Thursday, March 20, 2008

2008 Summer Institute Sessions

Brainstorming

Google Apps

  • 1 day session or
  • two 1/2 days on same day

WORKSHOP INFORMATION

Workshop Subject Area:

(Specify Subject(s) Area)

Workshop Grade Level: (Circle One) JK-12 JK/SK 1-3 4-6 7-8 9-10 11-12 9-12 Other:

Workshop Title:

Expected Learning Outcomes: (This information will appear in the brochure.)

Web 2.0 Apps

  • 1 day session

WORKSHOP INFORMATION

Workshop Subject Area:

(Specify Subject(s) Area)

Workshop Grade Level: (Circle One) JK-12 JK/SK 1-3 4-6 7-8 9-10 11-12 9-12 Other:

Workshop Title:

Expected Learning Outcomes: (This information will appear in the brochure.)

Moodle in the Classroom

  • 1 day or
  • Two 1/2 day sessions on same day

WORKSHOP INFORMATION

Workshop Subject Area:

(Specify Subject(s) Area)

Workshop Grade Level: (Circle One) JK-12 JK/SK 1-3 4-6 7-8 9-10 11-12 9-12 Other:

Workshop Title:

Expected Learning Outcomes: (This information will appear in the brochure.)

Introduction to the SmartBoard

  • full day

WORKSHOP INFORMATION

Workshop Subject Area:

(Specify Subject(s) Area)

Workshop Grade Level: (Circle One) JK-12 JK/SK 1-3 4-6 7-8 9-10 11-12 9-12 Other:

Workshop Title:

Expected Learning Outcomes: (This information will appear in the brochure.)

Introduction to SmartBoard

Part C

  • 1/2 day

Building on Introduction to the SmartBoard taught throughout the year

  • Refer to the SmartBoard User Chart

WORKSHOP INFORMATION

Workshop Subject Area:

(Specify Subject(s) Area)

Workshop Grade Level: (Circle One) JK-12 JK/SK 1-3 4-6 7-8 9-10 11-12 9-12 Other:

Workshop Title:

Expected Learning Outcomes: (This information will appear in the brochure.)

Intermediate User SmartBoard

Refer to the Smartboard User Chart for the criteria to get into this session

  • 1/2 day

WORKSHOP INFORMATION

Workshop Subject Area:

(Specify Subject(s) Area)

Workshop Grade Level: (Circle One) JK-12 JK/SK 1-3 4-6 7-8 9-10 11-12 9-12 Other:

Workshop Title:

Expected Learning Outcomes: (This information will appear in the brochure.)

Advanced Smartboard User

Refer to the Smartboard User Chart for the criteria to get into this session

  • 1/2 day

WORKSHOP INFORMATION

Workshop Subject Area:

(Specify Subject(s) Area)

Workshop Grade Level: (Circle One) JK-12 JK/SK 1-3 4-6 7-8 9-10 11-12 9-12 Other:

Workshop Title:

Expected Learning Outcomes: (This information will appear in the brochure.)

Instructional Intelligence and Differentiated Instruction and the SmartBoard

  • 1/2 day

WORKSHOP INFORMATION

Workshop Subject Area:

(Specify Subject(s) Area)

Workshop Grade Level: (Circle One) JK-12 JK/SK 1-3 4-6 7-8 9-10 11-12 9-12 Other:

Workshop Title:

Expected Learning Outcomes: (This information will appear in the brochure.)

Multimedia Lesson Creation

must take Intermediate smartboard

must take II and DI and smartboard session

  • 1 day

WORKSHOP INFORMATION

Workshop Subject Area:

(Specify Subject(s) Area)

Workshop Grade Level: (Circle One) JK-12 JK/SK 1-3 4-6 7-8 9-10 11-12 9-12 Other:

Workshop Title:

Expected Learning Outcomes: (This information will appear in the brochure.)

Voice Thread

1/2 day

WORKSHOP INFORMATION

Workshop Subject Area:

(Specify Subject(s) Area)

Workshop Grade Level: (Circle One) JK-12 JK/SK 1-3 4-6 7-8 9-10 11-12 9-12 Other:

Workshop Title:

Expected Learning Outcomes: (This information will appear in the brochure.)

