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Deb Gardner

Teacher to Teacher: 7 Steps for Integrating Technology - Getting Smart by Aimee Bartis ... - 1 views

gettingsmart.com/...7-steps-integrating-technology

technology teacher_prep

shared by Deb Gardner on 22 Jan 14 - No Cached
  • student knows more about the technology than you do.
    • Deb Gardner
      Deb Gardner on 22 Jan 14
       
      Happens all the time in EDU120 (more power to 'em) Knowledgeable students help not hinder instruction.
  • 2. Converting
  • Start by taking a lesson you’ve done before and transforming it. How can you use technology with the lesson?
    • Deb Gardner
      Deb Gardner on 22 Jan 14
       
      Begin with the standards. What are your students expected to know and/or be able to do as a result of your teaching and THEN  how might technology expedite or enhance the learning.
  • ...6 more annotations...
  • 3. Lesson Planning
  • 4. Creating
  • 5. Collaborate 
    • Deb Gardner
      Deb Gardner on 22 Jan 14
       
      The key here is to actually have students CREATE not just Control-C/Conotrol-V it.  Take information from multiple sources, synthesize it, evaluate it, learn it and then create something (a document, a podcast, a digital poster, a Voice Thread and ThingLink) to demonstrate they have learned it.
  • 6. Showcase 
  • 7. Portfolios 
  • Integrating technology is an ongoing project. You are never finished. The key is to keep on learning.
Deb Gardner

Educational Leadership:Getting Students to Mastery:Differentiation: It Starts with Pre-... - 1 views

www.ascd.org/...tarts_with_Pre-Assessment.aspx

differentiated_instruction assessment

shared by Deb Gardner on 22 Jan 14 - No Cached
  • Lily clearly stated what everyone should do:
    • Deb Gardner
      Deb Gardner on 22 Jan 14
       
      Would be effective for (UdL) to have written (on board) directions as well. Helps create independent learners, helps to avoid students who didn't hear the first time or need written AND verbal instructions.
  • Before starting a unit in science, Lily had her students take a pre-assessment that required them to circle the parts of the body that belong to the nervous system:
    • Deb Gardner
      Deb Gardner on 22 Jan 14
       
      How is technology used in this classroom in conjunction with grouping to differentiate instruction?
  • The quiz results showed that six students really struggled to understand the different parts and functions of the nervous system. These students missed three to six items on the 18-question test (or scored between an 83 and 67 percent). Many people would consider 83 a sufficient score and not consider the student in need of remediation. However, Lily decided 83 wasn't good enough
  • ...9 more annotations...
  • Further, Lily didn't stop with remediation with this group; instead, she chose to frontload the next body system, the skeletal system
  • She didn't engage the group in inquiry-based instruction practices that day, however. The Rhodes group made flash cards, listing such questions as, "What are the two main structures that make up the central nervous system?" and "What are the functions of the spinal cord?" Although this is a more traditional practice, in this group flash cards had a different feeling. The students chatted with one another while making the cards. They asked Lily to clarify concepts so the information on the cards would be easily understood and to quiz them using the cards. "Great job!" she would say. "You missed three. Practice with the cards a little more, and you'll have it!" Not every student in the room needed to work with flash cards. These students, however, benefited from the practice.
    • Deb Gardner
      Deb Gardner on 22 Jan 14
       
      MIxing traditional review practices (flashcards) - kinesthetic learning with cooperative grouping (Marzano strategy) in differentiating instruction
  • Four Lessons Learned
  • How can we transfer these practices into other classrooms?
  • Second, teachers must use pre-assessments to make decisions; we must become what Carol Ann Tomlinson called "assessment junkies."
  • Third, we can apply this lesson structure to any content
  • Could teachers do this every day? Sure. Do they need to do it every day? No. Teachers could start with one or two lessons per unit;
  • Each lesson does take some additional planning
  • Just start small, and go on from there.
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