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Intel® Teach Essentials Course Notebook

Intel® Teach ProgramEssentials Course

Notebook

Participants in the Intel® Teach Essentials Course can record their thoughts in this Notebook as an alternative to writing in the curriculum manual. Those entries which are available in this Notebook are identified within the manual.

Table of Contents

Module 1: Teaching with ProjectsActivity 4: Planning a Publication to Explain Projects................................................3

Step 1: Planning the Publication............................................................................3Planning Ahead: Thinking about My Unit Plan...........................................................4

Step 1: Thinking about My Unit Plan and Project Design........................................4Step 2: Targeting Higher-Order and 21st Century Skills........................................5

Module 2: Planning My UnitActivity 2: Developing Curriculum-Framing Questions to Engage Students..............7

Step 2: Drafting My Curriculum-Framing Questions...............................................7Activity 3: Considering Multiple Methods of Assessment..........................................8

Step 1: Exploring Formative and Summative Assessments...................................8Activity 4: Creating an Assessment to Gauge Student Needs...................................9

Step 2: Planning My Assessment...........................................................................9Planning Ahead: Broadening My Understanding of Essential Questions..................10

Step 1: Creating Project Ideas for an Essential Question.....................................10Module 4: Creating Samples of Learning

Activity 2: Planning My Student Sample.................................................................13Step 1: Reviewing Project Design........................................................................13Step 2: Connecting My Student Sample to Questions, Objectives and 21st Century Skills....................................................................................................................14Step 3: Choosing the Best Tool for the Job...........................................................15

Module 5: Assessing Student ProjectsActivity 1: Examining Assessment Strategies.........................................................18

Step 1: Reflecting on Assessment in My Classroom.............................................18Step 2: Reviewing Assessment Plans...................................................................20

Activity 2: Creating Student Assessments..............................................................21Step 1: Focusing on My Unit Plan.........................................................................21Step 2: Planning the Assessment for My Student Sample....................................23

Module 6: Planning for Student SuccessPlanning Ahead: Pre-planning Facilitation Materials................................................26

Step 1: Considering the Use of Facilitation Resources for Your Unit....................26Module 7: Facilitating with Technology

Activity 1: Designing Facilitation Resources............................................................28Step 1: Considering NETS-T Standards................................................................28

Activity 2: Implementing a Successful Project.........................................................29Step 2: Planning for a Successful Project.............................................................29

Copyright © 2008, Intel Corporation. All rights reserved. 2 of 29

Module 1: Teaching with ProjectsActivity 4: Planning a Publication to Explain ProjectsStep 1: Planning the PublicationThink about how you currently use projects or plan to use projects in your classroom. What questions might your students, their parents, or other teachers in your school have about projects or project-based learning? How could you best answer their questions? What would you need to consider in your publication to explain projects? Use the following to help you plan your publication.

Planning the Publication

Considering who would benefit, what would you like to include in your publication?

How projects are used in my classroomVarious student roles in a project and the tasks students may complete

Benefits of projectsHow projects address standards

What students can expect once a project is underwayHow a project is assessed

How projects have been used in my classroom in the pastPictures to use:________________________________________________

Other:______________________________________________________________________________________________________________________

List the content ideas for your newsletter, newspaper, brochure, or poster:

Note content that needs additional research:

Module 1: Teaching with ProjectsPlanning Ahead: Thinking about My Unit PlanStep 1: Thinking about My Unit Plan and Project Design

1. What is the topic of the unit that you will develop during this course?

2. What real-world connections are you considering for your unit?

3. How might you integrate the use of technology?

4. What project scenario are you considering? What is the big picture or general idea of your project?

5. What roles will your students play and what tasks will they complete?


Module 1: Teaching with ProjectsPlanning Ahead: Thinking about My Unit PlanStep 2: Targeting Higher-Order and 21st Century Skills21st century skills are all important for your students to master to achieve success in the future. Open 21st Century Skills in the Thinking folder on the Curriculum Resource CD. Review the descriptions of each skill and brainstorm what it could mean in your subject and grade level. How can you incorporate these skills into your Unit Plan? What would these skills look like in your classroom?

1. Open the Intel Education Web site for Designing Effective Projects from your tagged or bookmarked sites (www.intel.com/education/DesignProjects).a. Click Thinking Skills.

b. Click Higher-Order Thinking.