Communicating with Students

- related to cell phone technology and web apps

  • Twitter
  • Podcasts......
  • 1/2 day

WORKSHOP INFORMATION

Workshop Subject Area:

(Specify Subject(s) Area)

Workshop Grade Level: (Circle One) JK-12 JK/SK 1-3 4-6 7-8 9-10 11-12 9-12 Other:

Workshop Title:

Expected Learning Outcomes: (This information will appear in the brochure.)

Monday, March 10, 2008

Virtual or In Person Conferences?

I just came back from two different conferences. Both got me out of my office or classroom and allowed me to talk to others, interact with the presentors. I find that energizing.
I have attended a number of webinars and have not found them as energizing as meeting in person.

At MACUL, Iattended a session by Steve Dembo from Discovery Network. His presentation was about "Learning to Speak Native". He talked about Marc Prensky - "Digital Natives, Digital Immigrants" and how people who grew up with the technology are "hard-wired" differently. He then went onto say that we can lose our accent be using the tools that the Native use.

He talked about how Virtual Conferences like Live Blogs, Podcasts, Backchannels, Twitter, uStream, Schatcasting, HitchHikr are ways to replace the In Person Conferences.

I agree to a certain point. But isn't one of the problems we are having with our students is that they do not know how to socialize with others in real life?
Just wondering?

Virtual Conference or In Person

I recently attended a session by Steve Dembo frpm Discovery. The topic was "Learning to speak native" http://cliotech.blogspot.com/2008/02/learning-to-speak-native-pete-keynote.html

Steve talked about Marc Prensky - "Digital Natives, Digital Immigrants"
people who grew up with the technology are "hard-wired" differently.

Steve talked about non natives talking with an accent. He went on to say that we can lose the accent if we use the technolgy fluently.

Later in the presentation he seem to float the idea that attending a conference virtualy is something that we should be doing more of. I agree but I wonder about the time , setting priorities and the missing piece of interaction with real people.


Secondl Life is a virtual community that is taking hold and gaining momentium. It is a new professional learning community. I am having problems finding the time to get involved. I have an avitator but haven;t learned to become engaged or activated.

How doe people find the time?


Steve talks about the Native way to attend a conference: live blog,s podcasts, backchannels, Skpecasts, Twitter, uStream, Chatcasting, HitchHikr...


I just came back from two different conferences - it was the social aspect of meeting and being with other people and away from my office that engergized me.




It got me thinking about

Tuesday, March 4, 2008

MACUL Presentation: Thursday March 6, 8:00 to 10:00


Media Literacy, Visual Literacy, Numeracy, and SmartBoards



The 21st century learner is bombarded with images from morning to night. The SmartBoard can
be used to help students decode, synthesize, and evaluate information. Teachers will have an
opportunity to work with the SmartBoard to re-create this experience.


Agenda:


  1. Introductions
  2. Getting Started with Interactive White Boards
  3. Smart Notebook Software
  4. Training and Classroom Resources
  5. Smart Board Tools
  6. Media Literacy
  7. Visual Literacy
  8. Numeracy
  9. Conclusion

This document can be found at http://tinyurl.com/2vfjjh



Google Notebook version


1. Introductions

Bill Schreiter and Bruce White, Technology Learning Coordinators, and Peter Dawson, Vice
Principal, Thames Valley District School Board (TVDSB), London, Ontario, Canada

----------------------------------------------------------------------------------------------------------------------------

Getting to Know the audience Survey

  1. Have you ever used an Interactive white board in your classrooms?
  2. What is your level of comfort with a SmartBoard? Beginner, Intermediate, Advanced
  3. Have you ever created lessons using the Smart Notebook software?
  4. Have you ever used Student response Systems
  5. What is your level of expertise with Student Response Systems ?
  6. Beginners, Intermediate, Advanced
  7. Have you created lessons for the SmartBoard using Smartech's student response systems?
    1. Literacy
    2. Numeracy


Turn to your Elbow Partner and tell each other the answer to the question.


What to you want to learn in this session?

------------------------------------------------------------------------------------------------------------


2. Getting Started with Interactive White Boards

How Does an Interactive White Board Work?

