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8:00-8:30 Lab Set-Up, Sign-in, Nameplates
10:00-10:15 Break
10:15-11:30 Where’s That Perfect Lesson?
11:30-12:30 Lunch
12:30-1:00 Web Centric, Project-based Lessons
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:
| 8:45-9:00
If you want a printable copy of this training, click on the following link to download it in MS Word. Note:
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.
This is a great summary source for
format possibilities you might use to create your portfolio
An example of a portfolio homepage
Suggestions for an Electronic Portfolio
Electronic Portfolio Bookmarks (Many
of these sites showcase student work)
This site offers portfolio research
articles by Helen Barrett of the University of Alaska Anchorage (The developmental
process)
Additional Links to aid with portfolio
creation
The very Least The very Best
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 T versus T: Similarities and Differences
T versus T: Similarities and Differences
The lesson we used to do, but better. The lesson we never could do before.
Knowing What is Possible Capturing what is Powerful
10:00-10:15
10:15-11:30
Activity
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.
NOTE: Some of these sites
may require a plug-in in order to use them. Often the needed plug-in can
be found and downloaded from the page.
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 Standard V. All teachers know how
to plan, organize, deliver, and evaluate instruction for all students that
incorporates the effective use of current technology for teaching and integrating
the Technology Applications Texas Essential Knowledge and Skills (TEKS)
into the curriculum.
Activity
11:30-12:30
12:30-1:00
Rationale: There is no substitution
for the time investment to learn a new tool. However, when the tool will
inevitably save time and enhance learning, it becomes a wise investment.
Seeing Examples
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.
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.
1:00-3:00
The Hunt
Rationale: Scavenger or treasure
hunts provide an easy-to-plan activity for students, giving the teacher
the opportunity to investigate ways to use the Internet with curriculum
objectives. The Hunt we are doing is meant to model such an activity and
provide information about collaborative elements that support planning
when using technology.
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.
3:00-3:30 Standard V. All teachers know
how to plan, organize, deliver, and evaluate instruction for all students
that incorporates the effective use of current technology for teaching
and integrating the Technology Applications Texas Essential Knowledge and
Skills (TEKS) into the curriculum.
Planning for Changes
The Portfolio
The Assignment
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The Portfolio:
A Picture of You
As part of the E-Teach TIE grant you are asked to produce a portfolio about yourself by the end of the school year. In this activity you begin to assemble your ideas for your portfolio. The portfolio can be a snapshot of your teaching career to include the highpoints of your accomplishments or it can be an extensive outline that depicts who you are as a teacher: teaching philosophy, your “style” of teaching, education background, exhibits of students’ work, how you use technology to enhance learning, etc. During the five days of Integration Training, new material will be presented, and you will have time to ask questions and discuss successes and concerns. The portfolio will be digitally produced (files saved on a computer) and “burned” onto a CD. As new ideas and works develop, newer versions will be made. The grant has provided each school with a Portfolio Kit that includes the necessary hardware:
Activity: Creating Your Portfolio Now that you’ve seen formatting options, an Internet (web pages) example,
a “things you might include” list, and an outline of the developmental
process, create a word processing file where you sketch out areas you would
like to include in your portfolio. Think about your focus. Will it center
on your personal accomplishments or will it celebrate classroom successes,
highlighting student work? Use the links below if you feel you need additional
resources. Save your outline of ideas in the folder you created on the
desktop.
How Planning Lessons Has Changed The following series of activities allows you the opportunity to think about some new approaches to planning a lesson today. An emphasis will be placed on similarities and differences, and hopefully, stimulate discussion of ways you have found to plan lessons successfully in your classroom. In the following lessons you will see activities, materials and resources. Many of the lessons include additional information. Look through the traditional lessons and then click on the Internet resources that follow. Find areas on the Web that will enhance the traditional lesson. Traditional Lessons: Grades K-2
As you look at the above examples you will ask several questions about their effectiveness. Inevitably, these same questions you must ask of the lesson you will complete.
Traditional lesson planning that is taught in teacher preparation courses in colleges and universities has similarities to those necessary for planning lessons using technology; however, today, educators need to be aware of differences when planning lessons that have activities using technology. Teachers are experts at planning and teaching lessons and units that support student learning and the Texas Essential Knowledge and Skills. When you set out to plan a lesson, chances are, you will approach the planning process very differently than the person sitting next to you. You were taught early on about the traditional elements needed to produce a lesson. Today’s challenge is about using the latest technology to produce the very best lessons and asking yourself, “Will the technology enable my students to do something they couldn’t do before?” or “Will the technology enable my students to do something they did before, better?” (Virtual Architecture: Designing and Directing Curriculum-Based Telecomputing, Judi Harris, ISTE, 1998). The emphasis in Day One: Where to Begin! is on sending you back to the classroom with a lesson plan you can begin to use immediately. It will be a lesson plan you can develop over the five days of integration training you will receive—a lesson that blends your current planning process/es with today’s technology and a global environment. To begin this process, you will now
take a tour of a few of the newest Internet sites teachers are considering
as they plan their lessons. The lesson you choose to develop may be one
you’ve done in the past that you now want to enhance with today’s technology
tools.
