Techno Frustration or Joy

What are the concerns that new SmartBoard users have following the Introduction the the SmartBoard Workshop

2009-03-14T17:20:00.000-07:00

Action Research:
URL: http://tinyurl.com/action-research-smartboard for this document
Research Question:
The purpose of this study is explore the concerns that new SmartBoard users have following the Introduction to the SmartBoard workshops.

The Thames Valley District School Board has been involved in an systemic change project focused on instruction for the last five years. The rational for this study is to impact student learning – with a focus on literacy. This year, in year six, a group of teachers were nominated to be involved in the action research to inquire into their classroom use of different aspects of the project. As part of that we were provided with five days from November to February to plan and share our planning. Tangentially, our school has focused on how this....our students
Rationale
Lessons that effectively integrate the interactiveness of the smartboard in various classroom applications can be a very challenging for a new smartboard user. For example, the SmartBoard software is the key to enabling teachers to create situations to engage students in situations that are more difficult in more traditional tools. Even though the effective use of all the features of the Notebook software can be challenging and formative task when first introduced to the software. Teachers express concerns about the learning curve of using the smartboard, the software, lesson design incorporating the smartboard and classroom management. This research project will look at the concerns that teachers raise so that they can be addressed in follow-up workshops.
Background
Thames Valley District School Board has been purchasing interactive whiteboards for over 10 years. Over the last 5 years we have gone from a few dozen Interactive Whiteboards to over 1,300 SmartBoard in classrooms across the valley. More smartboards are being ordered every month. Introduction to the SmartBoard workshops are being run during school time, after school and on weekends. The sessions fill up quickly by teachers who are getting a SmartBoard in their classroom, have a SmartBoard in their classroom, want a Smartboard in their classroom or are an occasionally teacher who wants to be able to use a smartboard in a classroom when they are called to supply in a classroom with a smartboard.
TVDSB has run a SmartBoard Conference with over 300 teachers attending on a Saturday in April. Teachers have also attended a SmartBoard Conference run by Smart Tech at Appleby College in Feb and April. Thames Valley teachers made up the large percentage of the teachers attending. In the past we have run Introductory workshops for teachers with Intermediate and Advanced workshops occasionally being offered during the Summer Institutes and school year.
I have been an educator for over 32 years and a Learning Coordinator for five years. My involvement in training teachers has been over the last 5 years. Over 100 smartboard workshops have been run by me across Thames Valley and at conferences in London, Waterloo, Toronto, Michigan, Texas and in Washington. The current workshops were designed using in the classroom Action Research from 2007- 2008 conducted by me. The focus was to look at how do we start to get teachers interested in using the smartboard.
This research project will inquire into teacher concerns related to the use of the smartboard and their professional development with this tool. I will use the CBAM model ( Concerns-Based Adoption Model), Technology Matrix and the How are they using the SmartBoard Matrix that I have developed. See the resources below.* As teachers move from non-users to orientation to preparation, mechanical, routine, refined, integrative and finally refocusing their concerns change. Their concerns need to be addressed. This research project will look at the different levels of concern as they move upwards from the non user status with no concerns, awareness, information, personal, impact on students and then to collaborative. What are the teachers concerns as they move through the different levels of growth and learning.?

This project will follow a number of teachers who are new to the smartboard and how teacher in-service and post -in-service help teacher's growth. Teachers who attend the Introduction to The SmartBoard Part A and Part B will be invited to be involved.
Methodology
The methodology section is divided into sections:
Data Collection:
Step One
Conducting Introduction to the SmartBoard Part A and B
Step Two
Teachers are invited to complete the survey that looks at the concerns that teachers have raised related to:
Rate ability pre and post workshop(knowledge, use of functions, etc.)

Outstanding knowledge and/or learning gaps

What supports, information, training would they like to receive

How they plan to use the SmartBoard in their classroom

How they will evaluate impact of SmartBoard on students

What observations/findings do they have regarding SmartBoard use in the classroom

Step Three
Collect the feedback
Anaylize the data
Design the Followup Workshop "Beyond the Basic Workshop"
Design the follow-up feedback survey
Step Four
Conduct the Follow-up workshops dsigned arounbd teachers concerns.
The Process: Collection of Data

STAGES

Conduct Introduction workshops

Complete Feedback questionnaire

Look at the concerns raised by the teachers to from the survey.

On workshop topics

On their learning

Rate ability pre and post workshop(knowledge, use of functions, etc.)

Outstanding knowledge and/or learning gaps

What supports, information, training would they like to receive

How they plan to use the SmartBoard in their classroom

How they will evaluate impact of SmartBoard on students

What observations/findings do they have regarding SmartBoard use in the classroom

Conduct on site review

Collect observational data from teachers (impact of SmartBoad on students)

Determine outstanding learning needs

Action Research: Teacher In-Service M...

2009-01-05T10:53:00.001-08:00

Action Research:

URL: http://tinyurl.com/action-research-smartboard for this document

Topic: Teacher In-Service Model and the impact on Student Engagement

The Thames Valley District School Board has been involved in an systemic change project focused on instruction for the last five years. The rational for this study is to impact student learning – with a focus on literacy. This year, in year six, a group of teachers were nominated to be involved in the action research to inquire into their classroom use of different aspects of the project. As part of that we were provided with five days from November to February to plan and share our planning. Tangentially, our school has focused on how this....our students

Research Question:

The purpose of this study is explore the concerns that new teachers to using the SmartBoard have following the Introduction to the SmartBoard workshop.

Rationale

The effectiveness of teachers integration of the smartboard as a teaching tool can have a impact on how students learn and retain information. A teacher's ability to effectively design lesson plans that effectively integrate the interactiveness of the smartboard in various classroom applications can impacts student engagement. The SmartBoard software is the key to enabling teachers to create situations to engage students in situations that are more difficult in more traditional tools. The effective use of all the features of the Notebook software can be challenging and formative task when first introduced to the software. Teachers express concerns about the learning curve of using the smartboard, the software, lesson design incorporating the smartboard and classroom management.

Background

Thames Valley District School Board has been purchasing interactive whiteboards for over 10 years. Over the last 5 years we have gone from a few dozen Interactive Whiteboards to over 1,300 SmartBoard in classrooms across the valley. More smartboards are being ordered every month. Introduction to the SmartBoard workshops are being run during school time, after school and on weekends. The sessions fill up quickly by teachers who are getting a SmartBoard in their classroom, have a SmartBoard in their classroom, want a Smartboard in their classroom or are an occasionally teacher who wants to be able to use a smartboard in a classroom when they are called to supply in a classroom with a smartboard.

