edusmart a quick guide to use sourced from: edusmart software pdf manual

EduSmartA quick guide to use

Sourced from: EduSmart Software PDF Manual

What is EduSmart?

• Edusmart Science is an easy to use technology based solution that requires little end user training. • It provides instant access to visually engaging and comprehensive

instructional materials aligned to the Texas State Standards that will capture the imagination of students.

User Requirements

• System RequirementsWindowsWindows 98/98SE/2000, XP, Vista or 7Pentium IV 2.8 GHz (or equivalent)512 MB RAM2GB free hard disk spaceDVDROM driveWindows compatible sound card

Lets Get StartedDouble click the icon with you’re the left button of you mouse

Program Navigation

• The Home page of the program allows users to navigate to the Grade level of interest. • The numbers against the module correspond to the Texas State

Standard to which the module is mapped.

Global Buttons – Program Navigation

• Home- Returns the user to the Home page of the program

• Back- Allows the user to access previous set of Learning Standards

• Next- Allows the user to access next set of Learning Standards

Global Buttons – Program Navigation• Exit -Allows the user to quit or exit from the program

Accessing Edusmart Science CurriculumCorrelation Tables• The following tables make for a quick correlation between content

standards for a particular grade, the subject area and the titles in the content module.• See Handout

Content ModuleIntroductory Screen•On clicking on a title in the Content Module, an

introductory screen appears. The purpose is to catch the learners’ attention and provide a teaser to the content. • The introductory screen automatically transits to the

Index/Home page.•A ‘Skip’ button on the right hand corner allows the

teacher to skip the introductory page in case of multiple visits.

Content Module

Index/Home Page• After the introductory screen the teacher is taken to the Home page.• Navigation through the Content Module is possible in two ways:

• 1. Index or Home page OR• 2. Navigation index denoted by the ‘Subtopic’ link on the bottom.

• The Index/ Home page appears after the introductory screen and is a starting point for every module. • The subtopic names are listed, and each is a clickable link to that subtopic.• For instance the Home page of Simple Machines – Grade 6 has the

following elements:

The name of the module Simple Machines is seen on the header, on the top panel. Subtopics arelisted under it. Clicking on each leads the teacher to specific instruction content.

Sub Topic

Content Module

• Index Navigation• The navigation index has clear and concise titles to communicate the

content of the subtopics.• The ‘Subtopic’ link is seen at the bottom. • The ‘Subtopic’ link when clicked on displays the list of subtopics as

shown.

Content Module

Content Navigation• On a regular content screen, there are a set of navigation buttons on

the bottom of the screen.• These are Global buttons and are found on all content screens within

a module.• A typical content screen looks like the image on the next slide:

Basic Navigation ButtonsBack

• Returns to the previous frame.

Next

• Proceeds to the next frame. Used to facilitate progression while teaching.

Basic Navigation Buttons

End of Subtopic

• Indicates the end of a subtopic.

End of Module

• Indicates the last frame/end of content module.


Pause

• Pauses animation at any point in time. There is no animation or voiceover when a screen is paused. Clicking the ‘Play’ button activates the animation from where it was paused. This button has the same functionality as the Pause in ‘Navigate.’

Play

• Resumes the animation from where it was paused.


More ‘Navigate’ Buttons!• Sound On

• Controls the audio. Clicking it will turn off audio. Used by the teacher to provide inputs without the distraction of the voiceover/sound effects.

• Sound Off

• Controls the audio. Clicking it will turn on the audio.

• Refresh

• To replay/refresh a particular screen


• Pause

• Pauses the animation when clicked on. There is no animation or voiceover when a screen is paused. Clicking the ‘Play’ button will activate the animation from where it was paused.• Play

• Resumes the animation from where it was paused.


• Marker Tool

• Allows teacher access to a marker, which can be used to highlight/mark off text or visual on screen.

Basic Navigation ButtonsMarker Palette• Is enabled when the teacher clicks on the marker tool. It allows the teacher

to select color and line thickness for the marker. It also contains an option to erase markings.


Whiteboard Tool

• Allows teacher access to a marker on a blank screen, as shown on the next slide.


Vocabosaurus

• Opens the multimedia interactive glossary of the module.

Quiz

• Opens the Quiz section.


Note taking Guide

• Opens the Note taking Guide section.

Exit Content Button

• Allows teacher to quit or exit the content module.

Basic Navigation ButtonsOther Buttons• The teacher also has the option to remove the footer text (highlighted

below) by clicking on . .

Simulation or Interactivity Navigation• Edusmart Science has built-in interactivities and simulations that make

learning fun and interesting.

• The interactivities or simulations work best when the classroom is equipped with a digital whiteboard.

• Some interactivities and simulations are student centered. Some are

designed for use by teachers to illustrate key concepts.

• Interactivities or simulations are usually accessed through ‘Simulation’ or ‘Interactivity’ buttons on the right-hand side top corner of the screen.

