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Using Technology with Classroom Instruction

That Works

Focusing on Cooperative Learning and Similarities & Differences

TIE Conference, April 6, 2008

ESA, Region 2

Participant Inventory

Use Senteo and complete participant inventory

Big Ideas

Technology does not drive the instruction, it SUPPORTS instruction

Technology often is the great “Differentiator” Technology can help you reach the higher

order thinking skills…analyze, create, evaluate

If it doesn’t serve a purpose – dump it

Objectives Today

Understand the connection between Bloom’s Taxonomy/Marzano’s Instructional Strategies and how technology can be integrated effectively

Explore examples of readily available technologies that support specific strategies

Learn how to plan for technology in the classroom based on standards

Bloom’s Taxonomy

Remember

Understand

Apply

Analyze

Evaluate

Create

9 Instructional Strategies

Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing feedback Homework and practice Nonlinguistic representation Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions and advance organizers

A Vision of K-12 Students Today……

http://www.teachertube.com/view_video.php?viewkey=d1296214afd7cc367045&page=3&viewtype=&category

How Does This ImpactHow We Teach?

Technology Category Matrix

Matrix of the Four Planning Questions, the Nine Categories of Instructional Strategies, and the Seven Categories of Technology

PlanningQuestions

InstructionalStrategies

Word Proces

sing Applications

Spreadsheet Software

Organizing and

Brainstorming

Data Collection Tool

s

Multimedia

Web Resources

Communication Softw

are

What will students learn? Setting Objectives ● ● ● ● ●

Which strategies will provide evidence of

student learning?

Providing Feedback

● ● ● ●

Providing Recognition

● ● ● ●

Which strategies will help students acquire and integrate learning?

Cues, questions, and advance organizers

● ● ● ●

Nonlinguistic Representation

● ● ● ● ● ●

Summarizing and note taking

● ● ● ● ●

Reinforcing effort ● ●

Which strategies will help students practice, review,

and apply learning?

Identifying Similarities and Differences

● ● ● ●

Homework and Practice ● ● ● ● ●

Generating and testing hypotheses ● ● ●

Standards

Content standards State technology standards National technology standards

Lesson Plan Template

Use appropriate content standards Try to connect technology standards Be cognizant of technology available to

you and students Consider your assessment methods

McREL Technology Solutions (MTS) Lesson Plan Template

Name:Subject area:Grade level:Lesson title:

Brief lesson description

District/State content standard/benchmark addressed

Instructional Strategy (Marzano’s)

Technology resources needed (hardware and software)

Procedure

Assessment Method

Bookmarking Tool:

Portaportal – http://my.portaportal.com

Guest login: citwtech

Create an account

9 Instructional Strategies

Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing feedback Homework and practice Nonlinguistic representation Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions and advance organizers

Effect Size is a unit of measure used with meta-analysis that expresses the increase or decrease in student achievement

For example Small: 0.20 to 0.49 Medium: 0.50 to 0.79 Large: 0.80 and above

Classroom Instruction That Works: Effect Size

The Nine Categories of Instructional Strategies That Affect Student Achievement ¹ Strategy Average Effect

SizePercentile Gain Number of

StudiesIdentifying similarities & differences 1.61 45 31Summarizing and note taking 1.00 34 179Reinforcing effort and providing recognition .80 29 21Homework and practice .77 28 134Nonlinguistic representation .75 27 246Cooperative learning .73 27 122Setting objectives & providing feedback .61 23 408Generating and testing hypothesis .61 23 63Cues, questions, & advance organizers .59 22 1251

Planning Questions

Planning Question Instructional Strategy

What will students learn? Setting objectives

Which strategies will provide evidence of student learning?

Providing feedbackProviding recognition

What strategies will help students acquire and integrate learning?

Cues, questions, and advance organizersNonlinguistic representationSummarizing and note takingCooperative learningReinforcing effort

Which strategies will help students practice, review and apply learning?

Identifying similarities and differencesHomework and practiceGenerating and testing hypotheses

Cooperative Learning

Focuses on having students interact with each other in groups

in ways that enhance their learning

Generalizations:

Organizing groups based on ability levels should be done sparingly

Cooperative learning groups should be rather small in size

Cooperative learning should be used consistently and systematically but should not be overused

Recommendations

Use a variety of criteria to group students Use informal, formal, and base groups Keep the groups to a manageable size Combine cooperative learning with other

classroom structures

Group Design Components

Positive interdependence (sink or swim together) Face-to-face, supportive interactions Individual and group accountability Interpersonal and small group skills Group processing

Base groups are long-term groups, created to provide students with support in a length of time. Groups help build trust, camaraderie, and teamwork, and they are useful for checking homework and completing tasks and other routines.

Technology can:

Play a unique and vital role in cooperative learning

Facilitates group collaborations Provides structure for group tasks Allows group members to communicate even

if they are not working face-to-face. Allows school to serve students anytime,

anywhere and facilitate their growth as lifelong learners.

