Designing Effective SmartBoard Lessons

Descriptor:

Participants will

• understand ways in which the SB can be used to meet the needs of all learners.
  • Differentiated Instruction, Instructional Intelligence and different uses of a smartboard
• learn about the key elements that make the SB an effective teaching tool
  • What are the elements that make it an effective tool?
  • QUESTION to the group
  • Write the answers down and discuss
  • SMART IDEAS
• explore how to increase student engagement and motivation with the interactive whiteboard
  • What has worked in their class?
  • QUESTION to the group
  • Write the answers down and discuss
  • SMART IDEAS
• explore how to use "Differentiated Instruction" and "Instructional Intelligence" strategies in conjunction with the SmartBoard
  • Look at the different possibilities
  • Create a lesson using some of the different elements
  • Discuss

Definitions:

• Differentiated Instruction:
  • instruction geared toward the varied needs/interests/aptitudes of individual learners
• Instructional Intelligence :
  • the varied strengths/intelligences students bring to the learning environment
• Differentiated Assessment :
  • assessment tools which fit the varied needs of individual learners, providing opportunities which will allow success?

What are the different ways the SmartBoard can be used as an Instructional Tool?

• as an "interactive" whiteboard

  • writing on it

  • clicking responses

  • revealing hidden text

• like a manipulative

  • moving objects

  • sorting & categorizing

• as a viewing surface

• as a demonstration computer before going to the lab

• Demonstration and Interactive tool

  • Example: shared reading

  • Interactive
    • students respond
    • students try application

    • allows use of interactive web sites geared to a variety of learning styles

What tools does the SmartBoard have that allow for Differentiated Instruction?

• Dice
• Spinner
• Hide and Reveal
• Screen Shade
• Spot Light
• T-chart Flash files
• Graphic Organizers:
  • Venn diagrams
  • Fish bone diagram

Resources

• Thames Valley District School Board Web Links
  • TVDSB Learning Object Repository
  • SMARTActive conference
• SmartTech
  • Teacher Hub
• WWW Resources
  • Starfall"

Strategies

• Walkabouts
• Choice Boards
• Four Corners
• Value Lines
• Appointment Cards
• Concept Attainment

Some Bells and Whistles

• Kagan Smart Cards
  • Graphic Organizers - visual frames used to represent and organize learning information
  • Teambulding - empowering teambuilding strategies
  • Thinktrix - based on Dr. Frank Lyman's Thinking Matrix
  • Thinking Questions - guide to enhancing classroom questions
  • Cooperative Roles - 12 most essential cooperative roles
  • Mind Mapping - visually depicting a central idea with symbols, colours, keywords and branches
  • Think - Pair - Share: simple cooperative learning structure
  • Emotional Intelligence
  • Classbuilding
  • Character Education - develop character virtues

• Kagan Learning Chips
  • Paraphrase Chips
  • Review Chips
  • Reading Chips

Classroom Strategies

• Differentiated Instruction
  • Start Where They Are: differentiating for Success with the Young Adolescent by Karen Hume ISBN 9-780132-069137
• Instructional Intelligence
  • Beyond Monet: The artful science of instructional integration by Barrie Bennett and Carol Rolheiser ISBN 13: 978-0969538837
• Mini whiteboards
• Dice and Spinner
  • SmartTech Notebook Gallery Items

Five things Today’s Digital Generation Do and Do Not Do well

What Students don’t do well What they do instead

• Turn a question into a query
  • Rush ahead towards and answer
  • Grabbing some of the criteria or the whole statement

• Choose the right database
  • Enter words or phrases into Google

• Recognize information when they find it
  • Rush past important information and clues and Continue to browse

• Find better keywords
  • Stick with important words and browse

• Verify the credibility of information
  • Accept what they find at face value

• Hope that somewhere in the information there is an answer
  
  Source: http://21cif.imsa.edu/resources/features/fivethings_directory.html/view?searchterm

NETS- S NEW

National Educational Technology Standards for Students: The Next Generation

"What students should know and be able to do to learn effectively and live productively in an increasingly digital world …"

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.

c. use models and simulations to explore complex systems and issues.

d. identify trends and forecast possibilities.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Students:

a. interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c. develop cultural understanding and global awareness by engaging with learners of other cultures.

d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.

Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d. process data and report results.

4. Critical Thinking, Problem-Solving & Decision-Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.

Students:

a. identify and define authentic problems and significant questions for investigation.

b. plan and manage activities to develop a solution or complete a project.

c. collect and analyze data to identify solutions and/or make informed decisions.

d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Students:

a. advocate and practice safe, legal, and responsible use of information and technology.

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

c. demonstrate personal responsibility for lifelong learning.

d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems and operations.

Students:

a. understand and use technology systems.

b. select and use applications effectively and productively.

c. troubleshoot systems and applications.

d. transfer current knowledge to learning of new technologies.

Copyright © 2007 INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION