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8:00-8:30 Hello, Sign-in, Nameplates
10:15-11:30 Evaluating Instruction
12:30-1:15 Citing Sources and Validity
Description
The E-Teach Integration Workshops are five days of training designed
for a hands-on, interactive environment that
will offer teachers specific strategies for planning, organizing, delivering,
evaluating, and managing their curricula using
current technology applications.
Objectives:
After completing the E-Teach Integration Workshops, you will be able
to:
| 8:30-9:00
Welcome and Overview of the Day What’s New at the E-Teach Web Site
Activity: Posting Your Project/Lesson/Unit to E-Teach Note: If you want a printable copy
9:00-10:00
Standard II. All teachers identify task requirements, apply search strategies,
and use current technology to efficiently acquire, analyze, and evaluate
a variety of electronic information.
Discussion/Activity—Multi-Software Formats
Table of Contents—Linking Files in Your Portfolio
Examples from Your School
10:00-10:15
10:15-11:30
Standard III. All teachers use task-appropriate tools to synthesize
knowledge, create and modify solutions, and evaluate results in a way that
supports the work of individuals and groups in problem-solving situations.
Activity
Standard I. All teachers use technology-related terms, concepts, data
input strategies, and ethical practices to make informed decisions about
current technologies and their applications.
Video—“Kids Constructing Knowledge with Technology”
Discussion/Exercise: Creating Rubrics
Standard V. All teachers know how to plan, organize, deliver, and evaluate
instruction for all students that incorporates the effective use of
11:30-12:30
12:30-1:15
Citing References
Activity— Creating a Student Citation Example Sheet
Teaching Validity
Standard III. All teachers use task-appropriate tools to synthesize
knowledge, create and modify solutions, and evaluate results in a way that
supports the work of individuals and groups in problem-solving situations.
1:15-2:15 and 2:15-3:00
Authentic Assessment/Authentic Learning
Technology and Content TEKS
Activity— Building Your Lesson Rubric
Student Portfolios
Grade-Level Examples
Standard II. All teachers identify task requirements, apply search strategies,
and use current technology to efficiently acquire, analyze, and evaluate
a variety of electronic information.
Assessment Resources
3:15-3:30
In review…
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New at the E-Teach Site
As you have become accustomed, log in to the E-Teach site and say “hello” to someone in the room. Ask how their lesson or unit is progressing and about new ideas they’ve tried out in their classroom since the last training. When you are finished, browse through the site for new additions: changes
in the calendar, new web resources, updates on postings of lessons from
other E-Teach participants, etc. Go to your posting and make any necessary
changes.
Introduction Today’s training, Evaluating Instruction! develops an often difficult,
yet vital element of the instructional process. You will have the opportunity
to evaluate the lesson you’re planning and review ways technology can aid
in the assessment of student assignments and projects, build rubrics that
measure authentic learning, create a student reference sheet for citing
Internet sources correctly, and have additional time for development.
The Portfolio: A Picture of “You” In the last training, you began to see how different software could work together to make all the pieces of your portfolio fit together. Today you will build elements, such as a table of contents or a welcoming home page, to tie or transition the parts together. You will also want to consider whether the files you have created can be accessed from a variety of operating systems and software packages. These are considerations that were discussed during Day One and many of the helpful resources for making such decisions can be found there. Here’s a review of the steps we’ve taken to develop the portfolio throughout
the Integration series:
Together with the trainer, practice making links within several software programs. Begin with a "Table of Contents" page created in a word processing program. Note: You may want to provide links on each separate file to
link back to the table of contents.
Break
Evaluating Instruction Although a bit simplistic, there are three types of instructional processes occurring in classrooms today: teacher-directed, knowledge-based, and student-centered (Or a combination thereof). For the most part in the first instructional model, the teacher supervises the quantity and quality of work and the emphasis is task oriented: student’s doing work with learning assumed as a by-product. In the knowledge-based model,1 the focus shifts toward understanding and the teacher’s role includes setting cognitive goals, asking open-ended, stimulating questions, and prompting for prior knowledge. Although this instructional model is a great improvement over the previous model, the teacher still maintains a high level of control over the learning process. In the student-centered instructional model, many of the teacher roles of the knowledge-based model are turned over to the student, so as not to limit their construction of knowledge to an area preconceived by the teacher. Technology and the tools that support technology acquisition seem to lend themselves to this type of learning, where students use software to extend and express their work and have seemingly limitless information resources. Teaching students to thoughtfully consider prior knowledge, formulate their own goals, ask their own questions, and assess the quality of their work is allowing them to shape their own learning and be less dependent on the teacher. Planning a lesson that allows students to engage in this type of learning is more challenging, but the lesson itself is no more difficult for the kindergarten student than an eighth grader. If the learning is authentic then it must be tied to authentic types of assessment. Perhaps assessing this type of student-centered lesson or activity as you watch it develop would ease the challenge of then planning such a project from its initial stages. Providing assessment for this type on instruction—students taking control of their learning—is a worthy discussion when considering types of assessment. 1Scardamalia, M., and Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1 (1), 37-68. Discussion The constructivist learning theory by the very nature of its positions supports the use of technology integration and therefore has been prominent in discussions of instructional improvement. Look through the elements of constructivism by clicking on the link to the left and discuss why you think this learning theory supports technology integration. Ask yourself if the lesson or unit you are developing falls into any of the six element categories. If not, how could the lesson be changed to produce a more student-centered outcome? The trainer will show you parts of the following video. Watch for the
elements of constructivism.
