MTT Competency 007-I Presented by Maribel Gracia 6343.60 The Master Technology Teacher demonstrates knowledge of instructional design, development, and assessment in a technology enhanced environment

Competency 007-I The MTT demonstrates knowledge of appropriate research-based strategies and instructional methods for addressing the various technology and skilled students.

Teacher Instruction vs. Student Instruction Teacher Centered ( Direct Instruction) Student Centered (Indirect Instruction) Teacher centered has Direct instruction strategy. It is highly teacher-directed and is among the most commonly used. This strategy is effective for providing information or developing step-by-step skills. It also works well for introducing other teaching methods, or actively involving students in knowledge construction. In contrast Student Centered has indirect instruction. It is mainly student-centered, although the two strategies can complement each other. Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students' interest and curiosity, often encouraging them to generate alternatives or solve problems. In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry

Technology Research Based Strategies Digital Text Text to speech

Technology Research Based Strategies Cognitive Organizers Effective Reading software THINKING READER

Technology Research Based Strategies Internet Access

Instructional Methods and Research-Based Strategies Cooperative Learning Collaborate Learning/ Flipped Classroom Project Based Learning

Cooperative Learning Create the right type of group for the need Keep group size small Use ability grouping Don't use cooperative learning for all instructional goals Facilitate successfully Requires monitoring and adjustment Effective cooperative learning occurs when students work together to accomplish shared goals and when positive structures are in place to support that process

Collaborate Learning A small, inter-dependent group determined by the teacher Discussions or brainstorming sessions peer-teaching groups Workshops or team projects Group field-work or study groups seminars

Flipped Classroom Gives teachers more time to spend 1:1 helping students Builds stronger student/teacher relationships Offers a way for teachers to share information Produces the ability for students to “rewind” lessons and master topics Creates a collaborative learning environment in the classroom

Project Based Learning Teaches students 21 st century skills as well as content Done by groups of students working together toward a common goal Allows students to reflect upon their own ideas and opinions, exercise voice and make decisions

Resources http://www.teach-nology.com/teachers/methods/models/direct/ http://www.netc.org./focus/strategies/coop/php http://www.teach-nology.com/currenttrends/cooperative_learning/ http://www.nclrc.org/essentials/goalsmethods/learncentpop.html http://www.brighthubeducation.com/teachingtips/69801-definition-of-collaborative-learning/ http://www.pbl-online.org/About/whatispbl.ht http://www.wired.com/business/2008/10/google-andyahoo http://www.webby.concepts.com/collaborate http://www.abilenisd.org