In your personal blog respond to this prompt:
Of everything you learned, what do you think will have the biggest impact on student learning?
Tuesday, March 24, 2009
Module 8 - Dysart 3rd
Insturctional design:
Our team began with the standards and objectives to create the unit. We then incorporated CFQ's that very closely align with the standards. We use projects for students to learn the content.
Technology Integration:
Then we determined various ways we could integrate technogly and 21st Century skills. Our assessments were created directly from the standards and CFQ's.
Assessment Strategies:
The various parts of the unit have different types of assessments that are various and ongoing. The assessments lessons, and projects are students centered inquiry based
We want constructive feedback on our Photo Story presentation however you would like to give it to us.
Our team began with the standards and objectives to create the unit. We then incorporated CFQ's that very closely align with the standards. We use projects for students to learn the content.
Technology Integration:
Then we determined various ways we could integrate technogly and 21st Century skills. Our assessments were created directly from the standards and CFQ's.
Assessment Strategies:
The various parts of the unit have different types of assessments that are various and ongoing. The assessments lessons, and projects are students centered inquiry based
We want constructive feedback on our Photo Story presentation however you would like to give it to us.
Ashton Ranch Unit Portfolio Feedback
Instructional Design:
- Standards & Objectives: Student objectives, project checklist and rubric help students know the objectives and standards that are expected of them
- 21st Century Skills: Students will take a basic technology assessment before starting the unit which will assess what they already can do with technology. Teachers will then model and assist with technology. Older students will also help to model the possible multimedia tools available.
- CFQs: Present posing questions that help guide students through the project.
- Project Approaches: Students have a choice of their country, their research questions and the multimedia tool that they use to present their findings. They can create and be as creative and personalized as they like.
- Addresses Student Differences: Extension activities and extra support is available for diverse learners. Also, using heterogeneous groups allow students to help each other.
Technology Integration:
- Supports content learning: Students use video conferencing and email to communicate with another country.
- Supports 21st Century Skills: Students work collaboratively and learn to use technology to communicate with others outside of the classroom. Students also learn to create authentic presentations using their research.
- Meets student and classroom needs: Students will practice and build basic computer skills and also learn new multimedia programs to create their presentations. They will also learn to use web cams and digital cameras to share their research.
Assessment Strategies:
- Address standards and objectives: Checklists, rubrics, and teacher conferences help monitor students' progress and ensure they are meeting the learning objectives and content.
- Student-centered: Groups present their project to the class and the class completes peer evaluations. The peer rubric and project rubric specifically list each area to be scored and what is expected.
- Varied and ongoing: Teacher conferencing and student checklist is done throughout the project.
Feedback: We would like feedback on the following please:
- Is anything unclear?
- Do you know of any communication web links?
- Do you have any suggestions to overcome the language barrier?
Implementing a Successful Project
1. Time and Transitions- I am so excited to begin this Unit after AIMS. It is powerful to be able to incorporate the FOSS Kit into an organized technological unit. I hope to take about six weeks to complete this with the class, giving them plenty of opportunities to work on each lesson, so I know if we need to tweak the unit for the fall. This is an excellent way to conclude the school year, giving the students ample opportunity to show off their well-developed technological skills.
2. Collaboration- Collaboration covers everyone- the teachers within the grade level, the students within the class and amongst the grade level, and the parents with their children. Students will work together on hands-on FOSS investigations and throughout various multimedia application assignments. Teachers will work together to communicate their feedback on the unit's success and discuss how to improve it. Parents will collaborate with their children while helping with FOSS homework.
3. Communicating About the Project-The teachers will communicate the project to the parents and students through handouts and newsletters. Pictures will be taken throughout all activities, and shared with the public through the class blog and online school/district newsletter. The teacher will communicate her expectations for the unit through a PowerPoint presentation and student samples. The students will communicate about their projects through the class blog and sharing with younger grade levels.
2. Collaboration- Collaboration covers everyone- the teachers within the grade level, the students within the class and amongst the grade level, and the parents with their children. Students will work together on hands-on FOSS investigations and throughout various multimedia application assignments. Teachers will work together to communicate their feedback on the unit's success and discuss how to improve it. Parents will collaborate with their children while helping with FOSS homework.
3. Communicating About the Project-The teachers will communicate the project to the parents and students through handouts and newsletters. Pictures will be taken throughout all activities, and shared with the public through the class blog and online school/district newsletter. The teacher will communicate her expectations for the unit through a PowerPoint presentation and student samples. The students will communicate about their projects through the class blog and sharing with younger grade levels.