TVDSB has run a SmartBoard Conference with over 300 teachers attending on a Saturday in April. Teachers have also attended a SmartBoard Conference run by Smart Tech at Appleby College in Feb and April. Thames Valley teachers made up the large percentage of the teachers attending. In the past we have run Introductory workshops for teachers with Intermediate and Advanced workshops occasionally being offered during the Summer Institutes and school year.

This research project will look at teachers concerns related to the use of the smartboard and their professional development with this tool. I will use the CBAM model ( Concerns-Based Adoption Model), Technology Matrix and the How are they using the SmartBoard Matrix that I have developed. See the resources below.* As teachers move from non-users to orientation to preparation, mechanical, routine, refined, integrative and finally refocusing their concerns change. Their concerns need to be addressed. This research project will look at the different levels of concern as they move upwards from the non user status with no concerns, awareness, information, personal, impact on students and then to collaborative. What are the teachers concerns as they move through the different levels of growth and learning.?

This project will follow a number of teachers who are new to the smartboard and how teacher in-service and post -in-service help teacher's growth. Teachers who attend the Introduction to The SmartBoard Part A and Part B will be asked to be involved. Two schools Eagle Heights and Masonville PS will be followed more closely. Data on a few classes will be collected.

Andrea's Grade ½ class is part of a large primary division at Eagle Heights Public School in London, Ontario. There are over 500 students at the school, 65% of the student body have come to our school from another country or speak another primary language at home, creating a diverse culture around the school. My class is made up of 10 boys and 8 girls. 10 of the students fall under the qualifications of ESL and 2 of the students have special needs. The parent community is very supportive of the work that is done at the school. Many of our parents are completing degrees, teaching or working at the University
of Western Ontario.

Strategies: Mentoring teachers and help teachers develop a professional learning community

Survey: http://www.tvdsb.on.ca/currcomptech/SelectSurveyASPAdvanced/TakeSurvey.asp?SurveyID=90L8o42M7o61G

Development: lesson creation and development

Student Engagement: how are students using the smartboard, how are teachers teaching with the SmartBoard

Evaluation: reflective / annotative comments from students and teachers, Google Doc that teachers and students have access to

Research Articles

Bloom's Taxonomy and Technology: http://www.openeducation.net/2008/04/11/blooms-taxonomy-and-the-digital-world/#more-209

Technology Integration Matrix http://fcit.usf.edu/matrix/download/indicators.pdf

	Stages of Concern for Teachers using Technology
Priority One	Setting up / Connecting the technology
	Making the technology work / trouble shooting
	Finding resources / Lesson plans / Activities
	Managing the technology in the classroom
	Enriching the classroom learning environment with the technology
	Making the classroom learning environment more engaging for students
	Expanding or applying what has been learned in a new way
	Increasing personal productivity
	Instructional Design of the lessons

Starting Point for the above list:http://www.kent.k12.wa.us/KSD/it/inst_tech/ProfDevelopment/prof_dev_matrix.html

SmartBoard Basics http://tinyurl.com/smart101

Menus	Side Tabs	Page Sorter
Objects and their properties	Handwriting and Text conversion	Fonts and Typed Text and its properties
Spell check	The Gallery	Inserting Images
Camera and Capturing images	Attachments	Smart Notebook Print Capture
The Menu Bar	Floating Tool Bar	Dual Pages and Pinned pages
Lesson Activity Tool Kit	Adding Sound	Adding Video
Screen Shade	Presentation Mode	Spot Light
Hide and Reveal	Pull Tabs	Interactive Resources

SmartBoard Resources

Teacher Center's SmartActive Conference

TVDSB Learning Object Repository

Smart Tech's Teacher Hub

Technology Integration Matrix - modified for this project

Technology Integration Matrix

Entry:

teacher uses technology to deliver content to students

Adoption:

the teacher directs students in the conventional use of tool-based software.

Adaptation:

The teacher encourages adaption of tool-based software by allowing students to select tool and modify its use to accomplish the task at hand

Infusion:

the teacher creates a learning environment that infuses the power of the technology tools throughout the day and across the subject areas.

Transformation: The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without the technology

Non-User:

Students are using technology

Students use technology occasionally for drill, practice and computer based training

Students learn to use some of the technology software available to them in the classroom or computer lab

Students e selected technology tools to accomplish specific purposes.

Throughout the school day, students select appropriate technology tools and actively apply them to different tasks

Students have access to online resources, students select and purse topics beyond the limitations of even their school library

Active:

Students are actively engaged in using technology as a tool rather than passively receiving information from the technology

Students use technology for drill, practice and computer based training

Students begin to utilize technology tools to create products for class presentations

Students have opportunities to select and modify technology tools to accomplish specific purposes.

Throughout the school day, students are empowered to select appropriate technology tools and actively apply them to the tasks at hand

Given ongoing access to online resources, students actively select and purse topics beyond the limitations of even the best school libraries

Collaboratively:

Students use technology tools to collaborate with others rather than working individually where it is possible

Students primarily work alone when using technology

Students have opportunities to utilize collaborative tools, such as email,Google Docs, shared files in conventional ways

Students have opportunities to select and modify technology tools to facilitate collaborative work

Throughout the day and across subject areas, students utilize technology tools to facilitate collaborative learning

Technology enables students o collaborate with peers and experts irrespective of time zone or physical distances

Constructive:

Students use technology tools to build understanding rather than simply receive information

Technology is used to deliver information to students

Students have opportunities to utilize constructive tool such as graphic organizers to build upon prior knowledge and construct meaning

Students have opportunities to select and modify technology tools to assist them in construction of understanding

Students utilize technology to make connections and construct understanding across disciplines and throughout the day

Students use technology to construct, share, and publish knowledge to a worldwide audience

Authentic:

Students use technology tools to solve real world problems meaningful to them rather than working on artificial assignments

Students use technology to complete activities that are generally unrelated to real world problems

Students have opportunities to apply technology tools to some content-specific-activities that are based on real-world problems

Students have opportunities to select and modify technology tools to solve problems based on real-world issues

Students select appropriate technology tools to complete authentic tasks across disciplines

By means of technology tools, students participate in outside-of-school projects and problem- solving activities that have meaning for the students and the community

Goal Directed:

Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completion assignments without reflection.

