https://www.dropbox.com/s/ajg98ppwke6z3nk/Curriculum%20and%20Instruction%20keystone-605.docx
Lesson Link to Keystone:
https://www.dropbox.com/s/aop1fs7grc0w4tu/Mini%20Lesson-605.docx
Monday, December 9, 2013
WK 13 Putting Together
1)
Thick back to your many experiences with
well-designed learning, both in and out of school. What was the
most-well-designed learning experience you ever encountered as a learner? What
features of the design-not the teacher’s style or your interests-made the
learning so engaging and effective? (Design elements include challenges posed,
sequences of activities, resources provided, assignments, assessments,
grouping, and site and teachers role.) Briefly describe the sign.
Wow- this was a while ago, reflecting back on a
well-designed lesson that I ever encountered-It was in college during
developmental biology class-what made this interesting was a hands-on-minds on
experience where I had to rely on my own critical thinking skills to accomplish
a task. Also, it was critical for students to work in groups to pool ideas to
successfully accomplish the task and apply ideas. The resources provided were
extensive, which include dissection tools, cat cadavers and a how to video clip
of how to use the dissection tools-we had to find three bones encased in
cadaver cat’s eye ball. With the use of computer/lap tops for additional
research. Needless to say this was new to all the students in the class. The challenges we faced as a team was figuring
out who will actually do the deed of dissection while the other takes notes or
create diagrams. As a group we decided to discovery one cat eye bone each and
help each other if necessary. Decisions and group organizations was left up to student
groups; the prof-had nothing to do with group organization or decisions. Also,
each group was given plenty of time to make discovers. The assessments of this activity was formative
were each group had the opportunity to discuss finding from collaborated
written reports. The prof. role was to offer feedback and make necessary
correction.
2)
In sharing your recollection and analyses with
your peers, build a list of generalizations that follow from the accounts. What
do well-designed learning experience have in common? In other words, what must be built in by
design for any learning experience to be maximally effective and engaging for
students?
Student must get involved in their own learning process and
become active participants, real world problem solving that is of interest to
the students, plenty of opportunities to critically thick through task and make
adjustments to ideas, apply ideas, time to work in collaborated groups to
reflect on others ideas and your own, and plenty of opportunities to use
technology to support ideas.
3)
Where in your school or the school that you are
observing are the best characteristics of best design most likely to be seen in
action? In what programs and subject areas would we most expect to see these
characteristics, compared with other programs or subjects? Are there any
patterns, if so why?
I have observed these characteristics in science, math, art
and graphics design technology classes. Where students had to use their
critical thinking skills to solve a task Students are afforded many different entry
point for self-reflection and application of what is learned. Also, students are able to use technology to
aid in the development of critical thinking skills, research, and design with
computer graphics. There is a pattern in the above subjects where it is
necessary for students to get involved in their own learning process for it to
be meaningful and engaging.
4)
After a study of sample units, and one of your
own designs, edit or amend your list of characteristics of the best design, as
appropriate.
Identify desired student
results-standards
Determine acceptable
evidences of task accomplishments
Prior knowledge, real
world connections
Students’
intellectual motivators
Differential
instruction-many entry points
Plenty of time for
critical thinking
Hands on activity-student
practice
Peer
sharing-reflection
Collaborative group
organization
Technology
integration-problem solving, and critical thinking
Assessments rubrics,
ongoing informal/formal
Monday, November 25, 2013
WK11-Social Studies intergration-Google Earth and Google Maps
Google Earth Lesson Plan: The best battle
route of the Spanish Armada
v Grade: 6th
v Subject Social Studies
Standards:
ISTE
c. Use models and simulations to explore
complex systems and issues
a. Interact, collaborate, and publish with
peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas
effectively to multiple audiences using a variety of media and formats
5. Digital Citizenship
a. Advocate and practice safe, legal, and
responsible use of information and technology
b. Exhibit a positive attitude toward using
technology that supports collaboration, learning, and productivity
d. Exhibit leadership for digital citizenship
a. Understand and use technology systems
b. Select and use applications effectively
and productively
d. Transfer current knowledge to learning of
new technologies
v
Develop operations to investigate past historical events using
multimedia tools to aid in critical thinking and predictions.
v
Critically think to evaluate evidence to plot the best
route for the Spanish Armada.
Essential Questions:
v What is the best route of the Spanish Armada land or sea?
v Describe how we can use technology to plot the best routes for the Spanish
Armada?
v Explain why England was so difficult to concur in 1588?
v What was so unique about England compared to other European countries?
v Predict why the control of the English Channel was so important to the King
Philip of Spain?
Materials:
v Smart Board, Google Earth, Google Maps, Google images, Word processing/printer,
5 Lap tops/computer.
https://www.google.com/earth/ Lesson Activity:
v Student will be introduced to the battle of the Elisabeth I Queen of England
in 1588 against the Spanish Armada-King of Philip of Spain. Student will be
asked to predict the best route the Spanish Armada took to invade England. Ask
students why was it so difficult to invade England in 1588? Is England
assessable by Land? Give students plenty of time to grapple with the questions.
v Introduce the fleet of the Spanish Armada using pictures from Google
images. Students will be guided using the smart board with the operations of Google
Earth and shown land and sea routes from Spain to England. Students will then
be given time to predict which route will be the best route for the Spanish
Armada, land or sea.
v Introduce student to Google earth-remind the students of safe and legal practices
of the inter-net safety use and to act responsibly when using informational
technology.
v Provide organized student groups with computers-let the students highlight
and annotate were the battle took place and navigate the journey of the Armada
and possible places where it could have hit rough seas-
v Let student navigate satellite images of England and Spain. Students can
use satellite images to answer question on Activity sheet: what made Britain so
unique and hard to concur in 1588? What makes Britain so unique compared to other
European countries? Predict why the control of the English Channel was so
important to the King Philip of Spain?
v Students can then produce a map (using Google My Maps) showing the route of
the Armada and marking key events as place marks on the relevant locations e.g.
July 30 – were Armada enters the English Channel-Students will be required to
print their maps, with longitude and latitude markers.
v Student groups can share out their maps and Google earth annotate notes for
the best route for King Philip of Spain-Spanish Armada.
Assessments:
Peer assessment of shared out plotted map journeys of the Spanish Fleet and Google Earth annotative notes. Student’s activities questions and discussion based standards of the lesson.
Monday, November 18, 2013
Assiginment #3 formative and summative Assessment
https://www.dropbox.com/s/tplhe23xep0xaeg/Formative%20and%20Summative-pres.WK%2010.pptx
Article: Teacher or Examiner? The Tension between Formative and Summative Assessment in the Case of Science Coursework.
https://www.dropbox.com/s/34emaubzmi9drae/British%20formative%20assessment-summmative%20asessement.pdfhttps://www.dropbox.com/s/34emaubzmi9drae/British%20formative%20assessment-summmative%20asessement.pdf
Article: Teacher or Examiner? The Tension between Formative and Summative Assessment in the Case of Science Coursework.
https://www.dropbox.com/s/34emaubzmi9drae/British%20formative%20assessment-summmative%20asessement.pdfhttps://www.dropbox.com/s/34emaubzmi9drae/British%20formative%20assessment-summmative%20asessement.pdf
Monday, November 11, 2013
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