2015 May Workshop

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Slide 2

Prayer from back of handout.

Slide 3

One of the communication strategies we learned last month was to use Post-It Notes for storyboard brainstorming. In the Hudson and Union groups we decided to do a share out of what was working or where suggestions were needed from the previous month before our workshop. We will end with time to let others know what people need assistance with for the end of the workshop. This is your time. We will pause for at least 10 minutes to have some group conversation led by you.

Slide 4

I need to find out who provides you with SMART Notebook software so they can give you the discounted rate.

Slide 5

We looked at his model briefly in May. I am sure you have many questions and we will look more deeply at personal questions as you work in pairs in about 15 minutes.

Slide 6

https://www.youtube.com/watch?v=9aJsmWzCRaw General SAMR introduction.

Slide 7

The first bullet is mostly project set up information. The third bullet is mostly the rules to follow in the project. Where in the SAMR model do you see the second bullet and the fourth bullet?

Slide 8

This wheel is linked to in the Technology Framework Symbaloo tiles. It shows Bloom’s Taxonomy verbs in the middle, adjectives describing student work in the next ring, technology activities that match the Bloom’s level in the next ring, apps and websites that match in the next ring. The outermost rings suggests where in the SAMR model this type of work resides.

Slide 10

There is another model that we will look at more deeply next year. It is called the TPACK model. Briefly, all teachers have content knowledge of their subject area. They understand the order of operations in math, or details about the American Revolution in social studies. The teachers have pedagogical knowledge. This means they know how to manage the classroom and involve students in their learning. They can develop lessons that are appropriate for the students’ maturity and assess the learning. Where the yellow and blue circles meet, they are doing their best to help students learn the content in the best way possible. We have been looking at a lot of technological knowledge this past year. In order for teachers to be truly effective we need to meet them with technology that supports the content and pedagogical content within their context – one computer, one SMARTboard, a classroom with everyone on an iPad, a classroom with shared Chromebooks.

Slide 12

If you do not have a school technology plan, please get in touch. It is essential that your school has a plan for the direction you wish to take with technology. It is especially helpful when sudden funding appears.

Slide 13

These dates are NOT required. I thought it would be helpful to have a room available if you wanted to meet with each other and your schools were closed. I will be available all day in the second floor conference room, 2062, to work on anything you wish to practice or learn more thoroughly. I have the room reserved from 10am-3pm. We will probably use those day to work on splitting the technology curriculum map into skill bands as well. I should be able to provide a light breakfast and lunch to those working on the map. There is a sign up for to let me and others know you are going to be there. The spreadsheet is open so you can see who else is planning on dropping in.

Slide 14

Please remember to use, and share with your school, all the resources on the Technology and Learning Opportunities page. Even if you will not be the school’s technology integration specialist next year, you are welcome to use these resources.

Slide 15

I created this site specifically to help those who were not with us this past year to catch up on the learning. You can use it to review what we learned. The pre-work for October is to complete the Blogger unit by September 19 and the Copyright Friendly Media unit by October 19. You can leave it until September or take advantage of the summer months to complete the tasks.

Slide 16

Edmodocon is a free online event. When you log in to Edmodo you will see a registration link. You can attend for an hour or the whole day. Teachers who use Edmodo present the sessions.

Slide 17

Chromecamp is an EdCamp modeled day of learning for Chromebooks AND users of the Chrome web browser. Since it is modeled after EdCamp there will be no sessions when you arrive. Teachers will post what they would like to talk about. Some sessions may be conversations, others may be how to sessions. It is free. I will be there.

Slide 18

ISTE is not free but it is in Philadelphia. If you plan on attending let me know. We can have a meet up for lunch or dinner.

Slide 19

I have already scheduled the technology integration workshop dates for next year. I avoided Fridays and tried to avoid Mondays. I will alternate AM and PM sessions so hopefully everyone will find a time that works AND not have to miss the same class over and over. This year I had three dates per month. Next year I am combining Union and Essex counties into one group since there are fewer attendees than Bergen and Hudson counties.