2nd & 7th Grade Dysart
Instructional Design
By using our standards we created a unit that integrates 21st century skills with modifications for the variety of learners in our classrooms. We modified our activities for those who have special needs and provided challenges for those who are more advanced. We focused on CFQ's that are relevant to our student's lives (weather; becoming an adult). All of the activities will help our students to create an authentic project that displays what they have learned throughout the unit. The research our students gather with eventually be put towards their final project for the unit.
Technology Intergration
Students are using technology at their ability level to become not only proficient with research techniques and 21st century projects but also to enhance their skills and conceptual understanding. Students are learning to use the technology and resources that they are given to answer questions that they come up with after completing a KWL chart. Students are combining skills that they have learned in the classroom from all contents and technology to learn.
Assessment Strategies
For our unit we are providing a variety of rubrics to help guide our students learning to ensure that they are achieving success. By using the assessments we have created for our students they will learn how to keep themselves on track with the content that will be covered and organized.
Instructional Design
By using our standards we created a unit that integrates 21st century skills with modifications for the variety of learners in our classrooms. We modified our activities for those who have special needs and provided challenges for those who are more advanced. We focused on CFQ's that are relevant to our student's lives (weather; becoming an adult). All of the activities will help our students to create an authentic project that displays what they have learned throughout the unit. The research our students gather with eventually be put towards their final project for the unit.
Technology Intergration
Students are using technology at their ability level to become not only proficient with research techniques and 21st century projects but also to enhance their skills and conceptual understanding. Students are learning to use the technology and resources that they are given to answer questions that they come up with after completing a KWL chart. Students are combining skills that they have learned in the classroom from all contents and technology to learn.
Assessment Strategies
For our unit we are providing a variety of rubrics to help guide our students learning to ensure that they are achieving success. By using the assessments we have created for our students they will learn how to keep themselves on track with the content that will be covered and organized.
Is It Possible To Have It All?
Instructional Design
Our plan clearly shows what the students will do during the project and what the final product will look like. Our students will participate in many technological activities. Students will create a power point presentation. Our students will be required to work in small cooperative learning groups. Our CFQ's guide the instruction throughout the unit. Our CFQ's help the students focus on the important concepts and big ideas. Our PBL will employ collaborative grouping, rubrics, and checklists to support diverse learners. Extension activities and leadership positions will challenge our gifted and higher leveled students. Throughout the unit the students will use many different ways ro demonstrate their learning. Students will use Kidspiration, conferences with the teacher, blogging, learning logs, power point presentations, group and self evaluations. The variety of activities to reach all types of learners.
Technology Integration
Technology is used throughout our unit. At the beginning of our unit, to assess our students’ prior knowledge on the use of technology and on the subject, they will be completing an online survey. Once their learning groups have been formed, they will be completing activities on the computer and using the internet to research. Some of these activities include a Wants vs. Needs game in Kidspiration, watching videos through United Streaming, and participating in a PowerPoint game. In first grade they will be assessed on their ability to complete a budget through an Inspiration activity. In third grade they will be creating a PowerPoint as a final project. Throughout this unit student groups will track their progress and the things they have learned through a class blog. All of these activities are content specific and help enhance student learning. A students technological responsibility in their group will be appropriately based on their skill level.
Assessment Strategies
Our assessment plan clearly and thoroughly address all targeted standards and learning objectives by using KWL chart, Survey Monkey, and small group conferences with teacher.
In our unit, students frequently assess themselves through blog entries and self reflection to help make the assessment student centered. The student assessment also includes a checklist to help students measure their work against teacher expectations.
Our unit plan also includes informal and formal methods of assessment. Informal – teacher observation and participation. Formal – rubrics, checklists and assignments given throughout the unit.
Our plan clearly shows what the students will do during the project and what the final product will look like. Our students will participate in many technological activities. Students will create a power point presentation. Our students will be required to work in small cooperative learning groups. Our CFQ's guide the instruction throughout the unit. Our CFQ's help the students focus on the important concepts and big ideas. Our PBL will employ collaborative grouping, rubrics, and checklists to support diverse learners. Extension activities and leadership positions will challenge our gifted and higher leveled students. Throughout the unit the students will use many different ways ro demonstrate their learning. Students will use Kidspiration, conferences with the teacher, blogging, learning logs, power point presentations, group and self evaluations. The variety of activities to reach all types of learners.
Technology Integration
Technology is used throughout our unit. At the beginning of our unit, to assess our students’ prior knowledge on the use of technology and on the subject, they will be completing an online survey. Once their learning groups have been formed, they will be completing activities on the computer and using the internet to research. Some of these activities include a Wants vs. Needs game in Kidspiration, watching videos through United Streaming, and participating in a PowerPoint game. In first grade they will be assessed on their ability to complete a budget through an Inspiration activity. In third grade they will be creating a PowerPoint as a final project. Throughout this unit student groups will track their progress and the things they have learned through a class blog. All of these activities are content specific and help enhance student learning. A students technological responsibility in their group will be appropriately based on their skill level.
