Technology in the classroom

UM weather Great way to begin a day or class –Links to 300 weather sites –Links to 700 web cams to view weather –Radar and Satellite imagery –

URL in your monthly Calendar Nova Nasa Hockey Achievement Kid friendly sites

Make history real mhttp:// m history.dohttp:// history.do

Online worksheets ng_bugs.shtml#octoberhttp:// ng_bugs.shtml#october est.shtmlhttp:// est.shtml

Online mathematics Challenge students with online math problems htmlhttp:// html

Beef up your history mlhttp://memory.loc.gov/ammem/index.ht ml

Current events –

Daily grammar exercises htmlhttp:// html

Daily science event x.htmlhttp://antwrp.gsfc.nasa.gov/apod/astropi x.html

Daily geography event bee/ bee/

Keep em guessing

End the day with a smile rchives/joke.shtmlhttp:// rchives/joke.shtml

Technology &cid=cim:ggl%7Copensrc_us_inte l%7Ck84C0%7Cs

PACT

Making good choices! Misty Sato and Maureen Curis

Context for learning Describing your class –What is most relevant to your planning and teaching of this learning segment. –Describe subgroups – within the identified areas of the question. Academic development Language development Social development Socio-economic and cultural context –Be sure your observations are accurate and not based on stereotypes. –Focus on issues that affect learning. –What you can and can’t discuss! –This section is highly important. Remember this is about the key factors that affect planning and teaching! –Students strengths and needs that are most relevant.

Planning Selecting big ideas –Have a central focus, or essential questions within the curriculum. –Learning tasks, objectives, and assessments should be related to this! –Your learning segment should take into account prior assessment of your students. –You should consider various dimensions of learning – from basic knowledge to higher order thinking. Selecting standards –Select only the standards you will carefully cover! –You will be accountable for whatever you write! My students’ needs –Pay careful attention to your students’ backgrounds and learning levels – tailored to your class –Specify how you knowledge of your students informed your teaching. –Generic planning means you didn’t understand your students needs! –Don’t forget to take advantage of student strengths! –Selecting published curriculum

Planning Selecting assessments –Must be aligned! –Ways of monitoring – productive and receptive –Formal and informal assessments – be clear about criteria! –Have a check list for informal! Detailing your lesson plans –Sequence and Progression –If you plan modifications – include them! –We reviewed, we went over, we covered. How did you check for Understanding? Daily reflections –Make good reflections each day and adjust your lessons accordingly= scoring item

Instruction Selecting your video –Student engagement in learning activities –Your assessment –The instruction commentary is ONLY about the lesson you taped. –All video must be from the same lesson –Ensure you demonstrate how you are monitoring learning –Evaluative criteria –The video is only a piece of a big puzzle = relax! Routines and working structures –Describe in detail = classroom norms, groups work roles, etc… –Are these pre-established or are they task specific –Opportunity to discuss how you prepared students

Instruction Monitoring student learning –Choose strategies that allow you demonstrate this! –Responding to students so you are supporting them and building on their learning. –Limited opportunities, opportunities, structured opportunities! –Candidates asks surface level questions, represents reasonable attempts to improve understanding, guides improvement. Reflection Do you understand what worked and what did not? How would you structure subsequent lessons to achieve understanding?

Assessment Choosing assessments –Should be tightly linked to central focus Does this work help me understand what students are learning – regarding my objective? –Should provide students with an opportunity to demonstrate understanding Evaluative criteria –What features or qualities of work will be assessed? –This will be the basis of your analysis make sure that they are clear. Analyzing student performance –According to your objectives and criteria how did they perform? –Look for common errors or patterns Little connection and samples don’t support conclusions focuses on what students did right and wrong and some analysis of differing student levels focuses on patterns of student error and specific patterns are identified for individuals or subgroups

Assessment Using optional assessment sheet –Scorers where very impressed by this! –Have a worksheet that displays the assessment as a whole! –Helps with your analysis Cite evidence from student work –Make specific reference to the work samples. Next steps –What kinds of instructional changes/modifications/adjustments should you make in order to better support learning?

Reflection What did I learn about my students as learners? –What are some of the over arching learning characteristics? What would I do differently? –Be Specific! –Saying things like I would need more time will not cut it. –The big question to answer is HOW? Reference to research –Don’t hunt and peck you text books – talk about what you know. –Properly reference theory! –Reflections on teaching practice are consistent with theory. –Reflections on teaching practice are based on sound knowledge of theory.

Academic language What is academic language –Language needed for students to understand and communicate in the academic disciplines. –Your learning objectives should focus on language as well as content. –This is assessed throughout your document –Student identifies Identifies a few instances of specific vocabulary, text types, or other language demands that will be problematic. Identifies adequate instances of specific vocabulary, text types, or other language demands that will be problematic. Identifies a wide range of specific vocabulary, text types, or other language demands that will be problematic. Language and the learning task –Receptive vs. productive language skills.

Sketch-up Examples

Online worksheets ng_bugs.shtml#octoberhttp:// ng_bugs.shtml#october est.shtmlhttp:// est.shtml

Daily science event x.htmlhttp://antwrp.gsfc.nasa.gov/apod/astropi x.html