Slide 21

Dot Day is September 15th. It ties into Peter Reynold’s book, “The Dot.” The story is about a little girl who believes she cannot draw until she stabs the paper with a dot and the teacher has her sign it and hangs it up. It is a great warm up activity for the first day of computer class. ColAR Mix (now http://quivervision.com/) has a free Dot Day picture. http://www.thedotclub.org/dotday/get-started “The [Global Read Aloud] project was created in 2010 with a simple goal in mind; one book to connect the world. Now with five years under our belt and more than 500,000 connections made in 60 different countries, we realize we are on to something larger than us so we look forward to continuing the global connections. The premise is simple; we pick a book to read aloud to our students during a set 6-week period and during that time we try to make as many global connections as possible. Each teacher decides how much time they would like to dedicate and how involved they would like to be. Some people choose to connect with just one class, while others go for as many as possible. The scope and depth of the project is up to you. In the past we have used Twitter, Skype, Edmodo, our wiki, email, regular mail, Kidblog, Tackk, and any other tools we can think of to make these connections. Teachers get a community of other educators to do a global project with, hopefully inspiring them to continue these connections through the year.” http://theglobalreadaloud.com/about-the-gra/

Slide 22

A friend shared: "When some Kindergarten teachers at [his school] asked [me] to find a web tool to help their students create simple drawings and write sentences below them, I searched but found nothing. So, I asked ABCYa's Alan Tortolani (a friend of mine) if he could come up with something. Here's the result. Kids love it! Printed output looks great. Perfect for early writers and artists!”

Slide 23

StoryBird is a free website that allows children to write stories that incorporate artwork donated by artists.

Slide 24

Lenape with Archaeology, Farming with Living History, Industry with Urbanization and Geography, Invention with Material Culture, The Underground Railroad, American Revolution, Immigrants with Oral History, The Statehouse with Civics, Barnegat Bay with Folk Art, Delaware Bay, and The Pinelands

Slide 25

This is a reading challenge that students can join and earn digital badges.

Slide 26

This is a summer math program that is available for free.

Slide 28

If the students are not required to work in pairs or groups they are really not using communication skills. We need to move on to the next level for our skills for the Technology Curriculum map. You will need to define skills that require students to work in pairs or groups to complete technology tasks. Students are working together in pairs and groups when they are discussing an issue, solving a problem, or creating a product.

Slide 29

They are working in level two when they are working in pairs or groups to give each other feedback, discuss an issue in a small group, use Skype to interview a student in another town, use shared OneNote or Google Docs to share story drafts and give each other feedback. In order to move to the next level of communication skills, they have to have shared responsibility.

Slide 30

Shared responsibility is more than simply helping each other. Students must collaboratively own the work and be mutually responsible for its outcome. If the group work involves students or adults from outside the classroom, it only qualifies as shared responsibility IF the students and outside participants are mutually responsible for the outcome of the work. If students create a project using technology and each has responsibilities for the final outcome it is shared responsibility. If they give each other feedback but one student helps and the other student “owns” the work it is NOT shared responsibility. If students work with peers from across the country to create a joint website AND the students share responsibility for the development of the website it is shared responsibility. If they simply interview a peer from another country via Skype about the local weather, the worked together but did NOT have mutual responsibility for any particular outcome it is NOT shared responsibility. How could we move the NO’s to YES’s? They are sharing responsibility fairly when all students on a team are engaged in work, and all are contributing toward the final outcome. If the task gives students shared responsibility but in practice one student is doing all or most of the work, they are not sharing the responsibility fairly. So if a team of four students designs a website about an author and each of the students contributes text and visual related to a different book of an author they ARE sharing responsibility fairly. If two student do most of the work, the group of four is not working at level three and sharing fairly. If a small group of students use one tablet to complete an activity about diffusion and osmosis and each group completes one answer sheet AND all student contributed to the work it is sharing fairly. If small groups work together, but one student completes the sheet for the entire group WITHOUT all students contributing it is NOT sharing fairly. In order to move to the next level, the students need to make substantive decisions together.

Slide 31

The students move up to level four in communication skills when they are working in pairs and group, have shared responsibility AND make substantive decisions together. They are making substantive decisions when they are shaping the content, process OR product where they have to actively resolve important issues that will guide their work. Content – students are using their knowledge of an issue to make a decision that affects the academic content of their work together such as taking a stance on a topic they will write about or deciding on a hypothesis. Process – students plan what to do, when to do it, what tools they will use, or the roles and responsibilities of people on the team. Product – students make fundamental design decisions that affect the nature and usability of their product. Students creating a video in which they decide who will direct, shoot, edit, what technology to use, and the timeline for getting the work done IS substantive decision making. Students following a teachers steps using one product with assigned roles and dates is NOT substantive decision making. Students ARE making substantive decisions when they interact with one another to jointly arrive at decisions. Students can be observed to be sharing ideas, listening to each other, negotiating and debating if they don’t agree initially. They are not making substantive decisions together if one student gives up and makes the decision, or they come to teacher to make the decision for the group. To move to the fifth level the work must be interdependent.

Slide 32

If a work product is interdependent, ALL of the following must be true: The product shows evidence from all group members. Each contribution is essential to the final product. The work is integrated as a coherent whole.

