Last blog: Summary

Summary of Education 285

Integrating technology into the classroom

In my opinion the technology covered in this course that best represents constructivist theory and incorporates Bloom’s taxonomy of learning would be the Webquest. Constructivist theory is completely based around the concept of collaborative learning, that students learn better in groups and working with each other and their teacher, rather than independently taking notes from a lecture. It is the idea that the teacher should be facilitators, working with the students. In the constructivist scenario the student has an active role in their own learning. The Webquest completely captures and utilized these ideals. I will use the Webquest I created to explain further.

The students are assigned one of five theories as to what killed the dinosaurs. Then they are to use the links given as guides to beginning researching their assigned theory. The students would be initiating their own research and are able to guide what sources they end up using, as well as exploring sites they find on their own. They are in complete control of their learning at this point. After they have researched, they are to meet in groups to present their theories, they will then be collaboratively teaching other members of the group about their own theory. So the students are working in groups to teach each other about all of the theories behind dinosaur extinction. The teacher throughout this whole assignment is merely acting as a facilitator, helping when needed and checking in on student’s progress. The learning is coming straight from the students themselves and their peers. The entire concept of the Webquest is based on different points of views being explored and student directed learning.

I also feel that the Webquest follows Bloom’s taxonomy of learning. The Webquest starts out with obtaining basic facts and knowledge. It starts out with the student obtaining the facts, the straight information about each theory. The next step is for the student to create a presentation about their theory to share with their group, in this they are summarizing the facts and knowledge they just obtained. They are showing that they comprehend what they just found. Then each student within a group is going to apply their collective knowledge in order to analyze which theory best explains the dinosaurs extinction. So they will be applying their knowledge in order to answer the question, in doing so they are analyzing each other’s arguments. The next step is to come to a group consensus on what killed the dinosaurs; they will be synthesizing all the information they have to create a final theory. They are now constructing their own answer to the question of what killed the dinosaurs utilizing the knowledge they had obtained and their analysis of each other’s theories. The last step of the project is for each group to present their final theory; the group, the class, and the teacher are going to then evaluate what they came up with. They are going to look at their final theory and compare it with the facts that are known and determine how supported their theory is. Thus the Webquest progresses just as Bloom’s taxonomy suggests while embracing constructivist learning pedagogy.

Might be useful for final blog- Blooms

LEVEL	DEFINITION	SAMPLE VERBS
KNOWLEDGE	Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned.	Write List Label Name State Define
COMPREHENSION	Student translates, comprehends, or interprets information based on prior learning.	Explain Summarize Paraphrase Describe Illustrate
APPLICATION	Student selects, trans- fers, and uses data and principles to complete a problem or task with a mini- mum of direction.	Use Compute Solve Demonstrate Apply Construct
ANALYSIS	Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question.	Analyze Categorize Compare Contrast Separate
SYNTHESIS	Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her.	Create Design Hypothesize Invent Develop
EVALUATION	Student appraises, assesses, or critiques on a basis of specific standards and criteria.	Judge Recommend Critique Justify

What really killed the dinosaurs?

Webquest: Link

Introduction:

You and your group are all researchers who have been hired by the local museum to help them create their brand new dinosaur exhibit. Everything was going great during the project until it came time to work on one part of the exhibit. The very end of it! This part is dedicated to describing what caused the dinosaurs’ extinction. It turns out that your group of researchers all have very different opinions on how this happened! It also turns out that the museum directors do not have time for your researcher quarrels and they need to know how to finish the exhibit. You and your groups of researchers will have to work together to decide what really killed off the dinosaurs or face being replaced by researchers who can.

Task:

You will be placed in groups of five. Each member of the group will be assigned one of the following opinions as to what killed the dinosaurs;

impact from space,

supernova,

volcanic eruptions,

climate change,

and the germ/parasite theory.

Each member of the group is to work independently to research their respective theory behind what killed the dinosaurs. Each group member is to create a small presentation for their group on their theory. Next each group member will present their research to the group as well as to one of the museum directors (a teacher). It will then be up to the group to evaluate the presented research and to decide on what really killed the dinosaurs. Once decided, a final presentation must be made instructing the museum directors of how to finish their exhibit.

Resources: (can be found in actual WebQuest)

http://www.bbc.co.uk/sn/tvradio/programmes/horizon/dino_prog_summary.shtml

http://thefutureofthings.com/video/6504/what-really-killed-the-dinosaurs.html

http://www.livescience.com/animals/071112-dino-volcanoes.html

Process:

1) Once you have been assigned a theory, on your own use the provided research links to research the theory. You want to be able to defend your theory against all of the others, so be thorough in your research. Outside sources are allowed to be used in addition to the provided ones.

Questions to consider while researching:

First, what does your theory involve? Example what is a meteor, a supernova, a volcano, climate change, a parasite? In other words define relevant vocabulary. You may have to use outside sources to do this. Remember those who are not familiar with your theory may not know the vocabulary, they need to understand what you are saying in order to be persuaded to your side.

How your theory could have killed the dinosaurs, or in other words what does your theory mean or do. How could a meteor, supernova, volcano, climate change, or parasites have killed anything let alone the dinosaurs? Explain what your theory involves.

Now relate your answer to the previous question specifically to the dinosaurs. How could your theory have killed the dinosaurs? In other words what would have had to happen in order for your theory to be correct? Start by assuming your theory is correct; my theory is correct so that means this 1, this 2, and this 3, happened to the dinosaurs.

Now take this information and compose your theory. My theory states that this 1, this 2 and this 3 happened to the dinosaurs, and that is why they went extinct.

Now find and explain at least 5 pieces of supporting evidence for your theory. In other words, this evidence shows that this 1 did happen to the dinosaurs, this evidence shows that this 2 did happen to the dinosaurs, and so on. Make sure you cite where your evidence is coming from.

Note citations should include; author if one is listed, title of article if one is provided, website from which the information was gathered, and what day you gathered the information on.

Come up with a way to present this information to your group, make it something that will keep their attention long enough to persuade them. the Presentation should include all of the answers from the previously listed questions.

2) Create a presentation utilizing the research you have just read. This presentation should clearly explain your theory and have evidence backing your theory up. Citations are needed for your evidence. Remember you are trying to persuade the other researchers that your theory is the best one. This is to be done as homework.

3) Each group member will present their research to the group and to one of the museum directors (the teacher).

4) The museum director has assigned you as a group to come to a consensus on what really killed the dinosaurs, if you can not then they will replace your group with new researchers who can. Now you must work as a group to decide how to end the exhibit or face losing your jobs.

5) As a group create a final presentation of your theory behind what killed the dinosaurs. Utilizing the supporting research and evidence that you have. Once again be sure to cite your sources and make your presentation persuasive.

Evaluation:

Individual research presentation: worth a total of 50 points

Content of presentation 0-10pts-

10- Students presentation has an abundance (at least 5 reasons why their theory is best) of relevant research to their theory. (Minus 2 pts for each missing reason)

Evidence: 0-10pts-

10-Each reason explaining why their theory is best is also backed up with relevant evidence and this evidence has been clearly explained. (Minus 1 point for missing evidence per reason, minus 1 point for not explaining the evidence per reason)

Citation: 0-10pts-

10- All research used to show why their theory is best is backed up with citations. (Minus 2 points per citation missing)

Creativeness/appearance of presentation: 0-10pts-

10- The presentation was well put together and easy to follow, while at the same time being unique and/or exciting.

On time 0 or 10 pts-

The presentation being done on time is crucial to your group. You will receive 10pts if your presentation is done on time, 0 pts if it is handed in late.

