Assignments That Matter

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ASSIGNMENTS THAT MATTER Presented By: Abby Schmitt, Erica Lotz, Avery Mayfield, Kelly Bowman, Brittany Trousdale

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Transcript of Assignments That Matter

Page 1: Assignments That Matter

ASSIGNMENTS THAT MATTER

Presented By: Abby Schmitt, Erica Lotz, Avery Mayfield,

Kelly Bowman, Brittany Trousdale

Page 2: Assignments That Matter

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

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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

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GUESS THIS MONSTER

I am blueI am hairyI have two BIG eyesI have lots of friendsI love cookiesI’m a character on Sesame Street

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http://brokenman.files.wordpress.com/2008/07/cookiemonster.jpg

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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!

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THE MONSTER UNDER THE BED

http://www.jzartworks.com/Illustrations/MonsterUnderTheBed_FULL.jpg

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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

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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

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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

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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

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HOW DO OUR ROLES MATTER…

Educational Theorist

Educational Psychologist

Pedagogy Specialist

Instructional Designer

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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

http://www.thetutoringteam.com/images/student_1.gif

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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

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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

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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

http://www.4teachers.org/kidspeak/barnstable/images/MVC-001S.JPG

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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

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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

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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

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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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