By: Sean Mundy

October 14, 2014

EDT6030 – Using Technologies to Build Learning Communities

Concordia University

Student Audience

Teaching and Learning Strategies

Learning Objectives

Assessments

Day to Day

Technology

25 students, 13 male and 12 female

11 to 12 years old

Hispanic of Mexican heritage

13 ELL

2 students with

learning disabilities

1 student has

diabetes

Resource-based Learning

◦ “Resources incorporated into planned, authentic tasks afford students opportunities to develop the skills and techniques necessary to become autonomous,

self-directed learners and

effective users of information” (Campbell, Flageolle, Griffith, & Wojcik, 2002, What is Resource-based Learning? section, para. 4)

Photo from Flickr by Jisc infoNet

Dynamic Instructional Model

◦ Know the Learner

◦ Articulate Objectives

◦ Establish the Learning Environment

◦ Identify Teaching and Learning Strategies

◦ Identify and Select Support Technologies

◦ Evaluate and Revise the Design (Lever-Duffy & McDonald, 2011)

Madeline Hunter’s Lesson Planning Steps Getting students set to learn◦ Step 1: Review◦ Step 2: Anticipatory Set◦ Step 3: Objective

Instruction◦ Step 4: Input and Modeling

Checking for understanding◦ Step 5: Checking Understanding◦ Step 6: Guided Practice

Independent practice◦ Step 7: Independent Practice(Howard, 1989)

Upon completion of this lesson, the learner will:◦ Pose a testable question

◦ Write a testable hypothesis

◦ List necessary components of an experiment

◦ Identify one variable

◦ Identify the controls

◦ Distinguish between qualitative and quantitative data

With 80% accuracy in a graphic organizer

IL State Standards:◦ Science Goal #11: Understand the processes of

scientific inquiry and technological design to investigate questions, conduct experiments, and solve problems.

M.11.01 (C): Identify questions that can be answered through scientific investigations.

M.11.02 (C): Design a scientific experiment that controls all but one variable and write a prediction for the experiment outcome.

Formative Assessment – Google Docs◦ Responses

◦ Peer feedback

◦ Teacher feedback

Summative Assessment◦ Graphic organizer

Rubric

Review Scientific Method steps

Introduce homepage (Google Sites)

Explain task (Voki)

Model research methods

Review assessment

iPads/Laptops

Access resources

Question and Hypothesis

Record in Google Doc

Peer feedback

Teacher feedback

Day 3 Day 4

Focus on components of experiment

Focus on identifying variable and controls

Focus onqualitative and quantitative data

Submitgraphic organizer

Day 5

Following the same procedure as Day 2, student will: Access resources Record in Google Docs Give and receive feedback

Deadline Calendar

Objectives

Rubric

Assessment

Teacher reflection (Google Doc for lesson revisions)

Technology Used Pros and Cons

Google◦ Docs

◦ Calendar

◦ Sites

◦ Youtube

iPads

Laptops

Advantages◦ Integration

◦ Collaboration

◦ Access

Disadvantages◦ Familiarity

◦ Ability to view

◦ Internet reliability

Photo from Flickr by Nedra

Campbell, L., Flageolle, P., Griffith, S., & Wojcik, C. (2002). Resource-based learning. In M. Orey(Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/

Lee, H. (Ed.). (1989). Proceedings from Instructional supervision VTAE workshop. Menomonie, WI: Wisconsin State Board of Vocational, Technical, and Adult Education, Madison. Retrieved from http://www.eric.ed.gov

Lever-Duffy, J., McDonald, J. (2011). Teaching and Learning with Technology (4th ed.). Boston, MA: Pearson Education, Inc.

Thank you!

Questions or comments?

Photo from Flickr by superkimbo