Middle School Megalab Jeremy Bischoff, Linda Fink, Karen Sipe

Key Problems Increase student access to computers (high # per computer). Increase student access to computers (high # per computer). Inability to work collaboratively. Inability to work collaboratively. Access to technology and software that will increase student achievement. Access to technology and software that will increase student achievement. Lack of training space for staff. Lack of training space for staff. Yearlong usage for staff. Yearlong usage for staff. Evening classes for community. Evening classes for community. Lack of access to tech that builds students 21st century skills. Lack of access to tech that builds students 21st century skills.

Scope of Classroom Design 2 classrooms with sliding divider wall 2 classrooms with sliding divider wall 70 laptops 70 laptops Wireless and wired access Wireless and wired access Electronic Whiteboards Electronic Whiteboards Mounted projectors Mounted projectors Printers Printers

Literature to Support Design Flexible learning space that addresses the five characteristics of today’s learners. Flexible learning space that addresses the five characteristics of today’s learners. Digital Digital Mobile Mobile Participatory Participatory Independent Independent Social Social Oblinger, Diane. Learning Spaces an Educause ebook,

Literature to Support Design This lab will also assist teachers as they plan and provide students with access to engaged and enriched learning opportunities. This lab will also assist teachers as they plan and provide students with access to engaged and enriched learning opportunities. Strategies that studies have shown to be effective in increasing student achievement will now be able to be utilized more frequently through the integration of technology with the added lab space. Marzani, R.J., Pickering, D.J. & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Marzani, R.J., Pickering, D.J. & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Partnership for the 21st Century, Partnership for the 21st Century, Route 21, Route 21,

The Nine Categories of Instructional Strategies That Affect Student Achievement Strategy Average Effect Size Percentile Gain Number of Studies 1.Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representation Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions, and advance organizers Marzani, R.J., Pickering, D.J. & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

The Instructional Strategies Defined CategoryDefinition 1. Identifying similarities and differences Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways items are alike and different. 2. Summarizing and note taking Enhance students’ ability to synthesize information and organize it in a way that captures the main ideas and supporting details. 3. Reinforcing effort and providing recognition Enhance students’ understanding of the relationship between effort and achievement by addressing students’ attitudes and beliefs about learning. Provide students with rewards or praise for their accomplishments related to the attainment of a goal 4. Homework and practice Extend the learning opportunities for students to practice, review, and apply knowledge. Enhance students’ ability to reach the expected level of proficiency for a skill or process. 5. Nonlinguistic representation Enhance students’ ability to represent and elaborate on knowledge using mental images. 6. Cooperative learning Provide students with opportunities to interact with each other in groups in ways that enhance their learning. 7. Setting objectives and providing feedback Provide students a direction for learning and information about how well they are performing relative to a particular learning goal so that they can improve their performance 8. Generating and testing hypotheses Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses. 9. Cues, questions, and advance organizers Enhance students’ ability to retrieve, use, and organize what they already know about a topic Marzani, R.J., Pickering, D.J. & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Instructional Strategies Technology Setting Objectives Word Processing Apps., Organizing and Brainstorming Software, Data Collection Tools, Web Resources, Communication Software Providing Feedback Word Processing Apps, Data Collection Tools, Web Resources, Communication Software Providing Recognition Data Collection Tools, Multimedia, Web Resources, Communication Software Cues, Questions and Advance Organizers Word Processing Apps., Spreadsheet Software, Organizing Brainstorming Software, Multimedia Nonlinguistic Word Processing Apps., Spreadsheet Software, Organizing and Brainstorming Software, Data Collection Tools, Multimedia, Web Resources Summarizing and note taking Word Processing Apps., Organizing and Brainstorming Software, Multimedia, Web Resources, Communication Software Cooperative Learning Multimedia Web Resources, Communication Software Reinforcing Effort Spreadsheet Software, Data Collection Tools Identifying Similarities and Differences Word Processing Apps., Spreadsheet software, Organizing Brainstorming Software, Data Collection Tools Homework and Practice Word Processing Apps., Spreadsheet Software, Multimedia, Web Resources, Communication Software Generating and Testing Hypotheses Spreadsheet Software, Data Collection Tools, Web Resources

21 st Century Learning Learning Skills Information and Communication Technologies Thinking and Problem Solving Skills Interpersonal and Self- Directional Skills 21 st Century Tools Literacy defined as a student’s interest, attitude and ability to appropriately use digital technology and communication tools. Core Subjects English, Reading, Math, SS, Sic., Geography, Art, Foreign Lang., Government, Economics, History 21 st Century Context Learning through real world examples, applications and experiences both inside and outside school. Reach out to communities, community members, employers and parents to connect to the real world 21 st Century Content Global Awareness; financial, economic and business literacy; and civic literacy. Should be integrated into curriculum Assessment Balance of standardized testing for accountability and classroom assessments for improved teaching and learning Assessment must be effective, sustainable and affordable and must use new information and technologies to increase efficiency and timeliness

Learning Skills Information and Communication Technologies Information and Media Literacy Skills Analyzing, accessing, managing, integration, evaluating and creating information Communication Skills Understanding, managing and creating effective oral, written and multimedia communication in a variety of forms and contexts Tools – Word processing, , groupware, presentation, web development, internet Search Tools Thinking and Problem Solving Skills Critical Thinking and Systems Thinking Reasoning in understanding, making complex choices, understanding the interconnections among systems Problem Identification Formulation and Solution Framing, Analyzing and Solving Problems Creativity and Intellectual Curiosity Developing, implementing and communicating new ideas Tools – Problem- solving tools such as spreadsheets, decision support and design tools Interpersonal and Self- Directional Skills Interpersonal and Collaborative Skills Teamwork and leadership; adapting to varied roles and responsibilities; working productively with others; exercising empathy; respecting diverse perspectives Self-direction Monitory understanding and learning needs, locating resources, transfer learning Accountability and Adaptability Exercise personal responsibility and flexibility, meeting high standards and goals Social Responsibility Act responsibly, demonstrate ethical behavior Tools – e-learning, time management/calendar, collaboration tools 21st Century Learning Skills Partnership for the 21st Century, Route 21,

Week 1 (June 15) Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Ceiling Demolition Electrical Networking Rerouting CarpetsCabinets Windows and Shades Ceiling Reinstall Desk and Table Delivery Laptop Imaging Deployment A/V, IWB Install Construction Timeline

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Staff Development All staff will have access to professional development. All staff will have access to professional development. Training will occur during summer, fall and spring as after school Act 48 as well as during school and will be designed to address teachers needs Training will occur during summer, fall and spring as after school Act 48 as well as during school and will be designed to address teachers needs Trainers will consist of staff who are trained in various types of technology. Trainers will consist of staff who are trained in various types of technology. Staff will be sent to trainings to bring back information Staff will be sent to trainings to bring back information