Students receive directions, guidance, and feedback from technology rather than using technology tools to set goals, plan activities, mentor progress, ore self-evaluate

From time to time, students have the opportunity to use technology to either plan, monitor or evaluate an activity

Students have opportunities to select and modify technology tools to facilitate goal-setting, planning, monitoring and evaluating specific activities

Students use technology tools to set goals, plan activities, monitor progress, and evaluate results throughout the curriculum

Students engage in ongoing meatacognative activities at a level that would be unattainable without the support of technology tools

Typical Expressions of Concern about Innovation (http://www.nas.edu/rise/backg4a.htm)

Stage of Concern	Expression of Concern
0.Awareness	I am not concerned about it.
1. Informational	I would like to know more about it.
2. Personal	How will it affect me?
3. Management	I seem to be spending all my time getting material ready.
4. Consequential	How is my use affecting learning? How can I refine it to have more impact?
5. Collaborative	How can I relate what I am doing to what others are doing?
6. Refocused	I have some ideas about something that would work even better.

Levels of Use of the Innovation: Typical Behaviors

Levels of Use	Behavioral Indicators of Level
0. Non-User	The user has no interest, is taking no action.
1. Orientation	The user is taking the initiative to learn more about the innovation
2. Preparation	The user has definite plans to begin using the innovation
3. Mechanical	The user is making changes to better organize use of the innovation
4a. Routine	The user is making a few or no changes and has an established pattern of use
4b. Refinement	The user is making changes to increase outcomes
5. Integration	The user is making deliberate efforts to coordinate with others in using the innovation
6. Renewal	The user is seeking more effective alternatives to established use of th innovation.

*Phase*	How are they using the SMART Board?
Novice SmartBoard User (Phase 1)	Little Interactive Use: - Teach as if it is a Blackboard or Overhead * Displaying existing resources from documents or web sites. * Using and annotating existing digital resources (eg. drawing on the board) * Using basic features of Notebook to create and display notes * Using the Gallery images to enhance notes. * Engaging students through Socratic lessons (Talking Head) * Teacher centered use of the board * Little interactiveness with the board * Aware of where to locate resources - WEB sites * Downloading and using Smart Notebook files and lessons without much modification * Saving Smart Notebook files to personal folder * Instructional Intelligence (teaching skills, strategies and tactics) and Differentiated Instruction are not evident in the lesson design
Level One Interactive (Phase 2)	Emerging Interactive Use: - Teachers and Students begin to Interactively use the SmartBoard * Actively search and collect Smart Notebook files and lessons * Increase the modifications to downloaded Smart Notebooks files and lessons to adapt them to the curriculum and the needs of their students. * Creating simple lessons and interactive activities in the Smart Notebook software from scratch or duplicating/ scanning older paper driven activities * Adding frequently used Gallery items to the My Content folder in the Gallery * Sharing Smart Notebook lessons occasionally with teaching partners and other staff members. * Starting to incorporate web based content (links, digital images via the Camera) into Smart Notebook Lessons * Starting to incorporate flash (animated) objects from the Gallery and Lesson Activity Toolkit into Smart Notebook files and lessons. * Shifting from whole class teacher centered demonstrations to small group or individual student presentations using the SmartBoard * Students begin to use the Smart Notebook software on computers not attached to the SmartBoard as a learning tool. * Students start to create assignments using the notebook software to be presented on the smartboard * Teachers begin to use Smart Notebooks tools such as dice, timers and spinners to facilitate Cooperative Learning instructional strategies.
Level Two Interactive (Phase 3)	Interactive Use: Students and Teachers * Creating and delivering highly interactive lessons in Notebook format to their classes * Regularly sharing lessons with other teachers in their school * Teachers design lessons and activities that promote higher order thinking skill and incorporate digital images, graphic organizers, etc. * Occasional collaboration on lesson and unit designs. * Teachers increasingly engage students using instructional skills, tactics, strategies and the Smart Board. * Using Differentiated Instruction theory and the Smart board to create a variety of activities within the same lesson that meet a variety of different learning styles and needs * Addresses Multiple Intelligences through the use of current Web 2.0 tools to cater to different learning styles * Developing alternative methods of assessment through differentiated assignments * Using Action Research to inform instruction * Teachers involve students in the creation of SMART Board resources * Mentoring other teachers * Teachers are involved in Professional Learning Community * Teachers sharing resources system wide * Students begin to incorporate web links and attachments to the Smart Notebook files. * Students use the Smart Notebook software to create presentations that demonstrate application of their knowledge.
Exemplary (Phase 4)	Collaborative Use: Students and Teachers * Developing new and innovative content, strategies and templates that can be adapted for any subject (constantly expanding teacher tool kit) * Creating, maintaining and contributing to online professional learning communities * Actively sharing resources * Mentoring and training other users * Speaking, advocating, promoting the use of technology * Sharing results of Action Research * Self sufficient * Encouraging students to collaboratively use the software to create presentations, activities and assignments.

10 Introduction to Clickers

2008-10-30T12:16:00.001-07:00

Introduction to Clicker Student Response Systems in the Classroom

"The 'Introduction to Clicker Student Response Systems in the Classroom for
Beginners' will cover basic hardware setup, using the Clicker software (CPS
software) to set up classes, add students, working in anonymous mode, creating lessons, learning how to engaging students, use the systems for Assessment of learning and assessment of learning, delivery of content, assessing student results and Introduction to resources available."

URL for this handout:

http://tinyurl.com/TVDSB-Clickers

Workshop Agenda:

Introductions

Questions:

What is your definition of Technology?

What technology fo you have in your classroom?

Overview:

What are Student Response Systems?

. How can we use them in the Classroom?

Handout

Types of Activities

What are the benefits?
- Handout

The Details

How do you:
- CPS: Classroom Performance System - software floats on top of other software
  - ExamView: Assessment Suite (Test Generator, Test Manager, Test Player),
    - ExamView Learning Series (22 grade-level products that contain more than 9,500 test questions)
    Creating a Database
    - use same database
    Classes
    - Prepare- New- Class
      - Importing Class list
        
        Import as a CSV file: comma separated values
    Quizzes and Tests
    - Examview
  Types of Questions
  Content Creation Options
  
  Handout
  
  Deliver:
  - Quizzes and Tests: "Where are they and where do you want to go"
    - Assessment of Learning
    - Add folder - use add files to bring in files from ExamView etc...
    Content Delivery Options
    - Handout
    Reports:
    Types of Reports:
    
    Student Reports,
    
    Class Reports
    
    Exporting the Results
    Best Practices
    - Handout
    Challenges in Using CRS units
    - Handout
  Resources

Instructional Videos: http://www.eistuction.com/training/videos/

Introductions:

Please find an Elbow partner and interview him/her. Be prepared to tell the group your partner's

Name

School

Grade/subject taught

What they want out of this workshop

new way of testing
instant feedback
knowing that they are being used at the university level
individual feedback
heard a lot about them

General Question:"Food for Thought"

What is your definition of technology?

anything that you have to turn on . machines and information

machines to allow you to do something easier . tools - easier faster better

manage information, Example: pencil . What makes the thought concrete

Question 1

What Technology was in your Classroom when you were a Student?

