Week+2

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Week #2 Schedule - June 17
Screencast Overview of Week #2 This week our focus will be on organizing learning using online structures and resources. Readings include Judi Harris' work on "virtual architecture". She has a knack for explaining different structures of online learning. We will put her concepts into practice by looking at an internet-based lesson and evaluating it's strengths and deficits through the lens of multiple intelligences. If you did not purchase the Multiple Intelligences and Instructional Technology book, make sure you review the readings on multiple intelligences to help you complete the assignment for this week.


 * This Week's Actions: **


 * 1) Read through the Week #2 Readings
 * 2) Complete the second assignment, Internet Lesson Critique
 * 3) Click on the Discussion Board link. Read the message under each of the threads.
 * Post a response to the Week #2 Reading Response.
 * Respond to the other participants postings
 * 1) Complete a brief self-reflection.

This link will take you to the directions for our Internet Lesson Critique assignment. Resources for internet lessons to critique are below in Week #2 Readings section. Please let me know if you have questions or have ideas of how to adjust the assignment to better meet your needs.
 * Assignment #2 - Internet Lesson Critique **


 * Week #2 Readings **


 * Where Does Technology Fit In? The Big Picture **

So, what is our big picture from Week #2? I would like for you to understand the following from the assigned readings:


 * What are the basic componenents of good uses of technology in the classroom?
 * What are the benefits of using technology that paper and pencil can't provide?
 * What is the difference from Web 1.0 and Web 2.0 and how will it affect my students?
 * How can technology help me to differentiate instruction and content for students?
 * How can technology help me to better manage student information and progress?
 * How can technology help me to better communicate with the families of my students?
 * How can I recognize a quality lesson incorporating technology?
 * What are my next steps in raising the "level of use" of technology in the classroom?

If you see the word OPTIONAL written in the notes of an attachment or hyperlinked page, that means you don't have to read it...really! It's just there in case you are interested in more resources.


 * The Web Is Challenging Our Assumptions About Classrooms and Teaching**

These excerpts from Will Richardson's wiki seemed appropriate. This is here as a catalyst for your thought - it is not required reading, but if you are ready, it might inform the way you think about using technology in and outside of your classroom with students.
 * <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-family: inherit; font-size: 12px;">If teachers are no longer the arbiters of knowledge in the classroom, our roles need to change.
 * <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-family: inherit; font-size: 12px;">Classrooms [|can be global and anywhere] . (Supplementing my kids education.) Teachers come in [|all shapes and sizes] . (Andrew from Perth, Scotland.)
 * <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-family: inherit; font-size: 12px;">Take this teacher's Tweet: "In Gr.8 - using [|Google Earth], [|Flickr] , [|YouTube] , [|bbcnews] , to learn about the protests in Burma .. world at their fingertips, AS IT HAPPENS!"
 * <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-family: inherit; font-size: 12px;">Now we have the opportunity to be connectors, to bring our classrooms to the world in a variety of ways. We can [|find other teachers] who may know more than we do. (Secret Life of Bees)
 * <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-family: inherit; font-size: 12px;">Here's [|another example] of students learning from mentors. (Polar Science)
 * <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-family: inherit; font-size: 12px;">We can also connect our students to other students around the world so they can learn together . (Flat Classrooms Wiki)
 * <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-family: inherit; font-size: 12px;">And in a world where all of our students can be content producers as well as content consumers, we need to re-envision the work we ask them to do.
 * <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-family: inherit; font-size: 12px;">They can [|teach what they know] . (Radio Willow Web)
 * <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-family: inherit; font-size: 12px;">Our students can [|teach in powerful ways] . (Pre Cal)
 * <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-family: inherit; font-size: 12px;">And they can share their experiences in meaningful ways, like [|Sam Jackson's Education Blog] --12th Grade student blog about college application process
 * <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-family: inherit; font-size: 12px;">As Marco Torres says, students' work " [|should have wings] ." ("Parents")

<span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">From Will Richardson's Wiki - lots of other great info there - check it out!