Simulation or Interactivity Navigation

Simulation or Interactivity NavigationMore Information Navigation• Edusmart Science has other varied informational popups.• They can be classified under More Information, Trivia, Fun Facts,

Examples, and Explanations.

Vocabosaurus in Detail• The ‘Vocabosaurus’ button leads to interactive glossary

presenting important terms in a modified Frayer Model format. • Students are given a formal definition that is narrated and also appears as

text. • The definition is paired with a visual representation of the term. • The "Facts" section requires students to identify the correct facts related to

the science term from a list; the "examples" section requires students to identify the examples from the non-examples; the "Fillin“ section requires students to complete a small paragraph about the term using words from a word bank. • Audio and visual feedback for each of the interactive components help to

reinforce the science.

Note-taking Guide

• Button leads to the Note taking Guide.• This screen contains two tabs namely:• Notetaking

• Guide presents a printable that can be used with the instruction module to focus their attention on key concepts and essential information. It requires students to fill in blanks using a word bank.

• Answer Key – includes the answer key to the notetaking guide.

Quiz

• Another component to the Edusmart Science is the Quiz. Clicking on the button leads to the assessment component.• This screen contains two buttons namely:• Click ‘n’ Tick: These are visually rich multiple choice questions and higher

order thinking questions (HOT) that explain the solution to a question at length.• Print: Clicking on this link leads to a screen that enables the user to print the

assessment

EduSmart Strategies

EduSmart incorporates instructional strategies that provide the greatest probability of increasing student achievement when implemented effectively and at the appropriate time during instruction. • These strategies include:• setting the learning objective• the use of cues and effective questioning• assessing and activating prior knowledge• using linguistic and nonlinguistic representations of information, including

graphic organizers• guiding students to construct knowledge from their own experiences

EduSmart Strategies

• the opportunity to practice acquired knowledge and skills• providing immediate feedback• identifying similarities and differences• summarizing and note taking that promotes reflection and metacognition• the use of formative assessments to measure mastery and to use as

instructional tools

Setting Learning Objectives

• In the beginning of each grade level’s program, the Texas Essential Knowledge and Skills student standards and student expectations are listed alongside the titles of the Edusmart modules that address them. This provides an opportunity to set the learning objective for the lesson.• Pay particular attention to the verb(s), the concept(s) and the context in

which they are used in the student expectation. The verb(s) determines the cognitive level at which students must demonstrate mastery of the concept(s) listed, or the rigor, while the context in which it is used describes relevance, or how students must or should be able to apply acquired knowledge.

Setting Learning Objectives

• More complex student expectation statements may need to be paraphrased or written in “student friendly language” for students to understand the learning objective or the “target” they are expected to hit. Also, the entire TEKS may not be addressed in a single lesson, so the learning objective(s) may only focus on a specific part of the TEKS for that particular lesson.• Revisit the learning objective(s) at the end of the lesson allowing

students to determine how and to what extent they were able to meet the learning objective.

Cues, Effective Questioning and Assessing, and Activating Prior Knowledge

• After clicking the module’s title, a short visual introduction graphically previews major topics to be covered. Teachers have the option to skip this introduction, however this abbreviated glimpse highlights what will follow, cues student thinking and activates prior knowledge.

Cues, Effective Questioning and Assessing, and Activating Prior Knowledge• Thought provoking, open-ended questions embedded throughout

the program maximize student engagement. • Built-in “wait time” allows the students and the teacher to reflect on

and process both the question and students’ responses, increasing the depth and complexity of students’ responses and provides additional opportunities to activate prior knowledge. In addition, effective questioning allows teachers to assess the level of students’ prior knowledge and identify existing misconceptions, which enables student learning to drive instruction.

Using Linguistic and Nonlinguistic Representations to Construct Knowledge

• Edusmart combines concise narrated captions with vivid 2D and 3D still and animated graphics accommodating the learning style needs of both visual and auditory learners.

Using Linguistic and Nonlinguistic Representations to Construct Knowledge

• Using an appropriate graphic organizer is one way to help students create linguistic and nonlinguistic representations of knowledge using symbols, words, and phrases from the module to show relationships.

Using Linguistic and Nonlinguistic Representations to Construct Knowledge• Captions can be used to provide a word bank allowing students to

construct their own understanding of concepts and key vocabulary, while the vivid graphics provide nonlinguistic representations that aid retention and recall. Using the words in the captions, students are able to identify what information is important to remember about the concepts presented. • The marking tool can be used to underline or circle the words and phrases

identified as information that is essential to understanding the concept. The graphics provide distinct images and examples students may use as nonlinguistic representations of the concept and key vocabulary, enabling students to construct their own understanding of the information presented.

Practicing Acquired Knowledge with Immediate Feedback• Students are able to practice newly acquired knowledge in game

formatted interactivities. Right or wrong, students are given immediate feedback and hints, when needed, to ensure success.

