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

Marzano's Nine Strategies Template-Module 6, NETS 2a,c Marzano Cooperative Learning Lesson Plan-Module 6, NETS 2 a,b,c,d Idea and Tool Exploration-Module 7,NETS 2 a,c Librarian Interview-Module 4, NETS 2b,d Effective Searches: Boolean-Module 4, NETS 2a,b,c Critical Thinking Skills Graphic Organizer-Module 3, NETS 2a,c Voice Thread Activity-Module 2, NETS 2a Innovative Project-Module 7, NETS 2a,c Authentic Assessment-Module 7, NETS 2d
 * Table of Contents:**

===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.//

Module 6: Summarize and Consider How to Use Marzano’s Nine Strategies

Summarizing || In summarizing an article, remove irrelevant information, make substitutions, and keep some information. || Word processor with tracking turned on. || Use with primary source documents to match themes across documents. ||  ||   ||   ||
 * ** 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 ** ||
 * Example:
 * Similairities & Differences || Teacher led Discussions on Comparisons || Kidspiration: Interactive Venn Diagram for Students to Collaborate || Small student groups plot out the comparison of two characters. ||  ||   ||   ||
 * Summarizing and Note Taking || Students decide what information to keep, delete, or substitute. || Word processor with Tracking turned on. || Use with primary source documents to match themes across documents. ||  ||   ||   ||
 * Rienforcing Effort and Providing Recognition. || Discuss Assignment, Offer Suggestions, Praise Techniques, and Chart Effort and Achievement. || Class Web Pages to Share Student Work || Use with Language Arts Writing Work with Correct Punctuation, Correct Grammar, and Correct Spellings with Complete Sentences ||  ||   ||   ||
 * Homework and Practice || Research Indicates Students need to Practice a Skill 24 Times to reach 80% Competency || Seek out websites for Spelling Practice || Student would play Interactive Spelling Games on the Smartboard. ||  ||   ||   ||
 * Nonlinguistic Representations || Use of Nonlinguistic Representation has Proven to not only Stimulate but also increase brain activity. || Model and Allow for Student Exploration of Software Applications || Students would use Kidspiration to make Graphic Organizers with Pictorial Representation ||  ||   ||   ||
 * Cooperative Learning || Organizing Students in Small Cooperative Groups yields a Positive Effect on Overall Learning || Google Document Template, Voice Thread, & Smart Board || Students are Given an Assigned Role within their Group to Complete the Assigned Task || Cooperative Learning || Google Doc Template modeled on Smart Board & Voice Thread || Each Group will post how their Assigned Selections relate to Unit I Theme on a Class Voice Thread. ||
 * Setting Objectives and Providing Feedback || Both need to tell Students How They did in Relation to Specific Levels of Knowledge and What Expectations || Seek out Websites for Creating Rubrics || Objectives would be set using “KWL” Charting and Feedback would be evaluated on specific areas using a rubric. ||  ||   ||   ||
 * Generating and Testing Hypothesis || This Strategy is Effective because it Requires Students to Apply Their Knowledge and thus Deepen Their Understanding || Google Word Document “KWL” Chart || Students make Predictions about end of Story: Climax and Resolution ||  ||   ||   ||
 * Cues, Questions, and Advance Organizers || Helps Students Review what they Know and Focus on New Information || Use Kid Pix Chart-Draw What You Know || Teacher Provide an Advance Organizer before Reading a Selection ||  ||   ||   ||

Marzano Cooperative Learning Lesson English 7 Class is divided into small groups of 2 or 3. Each group is given a number of selections from Literature Unit I. The students assignment is to cooperatively decide how each selection relates to the Unit’s Theme, “What Matters”. (The selections in this unit deal largely with people and their problems.) Students are to give specific details from the selections to back their statements. After teacher models a Boolean search and Kathy Schrock’s 5 W’s Website Evaluation on the Smart Board, students will be given key phrases, (author, title, Literature Series), to do a search and evaluation of their assigned selections. This will provide them with further information to help them relate their selections to the Unit Theme. Students will use Google Docs template to organize their responses and then post to a class voice thread. This lesson went smoothly and the students worked well together, but the cooperative learning was only taking place within the small groups. In the future, I would modify this lesson by using a classroom Wiki discussion forum, Write Board, or Yackpack. This would enable the different groups to interact with each other extending this assignment to full classroom participation.

Module 7 Idea and Tool Exploration Using ( [|__http://web2thatworks.com/index.php?title=Web_2.0_Tools__]) and (__http://www.go2web20.net/__), I discovered many tools new to me. Just joining the world of technology through this course, I am constantly amazed at the number of choices there are for technology users. I looked a lot at tools used for collaboration because I do many group activities in my classes. One site I want to use in the future is Yackpack. To me, it’s like a combination Wiki and Voicethread. Like Voicethread, users are represented by a photo or a symbol and can post messages in written or verbal form. It’s like a Wiki because it’s interactive between students as well as teacher and students. It can also be used in local as well as global collaboration.