• For Critical Thinking:

i Click Analysis

Ii Click Critical Thinking in the Resources box and review.

• For Problem Solving:

i Click Using Knowledge.i Click Problem Solving in the Resources box and review.

• For Creativity:

i Click Using Knowledge.i Click Creativity in the Resources box and review.



For Collaboration:

i Click the top tab of Instructional Strategies.i Click Cooperative Learning.

2. Open the Intel Education Web site for Assessing Projects from your tagged or bookmarked sites (www.intel.com/education/AssessingProjects).

a. Click Self Direction.b. Click Overview and Benefits.

c. Click Formative Assessment.d. Click Developing Self-Directed Learners in the Differentiated Instruction

box and review.


http://www.intel.com/education/AssessingProjects


Module 2: Planning My UnitActivity 2: Developing Curriculum-Framing Questions to Engage Students Step 2: Drafting My Curriculum-Framing Questions 1. Review your standards and objectives.2. Write a first draft of your Curriculum-Framing Questions in the table below.Essential Question

Unit Questions

Content Questions

3. Using the Curriculum-Framing Questions section of the Unit Plan Checklist, review the draft of your questions.



Module 2: Planning My UnitActivity 3: Considering Multiple Methods of AssessmentStep 1: Exploring Formative and Summative Assessments1. As you consider assessment strategies for your unit, use the information in

Assessing Projects to help you brainstorm answers for the following questions. What is the purpose of an assessment? What methods are appropriate to meet the purpose? What instrument is most effective? When do I use the methods and instruments? What do I do with the results?

Gauging Student Needs What methods are you considering to gauge student readiness for the unit? Monitoring ProgressWhat reporting and monitoring methods could you use to encourage student self-management and progress during independent and group work? How could you help students stay on track during a project? What monitoring and reporting instruments would you need to create? Encouraging Self-Direction and CollaborationHow will you involve students in understanding the project expectations and criteria? How can you help your students become independent learners who are efficient at planning and following through without prompting? What assessments could you use to help students collaborate with other students and provide effective feedback? Checking for Understanding and Encouraging MetacognitionWhat assessment methods will help students reflect on their learning (metacognition) and help you to check understanding? What assessments will you need to create? Demonstrating Understanding and SkillWhat methods could you use to assess final understanding and demonstration of learning? How will you and your students know they have met the learning goals?

2. Record any other information you find useful as well as your insights.



Module 2: Planning My UnitActivity 4: Creating an Assessment to Gauge Student NeedsStep 2: Planning My AssessmentUse the following planning area to help you think through the content of your gauging student needs assessment and the method to use.

Assessment Information Needed

Prior knowledge information

Misconceptions or areas of weakness

Strategies for Gathering Assessment Information

How to use the Essential and Unit Questions?

How to pre-assess necessary 21st century skills?

What is most effective assessment method?



Module 2: Planning My UnitPlanning Ahead: Broadening My Understanding of Essential QuestionsStep 1: Creating Project Ideas for an Essential QuestionIn the following table, an Essential Question has been created for each unit described in the middle column. Since Essential Questions by design cross units and subject areas, practice creating other project ideas that address the same Essential Question. Some examples are provided for you. 1. Read the following four unit descriptions and the corresponding Essential Questions. 2. Choose one Essential Question based on your interest. 3. In the column on the right, brainstorm other student project ideas that connect to that

same Essential Question.

Essential Question Unit Title and Description Other Project IdeasRelating to the EssentialQuestion

How does the world change?

Seasoning the School Year (Science, Math, and Language Arts, Grades 3–5): Students become botanists and climatologists to investigate seasonal changes. Students observe and record changes in the weather, the length of the day, and the animal and plant life around them. They create multimedia presentations and weather graphs to compare weather in other parts of the world. With a partner class, students publish seasonal newsletters and class books to celebrate changes in and promote awareness of the environment.

Examples:

Students take on the role of masters by creating drawings and paintings in the style of artists from three different periods and analyze the stylistic differences.



How do ordinary people accomplish extraordinary things?

Enduring Heroes (Language Arts, Grades 6–8): Students read stories about the heroes of Greek mythology and analyze what it takes to be a hero. They compare Greek and modern day heroes to determine how the definition has changed over time and across cultures. They then synthesize their thinking when they write a myth based on a contemporary hero. The myths are compiled into books that can be read to younger students or shared with senior citizens during a service-learning project.