Assessment Strategies
Our assessment plan clearly and thoroughly address all targeted standards and learning objectives by using KWL chart, Survey Monkey, and small group conferences with teacher.
In our unit, students frequently assess themselves through blog entries and self reflection to help make the assessment student centered. The student assessment also includes a checklist to help students measure their work against teacher expectations.
Our unit plan also includes informal and formal methods of assessment. Informal – teacher observation and participation. Formal – rubrics, checklists and assignments given throughout the unit.
Planning a Successful Project
Timing and Transitions - I know that we have a lot planned in our unit and it may end up taking more time than we have planned due to teaching all the technology parts. So as teachers we need to make sure that we are moving through the content but also making sure that students learn.
Collaboration - Our students will be working in groups throughout the unit at various times. So since it will be the start of the year I need to make sure that I'm managing and monitoring groups so I can see how students work together. By watching them at the start of the year I will be more effective in grouping them during the year.
Grading - Students are used to grades being given on the work that they do. But with the 21st Century Skills students are graded not only on work but the process of getting there and how they work with others.
Collaboration - Our students will be working in groups throughout the unit at various times. So since it will be the start of the year I need to make sure that I'm managing and monitoring groups so I can see how students work together. By watching them at the start of the year I will be more effective in grouping them during the year.
Grading - Students are used to grades being given on the work that they do. But with the 21st Century Skills students are graded not only on work but the process of getting there and how they work with others.
Implementing a successful project
Materials
During the project it will be crucial to have a materials station, where students can get the resources they need to successfully complete their project. We also plan to have a guest speaker from WaMu come and talk to the students about economics.
Grading
Grading will be explained to the students from the very beginning of the project. The students will have checklists and rubrics to guide their learning that will effect their grade. Students will know up front they will be graded individually and as a group.
Communication
As a team, we will create a letter to parents explaining the process of the project and what their child will be learning. We will have an introduction PowerPoint for the students that will explain expectations, procedures, roles, and examples of the project.
During the project it will be crucial to have a materials station, where students can get the resources they need to successfully complete their project. We also plan to have a guest speaker from WaMu come and talk to the students about economics.
Grading
Grading will be explained to the students from the very beginning of the project. The students will have checklists and rubrics to guide their learning that will effect their grade. Students will know up front they will be graded individually and as a group.
Communication
As a team, we will create a letter to parents explaining the process of the project and what their child will be learning. We will have an introduction PowerPoint for the students that will explain expectations, procedures, roles, and examples of the project.
Implementing a Successful Project
Communicating About the Project
We will present the project to the students using a power point. We will review and explain student samples. We will go over expectations and rubrics.
Timing and Transitions
We will begin our PBL after AIMS. We will follow the schedule for teaching and working on the PBL while being flexible to the needs of our students.
Collaboration
We will have the students in small groups of 3-4 students. The groups will be made of students with different and unique academic levels, learning styles, and behaviors.
We will present the project to the students using a power point. We will review and explain student samples. We will go over expectations and rubrics.
Timing and Transitions
We will begin our PBL after AIMS. We will follow the schedule for teaching and working on the PBL while being flexible to the needs of our students.
Collaboration
We will have the students in small groups of 3-4 students. The groups will be made of students with different and unique academic levels, learning styles, and behaviors.
Monday, March 23, 2009
Implementing a Successful Project
Time and Transitions:
We will first teach our unit this year after AIMS. I think it is a perfect time - still fresh for us and a real exciting, hands on unit for the students after all the preparations for AIMS. Next year, it will be our first science unit and I think a great way to start the year incorporating so much technology. It will then be easier to bring technology into other things we teach duriing the year.
Comunicating about the project:
We will introduce the project after AIMS and I anticipate high involvement from the students.
Materials:
Our Foss Kits have arrived and I am eager to start, once AIMS is over.
We will first teach our unit this year after AIMS. I think it is a perfect time - still fresh for us and a real exciting, hands on unit for the students after all the preparations for AIMS. Next year, it will be our first science unit and I think a great way to start the year incorporating so much technology. It will then be easier to bring technology into other things we teach duriing the year.
Comunicating about the project:
We will introduce the project after AIMS and I anticipate high involvement from the students.
Materials:
Our Foss Kits have arrived and I am eager to start, once AIMS is over.