Range of experiences –

Starters: Blackboard, overhead, VCR, Filmstrip, DVD, Computer

Question 2

What Technology do you have in the Classroom where you teach today?

- Give some Examples:

blackboard/whiteboard, flipping chalkboard- on a stand, rolling blackboard, calculator - $150.00
coloured chalk
overhead projector,

Question 3
What other technologies do you have in your classroom - NOW?

Smartboards, data projectors, VCR, DVDs, GPS, computers,

Question 4

What impact has the use of technology had in your classroom?

High impact,

Explain how it is having a strong impact?

Moderate impact,

Why is it having a moderate impact

Discussion

GOALS: (Student Response System- Questionnaire)

Improve student learning

Assessment: Assessment of Learning, for learning - immediatacy

Engaging Students: Getting students involved and ongoing engaged

Literacy and Numeracy tests:

How can it be improved by Clickers (Student Response Systems)

Differentiated Instruction

Instructional Intelligence

Good Teaching Practices

Strategy:

Think Pair Share

Question: How can Student Response Systems improve student learning?

Rank the Answers

– Expand on answers – random student to expand…

Wikipedia Definition (http://en.wikipedia.org/wiki/Technology)

Technology is a broad concept that deals with a species' usage and knowledge of tools and crafts, and how it affects a species' ability to control and adapt to its environment.

In human society, it is a consequence of science and engineering, although several technological advances predate the two concepts. Technology is a term with origins in the Greek "technologia", "τεχνολογία" — "techne", "τέχνη" ("craft") and "logia", "λογία" ("saying").^[1]

A strict definition is elusive; "technology" can refer to material objects of use to humanity, such as machines, hardware or utensils, but can also encompass broader themes, including systems, methods of organization, and techniques.

The term can either be applied generally or to specific areas: examples include "construction technology", "medical technology", or "state-of-the-art technology".

Hardware
Set-up
Plug in the receiver before starting the software

Creating Classes
Adding Classes
Use the Green + to set up a new class

Question Types
Different types of questions

Engaging- Delivering the Lesson

Reports
Reports
Gradebook

Resources

Lessons in EQAO Grade 6 - Language (ISBN: eICEQAO6LAN; AdoptionCode: eIn07204102337
Lessons in Eqao Grade 3 (ISBN: eICEQAO3; AdoptionCode: eIn07124111133
Lessons in Grade 3 Language (ISBN: oqregrade3; AdoptionCode: eIn08106094848)
Lessons in EQAO Grade 9 - Math (ISBN: eIcEQAO9MATH; AdoptionCode: eIn07242104611
Lessons in OSSLT - 2007 (ISBN: OSSLT 2007; AdoptionCode: eIn07297154620

eInstruction Resources are available here.

CPS Clicker Software Download

http://www.einstruction.com/Downloads/index.cfm

CPS Software

Classroom Performance System for PowerPoint

Examview

Training Videos

CPS Training Manual:

Webinars

McGraw Hill List of Resources that have CPS questions

Bloom's Taxonomy

REMEMBER /KNOWLEDGE

remembering; memorizing; recognizing; recalling identification and
recall of information

Who, what, when, where, how ...? Describe
UNDERSTANDING/ COMPREHENSION

interpreting; translating from one medium to another; describing in one's own words;
organization and selection of facts and ideas, Retell...
APLY/ APPLICATION

problem solving; applying information to produce some result;
use of facts, rules and principles

How is...an example of...? How is...related to...? Why is...significant?
ANALYSIS

subdividing something to show how it is put together; finding the underlying structure of a communication;
identifying motives;
separation of a whole into component parts

What are the parts or features of...? Classify...according to... Outline/diagram...
How does...compare/contrast with...? What evidence can you list for...?
CREATING/ SYNTHESIS

creating a unique, original product that may be in verbal form or may be a physical object;
combination of ideas to form a new whole

What would you predict/infer from...? What ideas can you add to...?
How would you create/design a new...? What might happen if you combined...?
What solutions would you suggest for...?
EVALUATION

making value decisions about issues; resolving controversies or differences of opinion;
development of opinions, judgements or decisions

Do you agree...? What do you think about...? What is the most important...?
Place the following in order of priority... How would you decide about...? What criteria would you use to assess...?

Benefit Overview(s)

CPS

Implication Questions

Where do you want to be at the end of this session?

Strategy: Placemat/ Gallery Walk

If you have the Clickers in the classroom- How do you see the Clickers helping your students?

Starter Benefits and Strategies/ Applications:

Anonymous-

Quick question starts during a lesson

Recording results…

Handouts

Why Use a Classroom Response System or Student Response Systems?

Classroom response systems (CPS) are also called Student Response Systems (SRS)

The Classroom Response Systems provides a direct wireless connection between you and your students. Interactive response system are designed to enhance interactive teaching and learning. The receiver hooks up via a USB connection to a computer and doesn’t need an additional power adaptor.

Formative and summative assessments are a critical part of teaching. The Student Response Systems allows you to conduct assessments more frequently because of the speed and ease by which they can be created and delivered, and tallied. Student feedback can be almost instant. The reports generated helps you record and track the progress of each student over the whole school year. A teacher can use the response systems to :

...Maintain students’ attention during a lecture. Studies show

that most people’s attention lapses after 10 to 18 minutes of passive listening. Inserting a few CRS-facilitated activities every so often during a lecture can help maintain students’ attention. http://www.indiana.edu/\\u126 ~teaching/allabout/pubs/changeups.shtml

...Promote active student engagement during a lecture. Posing well-chosen questions to students during lecture and expecting answers from each student can cause students to reflect on and assimilate course content during class.

...Promote discussion and collaboration among students during class with group exercises that require students to discuss and come to a consensus.

...Encourage participation from each and every student in a class. Asking a question verbally and calling on the first student to raise his or her hand results in one student participating. A CRS-facilitated activity can involve not one, but all of the students in the class.