Example:

Students reflect on their experiences as explorers during the 13th to 15th centuries.

What does the past tell us about the future?

Track the Trends (Algebra 1 and 2): Taking on the role of statisticians, students choose a subject of interest (AIDS rate, rise of average baseball salaries, state population growth, and so forth) and collect statistical information about the subject over time. Using a graphing calculator and an exponential regression function, students derive the equation for curve of best fit for the data. The actual data and curve of best fit are graphed, and future predictions are made using the equation. Finally, students evaluate and present the socioeconomic implications of their predictions and the validity of their statistical investigation as atool for predicting the future.

Example:

Students analyze the rise and fall of the Roman Empire to predict the future of contemporary cultures.



How has the past shaped who I am?

The Mystery of the Mayans (World Language, Social Studies, Grades 6–8): Mist and mystery still shroud the ancient Maya ruins of Mesoamerica. Students become anthropologists, conducting research into history and archaeology to learn how the fascinating and mysterious Mayas still influence us.

Example:

Students research how great breakthroughs in science have influenced our world.



Module 4: Creating Samples of LearningActivity 2: Planning My Student SampleAs you plan your student sample, consider the Curriculum-Framing Questions, standards and objectives, higher-order thinking skills, and 21st century skills you want to address in your student sample. Then, determine the types of technology that would best support the learning and skills you want your students to be able to demonstrate by the end of the unit. Student products can be created at different points during the unit and for different purposes. For example, students can create a presentation to set up a community service project or a publication to synthesize their learning at the end of a unit.

Step 1: Reviewing Project DesignThink about how a project-approach to learning can help your students meet your learning goals. Consider a project scenario in which your students take on real-world roles, such as reporter, engineer, or statistician, to solve a problem.

What real-world connections are possible for your unit?

What scenarios might help your students make those real-world connections?

What roles might your students play

What tasks might they complete as they carry out those roles?



Module 4: Creating Samples of LearningActivity 2: Planning My Student SampleStep 2: Connecting My Student Sample to Questions, Objectives and 21st Century SkillsBefore choosing the type of technology, identify what your students need to include and how they will demonstrate learning. Complete the following to help you plan your student sample.1 Open your Unit Plan and review your standards and learning objectives

What concepts, skills, and knowledge do you want students to demonstrate through their student product?

What 21st century skills do you want students to demonstrate through their product?

Which Curriculum-Framing Questions will your sample address and in what ways?

2. Math literacy improves analytical and logical thinking which has a place across the curriculum. Consider ways to use math to improve your students’ thinking skills.



Module 4: Creating Samples of LearningActivity 2: Planning My Student SampleStep 3: Choosing the Best Tool for the Job

Strengths/Purpose of Tool Possible Student Use/Purpose

Presentation

An aid to oral presentations to an audience; use of short sentences or incomplete sentences; various multimedia elements, such as images, sound, video, hyperlinks to Web sites or other files, and so forth

Present research, proposal, or findings to an authentic audience outside of the classroom

Create a portfolio of student work

Create a picture story book Show the results of surveys and

questionnaires Present science fair projects Present nonlinear projects Provide an information kiosk

without a presenterYour Ideas: Publication (newsletter, newspaper, or brochure)

Text-oriented, full sentences, usually meant to be read by one person at a time; combination of text and images; possibly charts and graphs

Create a newsletter for a community organization, school club, or fictional organization

Create a fictional newsletter for a historical group

Create a fictional newspaper for a particular period in time

Prepare a guidebook or travel brochure

Create an informational or persuasive brochure

Your Ideas:



Publication (poster)

Limited text, few sentences; images important to support and reinforce meaning; "published" for mass communication; suitable for younger students with limited writing skills

Create flyers or other announcements for a nonprofit group, school, community event, or service project

Design informational, persuasive, or instructional posters

Create an invitation or program for a special presentation, meeting, or concert

Create a menu with appropriate period-specific or culture-specific foods

Your Ideas:

Web-based Resource: Wiki

Web-based, text-oriented with possible hyperlinks and images; subpages and categories possible; editing history available; publication of current information or research for an audience beyond the classroom; communication with a worldwide audience; collaborative writing with other students and/or experts; contribution to real world research and problem solving; sharing or reflection of learning or process

Create student portfolios Provide a graphic organizer for

research Provide a space for collaborative

understanding of readings, experiments, music, art, and so on

Provide a space for collaborative writing (plays, stories, or articles)

