TEAM #2 Andrea Poe Mindy Foelske Module #8: Final Project INSTTECH 6232 Selection and Integration of Instructional

Technologies

Unit Title:
Space and Aviation Project On a Mission - Project Based Learning in a 21st C. Classroom ***MLM Proposal:
http://prezi.com/kxepqsjdm_wu/edit/?auth_key=n6pmdj2&follow=x65uhpqazrlf

Integrating Digital Technology

ACTIVITY #1: Beginning the Project
LEARNING EXPERIENCE: Brainstorming essential questions for On a Mission PBL unit In our groups 21st c. project, we took a class of fifth graders (and later added in Iowa kids) and had them create guiding questions about Space and Aviation. They then developed an essential question and began to researching for that question. In order for the students to begin the research they needed to record their idea and questions and thought process. Here is a one such video: http://vimeo.com/8978839 Next comes the whole process of sorting through the ideas and choosing the essential guiding questions. The Class Wiki was also a great place to house the materials and have the students add their essential questions to this page. Students added their questions once they were formulated on this page of the Wiki: Student Generated Questions ESSENTIAL OUTCOMES

Students will be responsible for creating their own guiding questions and finding their own solutions. By creating their own guiding

question, students are allowed to study what they are curious about.

TECHNOLOGY INTEGRATION MATRIX CLASSIFICATION REASON FOR CLASSIFICATION

Arizona TIM: Goal Directed: Adoption Students have the opportunity to use technology to either plan, monitor, or evaluate an activity. The students in this project have been able to plan their project, and develop their questions. They are also able to use technology- filming with the ipads to record their thinking process. This is part of the project where the students work on the skeleton of the project. This the the true heart of Project Based, student driven learning. Technology aids in this endeavor because we can capture their thinking and the metacognition skills that students need to grow in their learning. We can bump it up to the Goal Directed: Transformation stage, where students engage in ongoing metacognitive activities, with reflection or connected purpose, supported by technology tools. We can do that by having them document their own learning journey using various skills and housing them for others to comment on. As a team, we felt that changing the current project from WIKIS to EDMODO, this way students can share with each other and their teammates in another state. This would also help with comments coming in for the students to respond to.

CLASSROOM IMPLEMENTATION

TAKE IT UP A NOTCH!

ACTIVITY #2: Sharing resources and researching

LEARNING EXPERIENCE: Students begin to do the research for their project and share resources The students have learned how to use Diigo which is a social networking website in which they are organized their online research. They have the ability to save articles from reliable websites that support their topics, and they as well as the option to highlight and leave notes as they share their discoveries

with others in their group. The students were ready to begin their research with the goal of solving a problem regarding a space mission/aviation topic of their choice. They used their guiding questions and direct questions pertaining to their topic as they researched possible solutions. They learned to narrow their search through googling specific topics, analyzing sites for validity, and bookmarking sites valuable for solving their problem. Collaborating as a group using Diigo, enabling them to share and store their gathered information. ESSENTIAL OUTCOMES

Save important websites and articles and access them on any computer. Categorize websites by titles, notes, keyword tags, lists and groups. Search through bookmarks to quickly find desired information. Save a screen shot of a website and see how it has changed over time. Form collaborative groups and share research information with team members from other schools. Analyze and synthesize research information using digital highlighter and note cards.

TECHNOLOGY INTEGRATION MATRIX CLASSIFICATION REASON FOR CLASSIFICATION

Arizona TIM: Authentic:Adaptation Students have opportunities to select and utilize the appropriate technology tools and digital resources to solve problems based on real-world issues. This is where the Diigo online collaboration of sharing resources falls on the matrix. The student is evaluating resources and building their knowledge using and collecting viable resources and sharing with others. Here is a poignant video of why it is useful to

CLASSROOM IMPLEMENTATION

use Diigo in this project. Diigo Student Video TAKE IT UP A NOTCH! In order for us to take this already rich experience to the next level, we could have students share their lists with others outside the project. It could be moved to a deeper level of the same cell on the Matrix. Evaluating those resources and looking at other important figures in the project and their possible Diigo lists. For instance, a NASAs astronauts diigo list.

