triangles EquilateralIsoscelesScalene Acute Obtuse X Right X

184. Online Classification Applications and Simulations

185. 184 Insect Classification Example Using Word’s Insert Table

186. Steps for Creating a Metaphor 1.Identify the important or basic elements of the information or situation with which you are working 2.Write that basic information as a more general pattern by Replacing words for specific things with words for more general things Summarizing information whenever possible 3.Find new information or a situation to which the general pattern applies

187. Metaphors Using Inspiration

188. Steps for Creating an Analogy Identify how the two elements in the first pair are related State the relationship in a general way Identify another pair of elements that share a similar relationship

190. Games for Identifying Similarities and Differences http://del.icio.us/kmalenoski/games

191. Blog Reflection Identifying Similarities and Differences http://sites.epals.com/mcrel1/ http://sites.epals.com/mcrel1/ Think about one lesson you currently teach that would be enhanced by identifying similarities and differences using technology. What technology would you use and how would it enhance the lesson? Describe the steps you will take.

192. Homework and Practice Extends the learning opportunities for students to practice, review, and apply knowledge.

193. Generalizations from the Research The amount of homework assigned to students should be different form elementary to high school. Parent involvement should be kept to a minimum. The purpose of homework should be identified and articulated. If homework is assigned, it should be commented upon.

194. Classroom Recommendations 1.Establish and communicate a homework policy. 2.Design assignments that clearly articulate purpose and outcome. 3.Vary approaches to providing feedback.

195. Technology Integration Word processing applications Spreadsheet software Multimedia Web resources Communication Software

196. Easy Homework Site Hosting http://instantprojects.org http://pbwiki.com www.webassign.net

197. Generalizations from the Research 1.Mastering a skill or process requires a fair amount of focused practice. 2.While practicing, students should adapt and shape what they have learned.

198. Classroom Recommendations 1.Ask students to chart their speed and accuracy. 2.Design practice that focuses on specific elements of a complex skill or process. 3.Plan time for students to increase their conceptual understanding of skills or processes.

199. Practice – the Learning Line

200. Stellarium Free open-source planetarium for your computer http://stellarium.org

201. Let's Try It! Explore one of these Web sites and think of how you could incorporate a homework or practice activity into a lesson you teach. http://del.icio.us/kmalenoski/games Practice + Games

202. Homework Assignment Share with the group your favorite practice sites and in which grade level or content areas you would use them. Add the URL to our GETCA wiki at a later time.

203. Generating and Testing Hypotheses Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.

204. Generalizations from the Research 1.Hypothesis generation and testing can be approached in an inductive or deductive manner. 2.Teachers should ask students to clearly explain their hypotheses and their conclusions.

205. Classroom Recommendations 1.Make sure students can explain their hypotheses and conclusions. 2.Use a variety of structured tasks to guide students through generating and testing hypotheses.

206. Technology Integration Spreadsheet software Data collection tools Web resources

207. Generating and Testing Hypotheses Six Processes 1.Systems analysis 2.Problem solving 3.Historical investigation 4.Invention 5.Experimental inquiry 6.Decision making

208. Systems Analysis 1. Explain the purpose of the system, the parts of the system, and the function of each part. 2. Describe how the parts affect one another. 3. Identify a part of the system, describe a change in that part, and then hypothesize what might happen as a result of this change. 4. When possible, test your hypothesis by actually changing the part or by using a simulation to change the part.

209. Systems Analysis Simulations where student can manipulate environment and make predictions about the outcome –www.biologycorner.comwww.biologycorner.com Peppered Moth simulation –Build a Better FireBuild a Better Fire

210. Problem Solving 1.Identify the goal you are trying to accomplish. 2.Describe the barriers or constraints that are preventing you from achieving your goal – that are creating the problem. 3.Identify different solutions for overcoming the barriers or constraints and hypothesize which solution is likely to work. 4.Try your solution – either in reality or though a simulation. 5.Explain whether your hypothesis was correct. Determine if you want to test another hypothesis using a different solution.