  1. Physical Connections
  2. Your Finger
  3. Pen Tray
  4. Pens
  5. On Screen Keyboard
  6. Right Mouse Click
  7. Help
  8. Ready Light


3. Smart Notebook Software


  1. Software Downloads www.smarttech.com Downloads
  2. Licenses
    1. "SMART’s Notebook software may NOT be used on competitor's products without a valid license from SMART."
    2. Because your employer or your school administrator has accepted the terms of a License Agreement, you may install and use this Software on an unlimited number of personal computers.

      This authorization is valid for so long as you remain employed by your employer or continue to attend your school and provided you do not use this Software on any interactive whiteboard or touch-enabled/pen-enabled device that is not a product of SMART Technologies Inc.
    3. License Restrictions. For so long as End User owns SMART Product, End User may Use the Software (i) on an unlimited number of computers owned and controlled by End User; and (ii) if End User has employees, consultants, or students on an unlimited number of computers that may be personally owned by End User’s employees, consultants, or students for so long as they continue to be End User’s employees, consultants or students.
  3. Toolbar
  4. Page Sorter
  5. Gallery
  6. Attachments
  7. Print Capture
  8. My Content
    1. Insert an Image from the Web into Smart Notebook
    2. Insert an Image from a camera into Smart Notebook


4. Training and Classroom Resources





See the Google Notebook file


5. Smart Board Tools



  1. Smart Notebook - Demonstrate
    1. Download a video - "Did You Know 2.0" from Teacher tube - It is a flash video file can can be inserted directly into Smart Notebook. Source the FischBowl blog by Karl Fisch
    2. Demonstrate capturing individual images (Capture Tools)
  2. Smart Video Player - Demonstrate
    1. Download a video - "Did You Know 2.0" from Teacher tube - It is a flash video file can can be inserted directly into Smart Notebook.
    2. Play the Video and capture scenes into Smart Notebook
  3. Smart Recorder - Demonstrate
  4. Floating Tools - Demonstrate
    1. Analyze a Picture
    2. Analyze a video
  5. Capture Tools (Camera) from a variety of Web Sites



6. Media Literacy


What is Media Literacy?


  1. Media literacy is the ability to sift through and analyze the messages that inform, entertain and sell to us every day.
  2. It's the ability to bring critical thinking skills to bear on all media— from music videos and Web environments to product placement in films and virtual displays on NHL hockey boards
  3. It's about asking pertinent questions about what's there, and noticing what's not there. It is the instinct to question what lies behind media productions the motives, the money, the values and the ownership and to be aware of how these factors influence content.

What is Media Literacy? (Source)



7. Visual Literacy




Why images in Education?

  1. Images have always been critical to conveying information,
  2. Images and words can function independent of each other
  3. Images make the idea tangible Pictures play an important part in memory and imagination






Although technology promises new ways to promote literacy, educators' reactions to it have been mixed. Some have embraced technology with unbridled enthusiasm while others have held it at arm's length with a healthy skepticism. Yet the growing influence of technology has caused many educators to acknowledge that they need information on teaching literacy skills in the Digital Age. To serve that need, this Critical Issue offers research, best practices, and resources that support integration of new technologies into literacy instruction.

Educational technology is nudging literacy instruction beyond its oral and print-based tradition to embrace online and electronic texts as well as multimedia. Computers are creating new opportunities for writing and collaborating. The Internet is constructing global bridges for students to communicate, underscoring the need for rock-solid reading and writing skills. By changing the way that information is absorbed, processed, and used, technology is influencing how people read, write, listen, and communicate.


Images in the Language Arts





  1. Images provides ways for student readers and writers to engage with both visual and printed text
  2. Help students visualize
  3. Bridge to writing
  4. Images communicate meaning visually
  5. Can support writing or be a stand alone forum of communicating
  6. Reading allows students to create a "Mental Movie"
  7. Images help students make "Landscape Maps" of what has been read
  8. Vocabulary Pictures
  9. form of word walls
  10. Visual Literacy Narratives
  11. Visual Think Aloud helps readers "Construct Meaning" of what has been read making connections to other knowledge not related to what has been learned so far
      • making and testing predictions
      • monitoring understanding
      • asking questions of what has been read and depth of understanding
      • to knowledge learned from reading
      • to previous knowledge