Organize and collect links to student blogs

Showcase opinion pieces Organize and present

information for science fair projectsYour Ideas



Web-based Resource: Blog

Web-based, textoriented with possible hyperlinks and images; journal-like format, date-stamped entries with current information on top; responses from readers; publication of current information or research for an audience beyond the classroom; gathering and sharing information with others outside the classroom; sharing or reflection of learning or process

Reflect on reading or classroom discussions

Investigate topics online and then report on research

Record group progress on a project

Talk about shared classroom experiences

Copy and paste thought-provoking quotes from other blogs or other web resources, and then offer thoughts on the topic

Ask professional writers to review the blogs and provide feedback

(Jackson, 2005)

Your Ideas:



Module 5: Assessing Student ProjectsActivity 1: Examining Assessment StrategiesStep 1: Reflecting on Assessment in My ClassroomTo help plan for ongoing student-centered assessment in your classroom, take a short formative self-assessment. This will help you focus on areas of strength as well as areas in which you would like to improve as you develop your assessment plan. Identify where your assessment practices fall on the scale.1. I am satisfied with how I assess higher-order thinking skills and 21st century skills in my

students' work. Handwritten Survey Electronic Survey

Make a selection2. I use formative assessments before a unit to plan instruction (example: learning about

my students' prior knowledge to plan how to proceed in the unit).

Make a selection3. I involve my students in understanding the project expectations, learning goals, and

criteria before project work begins.

Make a selection4. My students use a rubric throughout a project to understand the expectations.

Make a selection5. My students create rubrics and other assessments to use throughout a project.

Make a selection6. I conference with students to provide feedback, offer suggestions, provide further

instruction, and answer questions.

Make a selection7. My students assess themselves.

Make a selection



8. My students take part in peer review.

Make a selection

9. I provide reflective prompts for students throughout the project to think about how they are learning.

Make a selection10. I use anecdotal notes and observational checklists systematically to monitor individual

and group behavior.

Make a selection11. My students use a project plan to monitor their own learning and work toward self-

directed learning.

Make a selection12. I use information from summative assessments to plan for future instruction.

Make a selection5. Review your responses and note areas which you would like to improve.



Module 5: Assessing Student ProjectsActivity 1: Examining Assessment StrategiesStep 2: Reviewing Assessment Plans1. Go to the Intel® Education Assessing Projects

www.intel.com/education/AssessingProjects2. Click either Elementary Assessment Plans or Secondary Assessment

Plans.3. Click the title of an Assessment Plan that interests you.4. Review the table of assessment strategies below the Assessment Timeline. View

sample assessments in the table by clicking the title in the left column and review the process and purposes on the right. (When you develop your own assessment plan, you will probably have fewer assessments than those shown in the tables.) To help you with your own assessment plan, think about the questions below:

Which of these assessments would be most important to you and your students?

What kind of information would you and your students gain by using the assessments?

How would the assessments help students become self-directed, collaborative learners?

How do the assessments assess higher-order thinking, 21st century skills, and a student's ability to answer the Curriculum-Framing Questions?

5. While reviewing, note assessments that you want to download, save, and adapt later for your unit.



Module 5: Assessing Student ProjectsActivity 2: Creating Student AssessmentsStep 1: Focusing on My Unit Plan1. Use the following Assessment Table to determine and describe which

types of assessments you will use throughout your unit. 2. Refer to your downloaded copy of the Assessment Plan with highlights and

notes you completed in the last activity. Assessment Planning Table

Assessment Process and Purpose of Assessment Phase of Unit

Checklist Before

During

After

Goal-setting Before

During

After

Graphic organizers

Before

During

After

Peer feedback

Before

During

After

Questioning Before

During

After

Reflective prompts

Before

During

After



Rubric Before

During

After

Scoring Guide

Before

During

After

Before

During

After

Before

During

After

Before

During

After



Module 5: Assessing Student Projects

Activity 2: Creating Student AssessmentsStep 2: Planning the Assessment for My Student Sample 1 Review your notes from Module 4, Activity 2, Planning My Student Sample.2 Open your student sample and think about the following questions as you review

the sample:

Planning the Assessment for My Student SampleWhat concepts, skills, and knowledge will be assessed?

How will the Curriculum-Framing Questions be assessed?

What higher-order thinking skills will be assessed?