<span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">This chapter, Weblogs: Pedagogy and Practice discusses the different ways online tools can help students to organize and collaborate on their work as well as serve as resources. Richardson's books explains the tools but keeps the focus on the learning that is leveraged with the tools.
 * <span style="color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif;">Richardson Book - Chapter 2 **

<span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">Click on the link to find the levels of tech integration created by Dr. Christopher Moersch. There are links on the page for each level starting with level 0. Read through each of the levels. Think about where you fall on the tech use continuum. Does this progression sound familiar? How does this tie in with curricular theory? Want to take an online survey to see where you rate on the LoTi? Click here then look for the "Sign Me Up!" link and use the name of your state in lowercase letters (ohio) as your group code and password
 * LoTi - Levels of Technology Integration**


 * Metaphors and Structures for Learning with Technology **

=== V irtual Architecture - Judi Harris’ work has shown educators what the structures are that create successful projects using technology.This organization of types of projects is called “Telecollaborative Activity Structures”. Visit the different "rooms" in this online house to understand more about good online content and learning activity development for students. === **Flipped Classroom -** Many are experimenting with 'flipping' the classroom. Rather than students practicing skills at home, they prepare for class by watch the teacher instruction or lecture at home (taped or you could use a Jing screencast!) and then classroom time is used for working on the skill and guided practice. I would think if one were a teacher who lectured on the same material six times a day, year after year, this would be a way to make one's day WAY more interesting - plus it puts teachers in the role of 'guide on the side' vs. 'sage on the stage'. **Personal Learning Networks for Students** - Great example of how to extend learning beyond the limits of our classroom.

**Multiple Intelligences Resources**  The gist of your assignment this week is to evaluate an internet based lesson through the lens of Howard Gardner's work with multiple intelligences. If you did not purchase the Multiple Intelligences and Technology book, here are some sites to help you review or brush up on the basics. As an added bonus, many of these sites have links to ways to implement multiple intelligence theory into the classroom. === Ch 6 - Multiple Intelligences and Instructional Technology - The How and Why of the POMAT Chart - This will help you understand the chart you'll complete as you evaluate the online lesson. ===

This site provides a great overview of the theory and the benefits of implementation in the classroom. Click on the "buzzwords" and video links for additional information. Take the "Multiple Intelligences Self Inventory" to find your perferred intelligence.
 * Multiple Intelligences ** The section entitled "How to Teach or Learn Anything 8 Different Ways" is especially helpful, especially for teachers who are new to the theory and are seeking ways to implement it.
 * New Horizons for Learning ** Find links to several helpful articles on the Theory of Multiple Intelligences, including ones written by Gardner. This site also provides links to several helpful websites on the subject.
 * Concept to Classroom **
 * Didactic vs. Constructivist Teaching Models ** Short and to the point! If you have time, this is a small part of a larger piece on using technology to promote problem based learning. Good stuff!
 * What Role Can Technology Play in a Constructivist Setting ** This will help you with your Internet Lesson Critique.

RESOURCES FOR INTERNET LESSONS
These sites can provide you with lessons to evaluate for your Internet Lesson Critique. Choose something that you are interested in using with your current student population, if possible.

WebQuests
One way to organize online learning is through the WebQuest model. This site has a searchable database of webquests by topic and grade level. You might use one of these to critique for your internet lesson.

Websites for K-2 Students
It can be challenging to find appropriate online content for early childhood. While most of these are online resources rather than online activities, you may be able to find some ways to incorporate these into one of Judi Harris' Activity Structures. >> ** "Gimme Shelter!" Homeless in America ** >> In this series of 3 multi-day lessons students in grades 3-5 will focus on data analysis and probability comparing numerical and categorical data. They will formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. >> Supplying Our Water Needs This interdisciplinary project involves students in a number of problems relating to water quality and supplying our water needs. This topic is a natural for study at all levels of elementary and secondary school. These units focus on projects that help students make connections among national issues, the school disciplines, and their own communities. Authors: Gary Fryrear, Bill Meder, and Shelly Peretz, Thornridge High School, Dolton, IL. Scroll down the Page entitled, "HANDBOOK of ENGAGED LEARNING PROJECTS INDEX OF PROJECTS" to find the lesson. >> This WebQuest integrates the circulatory and respiratory systems with World Wars I and II. Students work for a TV Broadcasting Company, using their fact finding, writing, and reporting skills to make a broadcast. Four television specials are produced over the various topics. For students in grades 6-8 integrating math, science and social studies. <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">If the WebQuest data base doesn't have what you are looking for and none of the other posted lessons look like a good match, try searching for your own. Use keywords like "internet lesson online technology" and include your subject you want to focus on. The key is to find an activity students would be interacting with online rather than just a plan of the lesson itself. I'm a pretty good Google wrangler so if you can't find anything, let me know and I will see what I can dig up.
 * Additional Internet Lesson Resources **
 * This webquest seeks to direct students into a discussion about the plight of homeless in America; clarifying definitions, contributing factors, services and support agencies, and a service-learning component.
 * ** Comparing Numerical and Categorical Data **
 * ** Supplying our Water Needs **
 * ** Public Broadcast WebQuest **
 * <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">Additional Ideas **


