1. Designing and Planning Instruction Focus on the content, not the technology

2. Why Plan???

3. Where does technology fit? ContentPedagogy Interdisciplinary Site based Collaborative Meaningful Active Access to scholars Knowledge Primary sources Current events Authentic data ?

4. Multiple Intelligences and Learning Styles  How can you accommodate all of your students?  Remember that the student is the most important piece in teaching  How can you accommodate all of your students?  Remember that the student is the most important piece in teaching

5. Multiple Intelligences  Howard Gardner  Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals.  Logical - Mathematic intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, in entails the ability to detect patterns, reason deductively and think logically. http://www.infed.org/thinkers/gardner.htm http://www.infed.org/thinkers/gardner.htm  Howard Gardner  Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals.  Logical - Mathematic intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, in entails the ability to detect patterns, reason deductively and think logically. http://www.infed.org/thinkers/gardner.htm http://www.infed.org/thinkers/gardner.htm

6. Multiple Intelligences  Bodily - kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems.  Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. http://www.infed.org/thinkers/gardner.htm  Bodily - kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems.  Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. http://www.infed.org/thinkers/gardner.htm

7. Multiple Intelligences  Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas. http://www.infed.org/thinkers/gardner.htm  Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas. http://www.infed.org/thinkers/gardner.htm

8. Multiple Intelligences  Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others..  Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. http://www.infed.org/thinkers/gardner.htm  Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others..  Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. http://www.infed.org/thinkers/gardner.htm

9. Multiple Intelligences  Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment. http://www.infed.org/thinkers/gardner.htm  Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment. http://www.infed.org/thinkers/gardner.htm

10. Multiple Intelligences and Technology http://eduscapes.com/tap/topic68.htm Look at the technologies that can be used to reach different MI. http://eduscapes.com/tap/topic68.htm Look at the technologies that can be used to reach different MI.

11. Learning Styles (don’t confuse with MI)  Visual Learners- http://www.vark- learn.com/english/page.asp?p=visualhttp://www.vark- learn.com/english/page.asp?p=visual  Auditory/Aural Learners- http://www.vark- learn.com/english/page.asp?p=auralhttp://www.vark- learn.com/english/page.asp?p=aural  Kinesthetic Learners- http://www.vark- learn.com/english/page.asp?p=kinesthetic#http://www.vark- learn.com/english/page.asp?p=kinesthetic#  Visual Learners- http://www.vark- learn.com/english/page.asp?p=visualhttp://www.vark- learn.com/english/page.asp?p=visual  Auditory/Aural Learners- http://www.vark- learn.com/english/page.asp?p=auralhttp://www.vark- learn.com/english/page.asp?p=aural  Kinesthetic Learners- http://www.vark- learn.com/english/page.asp?p=kinesthetic#http://www.vark- learn.com/english/page.asp?p=kinesthetic#

12. Learning Environment  All conditions, circumstances, and influences that affect the learner’s development  Physical (examples include: space, facilities, room arrangement)  Non-Physical (examples include: teaching strategies, technologies used, attitudes)  All conditions, circumstances, and influences that affect the learner’s development  Physical (examples include: space, facilities, room arrangement)  Non-Physical (examples include: teaching strategies, technologies used, attitudes)

13. Common Components of Lesson Plan Design  Standards  Objectives  Assessment  Strategies  Standards  Objectives  Assessment  Strategies Most Importantly- Who are your students?

14. Start with the Standards  Florida Sunshine State Standards  National Standards- all content areas  Florida Sunshine State Standards  National Standards- all content areas

15. Then write your objectives  Components (think ABCD)  Who is your AUDIENCE?  What BEHAVIOR do you desire?  What CONDITIONS are present?  What DEGREE of mastery is needed?  Your assessment must match with your objective  Do not describe the activity   Components (think ABCD)  Who is your AUDIENCE?  What BEHAVIOR do you desire?  What CONDITIONS are present?  What DEGREE of mastery is needed?  Your assessment must match with your objective  Do not describe the activity 

16. Behavior (The B in ABCD)  Behavior must be identifiable  Good examples- analyze, solve, illustrate  Bad examples- understand, feel, think, know  Action verb depends on level of Bloom’s Taxonomy desired  Behavior must be identifiable  Good examples- analyze, solve, illustrate  Bad examples- understand, feel, think, know  Action verb depends on level of Bloom’s Taxonomy desired

17. Bloom’s Taxonomy (More B)  Levels of cognition (1956)  Look at Page 44 for the action verbs  Levels of cognition (1956)  Look at Page 44 for the action verbs Evaluation Synthesis Analysis Application Comprehension Knowledge

18. Try it out http://chiron.valdosta.edu/whuitt/col/cogsys/bl oom.html http://chiron.valdosta.edu/whuitt/col/cogsys/bl oom.html

19. Writing an Objective The student will be able to identify the equator on a map with 100% accuracy. A B C D

20. More Objectives  The student will be able to label a diagram of the water cycle with a word bank with 100% accuracy.  Given twenty examples of incorrect verb tense usage, the student will identify and correct a minimum of sixteen instances.  The student will be able to label a diagram of the water cycle with a word bank with 100% accuracy.  Given twenty examples of incorrect verb tense usage, the student will identify and correct a minimum of sixteen instances.

21. Practice Science 3-5 Processes of Life Standard 1: The student describes patterns of structure and function in living things. (SC.F.1.2) 1. knows that the human body is made of systems with structures and functions that are related. 2. knows how all animals depend on plants. 3. knows that living things are different but share similar structures. 4. knows that similar cells form different kinds of structures. Science 3-5 Processes of Life Standard 1: The student describes patterns of structure and function in living things. (SC.F.1.2) 1. knows that the human body is made of systems with structures and functions that are related. 2. knows how all animals depend on plants. 3. knows that living things are different but share similar structures. 4. knows that similar cells form different kinds of structures.

22. Another Practice Force and Motion Standard 1: The student understands that types of motion may be described, measured, and predicted. (SC.C.1.2) 1. understands that the motion of an object can be described and measured. 2. knows that waves travel at different speeds through different materials. Force and Motion Standard 1: The student understands that types of motion may be described, measured, and predicted. (SC.C.1.2) 1. understands that the motion of an object can be described and measured. 2. knows that waves travel at different speeds through different materials.

23. Assessment  Goal  Determine student success in learning  Formative- During Lesson  Summative- At the end of the lesson  Must match the verb in your objective  Goal  Determine student success in learning  Formative- During Lesson  Summative- At the end of the lesson  Must match the verb in your objective

24. What About Including Technology?  When planning for effective instruction, always return to the following questions:  Does the technology enable you to do something you couldn’t do before?  Does the technology enable you to do something you could do before, only better?  When planning for effective instruction, always return to the following questions:  Does the technology enable you to do something you couldn’t do before?  Does the technology enable you to do something you could do before, only better?