Break
The Tour: What is Out There Visit at least three of the URLs below and answer the questions that follow each address. Ask your trainer which sites are most appropriate for your grade level. After you finish answering the questions, minimize (window shade) your browser and click on the next question. 1. [http://www.explorescience.com]
Explore Science
Browse through the many lessons available
at the Apple Learning Interchange. Look over the elements that go into
creating the Unit of Practice (UOP). Find a lesson you would like to do
or one that has similar objectives to one you teach. During lunch decide
on a subject, lesson or unit you want to begin to plan this afternoon,
or visit with a colleague about a unit with which you could collaborate
or share. Add a Bookmark/Favorite for the lessons you might want to
review later.
Lunch
Web Centric, Project-Based Lessons Activity If after careful thought you have not found a lesson for this afternoon, spend 30 minutes browsing the following education portals that house some of the best lessons for teachers on the Internet. It is important to find a lesson for this afternoons lesson building activity. Again, you may consider collaborating with a colleague. This activity is meant to show you some of the many web sites available for teachers planning lessons. It is by no means an exhaustive list. Watch and make note of sites you feel are powerful sources for which you might want to return. Stop the activity any time to ask questions about content, organizations, or web addresses. If you know of a lesson you want to develop already, look for similar lessons that may have powerful ideas to add to your planning. Click on the links below and begin/continue your search for grade-level topics you would like to develop in todays, and subsequent, training. General Education Lesson Plan Links
Art
Are there lessons you have seen that would be impossible without certain technology applications? Many teachers are smart when they begin integration a little at a time, infusing parts of a lesson that is within their capabilities. Do you know colleagues who are pushing the limits to find better ways to teach in this ever-changing techno centric world? Lets go! If you choose to model one of the existing lesson plans you find on the Internet, this is an accepted exercise. Teachers are accustomed to sharing their work. You should, however, give teachers credit for the materials, images, and concepts they have created. Do you think you can use the lesson you have found without making any changes? Teachers are learning to plan, using these model exercises much like a tool. Many borrowed online lessons come with built-in planning strategies never before needed when producing a traditional lesson. And you will realize that to teach this lesson you have found, there are many other aspects you must plan for that are unique to you, your students, and your classroom. Judi Harris makes the point, Most teachers do not really believe that learning to apply a new tool educationally is just a matter of plug and play. Most teachers know to tweak an idea to fit the unique nature of the context (learning styles and preferences, teaching styles and preferences, past experience, resource availability, and other factors) in which they work.
Ways in which students and others interact is one of the elements of planning a technology-based lesson or activity that involves changes in planning strategies. These interactions may involve several different people working together, some of which have not had the opportunity before the Internet. Bard Williams further explains these collaborations in his book, The Internet for Teachers. He illustrates how the Internet and email has contributed to interactions beyond the community, anywhere in the world.
Activity This exercise models a planning element unique to the technology and is, in and of itself, a collaborative exercise. You will be divided into several groups and assigned a task number. When you click on the link below, you will follow the instructions at the top of the page. When you finish (about 10 minutes), you will discuss your findings to complete the class discussion. You must work quickly and accurately so your piece of the puzzle fits into the class discussion in an accurate and timely manner. Click on the Treasure Hunt link below and follow the instructions to learn more about how classroom environments are changing, and how technology supports the changes. Your trainer will divide you into five groups for this activity. Think about your answers, the content, but also be aware of the activity’s format. A Hunting We will Go: The Power of Telecollaboration The Hunt is a technology tool—an activity using the Web as an information resource—you can use with students to integrate objectives from your curriculum. Although not the most powerful of interactive tools, it is a great place to begin using the Web with students if you have not had them do much more than browsing for information, doing pre-designed on line activities, or researching specific criteria. Planning Your Lesson In much the same way you have seen And a Hunting We will Go used, you will now begin to design a similar activity for the lesson you have decided to develop. You will begin to create this treasure/scavenger hunt in MS Word (or any word processor) using the linking feature when you find the information resources needed for students to answer the questions you are asking. Your trainer will discuss a variety of formats, depending on the assignment, grade level, subject, etc. Creating a scavenger hunt will immerse you into the subject material you’re interested in teaching, and if you think about student objectives, you will finish with an interactive student activity you can use immediately in the classroom. If you’re new to designing student-directed exercises that combine the Internet with student learning, this is a good place to start. If you are still unsure of how to begin the scavenger hunt activity, look over the following examples. You may want to collaborate with a colleague. Save your work in your desktop folder. Grades K-3
Grades 4-8
An Online Registry
You have seen several examples of scavenger/treasure hunts on the Web. This activity is a good way to begin planning a lesson or unit you intend to develop in greater depth, and a fun yet instructional exercise for children. To see additional hunt activities, search the following search engines/web guides using the terms scavenger and treasure hunt/s. How to Create Internet Scavenger HuntsReflections and Expectations Day One: Where to Begin! has focused primarily on improving instructional planning: planning lessons and units using strategies that have always worked successfully for you, while at the same time realizing that there are elements of planning that must be different when technology is used. Hopefully, you will return to the classroom and planning sessions with new ideas. The five-day series of Integration training may offer you the time to experiment, returning to the next training with questions and contributions. Also, the E-Teach message board is a good place to voice comments and concerns when you are restricted by hardware, software, or networking limitations. Often, working together, you can find solutions to these concerns. Successful integration of technology into your curricula impacts all areas of instruction. In subsequent E-Teach training you will focus on the following areas to improve the process of using technology.
Ultimately, at the end of the five
days of integration training (or before), you should have a lesson or unit
that you would feel comfortable teaching. At this point, however, it is
imperative (and a prerequisite for Day Two) that you return to the next
training with a written lesson outline.
eteach@esc13.txed.net  |