Tuesday, March 3, 2009
Implementing a Successful Project - Module 7
Add your ideas on at least three of the topics identified on pages 7.08 and 7.09 to this blog.
Review your colleagues’ ideas and then write an entry in your personal blog that describes how you plan to successfully implement your unit.
Review your colleagues’ entries and start a conversation on any of interest.
Review your colleagues’ ideas and then write an entry in your personal blog that describes how you plan to successfully implement your unit.
Review your colleagues’ entries and start a conversation on any of interest.
Sonoran Heights
Our first and third graders will be using Kidpiration, creating powerpoints, and researching on the internet. We will also use survey monkey to assess technology needs before we start the unit.
Tuesday, February 24, 2009
Dysart 3rd grade
Our Amateur Rock Hound group is using transforming technology in several areas of our unit. For example, students will be creating a Power Point on the three types of rocks. They will then use the Power Point to reflect on their learning and teach other students about the three types of rocks. Also, while during a WebQuest students will be evaluating various websites that assist them to synthesise information
Transforming Technology
In our unit, we are planning on transforming technology by using video conferencing with students from other countries. Students could not gather the same information without using hands-on feedback from the other students in other countries. Students are able to personalize their questions and ask specific questions that they want to know versus basic internet research that they have to search for the answers in documents and may not even find the answers to their questions and compare that information to themselves.
Module 6 Reflection
Create a blog entry in your personal blog site entitled Module 6 Reflection, copy and paste the following prompt into your entry, and write your response: and respond to this prompt:
This module has helped me think about self-directed learners and the role of differentiation in the following ways….
This module has helped me think about self-directed learners and the role of differentiation in the following ways….
Week 6 response
We talked about differentiating our lesson using multiple intelligences. This module has helped me learn about what kinds of support that will challenge students to stretch their learning as they master new ideas and concepts. We looked at how to provide instruction in the strategies that the students need to be successful rather than oversimplifying particular parts of the project.
Tuesday, February 10, 2009
Module 5 Reflection
The module has helped me think about student-centered assessment in the following ways:
Students will be involved in peer assessments using a rubric. So, they will know the goals of the project ahead of time and critique others using a basic rubric.
Also, through probing and journals, students will be reflecting and sharing what they learned. I've never really focused on self -reflections or evaluations, but after tonight I can see how this can improve student learning.
Students will be involved in peer assessments using a rubric. So, they will know the goals of the project ahead of time and critique others using a basic rubric.
Also, through probing and journals, students will be reflecting and sharing what they learned. I've never really focused on self -reflections or evaluations, but after tonight I can see how this can improve student learning.
Module 5 Reflection
In your personal blog please respond to this prompt:
This module has helped me think about student-centered assessment in the following ways….
This module has helped me think about student-centered assessment in the following ways….
Monday, February 2, 2009
Module 4 Reflection
In your personal blog copy and paste this prompt and respond to it.
How can technology be used most effectively to support and assess student learning?
Tuesday, January 27, 2009
Module 3 Reflection
This module has helped me think about the impact of the Internet on my students' learning in the following ways: -making research of websites accessible and effective for student learning-making my students aware of copyright guidelines as they research
Reflection for Module 3
In your personal blog respond to the following prompt:
This module has helped me think about the impact of the Internet on my students’ learning in the following ways….
Copyright laws and fair use
Respond to the following questions and then check back later to comment on someone else's response.
- What is one thing you learned about copyright that you did not know prior?
- How can you implement ethical use of intellectual property in your classroom?
Reflection 2
I have learned that the questions are directly related to the standards. I have also begun to see the possibilities of backwards by design in my classroom lessons. I really enjoyed working with my group and brainstorming ideas.
Monday, January 26, 2009
Choy's Reflection on Module 2
This module addressed developing curriculum-framing questions to engage students. Module 2 helped our group choose appropriate curriculum questions for our project.
Tuesday, January 20, 2009
Module 2 Reflection
Open your personal blog and respond to this prompt:
This module has helped me think about using standards, CFQs, or formative assessment in the following ways....
This module has helped me think about using standards, CFQs, or formative assessment in the following ways....
Tuesday, January 13, 2009
Module 1 Reflection
Create your own blog - on your blog answer the following prompt:
This module has made me think about my role as an instructional designer in the following ways….
This module has made me think about my role as an instructional designer in the following ways….
Monday, January 12, 2009
Welcome!
Welcome to the Dysart E-cubed Academy Spring 2009 Section 1 official blog!
We will be using this blog to share ideas and thoughts as we go through the academy.
Look for more information soon!
We will be using this blog to share ideas and thoughts as we go through the academy.
Look for more information soon!
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