ACTIVITY #3: Working through the Project

LEARNING EXPERIENCE: Sharing students projects via screencasting of their work. In our groups 21st c. project, we took a class of fifth graders and had them create guiding questions about Space and Aviation. They then developed an essential question and began to research that question and a solution or answer to that question. When the students are collaborating with each other they can record their work on the computer screen and share it with their classmates. They can do this by using a program called Screenflow . We didnt have to use Screenflow, as there are other screencasting projects out there. This is the one we chose. What is SCREENFLOW? Screenflow offers screencasting and screen recordings. It captures the content on your Mac desktop, your iphone, video camera, microphone and even your computers audio. Screenflow is super simple, easy to use and offers powerful editing allowing you to easily add images, text, video transitions even freehand callouts, annotations, video and audio filters and more. It can be difficult to create an explainer video of your product or software or service but screenflow. Screenflow lets you publish it to any media player (i.e., youtube, vimeo, flash, exports to any quicktime format). Dont believe me check out their overview video.

ESSENTIAL OUTCOMES

Students must also be able work through a project and be able to backtrack and edit the project as necessary. Students must be able to work collaboratively with others and flexible enough to handle the challenges of group work. The use of screenflows will provide students the opportunity to record reflections or review teacher instruction and feedback as needed.

TECHNOLOGY INTEGRATION MATRIX CLASSIFICATION REASON FOR CLASSIFICATION

Arizona TIM: Authentic:Transformation Students participate in meaningful projects that require problem-solving strategies, and facilitate global awareness, through the utilization of technology tools. That is what these kids are doing. They are taking a question that they developed and using tools to find out a solution. Then they are sharing those with their classmates. This part of the project is the down and dirty work of creating solutions. As a team of researchers (students) they are able to start thinking and brainstorming, making presentations, and editing their work. They can then send that SCREENFLOW to their teacher and their partners for evaluation. This is an excellent way to capture thought processes and work in progress. It is already quite a bit up there! But I think to take it to a different level- it could be shared with others outside the classroom. We envision a group of students taking their work in progress and sending it to the other students in Iowa. This would make it a Collaborative:Transformation level by sharing with others.

CLASSROOM IMPLEMENTATION

TAKE IT UP A NOTCH! Adding to the project!

Digital Citizenship
RATIONALE FOR DIGITAL CITIZENSHIP UNIT: *******These lessons would be beneficial at the start of our project. The On a Mission project involved collaboration, research, and online tools. These lessons provide a good backdrop for using those tools. Our final project is very student centered and our students will need skills for driving their learning. It is imperative that they understand four main areas of digital citizenship: internet safety, privacy and security, information literacy, and creative credit and copyright. There are many more lessons that could be included for this PBL student lead project, but these are some good starting points. These lessons are primarily designed by CommonSense Media. UNIT TEACHER EXPECTED OUTCOME TEACHING FEEDBACK/ RESOURCE ASSESSMENT
Lesson One: Talking Safely Online Lesson Two: The Power Of Words Additional Resources: Friend or Fake Lesson: Netsmatz Video FBI Cyber Surf Island Professor Garfield Blog Entry: ASK: What kind of information should you not share with online-only friends? Role Play safe and unsafe situations.

Internet Safety

Classroom Teacher

Students will be able to . compare and contrast online-only friends and inperson, face-to-face pals. analyze why private information should not be given to anyone online without the permission of a trusted adult. debate how to respond if an onlineonly friend asks them personal questions. Students will be able to ... empathize with those who have received mean and hurtful messages. judge what it means to cross the line from harmless to

Blog Entry: ASK: Why might there be more misunderstandin gs between people when they send online messages as opposed to face-to-face discussion? Make a list of possible solutions for

harmful communication online. generate solutions for dealing with cyberbullying.

cyberbullying. Starting with the prompt What if...

Privacy & Security

Classroom Teacher

Students will be able to ... reflect upon their offline responsibilities. examine their online responsibilities. learn that good digital citizens are responsible and respectful in the digital world (and beyond). Students will be able to ... establish expectations and norms for the group related to appropriate online behavior. participate responsibly and respectfully in an online community. collaborate on a classroom motto about digital citizenship.

Lesson Five: Rings of Responsibility Lesson Six: Digital Citizen Pledge Additional Resources: Hectors World Faux Paws Lessons

Blog Entry: Ask: Is there a responsibility that you have to others both online and offline? Students complete the Rings of Responsibilities Worksheet and Assessment Blog Entry: ASK: What are you agreeing to in signing the We the Digital Citizens Pledge? Students add names to Pledge and reflect on the meaning

Information Classroom
Literacy Teacher

Students will be able to ... experiment with different keyword searches and compare their results.

