3.++Standard+2

=#2. Design and Develop Digital-Age Learning Experiences and Assessments=

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: ===
 * design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
 * customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources
 * provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

_ =RADCAB= Is the information relevant/useful to my topic/question? yes/no Is the information suitable for my age? yes/no Is it on my ready level? yes/no Does it use offensive words or pictures? yes/no Will it help me answer my question? yes/no Does the website give me an appropriate amount of information? Not too much information and not too little information? yes/no Is the information current? Is it up to date? yes/no Is the author of the web page an expert? yes/no Why was this information written? Was it written to inform me? yes/no Was it written to persuade me, or sell me something? yes/no
 * Relevancy**
 * Appropriateness**
 * Detail**
 * Currency**
 * Authority**
 * Bias**

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_ =RESOURCES FOR FINAL PROJECT=

Resources and Search Strategies Search using Google, Bing or Yahoo: poetry AND lesson plans AND 4th grade Search using Google, Bing or Yahoo: Illustrating AND poetry Search using Google, Bing or Yahoo: Writing AND Rules AND Poetry Search using Google, Bing or Yahoo: "Acrostic Poems" Search using Google, Bing or Yahoo: "Alliteration Poems" Search using Google, Bing or Yahoo: "Cinquain Poems" Search using Google, Bing or Yahoo: "Limerick Poems" Resource: [|Voice Threads] Resource: [] =_= =Google Forum= [|Google Forum]

Collaboration/Communication Tool Activity
I will be using Voice Threads as part of a poetry unit with my 4th grade classroom. The students will be exploring various types of poetry and then creating their own poetry with illustrations. I will download the illustrations and then use voice threads to allow the students to recite their poetry. The voice thread will be available for parents, students and staff to visit.

http://voicethread4education.wikispaces.com/

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Critical Thinking Skills: What Do I Do? What Would I Like to Do?

Unit on Dewey Decimal System


 * Critical Thinking Skill to be Developed || Description of What I Do Now || New Ideas for Change || Technology Tools I Could Use and How ||
 * Remembering-Retrieving, recalling or recognizing knowledge from memory || Students memorize and are tested on the 10 categories in the Dewey Decimal System and how they are organized according to call number || I want student to demonstrate an understanding of the Dewey Decimal System, including categories and how books are arranged || Students create a Power Point Presentation explaining the Dewey Decimal System, including it categories and how they are organized ||
 * Understanding-Constructing meaning from different types of function be they written or graphic || Students order and arrange books according to call number || I want student to be able to categorize and order books || Students use a Smart Board to categorize and order books according to call number ||
 * Applying-Carrying out or using a procedure through executing or implementing || Students find books according to call number and category || I want students to be able to locate books within the library || Students use Library System to search and locate books within the library ||
 * Analyzing-Breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure of purpose || Students research each category to see what type of books belongs in each || I want students to demonstrate an understanding of the types of books in each category || Students create a graphic organizer using Draw Tools to demonstrate the types of books in each category ||
 * Creating-Putting the elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning or producing || Students list categories and what types of books are found in each || I want students to demonstrate an understanding of the categories of the Dewey Decimal System and what belongs in each || Students use internet resources, including clip-art and word-art to create posters naming and showing a category of the Dewey Decimal System ||

http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
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Summarize and Consider How to Use Marzano’s Nine Strategies


 * Part 1: |||||| Part 2 ||
 * Strategies Noted || Example from an Article || Technology Used || How Would I Use This in My Class? || Strategy I Chose || Examples Located || How I Will Apply to My Lesson ||
 * Identifying Similarities and Differences || Breaking a concept into similar and dissimilar characteristics || Word's Graph Chart, Organizing Brainstorming Software – Kidspiration, Inspiration and/or Kid Pix || Creating a graphic organizer to identify the similarities and differences between two stories || Nonlinguistic Representation – Creating a PowerPoint Presentation after researching the meaning behind the lyrics of We Didn't Start The Fire by Billy Joel || Research Skills, Note Taking and Summarizing Skills and Organizing Skills || Students will be creating a PowerPoint Presentation based on the information they researched ||

Lesson Plan

Introduction: Create and review rubric Listen and watch the video We Didn't Start The Fire by Billy Joel

Activity: Students will be working in cooperative groups to research the lyrics to the song We Didn't Start The Fire. They will then use a a word processing template to take notes and attach a picture to represent each lyric. Each group will create a PowerPoint Presentation to represent the song and define the lyrics.

Evaluation: Students will be evaluated based on a rubric that was created and presented to the class prior to the unit.

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I really enjoyed looking at the online tools that are available. There are so many great tools that I was unaware of. I particularly like the Voki, ArtPad, Slideshare, Gliffy and Wordle programs. I have already started to incorporate wiki pages, power point presentations and voice threads into my curriculum and can see the potential for these other programs as well to create webs using Gliffy, using storyboards to recreate history and ArtPad to create the illustrations of an original story. [|artpad] [|Slide Share] [|Voki] [|Wordle] [|Screencast]

=Significant Event in History= =Storyboard Project= Students are ask to choose a significant event in history that is meaningful to them and that they are passionate about (for example: the assassination of JFK, the holocaust, 911) and research their topic. After research is complete each student will then create a storyboard using slideshare technologies to retell the significant event. Students will be expected to provide photographs, captions and music to represent their event. Each storyboard will be presented to the class.

=[|Slideshare Technology] = =Significant Event in History = =Storyboard Project Assessment =

event you chose with 2 facts || Little to no facts are based on the event that you chose || 30 slides || Storyboard is 3 ½ minutes long and contains 25 slides || Storyboard is 3 minutes long and contains 20 slides || Storyboard is 2 ½ minutes long and contains 15 slides || Storyboard is 2 minutes long and contains 10 slides || Storyboard is less than 2 minutes long and contains less that 10 slides || to follow and the time-line of events is inaccurate ||  ||   ||   ||   ||   ||
 * Graded Sections || 5 || 4 || 3 || 2 || 1 || 0 ||
 * Content || The storyboard is based on the event you chose with at least 20 facts || The storyboard is based on the event you chose with 15 facts || The storyboard is based on the event you chose with 10 facts || The storyboard is mostly based on the event you chose with 5 facts || Some of the storyboard is on the
 * Storyboard Format || Storyboard is 4 minutes long and contains
 * Spelling and Grammar || Spelling and grammar are excellent throughout the Storyboard || 1-5 mistakes in the Storyboard || 6-11 mistakes in the Storyboard || 12-16 mistakes in the Storyboard || 17-21 mistakes in the Storyboard || 22 or more mistakes in the Storyboard ||
 * Music || Music is present in the Storyboard and represents the event in history ||  || Music is present in the Storyboard but does not represent the event in history ||   ||   || No music is present in the Storyboard ||   ||   ||   ||
 * Flow and Story || Storyboard has a natural flow that is easy to follow and that depicts the actual time-line of the event you chose ||  ||   ||   ||   || Storyboard flow is difficult
 * Total _/25 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||

===My artifacts demonstrating this standard (What?)=== The artifacts that are presented on this page that demonstate this standard are: 1. Web site evaluation checklist 2. Collaborative communication tool activity 3. Critical thinking lesson plan 4. Original Assessment 5. Online tool review and links

===My Reflection on meeting this standard (So What?)=== I have met this standard by designing relevant learning experiences that incorporate digital tools and resources, as well authentic assessment related to these activities.

===My Future Learning Goals related to this standard (Now What?)=== In the future I would like to work on having my students set their own educational goals and future learning outcomes.