assignments that matter f i n a l!
DESCRIPTION
TRANSCRIPT
ASSIGNMENTS THAT MATTER
Presented By: Abby Schmitt, Erica Lotz, Avery Mayfield,
Kelly Bowman, Brittany Trousdale
AT A GLANCE Grade level: 1-3 Subject: Language Arts and Social Studies Topics: Descriptive Writing High-Order Thinking Skills: Elaboration Key Learning's: Writing a purpose,
Imagery through writing, geographic Awareness
Time Needed: 3 weeks Background: The Odyssey Story from
Vermont
CHARACTERISTICS OF ASSIGNMENTS THAT
MATTERCollaborative WorkEngagingChallengingHands OnCreativeUse info. outside of the classroom
(taking what you have learned inside the classroom and connecting it to your daily life)
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MONSTER SWAP
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GOALS AND OBJECTIVES FOR THIS ACTIVITY
Students are expected to learn good use of Technology
Teach students to collaborate efficiently
Learn how to effectively describe what they see
GUESS THIS MONSTER
I am blueI am hairyI have two BIG eyesI have lots of friendsI love cookiesI’m a character on Sesame Street
http://brokenman.files.wordpress.com/2008/07/cookiemonster.jpg
GUESS THIS MONSTER
I come in all shapes, sizes, and colors
I come out at nightYou might hear me rummaging
through your stuff You might see a tail under your
bedDon’t step off!
THE MONSTER UNDER THE BED
http://www.jzartworks.com/Illustrations/MonsterUnderTheBed_FULL.jpg
MONSTER SWAP ACTIVITY You are all going to draw a monster Descriptively describe your monster in a few
sentences Describe at least the following
characteristics: name, size, weight, color, where it lives, texture, clothes, what it eats, etc.
Email and exchange your descriptions of your monster with a partner
From the descriptions your partner emailed you, try to create that monster that they described
At the end, see how well your monsters match your partners description
HOW TO EMAILDo the following steps in order:Go to CommunicationsClick on Send EmailSelect UsersClick your partners nameClick the arrow to the right You can then write your subject
and email
HOW TECH INTEGRATION IS INVOLVED
Inside your own classroom this site would be a great source to use for collaborative projects with younger students
ePals – http://www.ePals.comIntranet – this is an email system
set up for students to email students and teachers or vise versa
WHY MONSTER SWAP MATTERS…
It allows students to have an imagination
Helps students with their descriptive writing
Teaches students to collaborate with one another
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WHY MONSTER SWAP MATTERS CONTINUED…
Hands on project that gets the students engaged
Teaches students to be responsible for their own assignment
Helps students use technology effectively
HOW DO OUR ROLES MATTER…
Educational Theorist
Educational Psychologist
Pedagogy Specialist
Instructional Designer
EDUCATIONAL THEORIST
Two main theories that influence how teachers teach• Behaviorism • Constructivism
Seven Theory’s of Value Knowledge Human Nature Learning Transmission Society Opportunity Consensus
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EDUCATIONAL PSYCHOLOGIST
THE FOLLOWING LEFT BRAIN AND RIGHT BRAIN CHARACTERISTICS ARE USED IN MONSTER SWAP…..
Verbal Instruction
Prefers Talking & Writing
Planned & Structured
Demonstrated Instruction
Visual Learner Prefers Drawing
Left Brain Right Brain
EDUCATIONAL PSYCHOLOGIST CONTINUED...
Intrinsic vs.Extrinsic
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PEDAGOGY SPECIALIST
Technology Integration- Students use technology integration when they share their monster description over the internet/intranet
Inquiry Learning- Students use inquiry learning when they begin to learn how words can paint a picture. (search, solve, create, share)
Cooperative Learning- Students begin working cooperatively when they start to think in ways in which they can effectively communicate so that the other students will understand
PEDAGOGY SPECIALIST CONTINUED…
Socratic Learning- Socratic learning and questioning allows the student to think more in depth when it comes to describing their monster
Collaborative Learning- Students use collaborative learning when they begin to share their monster’s description with their partner
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INSTRUCTIONAL DESIGNER
Monster Swap includes the Six Facets of Understanding
Explain – the students have to be able to explain the description of their monsters effectively
Interpret – the students must interpret each others descriptions in order to draw the monsters
Apply – the students apply their knowledge of what they know about monsters
Shift Perspective – to type up the descriptions and swap them with your partner
Empathize - to sense and understand another students monster
Self Assess – the students have to gather the information they know about monsters in order to descriptively describe
INSTRUCTIONAL DESIGNER CONTINUED…
21st Century Literacy includes… Strong Academic Skills Thinking Reasoning Teamwork Skills Proficiency in using Technology
Our educational system must understand the following 21st Century Skills… Digital Age Literacy Initiative Thinking Interactive Communication Quality, State of Art Results
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NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS
Facilitate and Inspire Student Learning and Creativity
Design and Develop Digital-Age Learning Experiences and Assessments
Model Digital-Age Work and Learning
Promote and Model Digital Citizenship and Responsibility
Engage in Professional Growth and Leadership
Creativity and Innovation Communication and
Collaboration Research and
Information Fluency Critical Thinking,
Problem Solving, and Decision Making
Digital Citizenship Technology Operations
and Concepts
NETS for Teachers NETS for Students
STATE ACADEMIC STANDARDS
The Indiana State Board and Department of Education is there to lead the improvement of student learning in the K-12 schools of Indiana
Each Hoosier child is educated to have the knowledge, skills, maturity, social competence and motivation to be: • prepared to succeed in further education • an effective participant in the global economy • a positive influence in the community • an active citizen in American democracy
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STATE ACADEMIC STANDARDS
CONTINUED… Established by the General Assembly, the 11-
member State Board of Education oversees state education policy-making
Its major responsibilities are to:
establish the educational goals of the state assess the attainment of the established goals assure the compliance with established
standards and objectives make recommendations to the Governor and
the General Assembly on the educational needs of the state, including financial needs
MODIFICATIONS TO THE LESSON
Resource Students – • Use cooperative grouping• Present instruction in a variety of ways• Allow extra time to complete• Use positive reinforcement
Gifted Students – • Provide more advance instruction• Have the student become more familiar on ePals
English Language Learner – • Allow extra time to complete• Provide manipulatives, visuals and illustrated
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