Images in the Social Studies Curriculum

    • Help students develop "digital literacy" skills:
    • Combining media literacy and visual literacy
    • - acquiring and interpreting information
      • - promoting citizenship skills
    • - Using primary sources to promote student achievement
      • - content and processing skills
    • "Spinning the News" to Shape or Create a Story
    • Reasoning using artifacts from the past
      • Find Facts
      • Test Ideas
      • Make hypothesis
      • Synthesize information
    • Pictures from the past compared to
      • pictures of the present
      • pictures of the future
    • Capturing and Identifying Geographic Features

Word Walls

  • Subject Specific
  • Topic Specific
  • Display
    • with or without definitions
    • with images
    • with student generated definitions, examples
    • orally recorded or in print
    • created with a graphic Organizer software like Inspiration or Smart Ideas or Internet based software
  • Word Walls created
    • as a class
    • by teacher
    • by groups
    • as a Jigsaw activity

------------------------------------------------------------------------
What can be learned from pictures?
Working on some Visual Literacy Skills?
What words come to mind when you first saw this image?
What time of year was it when this picture was created? What are some of the clues?
What is the message that the artist was trying to get the viewer to see?
What shapes can you find in the picture?
Where was this picture created? OR Where does the artist want us to think this picture was created? What are the clues?
How has the artist combined images that we see everyday and then added a twist to get us to look closer?
--------------------------------------------
What about this image catches your attention?
What is your first response to this image?
What do think the artist was thinking when they took this picture or created this image?
-----------------------------------------
What about this image catches your attention?
What is your first response to this image?
What do think the artist was thinking when they took this picture or created this image?
What are the clues that help you understand this picture?
---------------------------------------
What about this image catches your attention?
What is your first response to this image?
What do think the artist was thinking when they took this picture or created this image?
---------------------------------------
What about this image catches your attention?
Who do you think they are?
------------------------------------------------------------------------------------------------------------
Which of the above images do you feel is the best one?
Think to yourself and then talk to your elbow partner to make your case?
What are the "Pros" and "Cons" for each picture?
---------------------------------------------
Which shopping bag would you buy?
Which on would you use if it was given to you?
Which shopping bag do you not like?
#1 Man with lop around neck
#2 Woman with distorted face
#3 Skipper
#4 Hand in mouth
Explain why?
-------------------------------------------------------------------------------------------------------------------------------------------------
Write a caption for this picture
or Speech bubble
Write a caption for this picture?
Think/ Pair/ Share
  • Think to yourself
  • Pair up with a partner
      • Elbow Partner
      • Person to your right or left
      • Someone you have never met
  • Write some content for the speech bubble

  • With your partner and then with a group - Share Your ideas
    • Write a starter sentence

* Hand your sentence to another group - have them write the next sentence
* Continue around the room until every group has added a sentence
---------------------------------------------------------------------------------------------
Which picture has the "Strongest Visual Response Factor" for you?
Talk to your elbow partner
* What was their response?
* Discuss your responses.
* Be ready to share with the rest of the class.

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What was your first response?
Did your response change after you had a chance to look at the image?
Did the artist do this on purpose?
Why do you think so?

8. Numeracy

  • Numeracy is a proficiency which is developed mainly in mathematics but also in other subjects. It is more than an ability to do basic arithmetic. It involves developing confidence and competence with numbers and measures. It requires understanding of the number system, a repertoire of mathematical techniques, and an inclination and ability to solve quantitative or spatial problems in a range of contexts. Numeracy also demands understanding of the ways in which data are gathered by counting and measuring, and presented in graphs, diagrams, charts and tables



Problem Solving is

  • central to learning Mathematics
  • the primary focus and goal of mathematics in the real world

Images in the Mathematics Curriculum

  1. Analysis of mathematical patterns and concepts
  2. Story problems
  3. Digital story telling
  4. Math in everyday life
  5. parents work
  6. mathematics in cooking,building and constructing items


Example:Architecture

Analyzing slopes of Rooftops

Art

  1. Photography- 1/3rd rule in photography ,
  2. Golden Mean in Paintings
  3. Finding and using vanishing points
  4. Nature


Example:Patterns, Symmetry,
Investigating areas of irregular figures


Proportional Reasoning
Digital Stories of mathematics





5. Conclusion