Multimedia

Can facilitate cooperative learning… By requiring students to assume many different

roles and responsibilities By requiring detail in the planning process Projects can be graded in two dimensions:

Rubric for a cooperative project Roles in the group project can be assessed separately http://www.uwstout.edu/soe/profdev/elemteamworkrub

ric.html

Web Resources

Web-enabled collaborative learning is changing dramatically. www.immex.ucla.edu/iWeb/Agencies/4606360/

default.aspx

A Learning Activity

Gather into groups Each member assumes a role Navigate to the IMMEX site

Login: patricia.bruinsma@k12.sd.us Password:

Click on the TIE class “select this class” button Choose problem set that you would like to solve that

pertains to your subject and/or grade level Attempt to solve

Web ResourcesUses the cooperative learning as a way to learn to

cooperate. Blogs and wikis and electronic classrooms www.hotchalk.com

Students can be interacting with professionals to ask questions and get responses immediately from the experts Real Time Chats and Ask the Experts

http://www.imagiverse.org/activities/chats/index.htm Key Pals

Web email partners that are monitored to ensure effective communications for educational purposes www.epals.com/

Web Resources

WebQuests are inquiry-oriented activities that allow students in a class from multiple locations to collaborate.

A well designed webquest is practical, engaging, and elicits student thinking.

The Westing Game Webquest www.nycsd.k12.pa.us/tchr/webquests/westing/westing_game.htm

Website Creation

Building a website can be a very enriching collaborative experience for students

Students can build a multi-page website based on research and solving a problem together.

http://www.kidsnetsoft.com/html/download.html

Collaborative Organizing

Shared calendars Shared bookmarking ( podcast about social book

marking in schools)

Shared documents Shared notes Course management Web-Enables Multiplayer Simulation Games

Communication Software

Teachers can pair instant messaging and Voice over IP (VolP) to facilitate powerful collaboration at any time of the day and from any geographical location.

Podcasts (http://www.epnweb.org/) Text messaging and email

Collaborative Learning Activity

Navigate to the ESA 2 Blogspot http://citwtechnology.blogspot.com/

List two links that you’ve found and describe how you will use these to support collaborative learning in your classroom

Take a quick break when you’ve finished. Reconvene at 3:05pm

Using Technology with Classroom Instruction

that Works

Similarities and Differences

http://lakingaz.edublogs.org/2006/11/16/identifying-simmilarities-and-differences-pt-1/

Planning Questions

Planning Question Instructional Strategy

What will students learn? Setting objectives

Which strategies will provide evidence of student learning?

Providing feedbackProviding recognition

What strategies will help students acquire and integrate learning?

Cues, questions, and advance organizersNonlinguistic representationSummarizing and note takingCooperative learningReinforcing effort

Which strategies will help students practice, review and apply learning?

Identifying similarities and differencesHomework and practiceGenerating and testing hypotheses

Identifying Similarities & Differences

Helps students restructure their understanding of the content

Students make new connections, experience fresh insights, and correct misconceptions

Leads to deeper understanding

Generalizations

Present students with explicit guidance in identifying similarities and differences

Ask students to independently identify similarities and differences

Represent similarities and differences in graphic or symbolic form

Recommendations Teach students to use comparing, classifying,

metaphors, and analogy techniques Give students a model of the steps for

engaging in the process Use a familiar context to teach students these

steps Have students use graphic organizers as a

visual tool Guide students. Work towards less structure

and more practice

²Matrix of the Four Planning Questions, the Nine Categories of Instructional Stategies, and the Seven Categories of Technology

PlanningQuestions

InstructionalStrategies

Word Processi

ng Applicati

ons

Spreadshee

t Softw

are

Organizing and

Brainstorming

Data Collec

tion Tools

Multimedia

Web Resour

ces

Communication Softwar

e

What will students learn? Setting Objectives ● ● ● ● ●

Which strategies will provide evidence of student learning?

Providing Feedback ● ● ● ●

Providing Recognition ● ● ● ●

Which strategies will help students acquire and integrate

learning?

Cues, questions, and advance organizers

● ● ● ●

Nonlinguistic Representation

● ● ● ● ● ●

Summarizing and note taking

● ● ● ● ●

Reinforcing effort ● ●

Which strategies will help students practice, review, and

apply learning?

Identifying Similarities and Differences ● ● ● ●

Homework and Practice● ● ● ● ●

Generating and testing hypotheses ● ● ●

ComparingComparing The process of identifying and articulating similarities & differences among items.

ClassifyingClassifying The process of grouping things into definable categories on the basis of their attributes.

Creating Creating MetaphorsMetaphors

The process of identifying and articulating the underlying theme or general pattern in information.

Creating Creating AnalogiesAnalogies

The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).