Lesson Seven: The Key to Keywords

Blog Entry: Ask: Is it better to use more than one keyword in a search? Why or why not?

refine their searches by using multiple words, synonyms, and alternative words and phrases. draw inferences to explain their search results. Students will be able to ... compare and contrast features of childrens search sites. understand that they can choose the best sites for each of their searches. explain why it is best to utilize multiple sites when doing research.

Lesson Eight: Choosing a Search Site Additional Resources: CyberAcadem y

Students research on their own topic of interest using the guidelines for keywordsprint search results Blog Entry: Ask: Why is it a good idea to use more than one search site when looking for information?

Creative Credit & Copyright

Classroom Teacher

Students will be able to ... define plagiarism and describe its consequences. explain how giving credit is a sign of respect for peoples work. articulate when it is acceptable to use peoples work, and how to write a citation. Students will be able to ... recognize that photos can be altered digitally, and consider the upsides and downsides of this practice. discuss how photo

Lesson Nine: Whose Is it Anyway? Lesson Ten: Picture Perfect Additional Resources: Taking the Mystery out of Copyright

Blog Entry: Ask: When is it okay to use someone elses words or ideas?

Blog Entry: What are some upsides and downsides of photo altering?

alteration can distort our perceptions and affect our selfimage. analyze how advertising uses photo alteration to help sell products.

UDL-Universal Design for Learning

Review of the Principles:
PRINCIPLE I: Provide Multiple Means of Representation- UDL CENTER This is the what of the learning.. Learners differ in the ways that they perceive and understand. information that is presented to them. Some learners have sensory disabilities, learning disabilities, language or cultural differences. Others may grasp information quicker or more efficiently through visual or auditory means.There is not one means of representation for all learners.Providing options for representation is essential. Guidelines: 1) Provide options for perception. 2) Provide options for language, mathematical expression, and symbols. 3) Provide for true understanding. PRINCIPLE II: Provide Multiple Means of Action and Expression- UDL CENTER This is the how of learning. Learners differ in the ways that they can navigate a learning environment and show what they know. Some learners have movement impairments, others have strategic and organizational abilities, or struggle with language barriers. Its important to provide options for action and expression is essential. Guidelines: 4) Provide options for physical action. 5) Provide options for expression and communication. 6) Provide options for executive functions. PRINCIPLE III: Provide Multiple Means of Engagement- UDL CENTER This is the why of learning. Affect represents a crucial element to learning, and learners differ in the ways in which they can be engaged or motivated to learn. Influences that can affect the learner including neurology, culture, personal relevance, subjectivity, and background knowledge, along with other factors. Some learners might like to work alone, while others prefer collaboration. There isnt one mean of engagement that is for all learners in all context. Providing multiple options for engagement is essential. Guidelines: 7) Provide options for recruiting interest.

8) Provide options for sustaining effort and persistence. 9) Provide options for self regulation.

UDL INCORPORATED INTO UNIT

MULTIPLE FORMS OF RESEARCH MATERIALS Collaboration among teams will enable the students to brainstorm ways to search for solutions to an identified problem regarding space and aviation. Through the PBL process, they will use different forms of media to gather research. There are different places that students can go to find research. Here are a few options: VIDEOS: United Streaming: Exploring Space Rockets (only watch first 5 minute segment) United Streaming: The Tragedy of Apollo United Streaming: Pilots and Astronauts TEXT: example of articles:

REASONING BEHIND IMPLEMENTATION

Students take in information in different ways. It was interesting in the Rose article that the students were given the choice of electronic text or paper text. That made a difference for some learners. For instance, if a student is a second language student, it can be of benefit to have embedded links to help with understanding. Also, students with preference to annotating digitally vs. in the book. These students were using Diigo which also allows for a different kind of reading. They can highlight and save websites and even capture parts of the articles. They also can share and talk about the research. Other students want to print out resources and circle and write notes. There are also the visual learners, or audio learners that are more drawn to podcasts or videos, where they can also stop the video or replay parts.