Practicing Acquired Knowledge with Immediate Feedback

• Scientific processes are reinforced through lab simulations that follow scientific method and require process skills to be applied within the context of learning science content. • Students are responsible for designing different parts of the

experiment, manipulating variables, collecting data and drawing conclusions while applying content knowledge. • Safe practices can be reinforced through the examples of following

safe practices that are modeled throughout the lab simulations and the modules.

Identifying Similarities and Differences• Identifying similarities and differences is innately human and is the

instructional strategy that has the greatest probability of increasing student achievement. • Similarities and differences must be taught directly if the goal is for

students to identify specific similarities and differences. • This can be accomplished using a graphic organizer, such as a Venn

diagram or foldable, as an advance graphic organizer with specific characteristics to compare and contrast. • Students are cued to listen for specific attributes and use the graphic

organizer as a note taking tool to record identified similarities and differences.

Summarizing and Note Taking• Summarizing is a skill that must be taught and practiced. • It is the instructional strategy with the second highest

probability of increasing student achievement. • Students must be taught to discern what information is

essential in:• understanding the concept•what information is not essential and can be discarded, • and what words need to be added or changed so the

summary makes sense.

Summarizing and Note Taking Ideas• To teach student to summarize, give each student one index card for each subtopic

that will be presented.• Have students record three statements on each index card for every subtopic.• Note check procedures can improve this activity. • At the end of each subtopic presented, students compare statements with members

of their group and use statements they have in common to create a group summary for each subtopic. • They may include any statement that is unique if they determine as a group the

statement contains essential information. • At the end of the module, students combine the subtopic summaries to create a

group summary of the entire module. • The Summary Section at the end of each module allows students to reflect on their

summaries and to modify them if they determine adjustments are needed.

Using Formative Assessments

• The Quiz icon provides formative assessments that can be administered during the process of acquiring new knowledge.

• Preliminary research indicates the frequent use of formative assessments may be one of the most effective instructional strategies implemented.

• They are not only a powerful measurement tool but can be used as a powerful instructional tool as well.

• When used as instructional tools, formative assessments promote metacognitive thinking as students reflect on what they know and how they know it. It requires students to defend, extend, debate, elaborate, and question their own thinking and make adjustments when necessary.

• Included formative assessments can be given as pre-assessments and then as post assessments to measure the amount of learning that has occurred.

• They can be used with the whole class, in small groups or given as a printed test.

Using Formative Assessments• The Print option allows the assessment to be used as an end of unit

assessment. • Students may be allowed and encouraged to use their notes to justify

their reasoning. • Explaining why the answer chosen is the best answer and why the

other choices are not the best answers, requires metacognitive thinking.• The Figure It Out question at the end of the formative assessment

available through the Click ‘n’ Tick option, encourages journaling and the application of knowledge acquired during the lesson, especially if students are required to use specific academic vocabulary in their responses.

Using Formative Assessments

• When the Click ‘n’ Tick option for the formative assessment is implemented, students receive immediate positive and corrective feedback along with an explanation of the correct response, providing students with an additional opportunity to master the material. • The use of student handheld response devices may be integrated with

Edusmart Science to record and document student responses.

Using Edusmart Science in Various Instructional Settings• Edusmart Science is designed to allow implementation flexibility. It has been

used effectively in whole class and small group instruction. When used prior to inquiry based investigations, Edusmart Science builds vocabulary comprehension and retention and provides common background experiences, encouraging students to apply acquired knowledge and academic vocabulary as they work cooperatively to complete the investigation.

Using Edusmart Science in Various Instructional Settings• When Edusmart Science is presented following inquiry based

investigations, it brings meaning to what students have just experienced. Edusmart Science may be used to support both direct teach and 5E inquiry based instructional models. • When integrated with inquiry based “hands on” investigations,

Edusmart Science makes it possible to effectively address all learning styles within the same lesson.

Using Edusmart Science in Various Instructional SettingsResponse to Intervention (RtI)• Edusmart Science provides high quality instruction in support of TEKS based core

curriculum to help ensure 80% or more of the students achieve success within the Tier I instructional setting. In addition, Edusmart Science is easily adaptable to provide support for Tier II Small group and Tier III Intensive Science Intervention by providing instruction that is engaging and designed to address the varied learning style needs of diverse student populations.

English Language Proficiency Standards, or ELPS, Implementation Support• Teachers are mandated to implement the English Language Proficiency Standards in all

required core subjects. Students must have the opportunity to read, write, listen to and speak academic language in the class setting as part of instruction. Integrating Edusmart Science and inquiry based, “hands on” group investigations, provides ELPS implementation support through the use of concise, narrated text, vivid animated and still graphics and by taking advantage of the many research based instructional strategies embedded within the design of Edusmart Science.

edusmart a quick guide to use sourced from: edusmart software pdf manual

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