...Create a safe space for shy and unsure students to participate in class. A CRS gives students a chance to respond to a teacher’s question silently and privately, enabling student who might not typically speak up in class to express their thoughts and opinions. A CRS also enables students to respond anonymously to sensitive ethical, legal, and moral questions.

...Check for student understanding during class. By asking CRS-facilitated questions, teachers can determine if students understand important points or distinctions raised in class. They need not wait until homework is turned in or exams are completed to do so. Instead they can receive feedback on a lecture during that same lecture.

...Teach in a way that adapts to the immediate learning needs of his or her students. If a histogram of student answers shows that a significant number of students chose wrong answers to a question, then the teacher can revisit or clarify the points he or she just made in class. If a histogram shows that most students chose the correct answers to a question, then the teacher can move on to another topic.

...Take attendance and to rapidly grade in-class quizzes, provided that each transmitter is assigned to a unique student over the length of a course. Note that different CRS systems provide different levels of support for anonymous and non-anonymous usage.

...Add a little drama to class. There is often a sense of expectation as wait for the histogram to appear showing how their classmates answered a given question.Source:

http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/crs.htm

Vanderbilt Center for teaching

Best Practices

Use clickers for low-stakes assessments. Assign points for clicker use but recognize that technologies sometimes malfunction. Clicker use should be non-threatening and should be advertised to the students as fun.

Pedagogic benefits of class participation :

student engagement, collaborative learning, instant feedback,

Clicker questions engage student attention and participation. Use clickers in different ways to engage students and keep their attention.

A common mistake is to use too many clicker questions during a class.

On average, it is suggested that clicker questions should be spaced at 10-20 minute intervals to bring students back to attention! That means 3-4 per typical class session.

Use clickers often; it has been reported that student attention begins to drift after 10 minutes of traditional lecturing. Therefore 3-4 well-paced clicker exercises per 50 minute class session are reasonable.

When "too many" students answer a question incorrectly, go over the material again.

Have students discuss the question among themselves.

Then allow them to re-answer (i.e., re-poll) the question(s). Students enjoy the "lighter" moments of peer discussion in a big lecture class.

Start and end a class or topical unit with a key conceptual question.

Such pre- and post testing tells you how well you got the information across, and lets the students see what they have learned.

Students appreciate the instant feedback that clickers provide.

If you assign homework readings, use the first 5 minutes of class to ask a few (5-10) questions to see if students have read and understood the assignment.

This is a great chance to be sure all students start your class session with the same prior knowledge.

Try ask students' opinions about issues relevant to your course and use their responses to present new information and correct misinformation or misunderstanding.

Source:

http://www4.uwm.edu/ltc/srs/faculty/best_practices.cfm

University of Wisconsin Milwaukee

Types of Questions

In addition to facilitating a variety of teaching activities, CRSs enable a teacher to ask a variety of types of questions. Notes that each of the following question types can be appropriate to the multiple-choice question format.

Factual Questions:These questions might be used to see if students did the reading, remember important points from prior classes, or have memorized key facts.Conceptual Questions:

While difficult, it is possible to write multiple-choice questions that demonstrate whether or not students understand important concepts and principles.One-Best-Answer Questions:

These questions include multiple answer choices, more than one of which could be argued as correct. Students are asked to select the one best answer from these choices. These are also referred to as "partially correct multiple-choice questions" (Burnstein & Lederman, 2006). Opinion Questions:

Evaluative and opinion questions may not have correct answers, but asking these questions can engage students and provoke rich discussions, particularly in response to ethical, legal, or moral issues.Data Gathering Questions

: A CRS can be used to quickly gather demographic, opinion, or other data from a class full of students. This is often useful in social science classes that utilize social or economic experiments in the classroom. Questions Asking for Predictions:

In science classes, students can be asked to predict the outcome of an experiment prior to being shown the experiment. This gives the teacher a sense of the students’ preconceptions and increases the surprise value of the experiment when students see just how many of their classmates expected different outcomes.Games:

In social science classes, particularly economics, classroom games are played to illustrate points about human behavior. A CRS can facilitate data-gathering in such games. Feedback on Teaching:

CRSs can also be used to ask students to provide direct feedback on how well a particular class is going. For example, one might ask students to rate their level of understanding of the lecture thus far on a scale of 1 to 4.

Source: http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/crs.htm#teaching Vanderbilt Center for teaching

Types of Activities

Teaching with a CRS can take a number of directions. Teachers will want to match activities to course content, time constraints, learning objectives, and their own teaching styles.

Attendance:Clickers can be used to take attendance directly or indirectly by determining which students used their clickers during class.Summative Assessment:

Clickers can be used for graded activities, such as multiple-choice quizzes or even tests. CPS clickers allow for a "student-paced" mode in which students answer questions on a printed test at their own pace.Formative Assessment:

Clickers can be used to pose questions to students and collect their answers for the purpose of providing real-time information about student learning to both the instructor and the students. Students can use this feedback to monitor their own learning, and instructors can use it to change how they manage students’ learning needsHomework Collection:

CPS clickers allow students to record their answers to multiple-choice or free response homework questions outside of class and submit their answers via the clickers at the start of class. Discussion Warm-Up:

Posing a question, giving students time to think about it and record their answers via clickers, and then displaying the results can be an effective way to warm a class up for a class-wide discussion. This approach gives all students time to think about and commit to an answer, setting the stage for greater discussion participation. Contingent Teaching:

Since it can occasionally be challenging to determine what students understand and what they do not understand, clickers can be used to gauge that in real-time during class and modify one's lesson plan accordingly. If the clicker data show that students understand a given topic, then the instructor can move on to the next one. If not, then more time can be spent on the topic, perhaps involving more lecture, class discussion, or another clicker question.

crs_biblio.htm crs_biblio.htm

Peer Instruction: The teacher poses a question to his or her students. The students ponder the question silently and transmit their individual answers using the clickers. The teacher checks the histogram of student responses. If significant numbers of students choose the wrong answer, the teacher instructs the students to discuss the question with their neighbor. After a few minutes of discussion, the students submit their answers again.

crs_biblio.htm.