Thinking about the constructivist elements you’ve seen occur in the video, you will now begin to develop a general rubric for evaluating knowledge-based and student-centered instruction. This exercise and discussion will model the creation of a classroom instructional rubric to satisfy the SBEC Technology Applications Standard that states teachers must evaluate the instruction they produce for students. Following trainer-led discussion and using rubric handouts created by the Southwest Educational Development Laboratory’s Technology Assistance Program, you will design a rubric that will assess the important elements of a constructivist classroom supported by technology. Adapted from Active Learning with Technology, Module 9: “Analyzing Our Practice,” you will list key elements you think are found in a technology-supported classroom. From these elements, you will break into groups and develop a continuum of individual varieties or levels of accomplishment. For example, if one of the elements listed by the group for a lesson in the classroom was “Use of Technology,” and the teacher has two connected computers in the classroom, then the continuum would range from least to best of possible uses—criteria and levels of accomplishment. SEDL's Active Learning with Technology
Links to additional handouts: Rubric
1
When everyone has completed their section of this instructional rubric
the trainer will list the elements with the criteria and levels of accomplishment.
Grade level teams can customize a rubric to use as a guide for developing
lessons in a technology-supported classroom.
Lunch
Citing Sources and Validity During this activity you will find information for correctly citing resources on the Internet. After reviewing the web sites listed, and finding a site you feel is a good resource, click on the template below and begin to create a citation example sheet you can post in your lab or classroom, handout to students, or post on your web site. Be sure to compare information you have found to see agreement between authors in the way they have written their examples. Do they cite their sources for the information they are posting? Cybercitations in Hawaii’s Schools
Electronic Reference Formats-APA
Classroom Connect’s Citing Online Sources
Other Citation Sources: http://www.hcc.hawaii.edu/education/hcc/library/mlahcc.html http://www.ipl.org/ref/QUE/FARQ/netciteFARQ.html Validity of the Internet is important as students increasingly use this information resource to complete assignments and projects. Just as you would teach students about the reliability of any media source: the newspaper, television news, textbooks, etc., you must also extend this lesson to the Web. Go to the Internet Detective, register and sign in, and …… Thinking Critically about World Wide Web Resources
Thinking Critically about Discipline-Based World Wide Web Resources
An Internet Source Validation Project
Assessing Student Assignments/Projects Authentic assessment is tied to authentic learning. Many of you have heard students ask the question, “How will we ever use this in our own lives?” Technology tools accessible today allow for authentic learning and authentic assessment through spontaneous information acquisition, worldwide communication capabilities, and creating and sharing new knowledge efficiently. What Is Authentic Assessment?
This morning you built a rubric to assess elements necessary in the classroom environment when conducting a lesson or unit project. This was done to fulfill the SBEC technology standard number five that requires all teachers to evaluate the effectiveness of the lessons they teach. You can use similar strategies to develop a rubric around the lesson you’re creating for this project. In Day Two you went to the TEA site and copied and pasted the content and technology TEKS into a web page. As your lesson ideas change you may decide on additions or deletions to that list. Whether of not you have changes, it is now time to create the instrument you will use to assess students on this lesson or project. There are many different formats from which to create the assessment and it can range from simple to sophisticated, as long as it covers the objectives you intend students to learn. Using the resources throughout this page, begin to build this tool for evaluating student progress—perhaps the last stage of this integration process. Look over examples of various grade level assessments that include student portfolios. If you have organized your lesson assessment using a web quest format, you may want to look at several of the other web quest assessment tools to find one appropriate for your grade. Project-based Learning Checklists
Allowing students to create their own lesson or project assessment tools brings them full circle in their acquisition of knowledge forcing accountability to/for the work they’ve done. The student portfolio goes a step further, requiring them to make connections and transitions within the assignment or project and, ideally, connections and transitions to the real world. Empowering Students to Draft Rubrics for Authentic Assessment
Student Self Assessment When students are given the opportunity to evaluate their own work there is a sense of empowerment and trust created within the classroom environment. As part of this process, it becomes the students’ responsibility to reflect on their work and select the best examples from their past assignments. They must provide a rationale for this selection, clarifying why it is their best work and commenting on the process they went through to complete those works. In addition, they must explain why the work they’ve chosen is exceptional and different from other pieces, explaining parts of the learning process they feel made the difference. Middle School Student Portfolios The Staff Room—Assessment and Evaluation
The Staff Room—Rubrics
Rubric Assessment Resource Page
Rubric for Evaluating Web Quests
Self-Assessment In Portfolios
Student Assessment
What Gets Assessed Is What Gets Taught
Skills and Competencies Needed to Succeed in Today's Workplace
Rubric Generator
Web Page Rubrics
Rubric Construction Kit
Reflections and Expectations Successful integration of technology into your curriculum impacts all areas of instruction. In Day Five of the E-Teach training you will focus on Managing Instruction and sharing the lesson/unit you’ve developed from within your Portfolio. Being able to manage the classroom or lab is a key element in the overall
success of the lesson or unit. Whether you pursue the lesson in your classroom
with one connected computer or in a lab with 25 computers, management of
yourself, students, hardware, software, timelines, etc. will be key to
the success of the learning experience.
Inclusion of websites in Education Service Center, Region XIII training or materials does not indicate an endorsement of any website, product or individual. Education Service Center, Region XIII merely includes these websites as resources. Education Service Center, Region XIII does not maintain these website and has no control over content available at these sites.
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