Assignments That Matter Final 214 Show
- 1. An Assignment that MattersJeanna Maloney Naomi KillhamMichael LendyMarissa Reidford Cynthia ResenerKristina McDowell
- 3. Facilitator
- 4. Guide
- 5. Co-learner
- 9. Responsible
- 11. Hands on
- 13. Peer, community, & teacher What makes an Assignment Matter
- 15. Hands-on
- 16. Applying prior knowledge to new situations
- 17. Uses variety of methods & materials
- 18. Provides different assessment methodsCross- curricularRelevant to more than one subjectAccomplishes teaching standardsTeachers are able to assess students based on state standardsWhat makes an Assignment Matter
- 19. The Teacher:
- 20. Informs students of big ideas and essential questions
- 21. Uses a variety of strategies to deepen students understanding
- 22. Stimulates student reflection and rethinking
- 23. The Learners:
- 24. Aware of goals and expectations
- 25. Informed of big ideas and essential questions
- 26. Know how they will be assessedTeaching for Understanding
- 27. After reading Flat Stanley children will create their own card- board friend and life for him. Then, through e-mail, students will send their friend to other places around the world.
- 28. The host family will then take him along on outings, snap photos, and keep a journal of activities.
- 29. That family will then send it back to the student, which allows for insight on lives of other cultures.Flat Stanley: An assignment that Matters
- 30. Why Flat Stanley Matters…The teacher provides feedback and facilitate lesson
- 31. The teacher aids students by guiding as well as becoming a co-learner
- 32. Students are responsible for own learning
- 33. Students become critical thinkers and engaged learners
- 35. Hands-on
- 36. Based on real world
- 37. Involves other students, community, and teacher interactionsThis assignment allows students to become actively involved with others while touching on subjects such as social studies, language arts, and health/nutrition.
- 38. By students mailing their flat friend to other countries, allows them to learn about other cultures and compare those cultures to their own.
- 39. It allows students to create personal writings as well as learn about local history along with world geography.Why Flat Stanley Matters…
- 40. Books
- 41. Flat Stanley
- 42. Reference books
- 43. Maps (local & world)
- 44. Internet
- 45. Email
- 46. Research
- 47. Camera
- 49. Educational TheoristPedagogy SpecialistEducational PsychologyInstructional DesignerProvide background knowledge Effective teachingProvides a foundation for effective lesson planningHow do roles matter?
- 50. Educational TheoristIs the study of how people learn
- 51. Behaviorisms
- 52. learning through
- 54. Positive and negative reinforcements
- 55. Learning is a change in behavior
- 56. B.F. Skinner
- 57. Theory of value and knowledgeEducational TheoristConstructivism
- 58. Learning is
- 60. reflects on own experiences and forms a new understanding
- 61. Curriculum: combination of prior knowledge and hands-on
- 62. Teachers: make connections between facts and new understanding
- 63. Students: analyze, interpret & predict
- 64. Lev Vygotsky
- 65. Believed that culture is prime determinant of individual development1. Facilitate & Inspire Student Learning & CreativityD)Model collaborative knowledge construction by engaging in learning with others in face-to-face and virtual environments.Flat StanleyTechnology (emails, cameras, recording devices)Environmental learning 3. Model digital-age work and learningB)Collaborate with students, peers, parents, and community members using them to support student success and innovation.Flat StanleyLocal community/global Peer, teacher, others engagedEducational Theorist
- 66. Engaged Learning- Students find excitement and pleasure in learning, and understand that learning is social. Technology Integration- Technology helps with daily classroom practices, and management of a classroom.Inquiry Learning/Project Based learning- Comprehensive instructional approach in sustained, cooperative investigation. Socratic learning and questioning- Pushes your mind to think beyond what you would normally think about. It keeps asking the question why and what kind.Collaborative Learning- Group work; working together to get different viewpoints; the success of one learner helps an entire group.Cooperative Learning-Each member is responsible for each other’s learning as well as their own; Achieve different levels of understanding.Outcome-based Learning- Encourages decision making regarding curriculum, teaching methods, school structure and management.Pedagogy Specialist
- 67. How this applies to Flat-StanleyStudents can work in groups or alone. (Engaged Learning, Collaborative Learning, and Cooperative Learning)Technology Integration is available because students could send email instead of journals. (Technology Integration)Students can share what they learn and so they teach not only themselves, but others. (Cooperative Learning, and Collaborative Learning)Students could also investigate different cultures, where they will be sending Flat Stanley. (Inquiry Learning)StandardsUse content-specific tools to support learning and research.Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.Pedagogy Specialist
- 68. Focuses on accommodating all different types of learners
- 69. Modifies lesson plans to suit everyone
- 70. Covers why, what, how, and if
- 71. How it relates to Flat Stanley
- 72. Students are allowed to be creative, but also have rules to follow
- 73. Includes technology, which may make it easier for some to learnEducational Psychology
- 74. Standards
- 75. Facilitate and inspire student learning and creativity
- 76. Promote, support and model creative and innovative thinking and inventiveness
- 77. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
- 78. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processesEducational Psychology
- 79. The Teacher:
- 80. Informs students of big ideas and essential questions
- 81. Uses a variety of strategies to deepen students understanding
- 82. Stimulates student reflection and rethinking
- 83. The Learners:
- 84. Aware of goals and expectations
- 85. Informed of big ideas and essential questions
- 86. Know how they will be assessedInstructional Designer
- 87. Flat StanleyBig ideas and essential questions are listedAssessments used correlate to characteristics necessary for effective assessmentIncludes expectations, room for reflection, and feedback opportunities for studentsStandard2. Design and Develop Digital-Age learning Experiences and AssessmentsTeachers need to use multiple ways of assessing studentsUse of technology integrated for effective learningInstructional Designer
- 88. ISTE/NETS StandardsDesign and adapt learning experiences using toolsDirect instruction, inquiry based learning, cooperative learningCustomize and personalize activities to address students styles, strategies and abilitiesInspire learning, use digital tools and citizenshipEvaluate and reflect on certain research and professional practice to make effective use of digital toolsDigital literacy, inventive thinking, interactive communications and quality resultsInstructional Designer
- 89. Flat Stanley and Instructional DesignUsing digital toolsDigital literacyChildren gain first hand experience in:Sending and receiving e-mailsAttaching files to e-mailsPrinting materialsUsing digital cameraScanning materialsSaving information on a computerWord processing and spreadsheet skillsInstructional Designer
- 90. For students who may have a disability (such as they need help writing or reading) the teacher could modify this assignment.
- 91. Some ways to allow students with disabilities to still be active participants:
- 92. the letters could be read out loud to them
- 93. rather than writing they could draw a picture
- 94. With the advancements in technology font sizes can be changed
- 95. voice recording is also possibleModifications & IEPS
Editor's Notes
- #3: Facilitators: monitors, guides, and raises open ended questions for students to be more actively involvedGuide: teachers guide students through engaged learning with out simply giving students answersCo learner: must be willing to learn with class, some info may be outside of expertese Critical thinker: Engaged learner: actevely invovled in assinmentResponsible: for what they understand and learn about assignment
- #9: Recording devices (they can record voices from other countries) and video (ie web cam)
- #13: 1.D behaviorism says students will learn though an external stimuli and through the environment. So my allowing for children to learn though others experiences (placing in groups) with recourses of technology they are experiencing characteristics of behaviorism.b) Through constructivism they say that students will learn by the aid of classmates and peers to help them become critical thinkers and engaged learners
- #20: 2. 3.