As a group, we interviewed our librarian here at Austin. Despite being new to our district, she has done her homework and is quite knowledgible about what resources are available to us and how to access them. Our resources include: Power Library, ACCESS PA, Discovery Education, Encarta, Tandberg Video Conferencing, Follett Destiny, and Google Advanced Search,(usage rights, free to use). Our librarian teaches reliabity, accuracy, and appropriateness to 4th grade and up. She especially emphasizes this in a complete unit with 8th grade. This unit includes: author credentials, plagarism, copyright, etc. She uses RADCAB to evaluate a fake website, "How to Grow Velcro". RADCAB: Relevant, Appropriate, Detail, Current, Authority, Bias.

Effective Searches-Boolean

Resources I need to find for Integration Plan Nicholas Fisk “Cutie Pie” Boolean that I might use “Literature-Cutie Pie” “Nicholas Fisk” Literature AND Cutie Pie Nicholas Fisk AND Cutie Pie Search Engines Google Bing Yahoo

Standard 2

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


 * **Critical Thinking Skill to be Developed** || **Description of What I Do Now** || **New Ideas for Change** || **Technology Tools I Could Use and How** ||
 * Creating || Students read story in text and are assigned the given discussion questions. || Students read story in text and respond to discussion questions on classroom blog. || I will create a classroom blog where I will post the story questions.. ||
 * Analyze || Students complete discussion questions on paper. || Students reply to each other's responses to questions. || Students will use laptops to gain access to classroom blog.
 * Analyze || Students complete discussion questions on paper. || Students reply to each other's responses to questions. || Students will use laptops to gain access to classroom blog.

. ||
 * Evaluate || We go over discussion questions orally in class. || I will extend the student's thinking with teacher replys and deeper thought provoking questions. || Students will continue to examine each others responses, the teacher remarks, and answer further questions posted on the blog. ||
 * Evaluate || We go over discussion questions orally in class. || I will extend the student's thinking with teacher replys and deeper thought provoking questions. || Students will continue to examine each others responses, the teacher remarks, and answer further questions posted on the blog. ||

Dorman Data Digest A site where students can share writings or their thoughts on what they are reading on a class blog. I especially liked that the teacher could poll students on what they though about a specific topic.

Book Leads Great Place for students to write book reviews and share with each other. My seventh graders do a book report for me each year for their 1st semester exam. I would like to include an on-line book review this year.

The activity I'm creating is for my integration plan. My seventh graders read a story called “Cutie Pie” by Nicholas Fisk. In the story an Alien is caught on a far away planet, brought to earth, and kept in a lab to be studied by scientists. He eventually escapes and returns to his home planet. I had my students write news articles about the alien, “Cutie Pie”, and his escape. My activity is for the students to record their stories on a voice thread. I want them to be able to share it with family and friends, I'm not sure at this time whether to make it public, keep it private and invite my students, or create a link. I will need some advice on what will make access to it easiest for everyone.

Module 7: Innovative Project English 7 In groups of 2 or 3, students will compare and contrast 2 characters from stories we’ve read. They will collaborate filling in a Venn Diagram, on the Smart Board and present to the class. http://www.teachengineering.com/collection/cub_/activities/cub_environ/cub_environ_lesson02_activity3_diagramtemplate.pdf Assignment: In very different ways, both Mrs. Gage, (“The Widow and the Parrot”), and Billy Buck, (“The Gift”), may be characterized by their understanding of and affection for animals. Apply the following questions as you compare these characters. 1.What details from the stories reveal Mrs. Gage’s and Billy’s knowledge of and feeling for animals? 2. How does their affection for animals influence their actions? 3. How is the pattern of events in each story affected by these actions? 4. How is the resolution of the conflict in each story affected by the character’s understanding of and feelings for animals? Assessment: Complete/Incomplete

Module 7: Authentic Assessmenthttp://http://www.rubistar.4teachers.org/index.php?screen=PrintRubric&rubric_id=1985642&no_return=1&-//

===My Reflection on meeting this standard (So What?)=== After taking this course, I feel that I have a great resource of the technology tools out there that can be incorporated into my lessons, (as part of the focal point of a lesson, as a resource to look to in a lesson, and as a means to help assess my students or allow them to assess themselves).

===My Future Learning Goals related to this standard (Now What?)=== I want to try to customize technology enriched learning activities that will address my student's diverse learning styles, abilities, and interests.