UDL PRINCIPLE ADDRESSED

PRINCIPLE I: Provide Multiple Means of Representation

UDL APPLICATIONS
- Students can choose the text format that matches their needs - Second language learners can view the material at their own pace and use embedded links to help with understanding. - Interactive Web sites allow for students to interact with the new knowledge or take the learner further based on their questioning skills. - Diigo allows for students to organize information in a way that makes sense for their learning and sharing. - Videos and Podcasts allow students to view when they want and also allows for multiple viewing

Read "Old Shuttle, New Again"

INTERACTIVE WEB SITES This was placed on Wiki:

It's Time to Research: 100 Amazing OnLine Tools to Learn About Outer Space! Click Here!!
BOOKS: Book List MULTIPLE CHOICES FOR SHARING THEIR PROJECTS Students were allowed to choose their format for sharing their findings. CHECK OUT STUDENTS WORK!! vimeo prezi Slideshare It is important for students to be able to choose their format for sharing. Each group of students had different questions that they were researching and they were able to share in the way that seemed the most natural for them. It is amazing that they are all so different. The presentations had to include their process and findings. They were able to choose the tools in which they did that. PRINCIPLE II: Provide Multiple Means of Action and Expression The application of this UDL principle is that each student group is given choice, and that allows for learner differences. The students can share their work in the way that makes sense to them. They were limited to using a presentation tool, but as to which one was entirely up to them. One group videotaped their live presentation.

STUDENT CHOICES Students are able to choose their project. It is true PBL

Student choice is implemented because this is the heart of the PBL classroom-- it incorporates all kinds of learning and student centered structure.

PRINCIPLE III: Provide Multiple Means of Engagement

As the Rose article stated, choice is motivating. When students are learning what they are interested in this is

learning. Student choice leads to engagement. Here are some sample questions that the student researched

Choice is highly motivating, if it is structured in a way that allows student to understand the perimeters and end goal. PBL starts with the end in mind and that is shared with the students.

highly engaging and motivating. This allows students to drive the learning. The teacher acts as a guide and the student is engaged in the process and committed to the product.

21st Century Learning

MNW Walkthrough Form and Technology Infusion Data
Characteristics of Core Instruction: The following topics and items were taken from Iowa Core Curriculum sessions and reflect the Characteristics of Effective Instruction outlined by the Iowa Core. LEARNING EXPERIENCE: Unit of Aviation and Space On a Mission- Problem Based Learning Course/Classroom Being Analyzed: Module 7: Learning Unit Student-Centered Classroom: X Students at the center of the learning, teacher facilitating process X Cooperative or collaborative learning taking place X Teacher leading students to the answer not giving it out X Students have choices X Students are engaged in challenging work X Teacher questions and probes ---Not visible during walkthrough Specific comments about the Student-Centered Classroom: This unit is a reflection of a planned student centered classroom. Mrs. Trefz lead the group
in this project, she opened her classroom experiences up to us. She has set up a very student centered classroom where the students are given choice-- in questioning, their learning, tools, and work style. She is a facilitator for her students, she is not out front instructing, but by alongside them guiding their work and asking questions. The students are very involved in their projects and engaged. As you go through this final submission, you will see various videos of her probing her students and leading through their learning. I have learned by watching her.

MRS. TREFZ BLOG- Guide on the side Teaching for Understanding:

X Problem- or project-based learning X Hands on, minds on X Students think and demonstrate understanding X Visual learning (conceptual models, graphic organizers, webs, etc.) X Factual knowledge is transferred to usable knowledge X Students involved in designing, problem solving, decision making, and investigating --- Summarize targeted concepts and skills X Multiple means of presenting information ---- Not visible during walkthrough Specific comments about Teaching for Understanding:
This project was designed with the principles of problem based learning- PBL in mind. PBL is learning system that recognizes the need to develop problem solving skills and helping students to earn necessary knowledge and skills. It is in the process of dealing with real problems that students learn both content and critical thinking skills. Using PBL, students obtain life long learning skills and the ability to find and use appropriate learning resources. The characteristics of Problem based learning are: Reliance on problems to drive the curriculum - the problems do not test skills; they assist in development of the skills themselves. The problems are truly ill-structured - there is not meant to be one solution, and as new information is gathered in a reiterative process, perception of the problem, and thus the solution, changes. Students solve the problems - teachers are coaches and facilitators. Students are only given guidelines for how to approach problems - there is no one formula for student approaches to the problem. Authentic, performance based assessment - is a seamless part and end of the instruction. (Adapted from Stepien, W.J. and Gallagher, S.A. 1993. "Problem-based Learning: As Authentic as it Gets." Educational Leadership. 50(7) 25-8 and, Barrows, H. (1985) Designing a Problem Based Curriculum for the Pre-Clinical Years.) This project allowed the students to formulate their own questions about space and space travel. They were allowed to research those questions and use tools of their choice. The teacher provides different materials for the students to review and use, but they are also allowed to find things on their own.

