15 Ways to Engage Students with 1:1 Computing

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15 Ways to Engage Students with 11 Computing

• Laptop Institute, Mitchell, SD
• June 10 13, 2007
• Lynette Molstad Gorder
• Dakota State University
• Madison, SD

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Active Learning

• Engaging students with learning strategies
  using 11 computing draws students into active
  involvement and keeps them involved. Active
  learning take time and practice. Teaching
  strategies using 11 computing adds excitement to
  the classroom.

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Electronic Portfolios

• Electronic portfolios can be created for each
  class or each topic as needed. Documents needed
  for the class or topic can be stored within the
  portfolio. Save files directly to a folder to
  create a portfolio of online work.
• http//www.elearnspace.org/doing/portfolio.htm
• http//kids-learn.org/

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E-mail

• Collect student e-mail addresses at the beginning
  of the school year. Use e-mail to have student
  share information in class to put together short
  reports.
• Divide students into groups of two or three.
  Have them open e-mail and write answers to
  quizzes. Students will email the quiz to the
  teacher along with others members in the group.
  The quiz is then corrected in classes and can be
  e-mailed again with the correct score and answers.

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Games

• In recent years, electronic games, home
  computers, and the Internet have assumed an
  important place in the lives of students. New
  media are causing major changes in the nature of
  learning. There is a vast gap between the way
  people learn and the way in which new generations
  approach information and knowledge. The
  interaction of the learner with the technology
  offers many advantages flexibility,
  distribution, and adaptability. Another domain
  with tremendous potential for reaching,
  motivating, and fully involving learners is the
  world of games. Games constitute the most
  interactive multimedia resource in our culture
  today (Begona Gros, 2003)

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Games

• Jeopardy
• Puzzles
• http//zone.msn.com/en/root/default.htm
• http//www.funbrain.com/
• http//www.lethsd.ab.ca/mmh/games/top100.htm
• http//www.associatedcontent.com/article/91404/fre
  e_educational_online_games_for_kids.html
  
• http//www.makeworksheets.com/samples/
• http//www.puzzlemaker.com

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Graphic Organizers

• Graphic organizers are appropriate as visual
  teaching tools, in digital format, as visual
  worksheets, student study guides and as
  interactive teaching tools.
• http//www.eduplace.com/graphicorganizer/
• http//www.eduplace.com/kids/hme/k_5/graphorg/
• http//www.teachervision.fen.com/graphic-organizer
  s/printable/6293.html
  
• http//www.edhelper.com/teachers/graphic_organizer
  s.htm?gclidCN6LhbSa_YsCFQlQWAodnn42bQ
  

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Group Investigation

• Students are divided into groups and given a
  topic list to review for a determined amount of
  time. Each group can ask questions of the
  teacher or another group. Each person has a role
  and uses technology to investigate, research, and
  present the topic to the class.
• Students are divided into groups and given a
  problem to investigate. The students complete a
  form provided by the teacher to analyze and solve
  the problem. Solutions can be presented to the
  class using technology.

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Internet Sites and Portals

• Links to lesson plans
• Educational games,
• Online videos
• Interactive sites for students
• Help sites for students
• General resource sites for students and teachers
• Online rubrics
• Interactive puzzles and tests
• E-books, web quests and online libraries

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JigSaw

• Single Jigsaw Form groups of three or four.
• Assign each person part of the material to
  learn. Allow preparation time using technology.
  
• Students come back together in their groups
  and teach each other.
  
• Double Jigsaw Same as above except students
  return to groups that are preparing the same
  section of material to work together. They
  discuss how best to teach the material. Then the
  students return to their original groups to teach
  their section and learn the other sections.

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Question Caper

• Students (or groups of students) script or
  keyboard questions from homework or previous
  material.
  
• Questions are sent to the teacher and other
  students.
  
• Students and groups answer or solve the
  questions. Questions can be used for future
  exams.
  

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• Let students explore the edges of knowledge and
  not be comfortable with the tried and true. Let
  them leave the comfort zone and take an adventure
  in wondering.

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Wondering is a way to take students outside their
comfort zone and question unfamiliar territory.

• I wonder what could go wrong.
• I wonder what would happen if..
• I wonder what we should be worrying about if the
  decision is made to..
  
• I wonder what it is that I dont know.

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Round Robin

• This is a strategy to help students set goals,
  solve problems, review, and brainstorm issues.
  