Repeated Questions: In the peer instruction approach described above, students respond to a given question twice--once after thinking about their answer individually and again after discussing it with their neighbor. Some instructors ask the same question several times, with different activities in between rounds of voting designed to help students better answer the question. Question-Driven Instruction:

This approach combines contingent teaching and peer instruction. Lesson plans consist entirely of clicker questions. Which questions are asked depends entirely on how students answer the questions. An instructor might come into class with a stack of clicker questions, with multiple questions on each topic. As students perform well on clicker questions, the instructor moves on to questions on new topics. As students perform poorly, the instructor asks further questions on the same topic.

crs_biblio.htm

"Choose Your Own Adventure" Classes: In this technique, an instructor poses a problem along with several possible approaches to solving it--perhaps approaches suggested by students during class. The instructor has the students vote on which approach to pursue first, then explores that approach with the students.

crs_biblio.htm

Source: http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/crs.htm#teaching

Vanderbilt Center for teaching

Challenges in Using a CRS

While a CRS can facilitate a variety of student-active teaching activities, a teacher using a CRS should be aware of the following challenges.

As with any use of computer technology in the classroom, technical problems can arise. A teacher using a CRS should allow time at the beginning of class to set-up and troubleshoot the CRS. Also, non-CRS back-up activities should be planned in the event of a total CRS failure.Getting started with a CRS takes some time.

Current systems are easier to learn and use than older systems, but there is still some start-up time required. Having an experienced user around is helpful.

Adapting lesson plans to take advantage of clickers takes time, too. However, it is often not hard to start small by adding a question or two to each class, particularly if the instructor has a good idea where students are likely to have difficulties.

Most CRS technology restricts teachers to posing multiple-choice questions, and writing effective multiple-choice questions can be challenging. Knowledge of common student mistakes and misconceptions can be useful in designing wrong answers to multiple-choice questions. Asking students open-ended questions and then adapting their responses into later multiple-choice questions can also be effective. Some instructors take student suggestions for answer choices during class.

http://www.nbme.org/PDF/ItemWriting_2003/2003IWGwhole.pdf

Using a CRS in class takes up class time. Some time will be spent at the beginning of class distributing the transmitters. Moreover, a few minutes will be needed for students to transmit their answers, and class time will be used discussing student responses.

The time limit function of a CRS Students are given only so much time to respond to a given question - helps manage class time.

Students need to master certain material before moving on, and using clickers to ensure that mastery is worth the extra time.

Using clickers to get feedback on student understanding actually allows them to progress through material more quickly by determining what topics they can safely omit.

The wrong answers that students choose in response to a multiple-choice question can reveal that the students have misconceptions, but knowing that students have misconceptions does not necessarily reveal what those misconceptions are. Teachers using CRS questions sometimes find it surprising when large numbers of students choose certain wrong answers, and further classroom discussion is sometimes needed to explore why students chose the wrong answers they did.

When a teacher uses a CRS to check for student understanding during class, if it turns out the students do not understanding a particular concept or application, then the teacher may have to change his or her lesson plan "on the fly."

Many instructors use clickers to lead into class-wide discussions, and leading class-wide discussions can be challenging for instructors used to just lecturing.

../activities/discussions.htm

Source:

http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/crs.htm#teaching

Vanderbilt Center for teaching

Content Creation Options:

Verbal Questions: asking questions on the fly with the verbal question mode

Chalkboard Questions: draw on the tablet to ask a question on the fly

Random Student Picker: ask higher-level synthesis questions by having the student picker choose a student to verbally respond to the question

Fast Grade: Create an answer key in CPS and have students refer to a print version of the questions while using the CPS pads to input answers

ExamView Files: import tests created in ExamView from the Learning Series content or banks of publisher-produced test questions

Search: Download lessons, quizzes and testsWord Import: Take any assessment you have created in Microsoft Word and add a few lines to make it easily imported into CPS

Lesson and Question Templates

Builder: Use the Builder Tool to easily copy questions from other lessons or databases

PowerPoint Files: use any PowerPoint presentation to deliver content and or questions

Challenge Board: Use CPS or ExamView formatted questions to create a "Jeopardy" style game

Source: TSP Training Workbook page 20

Content Delivery Options:

Verbal Questions: Ask questions on the fly with the verbal question modeChalkboard Questions: Draw on a tablet and ask questions on the fly

Random Student Picker: Ask questions by having student picker choose the student top verbally respond to the question

Teaching/ Standard Mode (Default Option): the instructor/ teacher paces the questioning mode by having all students view the same question on the screen at the same time.

Teacher Led: The instructor/ teacher paces this questioning mode by having all students answer the same question at the same time using a printed version of the test

Student Paced: Students pace themselves with a paper test while inputting answers independently with their CPS pads

Student Practice: Students pace themselves with a paper test while inputting answers independently with their CPS pads.

PowerPoint: Use any PowerPoint presentation to deliver content and or questions that can be answered with the CPS pads

Challenge Board: A Jeopardy-style learning activity that allows teachers to group questions by category and difficulty

There It Is!: Randomly generates questions and rewards participant for quickly answering questions correctly.

Source: TSP Training Workbook, 2008 eInstruction Corporation, page 21

ExamView Overview

Creating quick assessments that can be delivered in CPS

Benefits: ExamView

Print multiple versions of a test for worksheets, assessment or instructions

Create multiple versions of test, worksheets for assessment of learning and for learning

Recalculate features of the test content – student engagement

Ability to track student achievement

Criteria search to identify specific concepts for testing

Learning Series – volume of resources

Format in EQAO style (multiple question formats)

What are the top benefits?

Content for developing questions:

Literacy and Numeracy Resources

Grade 10 Literacy Test

Grade 9 Math Test

Primary and Junior EQAO Resources: Grade 3 and Grade 6 Literacy Test

Student Resources

http://www.skillsworkshop.org/whatsnew.htm

HOW To Do That! Notes

Always plug the Receiver into the computer before starting the CPS software.
Autodetect the receiver.
verbal mode - ask a question
    Engage
    Verbal question Setup
    Floating toolbar
        Verbal - select question type
        Numeric responses require that you push the send button
        Questions that require only single letters can be programmed to automatically send the response.