211. Skills Games - Mastermind www.cyberbee.com/games/maste rmind.html www.cyberbee.com/games/maste rmind.html Webquest – Monument on the Mall http://schoolweb.missouri.edu/nixa. k12.mo.us/sullivan/GovernmentQu est/index.html http://schoolweb.missouri.edu/nixa. k12.mo.us/sullivan/GovernmentQu est/index.html Broken Calculator - http://www.subtangent.com/maths/ broken-calc.php http://www.subtangent.com/maths/ broken-calc.php Logo - http://www.mathsnet.net/logo/turtlelogo http://www.mathsnet.net/logo/turtlelogo Problem Solving

212. Historical Investigations 1.Clearly describe the historical event to be examined. 2.Identify what is known or agreed upon and what is confusing, contradictory, or controversial. 3.Based on what you understand about the situation, offer a hypothesis. 4.Seek out and analyze evidence to determine if your hypothetical scenario is possible.

213. Historical Investigation Muzzy Lane’s Making History www.making-history.com Plimoth Plantation’s You Be the Historian http://www.plimoth.org/educati on/olc/index_js2.html Library of Congress http://memory.loc.gov/learn/le ssons/01/west/overview.html

214. Invention 1.Describe a situation you want to improve or a need to which you want to respond. 2.Identify specific standards for the invention that would improve the situation or meet the need. 3.Think of ideas and hypothesize the likelihood that each will work 4.If your hypothesis suggests that a specific idea might work, begin to draft, sketch, and then create the invention. 5.Develop your invention to the point that you can test your hypothesis. 6.If necessary, revise your invention until it reaches the standards you have set.

215. Invention Invention at Play http://inventionatplay.or g/playhouse_tinker.html Lemonade Stand http://www.coolmath- games.com/lemonade

216. Experimental Inquiry 1.Observe something that interests you and describe what has occurred. 2.Explain what you have observed. Do any theories or rules explain what you have observed? 3.Plan an investigation and, based on your explanation, make a prediction. 4.Conduct an experiment or activity to test your prediction. 5.Explain and justify the results of your experiment in light of your explanation. If necessary, revise your explanation or prediction and/or conduct a revised experiment.

217. Experimental Inquiry www.ExploreLearning.com Chicken Genetics Moon Phases

218. Science Sensors Vernier Pasco Fourier

219. Experimental Inquiry: USB microscopes

220. Engaging Learners with Digital Microscopes Feather

221. Digital Microscopes www.theproscope.com Intel Play Digital Microscope

222. Decision Making 1.Describe the decision you are making and the alternatives you are considering. 2.Identify the criteria that will influence the selection, and indicate the relative importance of the criteria by assigning an importance score from a designated scale (e.g., 1-4). 3.Rate each alternative on a designated scale (e.g., 1-4) to indicate the extent to which each alternative meets each criterion. 4.For each alternative, multiply the importance score and the rating and then add the products to assign a score for the alternative. 5.Examine the score to determine the alternative with the highest score. 6.Based on your reaction to the selected alternative, determine if you need to change any importance scores or add or drop criteria.

223. What kind of car should I buy? CriteriaWeight Gas efficiency2 Cost efficiency3 Return on Investment (ROI)3 Sporty Look1 You are buying your first car and are trying to decide what type of car to buy. What are the criteria you will consider?

224. What kind of car should I buy? HummerPriusUsed Pinto Gas efficiency ___ x 2 Cost efficiency ___ x 3 ROI___ x 3 Sporty Look___ x 1

225. What kind of car should I buy? HummerPriusUsed Pinto Gas efficiency 1 x 2 = 23 x 2 = 61 x 2 = 2 Cost efficiency 1 x 3 = 32 x 3 = 63 x 3 = 9 ROI3 x 3 = 92 x 3 = 61 x 3 = 3 Sporty Look3 x 1 = 31 x 1 = 1 Totals 17 19 15

226. Technology Examples Interactive Spreadsheets - Nutrition WorksheetInteractive Spreadsheets - Nutrition Worksheet Carbon Footprint Recycle City

227. 226 Interactive Spreadsheet -Nutrition Worksheet

228. Final Thoughts Internet Safety ISTE NETS http://www.iste.org/Content /NavigationMenu/NETS/N ETSRefreshProject/NETS_ Refresh.htm Lesson Planning