Standard+2

** __Enhancing Core Teaching Skills with Technology__ **

==**#2. Design and Develop Digital-Age Learning Experiences and Assessments **==

=== ** Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: ** ===
 * design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
 * customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources
 * provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

===My artifacts demonstrating this standard (What?)=== //Enter your list of artifacts here that demonstrate how you have met this standard and create a hyperlink to each item.//

** Critical Thinking Skills: What Do I Do? What Would I Like to Do? **

** HOTS-- Analysing ** || Research Report: I determine the topic, name the headings and list the descriptions of the information required. || I want the students to break their topic into parts and organize it. || Students will use the Smartboard to type in their topics. They will compare the information and organize it by clicking and dragging it into headings and supporting information. || HOTS---Creating || Research Report: I design an outline for the students. || I want the students to design an outline that reflects their topic. || Students will use the Smartboard tools to design a graphic organizer to be used as an outline. They will create and save it to a folder. || Evaluating || Research Report: The student's research their topics using 2 book sources and one internet source. || I want the students to use emails to communicate with community members to research their topic. They will be involved in collaborating and networking to research their information. || http://edorigami.wikispaces.com/Bloom%7s+Digital+Taxonomy
 * ** Critical Thinking Skill to be Developed ** || ** Description of What I Do Now ** || ** New Ideas for Change ** || ** Technology Tools I Could Use and How ** ||
 * ** Bloom's **
 * Bloom's
 * Bloom's HOTS-
 * I will have preapproved communications. || The students will use email to locate and communicate with members of their community.

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 Elementary Assessments = = = [] __ = Student Evaluation Checklist = []

= Search Engines = =google= =yahoo= =bing= =surfwax= = Librarian Interview - Digital Resources = Considering the size of our school, I feel we have many digital resources available to us. The one I have used for 2 or 3 years is unitedstreaming. I access this when building background or reinforcing concepts across the curriculum. I know that we opted to purchase the right to use it after the IU dropped it for another program. We have Power Library. It is state funded and it could possible be cut from our budget in the near future. We are hoping to have this on all student lap tops. In addition we have ACCESS PA which is a lending service for books. Our librarian has the resources to use this. Our school also has Tanberg Video Conferencing Equipment. I participated in a science experiment that was facilitated by a professional in a lab in another city. They sent the materials so the students could learn about electricity, while participating in the experiment. In the beginning the conferences were listed for the classrooms to schedule. As of last year, if you wanted to schedule a video conference, you would have to request permission and payment from the administration. Our Library has Follett Destiny Card Catalog. All our resources are on this. We also have Accelerated Reader enabling the books to be bar coded with a leveled reading label for the students to make better choices when choosing books. As of last year we had the program on the classroom computers to give the comprehension test that accompanied the books. Our Librarian teaches the 8th grade students how to evaluate websites and copyright rules. As our school steps into the 21st century of technology, more and more teachers are instructing this in their classrooms. I have heard about flip cameras that you can use on your lap tops to download pictures. If I am not mistaken (and I might be), I heard the IU was giving one to each school.

= Master List of Web 2.0 Tools =

[]
= Exploratree-Create Free Visual Graphic Organizers =

http://exploratree.org.uk /
= Citwtech Wiki = =http://citwtech.wikispaces.com/= = Integrating Technology in Classrooms/Strategies for Increasing Student Achievement = []

= Marzano's 9 Essential Instructional Strategies = =[]=

= Module 6 What Works = = The Essential Nine - Marzano = = Venn Diagram = []
 * **Part 1:** |||||| **Part 2** ||
 * **Strategies Noted** || **Example from an Article** || **Technology Used** || **How Would I Use This in My Class?** || **Strategy I Chose** || **Examples Located** || **How I Will Apply to My Lesson** ||
 * Similarities and Differences || Identifying Sim/Diff. enables the student to understand a complex topic by analyzing it in a more simple way. || Smartboard, Read, Write and Think Interactive Website, Printer || To compare the similarities and differences between 2 reading stories. || Interactive Venn Diagram || Read, Write and Think Interactive Website || I will use this lesson as an After reading lesson to help the students make connections on the theme Animal Habitats. ||

= Interactive Lesson on Similarities and Differences: = 3rd grades reading unit is on Animals and Their Habitats. 2 of our story themes are how animals depend on each other in their habitat. I used an interactive venn diagram to compare and contrast the stories. First we had a Handing-Off discussion on the similarities and differences between the 2 stories. This discussion allowed the students to add their own variations of their understanding of the story. It strengthened their understanding of the concept of animal dependancy and focused on the vocabulary used.

Next, I modeled the pre-prepared Venn Diagram Lesson from the Read, Write and Think website, on the Smartboard. This allowed me to point out the specific characteristics to think about when comparing and contrasting a topic. I narrowed my characteristics to Vocabulary, Genre, Setting, Characters, Theme and Plot. This was a key element in the lesson, to identify important characteristics to ensure effective comparison skills. As independant practice of the skills I had each student fill out their own paper printed venn diagram. After filling it out, they did a think, pair and share to discuss and compare their venn diagrams.

The lesson went very well. My class has experience with a wall venn diagram. I found providing the students with the characteristics of sim/diff allowed the lesson to flow smoothly with enriching conversation and understanding by all. When teaching sim/diff., graphic forms are an excellent way to represent and strengthen often difficult content material. I would modify this lesson in the future by allowing time for each reading group to independantly come up with a venn diagram and place the text onto the smartboard for classroom discussion and celebration of printing off the work for each student.

= Online Tools and Ideas = =|| || Online Tools by [|Karen Graham] - Wednesday, December 1, 2010, 06:22 PM The ArtPad looked interesting. We could use it in the classroom when visualizing a story during a read aloud. Currently I am reading Among the Dolls to the students. I usually have them create a visual of the dollhouse and one of the characters. They would enjoy the experience of creating one using this online tool. I am always looking for graphics for story mapping. Gliffy allows you to create flow charts. This will be a good resource for me. I have heard of Wordle. It is like a word cloud. I always tell the kids, "Words are fun, lets play with them." We will use it when working with vocabulary and classifying. ||=
 * || || I tried the Voki avatar. It reminded me of creating a Wii character. I would like to use a Voki for my classroom wiki. The students would enjoy creating one for themselves.

[] [] [] [] = My Reflection on meeting this standard (So What?) = =The Web Tools, Search Engines, Voki, ArtPad, Graphic Organizer sites, etc.... reflect the ways I have learned to integrate technology= =into my classroom to meet diverse learning styles of students in a classroom. At a 3rd grade level it is important= =to use resources that meet the individual curiosities, levels and educational goals of every student .= = = =Designing and developing learning experiences with Marzano's Essential 9 components will promote learning= =in the classroom environment. Using the graphic organizers for similiarities and differences will involve critical= =thinking skills and it is an excellent formative assessment on taught skills.= 

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