Assessment for Learning --- Formative assessment is used as a tool to adjust teaching X Essential concept and skill is clear and evident to the students --- Teacher provides criteria of quality work --- Teacher provides examples of both high and low quality work X Self or peer assessment is evident

X A collaborative classroom environment X Assessment for learning takes place DURING instruction Variety of feeback to students (web, tapes, oral, written, video, etc) X Not visible during walkthrough Specific comments about Assessment for Learning: The assessment was a piece that was not fully shared or visualized by our group. I know that we discussed the the students would periodically share their work with their teacher through the use of ScreenFlows, and there would be discourse between teams and online partners with the other school. The teacher does give feedback to the students, but I am not sure in what form or the day to day formative assessments used. The students were given a list of things that needed to be done for the project, but again, this was not shared with our team. Teaching for Learner Differences X Plans for variance in learning X Assesses the interests and needs of individual students X Learning goals are clearly stated X Flexible grouping (supplemental and intensive) X Engages students in self reflection, collaboration, and learning choices X Works in variety of settings (large group, small group, individual) X Engages students in self reflection Not visible during walkthrough Specific comments about Teaching for Learner Differences Again, I believe that the learning goals were stated to the students. The students needs are taken into consideration, and the students are grouped by interest, but also in need based groups. These are flexible groupings. When we added the other students from Iowa, we added another layer of collaboration and learning choices. The students are now allowed to assess each others work as well as their own. They are encouraged to be reflective through the whole process in order to keep the project going. Here is another example of the Kim Trefzs Blog Technology Infusion X Web 2.0 tools being used X Technology used as a reference X Technology used as a textbook X Technology used to differentiate learning X Technology used for collaboration or communication X Using technology to create a "product" or "project" ---Technology was not being used during the walkthrough

Specific comments about Technology Infusion: Technology is an integral part of On a Mission. The students use a variety of tools to research their project. They store and organize that information with different tools, including paper and paper. They organize bookmarks and collaborate using Diigo. They share their thinking and reflect by making screenflows of their work and sharing them with their teacher. They collaborate using Edmodo and also through their wiki. There projects are both hands on creations, as well as presentations. The presentation tools vary as well. They used Prezi, Slideshare, Vimeo, and Voicethread. This project is a true representation of using technology as a tool and not the learning.
CHANGES MADE TO ENHANCE PROJECT: CHANGE MADE: The collaboration piece of Edmodo was put into place. RATIONALE: This project was designed by one of our group members and she had taught this unit. As a new group, we felt that making a connection between the students and the process would be enhanced by some sort of LMS. We chose to use Edmodo because of its flexibility and ease of use. Collaboration would be key in making this successful between two different schools in two different states. Another avenue would be to use Skype or Google+. As a group, we used Google+ and it was very helpful for collaboration. CHANGE MADE: Formative assessment needs to be added into the project. RATIONALE: There is no doubt that formative assessment has been put in place in this unit, but it was not evident as we were piecing it together. This needs to be drafted and communicated to the students so that the project can run smoothly. If this was your first project of this magnitude it would require leading students through different checkpoints to be sure that they are hitting their learning goals.

FORMATIVE ASSESSMENT: RESOURCE FROM EDUTOPIA: Guest Writer: Andrew Miller

Formatively Assess Only for Purpose of Revision and Improvement

In order to be transparent to parents and students, you need to be able to track and

monitor ongoing formative assessments, that show work toward that standard. There must be a place to have this data so that effective conversations can be had for all partners in the learning of the student. In addition, you use the formative assessments to give meaningful feedback to students and specific ways to improve. It serves to improve your practice as an educator, demanding you refine and improve your instruction. In addition, it holds students accountable, because there is an exit slip, worksheet, draft, or quiz due often. Here is the idea that may "upset the apple cart": As I teacher, I know the complications of grade books. As a teacher you sometimes feel the need to put everything in the grade book in order to ensure that students are doing their work. However, there is philosophical dilemma here: If the grade is the performance, why does practice factor into it? I recommend only having the summative assessment count for the majority of the grade. Formative assessment is practice, and summative is the performance. You might protest "If I don't count the worksheets and assignments I give out, then they won't do it." If I were there, I would answer, "You trying to 'cattle-prod' your students into doing work by giving leverage in the grade book instead of focusing on the real problem - Your students aren't engaged." The focus should be on creating relevant, inquiry-based and engaging summative assessments. When the summative assessments have these characteristics, formative assessments and assignments will be relevant to students. The daily work is filtered through an authentic task that is engaging. Your students will do the work and it will improve the culminating product that will ultimately show they know the content and skills.