Slide 33

Debrief on Sphero K-2 and is there anything you’d like to find someone to talk with about something specific at the end of the session?

Slide 34

Slack is a new team communication platform I learn about. I want to test it and need help. Please send me an email if you would like to join me in testing the app.

Slide 35

Enjoy your summer!

Slide 1

SAMR, Technology Curriculum Mapping, The Road Ahead Do Now Survey (if you did not complete it earlier this month) www.tinyurl.com/AprReflect Creative Commons Attribution-NonCommercial 2015

Slide 3

Networking

Slide 4

SMART Notebook Upgrade Pricing $25 per classroom (54% discount)

Slide 5

SAMR Image the creation of Dr. Ruben Puentedura, Ph.D. http://www.hippasus.com/rrpweblog/

Slide 6

Video https://www.youtube.com/watch?v=9aJsmWzCRaw

Slide 7

Sample Before Group Work 5th graders created a company. The class had 15 students. They were split into 5 groups. They came up with a name for their company. The company they created was going to hold their annual picnic. They researched using Google, Bing, or Yahoo. They were only allowed to use .gov ,.edu , or .org sites. The park had to be free with amenities or it could charge a fee of $50.00 or less. Parking, transportation, food, had to be covered with the fee. If the park was free they had to figure out food expenses. Once they completed all the research and created their budget they created a PowerPoint presentation. Each group had to present their PowerPoint presentation to the class.

Slide 8

Sample Before Group Work

Slide 9

Buddy Up (pairs)

Slide 10

Maria Andrade Johnson: NCEA 2015 “Power Up! Integrated Tech Grows Dendrites” session. Used with permission.

Slide 11

The Road Ahead

Slide 13

Drop In Days and More www.tinyurl.com/2015rcansummer Thursday, July 9 Wednesday, July 29 Thursday, August 6 Monday, August 10 Wednesday, August 19 2nd Floor Conference Room: Meet/talk/work

Slide 14

Tech Learning Page http://k12rcantech.wikispaces.com Tech Integrator Next Year? 33 Yes 02 No 06 DK

Slide 15

2015-2016 RCAN Learns www.tinyurl.com/rcanlearns By 9/19/2015 By 10/19/2015

Slide 16

Edmodocon (free) www.edmodocon.com/ August 4th Online

Slide 17

Chromecamp (free) www.chromecamp.net/?p=53 August 5th South Jersey

Slide 18

ISTE (fee) www.isteconference.org/2015/

Slide 19

2015-2016 Workshops Oct. 26, 27, 28 AM (M,T,W) Dec. 1, 3, 14 PM (T, Th, M) Jan. 26, 27, 28 AM (T, W, Th) Feb. 22, 23, 25 PM (M, T, Th) Apr. 19, 20, 21 AM (T, W, Th) May 17, 18, 19 PM (T, W, Th)

Slide 20

Technology Ideas

Slide 21

Sept./Oct. 2015 September 15, 2015 - http://www.thedotclub.org/dotday/get-started September 22-25, 2015 October 5-November 13, 2015 http://theglobalreadaloud.com/about-the-gra/

Slide 22

Story Maker ABCya http://www.abcya.com/story_maker.htm

Slide 23

StoryBird http://storybird.com/books/the-cute-monster-family-2/?token=gfcp72t28p

Slide 24

NJ History Kids http://www.state.nj.us/state/historykids/NJHistoryKids.htm K-4

Slide 25

Newsela Summer https://newsela.com/summer/

Slide 26

Tenmarks Summer Math summer.tenmarks.com

Slide 27

Curriculum Mapping Communications Skills

Slide 28

Communication Skills – Level 1 Are students required to work in pairs or groups? NO 1 YES

Slide 29

Communication Skills – Level 2 Students have shared responsibility? NO 2 YES Students are required to work in pairs or groups

Slide 30

Communication Skills – Level 3 Students make substantive decisions together? NO 3 YES Students are required to work in pairs or groups AND have shared responsibility

Slide 31

Communication Skills – Level 4 Work product is interdependent? NO 4 YES 5 Students are required to work in pairs or groups AND have shared responsibility AND make substantive decisions together

Slide 32

Communication Skills – Level 5 5 Students are required to work in pairs or groups AND have shared responsibility AND make substantive decisions together AND the product is interdependent. Work product is interdependent?

Slide 33

Networking

Slide 35

https://www.flickr.com/photos/alwarrete/4787501144/ Creative Commons Attribution-NonCommercial-NoDerivs Alvaro Campo 2010

Summary: This workshop focuses on the SAMR model and Collaboration skill levels. There are a few useful websites for teachers and students, too.

Tags: 1415 rcan rcantech

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