Students+Will+Learn

=Setting Objectives= "The instructional strategy of //setting objectives// focuses on establishing a direction for learning. Setting goals or objectives is a skill that successful people have mastered to help them realize both short-term and long-term accomplishments." (p 17) toc


 * Please share ideas from this chapter that you feel can be implemented into your classroom instruction.**

I liked the part where the teacher asked students to type all that they knew about a topic (even if they had never heard about it before). The students were asked to make a prediction or to guess what they thought the topic was. The teacher taught the lesson and at the conclusion had the students go back to their prediction to see how close they were to being accurate.

I am very interested in learning how to use the inspiration software referred to in this chapter.

I was planning an "Inspiration" day event to refresh interested teachers sometime in March. Perhaps you could stop by then. fred

I am very interested in participating in an "inspiration day". I see real value in the sequencing and webbing for factoring and other mathematical procedures. I think the opportunity to create and individualize would be appealing to the students! Thanks Fred!

My calculus students used the Inspiration software to make a mind-map of how to solve limit problems. The students worked in small groups to create a map of the various problem-solving strategies we used. I have placed these concept maps on the shareable drive under Hertzog - Calculus. I also have used Inspiration to create a guide for a Reading Apprenticeship Strategy called "reading with a purpose". (From Dee)

I have used inspiration a few times in my classes already. I have never had the opportunity to have the students create their own, so I am excited to use the student laptops to do so. (From Sara)

I have used inspiration as a closure activity. Students spent a few minutes connecting the ideas from the day's lesson to the unit's big picture (structure and function relationships). They updated the inspiration file after each lesson until they had a complete visual aide for the unit. -Mike Renoll

In their book __Learning How to Learn__, Novak and Gowin discuss using concept maps as a way to assess students' understanding. I would encourage students to create a concept map during instruction and then revise it periodically to show their growth and depth of understanding. I think it is much more powerful for the students to create the concept map, rather than giving them the hierarchy and having the Inspiration software do it for them. - Di

Although I had considered myself somewhat tech-savvy before, I know I have a lot to learn! I was intrigued by the possibilities of posting templates that all students could access and then add information to. Sorry for ending a sentence with a preposition. I was lucky to have been introduced to Rubistar in college, and I also use Teachnology for rubric ideas. Seldom do I find a rubric that needs no alterations, but between the two sites and my own additions rubrics are a much easier teaching and assessment tool to construct and use in the classroom. Inspiration has also found its way into my classroom; character relationships are much easier to determine and present when the students are able to manipulate the lines of connection and use pictures to depict character traits. Beowulf (with its names like Hrothgar and Wealtheow... not simple to remember) was a perfect platform for Inspiration, and although we had no printers and students had to send via email, it was a helpful teaching tool. I confess I've found it more difficult to trust the computers with practical level students, but I'm looking forward to using the templates and Inspiration again. --Danielle

I had just used inspiration for the kids to review information from our heat and temperature unit. It was the first time the students used the program. They had no problem using it. We did a quick sample organizer together so that they could learn the interface which took about 10 minutes. The students worked for a 1/2 hour on 2 different days on their organizers. The assignment went well, students really looked at how the topics and terms were connected with each other. When they were done, I had the students upload their assignments to me through Moodle, which was much easier than having the class print them out. - John

I've used Inspiration to review the life cycle of stars with both academic and practical students. It worked out well and I can see some improvements for next time. I would like to take a little more time with it and have the kids create a project with more detail. My only issue is that it is difficult for them to use it for review at the moment since they can't print it, but John and I have been working for ways that they can upload it to Moodle to access it from home. - Zach

Rubrics
I used the rubistar site to create a rubric for a short power point that my students made. By using the templates on the site, I made my rubric in about 10 minutes. The templates have pre-made descriptions of common categories such as content, organization, etc., and can be edited or modified easily. It is a great tool. ([|http://rubistar.4teachers.org)] - John