Group research presentation: worth a total of 50 points

Content of presentation 0-20pts-

20- Group presentation clearly explains their collective theory behind how the dinosaurs became extinct. There are at least 10 reasons presented to support that their theory is correct. (Minus 2 points for each missing reason)

Evidence: 0-10pts-

10-Each reason explaining why their theory is best is also backed up with relevant evidence and this evidence has been clearly explained. (Evidence must be presented and explained, minus 1 point if either is missing per reason)

Citation: 0-10pts-

10- All research used to support their theory is backed up with citations. (minus 1 point per citation missing)

Creativeness/appearance of presentation: 0-10pts-

10- The presentation was well put together and easy to follow, while at the same time being unique and/or exciting.

Conclusion:
Through your position as a researcher for the museum you will learn to utilize the internet for gathering supporting information for your research position. You will also be learning how to evaluate a websites effectiveness and usefulness. You will be practicing creating a persuasive argument for your position. In watching all of the group presentations you will gain a general understanding of the other theories behind dinosaur extinction. In trying to come to a consensus as a group for what the museum should include in the last part of their exhibit, you will be learning to work together to analyze the presented theories in order to determine the best possible explanation.

smartboard review

Prior to the presentation last class, I had never seen a smartboard before. What I gathered from the presentation is that essentially it is a large touchscreen monitor with specific software aimed at educators. I think this is a great way to increase motivation in the class and to keep the class interesting. There are an infinite number of things you could incorporate into lessons using the smartboard. I feel that the ability to instantly save everything you write, in terms of notes on the board, is in it self revolutionary. Plus it incorporates the computer with your board, so with the internet comes even more posabilities. I already went back to play with the smartboard, and to play checkers. :). I have really enjoyed thinking of ways to utalize the smartboard in lessons. It also is a great way to make lessons more accessable to students of different abilities, it utalized many different forms of media and touch, the hands on aspect alone should help students learn.

For our groups actual lesson, we came up with a comprehensive lesson on the frog. starting with the life cycle and then looking at anatomy. We utilized many of the smartboad components and features. We made the lesson interactive and utilized many of the multimedia features. The main focus of the lesson, is the "hands on" dissection that can be done using froguts.com. This allows students to touch and explore the anatomy of the frog with out having the real life frog in front of them. With out loosing the experience of the frog dissection all together. there are many ways to expand our lesson to fit any classrooms needs, and in of itself the lesson accomodates for students of different abilities, because it utilized so many mediums.

This might be useful for some

In creating the blog lesson plan I found my prior knowledge on creating lesson plans helped me a lot. I was thinking that our class was not made up solely of education minors, and that some would not have taken a class on lesson planning yet. So I thought I would post Hunter's Direct instruction model. Now keep in mind, going off of what our professor outlined for us and what the examples look like in the book, this is more detail then you will need, but I found it useful.

1. objectives
2. standards
3. anticipatory set
4. teaching
   • input
   • modeling
   • check for understanding
5. guided practice/monitoring
6. closure
7. independent practice

1. Before the lesson is prepared, the teacher should have a clear idea of what the teaching objectives are. What, specifically, should the student be able to do, understand, care about as a result of the teaching.

2. Standards: what the students are expected to do, what knowledge or skills are to be demonstrated and in what manner.

3. Anticipatory set or Set Induction: sometimes called a "hook" to grab the student's attention: to relate the experiences of the students to the objectives of the lesson. To put students into a receptive frame of mind.
   • to focus student attention on the lesson.

   • to create an organizing framework for the ideas, principles, or information that is to follow (c.f., the teaching strategy called "advance organizers").

   • to extend the understanding and the application of abstract ideas through the use of example or analogy...used any time a different activity or new concept is to be introduced.

4. Teaching/presentation: includes Input, Modeling, and Checking for Understanding.
   1. Input: The teacher provides the information needed for students to gain the knowledge or skill through lecture, film, tape, video, pictures, etc.

   2. Modeling: Once the material has been presented, the teacher uses it to show students examples of what is expected as an end product of their work.
      

   3. Checking for Understanding: Determination of whether students have "got it" before proceeding.

5. Guided practice: An opportunity for each student to demonstrate their grasp of new learning by working through an activity or exercise under the teacher's direct supervision.
   

6. Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion.
   
   • to help organize student learning,

   • to help form a coherent picture, to consolidate, eliminate confusion and frustration, etc.,

   • to reinforce the major points to be learned.

7. Independent practice: Once pupils have mastered the content or skill, it is time to provide reinforcement practice.
   

From what I can tell our lessons plans are set up as follows;

Objectives: same as above
Grade level: target student body
Standards: same as above
Materials: in terms of technology
Procedures: Like a general version of #3,4,5, and 6 from above mixed together, with less detail.

Accommodations for students with different abilities: how flexible is this lesson, in what ways can it be adapted?



Information gathered and then modified from:
our text book :
and
http://www.humboldt.edu/~tha1/hunter-eei.html

Blogging about Current events and the government: A high school lesson

Subject: Social Studies

Grades: 9th and up

Objectives: Students will practice their Reading, listening comprehension, and writing skills while demonstrating their understanding of current affairs through the president’s weekly address found on whitehouse.gov.

Standards: NYSED Standard # 5: Civics, citizenship, and government- Students will demonstrate their understanding of the necessity for establishing governments, the governmental system of the U.S., and the basic civil values of American constitutional democracy.
Could also Tie in # 4: Economics- Students will demonstrate their understanding of how the U.S. develops an economic system.

Other standards will apply depending on what is covered in the weekly addresses.

www.nysed.gov

Materials: A computer with access to the internet

Procedures:
First instruct students how to set up a blog, as well as how to find the presidents weekly address at http://www.whitehouse.gov/weekly_address/ and how to find the presidents blog at http://www.whitehouse.gov/blog/. Next explain that the students are to watch the president’s weekly address and view the blog updates. They are to then summarize in their blog what they have learned from the weekly address in conjunction with the blog updates. The next step is for them to, in blog form; respond to what they have learned. What are their opinions, their questions, and their concerns? Providing an example blog entry is recommended. Lastly they are to review each other’s blogs and respond with constructive comments regarding the other student’s questions or concerns (a lesson on “what are constructive comments” may be required). Note: The president’s weekly address happens on Saturday, so Monday night would be a good time to have the blogs due, then perhaps the comments should be due a few days later, such as Wednesday night. Also you could specifically tie in Standard number 4 by having them at times focus on economic issues.

Accommodations for students with different abilities: there are many ways to cater this lesson to students of different abilities; the specifics really depend on the students in your classroom. A separate rubric could be used for students who have difficulty writing, one that accommodates extra time, and allows for you to review and revise his work with him or her. Perhaps the students could first write their blog in a word document to be reviewed by yourself and then the student could revise it before it is published.

Rubric:

Topic Analysis: How on topic is the blog- does it show that the student watched the weekly address- does the students response either raise questions, concerns, or express opinions regarding the weekly address and blog updates? -20%

Application: Does the blog show that the student is applying what they have learned either to their life or to information we have covered in class? – 15%

Critical thinking: Does the blog show upper level thinking? Does the student look at what was said in the weekly address and express an understanding or concern of what the implications are of any changes being brought forth? - 10%

Writing clarity and Readability: Spelling, Grammar, is the entry easily read or are there distractions within the writing? – 20%

Creativity and expression of ideas: Do the blog entries express the student as an individual? Are their own ideas being presented, or are they bringing in outside information and citing it when their own ideas are not being used? - 25%

Timeliness: Was the blog entry on time 5%, were comments made on others blogs on time 5%?

Blog Rubric

Accuracy of Content- how on topic is the blog, is it connected to what we are learning, does it answer the question? - 20%

Applications and critical thinking- does the blog show personal connections and upper level thinking?- 25%

Writing clarity and readability- spelling, grammar, is the entry easily read, or are there distractions within the writing? -20%

Creativity, expression of ideas- does the entry express you as an individual, are your own ideas being shown? How is the appearance of your blog: pleasing, organized, distracting, chaotic?- 25%

Timeliness- was the assignment handed in on time?- 10%