How to be Up Up and Running Quickly and Easily

plug in all euqipment before starting software

Don’t assign a CLASS don’t prepare questions

Go to :
    CPS - Create Class
    Class Title
    Range - use the numbered series - number on the Clicker
    Engage Verbal
    Simple Question- quick feedback
Can be
    -Yes or No
    -True or False
    - Gaging the audience
Settings - Delivery Options - remote and display options
Click -show large screen - question can be typed in - for the record
Mis-Concept
    Can link video through CPS
    - how many times does Tiger Woods hit the golf ball? - embed a video when the question is being created.
    - Clickers can only be used for correct or wrong questions

Can be option or getting to know your audience

Favourite team or soft drink

Risk free "Check for Understanding"

Spell Checker inside Question Editor
Advanced portion of Clickers
options -

Ask Question

Discuss

Re- ask question

Show both answers - Question - Pre -Knowledge Post L€esson Knowledge - using same questions

Look at Reports - to summarize knowledge

Asking Questions - Using Chalkboard

Floating Tool bar from Smart Notebook works with the CPS Floating menu running

Can use Smart camera to capture CPS Questions

Computer is constantly Saving - nothing is lost

Fast Grade - can use old test or questions from a textbook

Can practice questions on paper or homework

Answering Questions at Own Pace
Put in answer key - types of qustions
Using FastGrade
New lesson - Prepare - +
Engage
Select Test Key - created earlier
Select Assessment Setup
Select - Student pace
Then Engage

Paper Based Questions

First Last PAD ID Ethnicity Gender Occupation
Ben Afflect 1 1022 Caucasian Male Actor
Jennifer Anistonon 2 1029 Caucasian Female Actor
Rick Mercer 3 1915 Caucasian Male Actor - Canadian
Anne Murray 3 1008 Caucasian Female Singer- Canadian
Drew Barrrymore 4 1111 Caucasian Female Actor
Penelope Cruz 5 1030 African American Female Actor
Jackie Chan 6 1234 Asian Male Actor
Denzel Washington 7 1002 African American Male Actor
Jennifer Lopez 8 1032 Hispanic Female Actor
George Lopez 9 1027 Hispanic Male Actor
Leonardo da Vinci 10 1323
Male Artist - Historic
Vincent Van Gogh 11 1452
Male Artist - Historic
Mary Digman 12 1860
Female Canadian Artist
Emily Carr 13 1920
Female Canadian Artist
Carl Schaefer 14 1903
Male Canadian Artist
Dan Aykroyd 15 1967
Male Actor - Canadian
Michael Fox 16 2000
Male Actor - Canadian
Shania Twain 17 1017
Female Singer- Canadian
Paul Gross 18 2121
Male Actor - Canadian
Frank Gehry 19 4321
Male Architect- Canadian
Lynn Johnston 20 2222
Female Cartoonist- Canadian
Reberta Bondar 21 1945
Female Astronaut- Canadian
Shalom Harlow 22 1973
Female Fashion Model- Canadian

Famous Canadians

Frederick Banting Insulin
Alexander Graham Bell Telephone
Don Cherry Hockey Night in Canada
Tommy Douglas Father of Medicare
Terry Fox Marathon of Hope
Wayne Gretzky Greatest scorer in NHL history
Sir John A. MacDonald founding father of Canada
Lester B. Person oversaw the introduction of the Canada Pension Plan, national Medicare
David Suzuki called the "Gladiatorial Geneticist" Host of CBC's The Nature of Things"
Pierre Trudeau crested a Canadian Constitution and Charter of Rights

Avril Lavigne Keanu Reeves
Pamela Anderson Bryan Adams
Shania Twain Neil Young
Neily Furtado Jim Carrey
Estella Warren Leonard Cohen

Top Ten Myths about Canada ( Not in order )

1. Canada does not have a film industry

2. Canadians all say "eh" and "aboot"

3. We live in Igloos

4. We don't get the same movies Americans do.

5. Canada's national sport is hockey

6. Canadians do not have the same technology as Americans

7. There is Snow everywhere all year round

8. Everyone in Quebec speaks French

9. Canadians police officers are all Mounties dressed in red uniforms

10. Canadians have fewer guns than Americans

What is the top myth?

Ten Canadian Inventions

1. AM Radio invented by Guglielmo Marconi

2. IMAX projector and system by Graeme Ferguson, Roman Kroitor, Robert Kerr

3. Telephone by Alexander Graham Bell

4. Television invented by Reginald A Fessendden

5. Zipper invented by Gideon Sundback

6. Music Synthesizer by Hugh LeCaine

7. Electron microscope invented by Eli Franklin Burton, Cecil Hall, James Hillier, Albert Prebus

8. Trivial Pursuit invented by Chris Haney and Scott Abbott

9. Basketball invented by James Naismith

10. Canadarm was invented by Spar Aerospace Ltd

Some Question Ideas:

Brain Space Check

1. Not even half full, bring it on

2. Can squeeze in a little more

3. Information Overload

If you drop feather and a steel ball, Which will hit the ground first?

light feather

heavy ball

hit at the same time

Itermediate SmartBoard

2008-10-24T14:28:00.001-07:00

Intermediate SmartBoard

Intermediate SmartBoard

URL for this document: http://tinyurl.com/Intermediate-SmartBoard

Expected Learning Outcomes:

Participants will have opportunities to:

learn and practice a variety of techniques that increase the interactivity of their lessons
explore different ways to use of the SmartBoard in the classroom.
learn to use :
- layering, hide and reveal, erase to reveal, infinite cloner, linking (files, websites, and more),
- voice and video, attaching sounds, dual pages, linking pages in large notebooks,
- use the spinning wheel, keyword matches, multiple choice, and many more
- interactive tools and ideas found in the Lesson Activity Toolkit.

Agenda:

Welcome and sign in using the SmartBoard
Introductions - Elbow Partners interview each other and report
Smart Notebook Review
Lesson Activity Toolkit
Designing Effective Lessons
Next Steps

Introductions:

Your partner's name

What their partner teaches,

What their partner wants to learn at this session.

What technology do you have in your classroom?