I've used the rubistar site for several years as well. It is convenient in that it offers prefab rubrics. My goal is to get students to a level of conscientiousness that enables them to identify the qualities of excellent work so that they can create their own rubrics BEFORE tackling new skills or concepts. Coupled with setting objectives, students would have a point of departure for learning, as well as a concrete measuring tool to check how well they mastered the objectives. This endeavor is not easy (yet) as I have only the presentation tools. However, I plan on modeling the procedure several times with some classes so that over time students can predict the learning goals and objectives. Of course, the rubric would have to be tied to standards, so that means explaining and modeling the standards for students. Although I liked the premise of the first chapter - setting objectives for learning - I did not find the ideas too enlightening. In fact, the chapter offered a shortsighted array of examples of technology integration. For example, I do not need a computerized KWL chart when a piece of scratch paper will accomplish the same objective just as effectively and FASTER. Somehow, what can be accomplished must be pitted against how it can be accomplished. In the music industry, this automaticity is called "over-production" - there is a danger that the resulting product may be "gimmicky" (all flash, no substance) and needlessly expensive. This approach to solving problems worries me, given the questionable quality of mass media. We need our students to transcend the "flashiness." We accomplish this by making wise decisions about how we as teachers integrate technology in the classroom. - David

I am interested in blogs that could be used for discussing short stories. --Clayton

Significant research has shown that the [|setting]and communication of **learning objectives** improves student learning. When coupled with proper assessment systems, the gains are some of the [|most significant]of any type of improvement strategy measured. The basic concept is to provide learning targets for students as well as meaningful feedback ( [|formative assessment]) for their progress towards those targets. This encompasses the first two questions of PLC. Chapter 1 of the text focuses primarily on the use of technology for setting and communicating learning objects.

The examples provided in the chapter are not new concepts in education but rather encourage greater efficiency when working with learning objectives. This is the use of technology for doing old things in new ways but because of the tremendous value in working with objectives, it well worth the space in the book.

It is suggested that learning objectives be 1) specific but flexible, 2) personalized, 3) effectively communicated, and 4) contracted at times for each student.

I am intrested having students do some type of journaling. I guess that can be done as a blog, or wiki, or moodle. I'll be able to tell you more after Michelle and I meet and she instructs me in the ways of the Jedi.

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 * Blogs** are one example from the chapter that allow a teacher to achieve all four of these recommendations. For objectives to be specific but flexible, the teacher begins with goal setting but then reworks expectations based upon diagnostic assessments. Perhaps starting with every student posting to a blog (or other online discussion tool) which exposes prior knowledge or misconceptions. From that information, learning objectives may need to be modified. Blogging allows for personalization of objectives by giving students some creative control over specific content used as examples or support within their writing. For instance, a question like "What is the greatest challenge that we face in the next 50 years and how can science be used to overcome that challenge?", would allow students to pursue personal issues while achieving learning goals associated with the nature of science. Blogs would allow for teachers to post objectives for both students and parents. Also, with increasing flexibility in integrating widgets, images, and video into blogs, teachers can communicate greater depth associated with those objectives. A quick video captured with iSight and then placed into the blog would potentially communicate more than a list of objectives. Lastly, a blog allows teachers to interact over time with students and potentially create an environment where success looks different for different students. Assuming a teacher using blogging with students would have access to each student's email, they could then send modified instructions to each student or groups of students based upon information gathered through formative assessments along the way. In essence, working to contract with each student to define success in meeting those objectives.

Online Mindmapping
http://del.icio.us/mmkrill/mindmapping

Data Collection Tools
[|http://www.surveymonkey.com] [|http://www.pollcat.com] [|http://www.polldaddy.com] http://websurveyor.com/free-survey-tools.asp [|http://www.profilerpro.com]

Standards
http://www.mcrel.org/standards-benchmarks [|http://edstandards.org.standards.html] http://www.ccsso.org/projects/state_education_indicators/key_state_education_policies/3160.cfm http://www.iste.org/Content/NavigationMenu/NETS/For_Students/NETS_S.htm

Rubrics
http://edweb.sdsu.edu/webquest/rubrics/weblessons.htm [|http://rubistar.4teachers.org] http://landmark-project.com/rubric_builder/index.php http://www.teach-nology.com/web_tools/rubrics http://www.nwrel.org/msec/science_inq/guides.htm http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/rubric_bank.html

Communication Software - Example weblogs
[|http://mrmackeyscience.blogspot.com] http://remoteaccess.typepad.com/remote_access/ [|http://www.elizabethfullerton.com]

File Templates
[|KWHL Chart.doc] [|Learning Goal Contract.doc]