1. USING TECHNOLOGY TO ENGAGE STUDENTS IN LEARNING

2. LOGISTICS Why? Why? Safety Safety Tools Tools types types sources sources Materials Materials types types sources sources $ Processes problem solving Assessment & Evaluation Routines Material distribution class set up tool sharing cleanup

3. Why? “Hands on projects" can become an excellent answer to the “why do we have to know this stuff “ questions and are an great way to engage students These types of projects are of high interest and can be “springboards” & provide relevance to literacy & numeracy activities.

4. Student Comments “I had a lot of fun building the wind generator thingy! I feel great because I only had one day and I was proud when the wind made the light come on.”

5. “I really liked doing this project. Before I started to work on it, I was afraid even to pick up a tool. Even though my project could have been better I was still very proud of what I had made.”

6. “In science we learned about the different kinds of gears and how they worked but I never really understood it until we made the real life drawbridge project using real pulleys and gears”

7. “My parents loved the easel that I made for them. They couldn’t believe how good it looked. I told them it was structurally stable. They used it right away.. I had a wonderful time making it!”

8. “I really like doing these building projects they make school fun and interesting”

9. “At first I had a lot of trouble making my wind generator, nothing seemed to work right and I was really discouraged especially since everyone elses’ was good, but then you made some suggestions and I tried again and I got in to work. I think it was one of the best in the class. I have never been so proud of myself. I learned that the harder something seems to be the better you feel when you are successful.”

10. Abbey Lane Project Improving Literacy through Technological Problem Solving Improving Literacy through Technological Problem Solving

11. Safety When using any tool students must: When using any tool students must: Wear safety goggles Wear safety goggles Remove jewelry Remove jewelry Tie long hair back with an elastic band Tie long hair back with an elastic band Roll up long sleeves Roll up long sleeves Use a clamp to hold materials in place Use a clamp to hold materials in place Keep fingers well away from drill bits & saw blades Keep fingers well away from drill bits & saw blades Concentrate their attention on their task Concentrate their attention on their task

12. Tools Saw & mitre box (hacks saw are easiest to use) Easy cutters for Junior/Intermediate students Hand drill Hot melt glue gun Sandpaper “Jinx joiners” Layout equipment (rulers, pencils etc) Scissorsclamps

13. Materials Jinx wood Jinx wood Dowels Dowels Paper Gussets Paper Gussets Fibre wheels discarded CD’s make great wheels Fibre wheels discarded CD’s make great wheels Elastic bands Elastic bands Straws Straws Gears/pulleys assortment Gears/pulleys assortment Lights, batteries, motors, wire etc Lights, batteries, motors, wire etc “Found Materials” “Found Materials”

14. MATERIALS cont’d Sources for tools & materials _Technology Application Carts _Technology Application Carts –Torcomp - www. Torcomp.com –Kidder plastic - www. Kidder.ca $

15. Processes Problem solving: S.P.I.C.E. Problem solving: S.P.I.C.E. S - state the problem S - state the problem P -brainstorm possible solutions P -brainstorm possible solutions I - investigate solutions I - investigate solutions C - construct C - construct E - evaluate strengths & weaknesses of the solution E - evaluate strengths & weaknesses of the solution

16. Routines Material storage Material storage Material distribution Material distribution Student project storage Student project storage Class set up (centres) Class set up (centres) Group vs. individual work Group vs. individual work Tool sharing Tool sharing Clean up responsibilities Clean up responsibilities Tool responsibility Tool responsibility

17. Cross Curricular Connections

18. Literacy “Fostering students communication skills is an important part of the teachers’ role in the science & technology classroom. Students need to be able to use oral communication, reading, writing and media literacy skills to gain new learning and to communicate their understanding..” “Fostering students communication skills is an important part of the teachers’ role in the science & technology classroom. Students need to be able to use oral communication, reading, writing and media literacy skills to gain new learning and to communicate their understanding..”

19. Literacy & Numeracy Connections Look for a natural fit Look for a natural fit Don’t “force” connections clarify purpose and look for meaningful connections Don’t “force” connections clarify purpose and look for meaningful connections

20. Literacy Extensions Examples - create a “How To” manual to explain how to build the project - create a “How To” manual to explain how to build the project develop an advertising campaign that could be used to sell your device develop an advertising campaign that could be used to sell your device research the history of your type of project research the history of your type of project reflections based on the project reflections based on the project

21. Extensions Cont’d create a story about the project create a story about the project describe innovative ways that your project could be used describe innovative ways that your project could be used

22. Teaching Science & Technology Through Literacy Grade 7 Grade 7 Literacy Text “The Shaman’s Apprentice” Literacy Text “The Shaman’s Apprentice” Informational Text (Journeying into Rainforests) Informational Text (Journeying into Rainforests)

23. Grade 8 Grade 8 Informational Texts (The Ocean Around Us; Protecting the Seas) Informational Texts (The Ocean Around Us; Protecting the Seas)

24. Assessment & Evaluation

25. Assessment for Learning Feedback Students who are given comments only – rather than marks or marks and comments – make more gains in achievement and feel more positive about the experience (Butler 1998) Students who are given comments only – rather than marks or marks and comments – make more gains in achievement and feel more positive about the experience (Butler 1998)

26. Feedback Research indicates that oral feedback is more effective than written feedback, particularly for low- achieving, at risk students. (James, McCormick, & William) Research indicates that oral feedback is more effective than written feedback, particularly for low- achieving, at risk students. (James, McCormick, & William)

27. Feedback Effective feedback : Effective feedback : is anecdotal is anecdotal is specific and focused is specific and focused includes opportunities for improvement and follow- up includes opportunities for improvement and follow- up

28. Evaluation & Reporting “All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations” (p.22) “All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations” (p.22)

29. Projects moulderr@HDSB.ca cherlove@cogeco.ca