• Students write individual responses to questions
  or problems on the computer.
  
• Students are divided into groups and share ideas
  and responses in a round robin fashion . A leader
  and recorder are selected. Teams share their
  ideas and post for all to see.

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Rubrics

• Involve students in preparing rubrics using
  templates provided on the Internet.
  
• http//school.discovery.com/schrockguide/assess.ht
  mlbuilders
  
• http//school.discovery.com/schrockguide/assess.ht
  mlrubrics
  
• http//rubrics4teachers.com/
• http//intranet.cps.k12.il.us/Assessments/Ideas_an
  d_Rubrics/Rubric_Bank/rubric_bank.html
  
• http//www.rubricmaker.com

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SQ3R

• SQ3R is a strategy used to help students read
  content material.
  
• Survey, Question, Read, Recite, Review
• Students use technology to complete each part of
  the strategy.
  
• Teachers can help with templates for any part of
  the strategy.

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Use electronic graphic organizers to help
students complete the individuals parts to build
the whole picture.

• SSURVEY
• Determine the structure or organization of the
  chapter.
  
• Think about the title. Guess what will be
  included in the chapter.
  
• Read the introduction. The main ideas will help
  you understand or make sense of the details. 
  
• QQUESTION
• Turn each heading and subheading into a question.
  Write the questions down. This gives a
  
• focal point for understanding the ideas.
• R1READ
• Read only that section, looking for the answers
  to your questions. Move quickly. Sort out ideas
  and
  
• evaluate them. If content does not relate to the
  question, give it only a glance.
  
• R2RECITE
• Answer the question in your own words, not the
  author's. Then write the answer
  
• using only key words, listings, etc. that are
  needed to recall the entire idea.
  
• R3REVIEW 
• Increase retention and cut cramming time by
  immediate and delayed review.

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Structured Note Taking

• Use an electronic template to help students
  process what they hear and make sense of their
  notes.
  
• The form is provided by the teacher, and students
  use the form to take notes anytime the teacher
  lectures or discusses.
  
• Notes are kept in an electronic folder

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Think-Pair-Share

• Students spend time thinking about a specific
  topic. They can script or keyboard notes about
  the topic.
  
• Then students discuss in pairs followed by
  sharing their responses to the whole group. The
  students are taking notes on their computer while
  students are presenting on the topic.

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Web Quests

• A WebQuest is defined, by Bernie Dodge at San
  Diego State University, as "an inquiry-oriented
  activity in which some or all of the information
  that learners interact with comes from resources
  on the Internet."
• http//school.discovery.com/schrockguide/webquest/
  webquest.html
  
• http//www.kn.pacbell.com/wired/fil
• http//www.filamentality.com/

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• WebQuest Development
• Concept
• Topic
• Guiding Questions
•  
•  Concept Topic will be developed as
• Guiding Questions in the area(s) of
• Mathematics
• Language/Arts
• Science
• Social Studies
• Specific strands and objectives from the
  Curriculum Standards
  
• Subject Area (including writing and listening)
•   
•  
•  Websites

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Writing to Think

• Students spend two to five minutes writing
  everything they know about a topic just studied.
  Then they get together in groups to sort and
  combine the ideas to form a complete list of
  ideas or questions.
• The organized lists are shared with the whole
  class.

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Active Learning

• Teaching strategies using technology must
  include active involvement by students. Students
  need to be busy, engaged, and involved in
  learning. With active teaching and learning,
  students concentrate, are ready to learn, and
  feel secure in the classroom. They become
  self-motivating and self-managing. They start to
  take responsibility for their learning.

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11 Computing
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What would you do?

• 50 States.comExtensive collection of factual
  information about each of the United States and
  their capitals.http//www.50states.com
  EnchantedLearning.com US StatesFacts, map and
  state symbols for the 50 states, with links to
  related quizzes and printouts.http//www.enchante
  dlearning.com/usa/states/ USA Geography Online
  GamesLearn the locations, capitals,
  abbreviations, and over 500 important facts about
  the 50 states of the USA.http//www.sheppardsoftw
  are.com/web_games.htm TheUS50.comListing
  history, events, outdoors, attractions, and
  general information for each of the 50
  states.http//www.theus50.com Netstate.comFeatu
  res state symbols, flags, capitals, outline maps,
  songs, facts, history, and geography.http//www.n
  etstate.com/states/index.html