Four Basic Processes in Outlining Similarities & Differences

Identifying Similarities & Differences

Graphic Organizers (Kidspiration, Inspiration, or Word)

Spreadsheet Software (Excel – create comparison charts)

Data Collection Tools (probes to collect data, then organize the data in Word or a spreadsheet to analyze and compare)

http://readwritethink.org/materials/venn/index.html

Creating a graphic organizer for your subject area

Use tables Word art Clip art Insert pictures Create diagrams or organizational charts Insert autoshapes Fill colors Text options Format options

Use Word to create a graphic organizer

Book comparison with Inspiration

Metaphor of the Geologic Timeline

Analogy

http://gets.gc.k12.va.us/VSTE/2008/1simdiff.htm

Using Excel for Comparison Charts

Comparison Spreadsheet

To create a chart from the excel data, highlight the data for both the x and y axis that will make up the chart (planets vs weight)

Go to the menu and choose >insert>chart

Choose the type of chart that you would like to create. Excel allows options for columns, bars, lines, etc. Choose a chart subtype (if applicable). Click next and enter in the remaining chart options such as titles & values. Choose

where you would like the chart to appear (on another worksheet in excel or on the same page).

Comparison Spreadsheet Name of Planet Weight (in lbs)

Mercury 19

Venus 45

Earth 50

Moon 8.5

Mars 19

Jupiter 119

Saturn 46

Uranus 44.5

Neptune 56.5

Pluto (dwarf planet) 3.5

Comparison SpreadsheetWeight on Different Planets

0

20

40

60

80

100

120

140

Mercury Venus Earth Moon Mars Jupiter Saturn Uranus Neptune Pluto (dw arfplanet)

Planet Name

Wei

gh

t

Series1

Series2

Comparison ChartCharacteristic

s

Items to be COMPAREDSimilarities (SIM)

Differences (DIFF)Item 1 Item 2

Characteristic #1

   

SIM  

DIFF  

Characteristic #2

   

SIM  

DIFF  

Characteristic #3

   

SIM  

DIFF  

Characteristic #4

   

SIM  

DIFF  

http://gets.gc.k12.va.us/VSTE/2008/1Similarities_and_Differences/Comp_Matrix.xls

ComparingComparing The process of identifying and articulating similarities & differences among items.

ClassifyingClassifying The process of grouping things into definable categories on the basis of their attributes.

Creating Creating MetaphorsMetaphors

The process of identifying and articulating the underlying theme or general pattern in information.

Creating Creating AnalogiesAnalogies

The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).

Four Basic Processes in Outlining Similarities & Differences

Senteo & Blog Anonymous Evaluation

As a group complete the Senteo Evaluation

Individually blog your responses to the three (3) evaluation questions on blogspot http://citwtechnology.blogspot.com/

Reconvene at 3:35pm

Activity: Collaborative Learning with Similarities and Differences

Download the Web Quest comparison worksheet from www.edec.org/esa under “Resources”, “Comparison Matrix”

In your assigned groups, complete the following webquest: http://webquest.sdsu.edu/webquestwebquest

When you have completed your review and discussion, post your results (by 4:15pm) on http://citwtechnology.pbwiki.com

Discussion

What analogies can we create about the differences in web quests?

What did you learn about the collaborative process and about similarities and differences?

Activity: Technology Planning Template

Find the Technology Planning Template used at the beginning of today’s session

Work individually to plan a technology infused session for your classroom

How Will You Use the Lesson Planning Template, Instructional Strategies and Standards to Guide Your Lesson Plans?

Your ticket out today….

Navigate to Voice Thread http://voicethread.com

Register for an account, Browse the site, navigate to the TIE presentation site, leave a comment.

Blue= Text, Red= Audio, Orange= phone

THANK YOU FOR YOUR TIME

Travel safely.

Bibliography

Kulik, J.A., Kulick, C.C. (1988). Timing of feedback and verbal learning. Review of Educational Research, 58, 79-97.

Pilter, Howared, Elizabeth R. Hubbell, Matt Kuhn and Kim Malenoski. “Nine categories of instructional strategies graphic,” Using Technology With Classroom Instruction That Works, 2007, p.8.

² Pilter, Howared, Elizabeth R. Hubbell, Matt Kuhn and Kim Malenoski. “Matrix of the Four Planning Questions graphic,” Using Technology With Classroom Instruction That Works, 2007, p.13.

³ Pilter, Howared, Elizabeth R. Hubbell, Matt Kuhn and Kim Malenoski. “Technology Solutions Lesson Plan Template,” Using Technology With Classroom Instruction That Works, 2007, p.221.

4 Marzano,Robert J., Debra J. Pickering, and Jane E. Pollock. ( 2001). A Handbook for Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Retrieved December 27, 2007 from www.hobart.k12.in.us/peggy/digital/class/study.pdf

Contact Information

Education Service Agency Pat Bruinsma Pat Hubert Barb Hansen Lori Stoltenburg Marge Hauser Vickie Venhuizen Melissa Goodwin Cate Sommervold

East Dakota Cooperative(605) 367-7680esa2@edec.org

www.edec.org/esa