What 21st century skills will be assessed?



Will you assess any process skills with this assessment or will these be assessed using other instruments? (Summarize below.)

Process Skill Assessed inStudent Sample

Assessment

Assessed Using Other Instrument

Collaboration/Teamwork

Communication

Peer Feedback

Reading

Research

Self-Direction/Self-Management

Self-Assessment

Writing

Other:

What kind of assessment will best suit you and your students' needs?

Checklist Rubric

Scoring guide



Module 6: Planning for Student SuccessPlanning Ahead: Pre-planning Facilitation MaterialsStep 1: Considering the Use of Facilitation Resources for Your UnitAdd your own ideas for using technology to improve your facilitation skills.Differentiation and Technology Survey Self- Assessment Ways Technology Could Improve This

Area: 1. I allow and encourage my

students to determine the areas of interest they will explore within the subject matter and how they will complete tasks.

Make aselection

Allow students choice of technology tools to demonstrate their learning

2. Students progress through a unit or project, monitoring their own progress.

Make a selection

Create a web-based resource with project guidelines and downloadable materials

3. I encourage dialogue and debate among students, where students direct their responses to each other, rather than only to me.

Make a selection

Create guidelines for using instant messaging (IM)

4. Students are comfortable sharing their ideas on new concepts, rather than waiting for the "right" answer from me.

Make a selection

Set up a blog that students respond to

Copyright © 2008 Intel Corporation. All rights reserved. 26 of 29


5. I encourage students to revise their original thinking and work based on their discovery of new information and the further development of their understanding.

Make a selection

Use reviewing tools in word processing software

6. I ask open-ended questions and encourage student questions.

Make a selection

Create documents with open-ended prompts and spaces for answers

7. I ask students to elaborate on their initial responses.

Make a selection

Respond to student blogs

8. Students do not ask me for the answers; they become the experts by finding the answers themselves.

Make a selection

Have students tag and evaluate Web sites

9. I am genuinely learning along with my students. I do not have a predetermined answer to the open-ended questions I pose to my students.

Make a selection

Create my own blog to document my learning

10. I see myself more as a guide or mentor, rather than a lecturer.

Make a selection

Provide collaboration tools for student use



Module 7: Facilitating with TechnologyActivity 1: Designing Facilitation Resources Step 1: Considering NETS-T Standards

NETS-T Standards Checklist

Set goals for your professional development with the following checklist.Category/NETS-T Performance Indicator1. Apply technology-enhanced instructional strategies to more efficiently

support the diverse needs of learners (NETS-T IIA)2. Identify and locate technology resources and evaluate them for accuracy

and suitability (NETS-T IIC)3. Facilitate technology-enhanced experiences that address content

standards and student technology standards (NETS-T IIIA)4. Use technology resources to collect and analyze data and interpret results

(NETS-T IVB)5. Apply multiple methods of assessment to determine students' appropriate

use of technology resources for learning, communication, and productivity (NETS-T IVC)

6. Use technology resources to communicate findings to improve instructional practice and maximize student learning (NETS-T IVB)

7. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning (NETS-T VD)

8. Apply technology resources to more appropriately and efficiently enable and empower learners with diverse backgrounds, characteristics, and abilities (NETS-T VIB)

9. Grow in my technology knowledge and skills and stay abreast of current and emerging technologies (NETS-T IB)

10. Use technology resources to engage in ongoing professional development and lifelong learning (NETS-T VA)

11. Evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning (NETS-T VB)



Module 7: Facilitating with Technology Activity 2: Implementing a Successful ProjectStep 2: Planning for a Successful Project

1. Think about how you could address the following topics to ensure a successful project in your classroom. Write your thoughts about the topics below and prepare to exchange your ideas in small groups.

Communicating about the projecto Project introductiono Expectations, key tasks and responsibilitieso Celebration and wrap-up

Timing and transitionso School schedule o Student attendance

Collaborationo Group sizeo Types of groupso Managing and monitoring groups

Materials/Equipment/Technology/Outside Resources/Facilitieso File managemento Field tripso Guestso Extra Help (Mentors, student aides, resource staff, library/media)

Gradingo 21st century skillso Self-directiono Group work

2. Review your notes from the discussion and list some ideas for making your unit run smoothly.

Copyright © 2008 Intel Corporation. All rights reserved. Intel, the Intel logo, 29 of 29Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

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