1. Day Two Putting What We Know Into Practice

2. Schedule Review Integration Concepts Blooms & TEKS Review Types of Projects Decide on Project – Storyboard Internet Resources – aps & editors Build Slides with Snag-it Build Animated Gif Create Video--Encode Put Project TogetherMS Producer Rubric--Assessment Stop-Motion Animation Certificates & Evaluation

3. Technology Allows Students To: Excel in achievement in Content Area Develop Higher-order Thinking and Problem Solving Skills Develop Creative Artifacts, Unique Products, and Service Projects Develop Workforce Professional Skills Develop Information Literacy & Communication Skills (Research Skills) Apply learning to Real-World Situations Develop Organizational & Teamwork Skills Produce, Preserve, Present & Publish their work Investigate beyond their community experience Produce a Complete & Complex Project Share their experiences, findings, questions and concerns with others in the global learning community

4. Technology Allows Teachers To: Provide Digital Up-to-Date Resources Develop Better Communication & Assessment Skills through Electronic Syllabi, Rubrics, Lesson Plans, Parental Communications, Online Collaboration Distribute Information through Web-based pages accessible from home or anywhere Organize Lessons and presentation and distribute for slow or absent learners Provide Remediation Materials Online Provide Student Samples & Electronic Portfolios

5. Copyright Issues http://www.arp.sprnet.org http://www.arp.sprnet.org Whats Fair Use & Whats Not. Lesson 19 – INTEL© PowerPoint Citing Sources from the Web. Page 77 in Handout (Lesson 19) Whats Illegal & What is Not. Arps AUP PowerPoint

6. Engaged Learner Model Reference: Jones, Valdez, Norakowski, Rasmussen: Designing Learning & Technology for Education Reform--NCREL Indicator One: Vision of Engaged Learning What does it look like? Successful engaged learners are responsible for their own learning. These students are self-regulated and able to define their own learning goals & evaluate their own achievement. They are energized by learning, joyful and passionate life-long learners. They solve problems creatively, not by rote. They collaborate and value working with others.

7. Engaged Learner Model Indicator Two: Tasks for Engaged Learning What do they look like? Tasks are challenging, complex, authentic, and multidisciplinary and sustained over time (problem-,research-,project-based). Collaboration takes place with peers & mentors and incorporate real-world learning. Tasks are Eclectic : Multi-modal & Use Multi-Intelligences---Speaking, Listening, Hands-on, Experiential, Interpersonal, Kinesthetic, Service-Oriented, Real World Connection, Team-oriented, etc.

8. Engaged Learner Model Indicator Three: Assessment of Engaged Learning Tasks involve authenticity, project or investigation. The assessment mimics the students research skills = observing, interviewing, examining to determining what the students know and can do. This is called performance-based assessment. Student generate their own performance criteria and play a key role in the overall design, evaluation, and reporting of their assessment. The best performance-base assessments have seamless connection between the curriculum & the instruction…and are on-going (growth plans). Rubrics that are used as the criteria for the learning environment are also used to assess.

9. Engaged Learner Model Indicator Four: Instructional Models & Strategies for Engaged Learning Instruction is interactive with the learner, and is generativeencouraging the learner to construct and produce knowledge in meaningful ways--the SO WHAT of learning. Co-construction of knowledge promotes problem-, project-, and goal- based learning. (Bird House Theory, Whole- Part-Whole) Common strategies are: group summarization, exploration of multiple perspectives, brainstorming, Socratic dialogue, problem-solving processes, and team teaching.

10. Engaged Learner Model Indicator Five: Learning Context of Engaged Learning The classroom must be seen as a learning community developing sharp understandings collaboratively, but also creating value & empathy for diversity & multiple perspectives. Encouraging students to ask hard questions, define problems, lead in conversations, set goals, career-related conversations, and engage in entrepreneurial activities. Learning has a purpose -- the student defines, discovers, and/or appreciates the purpose.

11. Engaged Learner Model Indicator Six: Grouping for Engaged Learning Groups are Eclectic (True Colors) -- Small groups, teams of two or more, across classroom boundaries, heterogeneous groups, cultures, abilities, ages, socioeconomic, background knowledge and perspectives and at the same time always changing and flexible groupings Collaborative Roles are taught, practiced, nurtured, understood, appreciated, and dynamic (always changing).

12. Engaged Learner Model Indicator Seven: Teachers Roles for Engaged Learning Initially, teachers LET GO and discover LETS GO. Explorer, Encourager, Coach, Co-learner, Facilitator, Engager, Enabler-- allowing reflective discovery, creative thinking, and student contributions into the learning environment. Remember Farris Beulers Day Off? Ben Stien is one of his teachers who stands in the front of class asking the question Anyone?, Anyone?

13. Engaged Learner Model Indicator Eight: Students Roles for Engaged Learning Explorer, Encourager, Peer Tutor, Engage in Reflective Discovery, integrating creative thinking and productive contributions to the worlds knowledge-base Growing the Global Database of Knowledge Students Model The Teacher. They are apprentices to the teacher, co-collaborators, & co-tutors.

14. Engaged Learner Model Check Understanding Constructivist PowerPoint Take the NCREL Evaluation www.ncrtec.org/capacity/profile/profwww.htmwww.ncrtec.org/capacity/profile/profwww.htm ` TAKS & SB 10 Updates

15. Planning a Project Step 1: Understanding TEKS Understanding BLOOMS VERBSLesson 26 (Page 74) Step 2: Define Major Objectives Chunks or themes in your curriculum Step 3: Creating a Rubric –What is it you want your students to be able to do? Understand BLOOMS www.arp.sprnet.org/curric/INTEL/rubrics_for_educ ation.htm Allow students to formulate individual or group Problem, Question, Hypothesis

16. The Project Step 4: Identify Resources Needed Step 5: Mentor (on-going) in necessary Skills–Remember the Bird House Step 6: Create Mastery Among Students for Peer Tutoring & Collaboration – Teach the Collaborative Roles (Lesson 26) Step 7: Continually Adjust Timeline (be flexible)Contract with Students for Time Step 8: Provide Student Samples

17. The Project Step 9: Provide Managed Environment for Nurturing Students Through the Process (Example: 10 Grading Checkpoints) The question, problem, research topic – approved Identify resources (include Boolean Search) Storyboard, Outline, Webbing, Venn Diagram Resources Evaluated, Categorized & Organized– Works Cited Page Prioritize Major issuesNegotiate with Team SCANS grade for Team work & Time Management First Draft Follow a Growth Plan Presentation Defense with Probing Questions Project Rubricindividual & group New thoughts, questions, ideas--reflection or process journal

18. The Project Step 10: After Each Grading Checkpoint – provide a debriefing discussion and Growth Plan. After Completion –Celebrate & Acknowledge Growth by publishing, promoting, and/or performance

19. Skills You will Need Digital Camera, Scanner, Internet Graphics Paint Graphic Editor PowerPoint Boolean Search Techniques Understanding File Types: Audio --.au,.wav,.mpg,.ram Graphics --.gif,.jpg,.tiff,.bmp, etc. Movies --.avi,.mov, etc. Special --.pdf,.rtf,.htm &.html,.asp,.zip

20. Lifelong Learner Plan Do Study Act Evaluate_ Plan Continue mastery of concept – Teach mastered Concept Begins mastery of concept Self-directed Learning Lecture, Demonstration, Hands-on Level 3 Level 2 Level 1 Assists in the learning process Higher Level Skill Development Basic Skill Development

21. Homework: What is A Global Project? Interactive Global Project E-books Databases On-going Research Projects Creating WebQuests