 * Discussion Board **

Here you can find a Jing Screencast where I discuss using the discussion board.

<span style="color: #404040; display: block; font-family: inherit; font-size: inherit; text-align: center;">@http://edsp583.collaborizeclassroom.com


 * Week #2 Self Reflection **

<span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">Write a concise reflection that responds to the concepts and themes discussed this week. Choose __one__ <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;"> of the following themes and respond to the questions listed under it. Email <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;"> your reflection to me no later than Monday, June 24th. <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">** Learning & Understanding ** <span style="background-color: #ffffff; color: #444444; font-family: Arial,sans-serif; font-size: 10pt;">** Application of ideas ** <span style="background-color: #ffffff; color: #444444; font-family: Arial,sans-serif; font-size: 10pt;">** Participation & Discussion **
 * <span style="background-color: #ffffff; color: #444444; font-family: Arial,sans-serif; font-size: 10pt;">What was most useful to me in my learning process? What was least useful?
 * <span style="background-color: #ffffff; color: #444444; font-family: Arial,sans-serif; font-size: 10pt;">Did I achieve my learning objectives in this week? If yes, what did I achieve?
 * <span style="background-color: #ffffff; color: #444444; font-family: Arial,sans-serif; font-size: 10pt;">If no, what got in the way of achieving those objectives?
 * <span style="background-color: #ffffff; color: #444444; font-family: Arial,sans-serif; font-size: 10pt;">What did I learn about my own learning process during this module?
 * <span style="background-color: #ffffff; color: #444444; font-family: Arial,sans-serif; font-size: 10pt;">How did my thinking about teaching change this week?
 * <span style="background-color: #ffffff; color: #444444; font-family: Arial,sans-serif; font-size: 10pt;">Do I feel that what I learned in and through this course will have applications in other areas of my life? If so where will I apply this knowledge?
 * <span style="background-color: #ffffff; color: #444444; font-family: Arial,sans-serif; font-size: 10pt;">How well did I participate in this week's discussion? Am I satisfied with my level and quality of participation?
 * <span style="background-color: #ffffff; color: #444444; font-family: Arial,sans-serif; font-size: 10pt;">Did I see myself as an active member of the group?
 * <span style="background-color: #ffffff; color: #444444; font-family: Arial,sans-serif; font-size: 10pt;">How would I evaluate my performance in class this week overall?

<span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">**Week #2 Assignment Checklist**

<span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">These items should be completed no later than Sunday, June 23rd. Class discussion will be more interesting if you can post your reading response by Wednesday...: <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-size: 12px;">This is just a checklist reminder for organizational purposes. Please check out the detail for each assignment posted on this page before completing your work on any of the items in the checklist.
 * <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-family: inherit; font-size: 12px;">Read resources in Week #2 Readings folder (Assessment = Discussion Board Post - see below)
 * <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-family: inherit; font-size: 12px;">Respond to reading and one of the "Big Picture Questions" in Week #2 Discussion Board (Assessment = discussion board rubric )
 * <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-family: inherit; font-size: 12px;">Reply to two other class member's postings in the Week #2 Discussion Board (Assessment = discussion board rubric )
 * <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-family: inherit; font-size: 12px;">Post Internet Lesson Critique and POMAT Chart in edmodo to our group (EDSP 583 2013). (Assessment = Completion of these items )
 * <span style="background-color: #ffffff; color: #444444; font-family: 'Lucida grande',Arial,Verdana,sans-serif; font-family: inherit; font-size: 12px;">'Turn in' self-reflection to edmodo (will be accepted through Monday, June 24th) (Assessment = Completion)