S ED 646

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Welcome to S ED 646
Fall 2008
To empower learning
Building a collaborating community
9/16/08
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Agenda for 9/16/08

• Q A with Graduate Advisor
• Background on assessments
• Considerations for assessments
• Applications of technology
• Continue collaborative lesson design

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Applications of Technology

• Using websites
• http//standards.nctm.org/
• http//math.bu.edu/DYSYS/
• http//www.explorelearning.com
• Class code 7U8LJW8RNP
• http//nlvm.usu.edu/EN/NAV/VLIBRARY.HTML
• http//www.dynamicgeometry.com/

4
Background on Assessments

• Sample question from the study guide for the 1995
  New York Regents test in high school biology

• The excretory organelles of some unicellular
  organisms are contractile vacuoles and
• Cell membranes
• Cell walls
• Ribosomes
• Centrioles

From Oakes Lipton (1999), p. 219
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Background on Assessments

• Researcher Linda Darling-Hammond cites this
  typical example of a test question that focuses
  only on the trappings of intellectual rigor and
  crowds out opportunity and motivation for making
  knowledge meaningful and useful.

From Oakes Lipton (1999), p. 220
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Background on Assessments

• However, it really measures nothing more than
  whether a student has memorized definitions of
  words unique to the discipline.

From Oakes Lipton (1999), p. 220
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Background on Assessments

• The ability to answer questions such as these
  shapes judgments about what students have
  learned, how they compare with other students,
  and what their future schooling opportunities
  will be. How well all students do with such
  questions becomes the basis for societys
  evaluation of the goodness of schools.

From Oakes Lipton (1999), p. 220
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Background on Assessments

• Nearly every day each student is tested, results
  are reported, judgments are made, and actions are
  taken. The result of those actions may please or
  sting, but the consequences last lifetimes.

From Oakes Lipton (1999), p. 220
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Background on Assessments

• What tests are and what they do
• Compares students
• Appears to be objective
• Sorts students future opportunities

From Oakes Lipton (1999), p. 220228
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Background on Assessments

• What tests are and what they do
• Compares students
• Appears to be objective
• Sorts students future opportunities
• Assessment as part of learning
• Authentic
• Interactive
• Multiple routes
• Personalized

From Oakes Lipton (1999), p. 220228
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Considerations for Assessments

• Multiple Intelligences
• Linguistic
• Logical/Mathematical
• Musical
• Bodily/Kinesthetic
• Spatial
• Inter-personal
• Intra-personal
• Naturalist

• Neurodevelop-mental Systems
• Attention control
• Memory
• Language
• Spatial ordering
• Temporal-sequential
• Motor
• Higher order thinking
• Social thinking

• Learning Styles
• Auditory
• Visual
• Tactile/
• Kinesthetic

Building a collaborating community
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Considerations for Assessments

• DONE with Frequency
• Distinctions Assessment, evaluation, test
• Objectives Formative v. summative
• Nature Informal v. formal
• Elements Purpose, format, grading
• Frequency

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Considerations for Assessments

• Match between goals and assessments
• Types of understanding assessed
• Modalities assessed
• Accommodations of special needs

14
Applications of Technology

• Using websites
• Templates for graphs
• Barbie Bungee Jump activity
• Possible topics for lessons

15
Applications of Technology

• Using websites
• http//standards.nctm.org/
• http//math.bu.edu/DYSYS/
• http//www.explorelearning.com
• Class code 7U8LJW8RNP
• http//nlvm.usu.edu/EN/NAV/VLIBRARY.HTML
• http//www.dynamicgeometry.com/

16
Applications of Technology

• Barbie Bungee Jumping Activity
• How far can you drop Barbie without letting her
  hit the ground? Collect some data and find out.
• Next, test your prediction. See which group can
  come closest to the ground without touching.

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Applications of Technology

• Possible Topics for Lessons
• Data analysis
• Measurement and geometry
• Linear functions
• Quadratic functions
• Exponential functions
• Polynomials and radicals
• Other

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Collaborative Lesson Planning

• Form groups according to grade level and/or
  subject taught
• Choose a specific topic for a class you are
  teaching
• Determine one specific learning objective for the
  topic you selected
• Design an activity where students use technology
  to reach the specific learning objective

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Collaborative Lesson Planning

• Decide on a clear learning objective (i.e., what
  will students be able to do as a result of the
  lesson?)
• Decide on clear criteria for determining whether
  or not the students learned

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Collaborative Lesson Planning

• Three important questions
• What is the goal of the lesson activity?
• What will students actually do in the lesson
  activity?
• What must students need to know before they can
  do the activity?

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The Bottom Line

• Focus on getting through to the students, not on
  getting through a book.

• Focus on getting through to the students, not on
  getting through a book.

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Assignments

• Annotated bibliography (all 20)
• Technology learning activity

Due Sept. 23
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Thank you.

• See you next week.

Due Sept. 23
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Teaching for Understanding

• The Bell Curve

From Marzano, Pickering, and Pollack (2001), p. 5
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Teaching for Understanding

• Effect Size

From Marzano, Pickering, and Pollack (2001), p. 6
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Teaching for Understanding

• Instructional Strategies

From Marzano, Pickering, and Pollack (2001), p. 7
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