Using MOODLE to Address the Needs of Adult SMART Board Learners

Katie T. Zinsmeister

Tools Vis

December 8, 2014

Important Information

The purpose of this MOODLE site is to provide PreK-12 staff members with instructional, motivational support and instruction to support SMARTBoard usage in their current classroom environment.

This site is geared toward any adult learner that uses SMARTBoards, apx. 900+ teachers in our district.

This lesson should take about 2-3 hours if all instructional materials are used, although for most this would be a mostly a review resource or the user would only tackle specific areas of need.

The objective of this lesson is to provide adult learners an experience to learn how to use, maintain and incorporate SMARTBoards into their instruction.

Standards Addressed

NJ CCCS for Professional Development

1.7, 1.8 & 1.9

2.3 & 2.9

3.1, 3.2, 3.3, 3.5 & 3.6

4.1, 4.2, 4.3, 4.4, 4.6, 4.7, 4.10 & 4.11

5.1, 5.2, 5.3, 5.4, 5.5, 5.6 & 5.7

8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7 & 8.8

9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7 & 9.8

10.1 & 10.4

As the K-12 Technology Facilitator/Trainer, it is my responsibility to provide as many resources that can support 900+ staff members with the use of a variety of technologies. I found that creating a MOODLE site to help give support to operating their SMARTBoard is a great resource. This site continues to be a work in progress, as needs and materials change.

Teachers are supported through strategically placed video. This happens to be a guided tour of the MOODLE site, itself.

Student Collaborative Components

Through the student experience staff members are provided with a series of collaborative components in MOODLE that are monitored and responses and/or feedback is provided.

I strived to provide staff with a variety of tools that best suited their needs and would give me an opportunity to guage their understanding by including both collaborative and instructional tools including:

Forums

I provided staff with a variety of tools that best suited their needs and would give me an opportunity to gauge their understanding by including both collaborative and instructional tools including:

ForumsResources GlossaryChats

There are also two embedded videos on the two pages to assist with a variety of multiple intelligences and learning styles.

Teacher Instructional Components

A series of activities within MOODLE have been designed using a variety of models and fit the needs of the students. There are two lessons to foster independent learning and several checks for understanding embedded into those lessons. Also included are two ways to provide feedback, including a link to an online form and teacher ungraded quiz.

In this lesson, staff is provided with pictures, a step by step video and even something called a Windshield Check!

This lesson is tiered based upon grade level and resources.

Pedagogical Concepts

Blooms Taxonomy

Although this is a resource site, Blooms Taxonomy is promoted within the questions asked by both the learners and the facilitator throughout the site.

Questions are provided in on a variety of levels and the learners are asked to participate with their own questions.

Multiple Intelligences

Multiple Intelligences are addressed in a variety of places, including (but not limited to) the lesson activities, the videos, the step by step instructions and the culminating activity.

Multiple Intelligences addressed are: Verbal-Linguistic

Logical-Mathematical

Visual-Spatial

Body-Kinestetic

Intra and Interpersonal

Brain-Based Learning Concepts Addressed

Chunking Methods Because of the layout and

purpose of this course, I kept in mind chunking. In order for the hippocampus to not overload too quickly, I provided opportunities by way of sections to give adult learners the opportunities to stop and practice or to move on.

Because this is more independent instruction, adult learners may spread this out allowing for better retention.

Transfer

The concept of this lesson came out of a lot of discussion about “What happens when I go back to my classroom?” Through this lesson, transfer takes place. Because teachers can view, review and practice with their own board at their own pace. Transfer from training to classroom has been revisioned.

With the use of forums and chats, adult learners are given opportunities and encouraged to ask questions, get feedback and promote their own understanding in a very visual and reflective way.

Resources

IMAGES and Videos on Site and In Presentation:

Image Clip Art used with permission of Microsoft

SMART Classrooms. "SMART Boards Why Are They so Easy to Use?" YouTube. SMART Classroom. Web. 1 Dec. 2014. <https://www.youtube.com/watch?v=0U05WeXPGlk&feature=youtu.be>.

Pittman, Robert. Two mammal-eating "transient" killer whales photographed off the south side of Unimak Island, eastern Aleutian Islands, Alaska.. 2005. Photograph. NOAA Alaska Fisheries Science Center, Unimak Island, eastern Aleutian Islands, Alaska. Web. 3 Dec 2014. http://www.afsc.noaa.gov/Quarterly/amj2005/divrptsNMML3.htm.

All uncited videos and screenshots were taken by the author of this presentation