using technology with classroom instruction that works

Using Technology with Classroom Instruction that Works

Dr. Jennifer Parker-MooreJanice Harding

Macomb Intermediate School District

Day 3

Good Morning!

• Welcome to Day 3!• Please set up your laptop• Download Google Chrome• Load http://techbestpractice.net • Load the Google Doc backchannel from our previous

strategies – review and update/add any tools you missed

• Be ready to share one story about how you used what you learned from our previous 2 days together

Think/Pair/Share

• Salsa Lineup• Share one story about how you used what you

learned from our previous 2 days together• Share the good, the bad, and the ugly

Back Channel & Review

• Review the Back Channel• Obtain your assignment for a T/P/S • Share out tools and uses to support the

category

Day 3 Agenda

Overview• Q & A• Content Overview• Framework for Instructional Planning

Helping Students Extend and Apply Knowledge• Identifying Similarities and Differences• Generating and Testing Hypotheses

Review

Key Working Agreements

• Respect confidentiality • Share airtime• Keep sidebars to a minimum• Respect start, breaks, and end times• If it rings, dings, or sings – put it on vibrate or

silent

Learning ObjectivesDay Three

By the end of the learning session, we will:

• Know the categories of strategies that comprise the component of Helping Students Extend and Apply Knowledge,

• Understand the classroom recommendations for each of the strategies,

• Make connections between and among the strategies, and the technology tools that support them

• Transfer the learning into specific changes in your pedagogy that you will apply in the next two weeks.

Identifying Similarities & Differences

Based on materials found in the text, “Using Technology with Classroom Instruction that

Works” and

21things4teachers.net

Framework for Instructional Planning

Setting Objectives and Providing Feedback

Reinforcing Effort and Providing Recognition

Cues, Questions, and Advance Organizers

Cooperative Learning

Nonlinguistic Representations

Summarizing & Note-taking

Assigning Homework & Practice

Identifying Similarities & Differences

Identifying Similarities and Differences

Comparing, classifying, creating metaphors, creating analogies

Ex: Venn Diagrams, word and picture sorts, visual tools or web formats, online interactive games

Best Practice: Identifying Similarities & Differences

Teach a VARIETY of ways to identify

Guide students in PROCESS

Provide SUPPORTING CUES

Teacher Directed Notes

• Complete the TDN for this strategy after reviewing pages 118-119.

• Brainstorm in the workspace a technology tool and lesson idea to support Compare, Classify, Metaphors, and Analogies

• Think/Pair/Share the answers

Identifying Similarities and Differences

• Compare• Classify• Metaphors• Analogies

Good teachers: •Teach ways to identify similarities and differences•Guide students in the process•Provide cues

Source: Classroom Instruction that Works, 2nd ed.

Tech Tools for these Strategies

Identifying Similarities & Differences• Word processing applications• Organizing and Brainstorming software• Data Collection and Analysis• Database and Reference resources

UT-CITW, 2nd ed., pg. 12-13; Chapter 8 (183-203).

Visual Organizer Tools

Hands-On: Using Gliffy for “Comparing”Comparing the characteristics that are unique and shared• Create a Venn Diagram using Gliffy

Using Charting/Graphing Tools to “Compare” Data/Trends

• Graphs and Formulas

• Column Comparisons

• Plotting Points• Trends for

Multiple Years

Word Processing Tools

Hands-On: Using Word Processing for “Classifying”

Create a table for arrangement by class or category• Word or Google Docs• Tables, Flowcharts, Smart Art, Images

Sport Equipment Season Image

Basketball Ball, court shoes, net, hoop, court

Winter

Golf Clubs, spike shoes, tees, markers

Spring, Summer

Hands-On: Using Images and Shapes for “Analogies”

A comparison of two things based on their structure or similarity

A is to B as C is to DClipart, Images, and Shapes

Hot is to Cold

as Night is to _______

Hands-On: Using Thinkfinity for “Metaphors”

Comparing a situation to a real thingFor Example:

• Drowning in a sea of grief• Feeling blue

• Broken hearted

Locate Metaphor worksheets and activities using Thinkfinity

For more Information about these strategies…

Using Technology with Classroom Instruction that Works, 2nd ed., 2012.

Reflecting on PracticeTeacher Directed Notes

Individually complete the section for this area of best practice.

Be prepared to share one of your thoughts with the group.

Today’s Learning Objectives

• Know the categories, strategies, and technology tools that support best practice using the “Classroom Instruction That Works” framework (aka Marzano 9)

• Understand the classroom recommendations and integration for these strategies

• Make connections between the strategies and technology tools

• Transfer the learning into classroom instruction to improve student engagement, achievement, and technology proficiency

Generating & Testing Hypotheses

Based on materials found in the text, “Using Technology with Classroom Instruction that

Works” and

21things4teachers.net

Framework for Instructional Planning

Setting Objectives and Providing Feedback

Reinforcing Effort and Providing Recognition

Cues, Questions, and Advance Organizers

Cooperative Learning

Nonlinguistic Representations

Summarizing & Note-taking

Assigning Homework & Practice

Generating & Testing Hypotheses

Identifying Similarities & Differences

Generating and Testing Hypothesis

System analysis, problem solving, decision making, historical investigation, experimental inquiry and invention

Ex: Researching, reference tools and citations, graphic organizers, content area tools, inter-actives

Generating and Testing Hypothesis

• Systems analysis– Analyze how parts interact

• Problem solving– Overcoming obstacles to meet goals

• Investigation– Explore an area where there is confusion or

contradiction• Experimental inquiry– Generating or testing explanations

Source: Classroom Instruction that Works, 2nd ed.

Participants will be researching new

technology and best practice.

Best Practice: Generating & Testing Hypothesis

STRUCTURED tasks

EXPLAIN hypotheses, predictions, conclusions

Teacher Directed Notes

• Complete the TDN for this strategy after exploring Interactive Learning tools.

• Locate an interactive example and lesson plan idea for Systems Analysis, Problem Solving, Experimental Inquiry, and Investigation

• Create a classroom example• Think/Pair/Share the answers

Tech Tools for these Strategies

Generating & Testing Hypotheses• Organizing and Brainstorming software• Data Collection and Analysis• Instructional Interactives

UT-CITW, 2nd ed., pg. 12-13; Chapter 9 (204-219).

Systems Analysis

• How the parts of the system work together

Problem Solving

• Process of overcoming barriers to reach goals

Experimental Inquiry

• Developing and testing possible explanations of observations

Investigation• Looking into alternatives or justification in the

way we handle a process, protocol, or idea

Other Sample Activities

• Mind mapping and flowcharting• Digital narratives using primary sources• Budgeting and Personal Finance• Data collection to establish trends• Digital Citizenship and Critical Evaluation

Hands-On: Primary Access

• Create a login on Primary Access• Explore the four categories of resources

available within the site• Create a digital story using primary resources• Share with your table partner

Hands-On: Gooru

• Free Search Engine for Learning• Millions of resources for 5th-12th grade

science, math and social science courses at our fingertips.

http://www.goorulearning.org

For more Information about these strategies…

Using Technology with Classroom Instruction that Works, 2nd ed., 2012.

Reflecting on PracticeTeacher Directed Notes

Individually complete the section for this area of best practice.

Be prepared to share one of your thoughts with the group.

Theory Into Practice

• Create 2-3 goals for integrating technology into best practice instruction based on this course.– Short Term– Long Term

• Complete the follow up survey• Stow equipment and materials• Thank you for coming!