Smart Notebook Review

Review

Basic Skills / Level

Tools from the :
- drop-down Menus
- Tool Bars
LA Activity ToolKit

Search for Interactive activities in the Gallery

Inserting Images from the Gallery, Web Google image search, flickr creative commons, file
The Gallery and Adding to "My Content" from Web Google image search, flickr creative commons, file
Taking digital pictures and importing them into the Smart Notebook "My Content"
Smart Notebook Print Capture.
Link objects in the Smart Notebook to
- Web pages - Thinkfinity.org
- sounds from a file
- Documents - pdf, word
- Video,
- Pages in the Notebook ,
- Launching other software: example Smart Ideas, Word Perfect files
Attachments
Advanced Features
- Load documents and video as attachments,
- Add audio to your Smart Notebook
- Recording,
- Inserting the recorded sound file

Lesson Activity Toolkit

Download Lesson Activity Toolkit

Toolkit Overview Notebook file
- Demonstrate features and then take 30 minutes to explore. Report back on one of the activities you could use with your students.
  Interative Dice in Tool Folder
- add word and images to dice
- Key Word Match under Activities
- Image Match under Picture Match - match pictures to words
- Word Sort - identifying
- Tiles - picture and word - predict other side
- Word Generator - Frog - under tools write text book with sounds recorded of the word
- Hot Spots - under games
- Timeline Reveal - under Activities - time period for different subjects, associate info with dates
- Vortex Sort
- Sentence Arrange
- Category Sort - II strategy
- Category Sort - Provinces and Territories
- Click and reveal - under Tools
- Sorting with the Vortex
- Multiple Choice

Lesson Activity Toolkit help links

Next Steps:

Web resources for Lesson Plans

TVDSB Learning Object Repository
TVDSB Best Practice Videos
First Class Conference
PD to Go Podcasts
PD to Go Archive of SmartBoard Podcasts
YouTube Video Resources
TeacherTube Video Resources
Smart Tech Teacher Hub
Teacher Hub Beginner Resources
Teacher Hub Advanced Resources
Portable Apps - Firefox
download Download helper for Firefox

Smart Conference Notes and Links

http://tinyurl.com/smart-confernence

Designing Effective SmartBoard Lessons:

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
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?

REFLECTION:

How do we get students engaged? - Reflective piece related to the Are You Listening

21 st Century Teachers

Traditional Environments

Emerging Learning Landscape

Teacher-directed, memory-focused instruction

Student-centered, performance-focused learning

Lockstep, prescribed-path progression

Flexible progression with multi-path options

Limited media, single-sense stimulation

Media-rich, multi-sensory stimulation

Knowledge from limited, authoritative sources

Learner-constructed knowledge from multiple Information sources and experiences

Isolated work on invented exercises

Collaborative work on authentic, real- world projects

Mastery of fixed content and specific processes

Student engagement in definition, design and management of projects

Factual, literal thinking for competence

Creative thinking for innovation and original solution

In-school expertise, content, and activities

Global expertise, information, and learning experiences

Stand-alone communication & information tools

Converging information and communication skills

Traditional literacy and communication skills

Digital literacies and communication skills

Primary focus on school and local community

Expanded focus including digital global citizenship

Isolated assessment of learning

Integrated assessment for learning

Source: page 6 National Educational Technology Standards for Students Second Edition ISTE

SmartBoard User Level

Chart:

*Phase*	How are they using the SMART Board?
Novice (Phase 1)	* Displaying existing resources * Downloading and modifying resources * Using and annotating over existing resources * Saving notes to personal folder * Using basic features of Notebook to create and display notes * Using the Gallery * little thought put into the design and integration of the technology into the curriculum * Instructional Intelligence and Differentiated instruction is not incorporated into the lesson design * Engaging students through Socratic lessons * Teacher centered use of the board * Little interactiveness with the board * Aware of were to locate resources
Intermediate (Phase 2)	* Creating simple lessons and interactive activities to support Socratic lessons * Occasionally posting notes from lessons to personal or school websites * Using advanced features of Notebook such as linking, recorder, player to engage students * Making use of the Gallery * Shifting from SMART Board as a teaching tool towards the SMART Board as a learning tool * Encouraging students to participate * Starting to Useing Instructional Intelligence & Differentiated Instruction as part of the lesson design to engage students
Advanced (Phase 3)	* Creating and delivering highly interactive lessons in Notebook format on a regular basis * Regularly posting lessons and notes to an online community * Moving from teacher centered lessons towards student centered lessons * Design lessons that promote higher order thinking skills * Engaging students through Instructional Intelligence activities * Using Differentiated Instruction to engage students at different levels , interests, learning styles and with different activities * Addressing Multiple Intelligence through the use of different and multiple sources for different learning styles * Developing alternative methods of assessment * Involving students in the creation of SMART Board resources * Mentoring others in school environment * Sharing resources withing the school * Encouraging students to use the software at home to create presentations. Activities, assignments
Exemplary (Phase 4)	* Developing new and innovative content, strategies and templates that can be adapted for any subject * Creating, maintaining and contributing to online professional learning communities * Actively sharing resources * Mentoring and training others users * Speaking, advocating, promoting the use of technology * Self sufficient

Notebook Activity Guide

http://education.smarttech.com/NR/rdonlyres/5ABD546A-E4FA-4328-B217-B94205A66CB8/0/NAG.pdf

Definitions:

Differentiated Instruction:
- instruction geared toward the varied needs/interests/aptitudes of individual learners
Instructional Intelligence :
- the variety of strengths/intelligences students bring to the learning environment
Differentiated Assessment:
- assessment tools which are aligned with the varied needs of individual learners, providing opportunities for all students to achieve success

Instructional Tool and the SmartBoard

as an "interactive" whiteboard
- writing on it
- clicking responses
- revealing hidden text
like a manipulative
- moving objects
- sorting & categorizing
as a viewing surface

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

Differentiated Instruction and the SmartBoard

Dice
Spinner
Hide and Reveal
Screen Shade
Spot Light
T-chart Flash files
Multiple-choice quiz-maker
Graphic Organizers:
- Venn diagrams
- Fishbone diagram
Kagan Tools
- Timers
- Group / Team Selectors

Strategies

Walkabouts
Choice Boards
Four Corners
Value Lines
Appointment Cards
Concept Attainment

Advanced SmartBoard

2008-10-24T14:18:00.001-07:00

Advanced SmartBoard

http://tinyurl.com/Advanced-smartboard

Descriptor:

This is a session where you will bring and show what you have learned, learn
from others, and see some of the more advanced features of the
software and learn how to use them.

Review

Basic Skills / Level

Tools from the drop-down Menus and Tool Bars
LA Activity ToolKit
- Handout/white/smartboard/advanced

Intermediate Skills / Level

Properties
Links
- to Web sites
- to other pages
- used to differentiaite
Sound
- add links
- add to object
- record
Video
- record video
- link video
Camera
- Take pictures and import into SmartBoard
Working with Pictures
- Transparencies

Advanced Skill Level Users

Lesson design

- improving interactivity of lessons

- combining tools to create new interactive objects

- creating unselectable backgrounds/wallpaper (Protected Layer Tool)

SmartBoard User Level

Chart:

*Phase*	How are they using the SMART Board?
Novice (Phase 1)	* Displaying existing resources * Downloading and modifying resources * Using and annotating over existing resources * Saving notes to personal folder * Using basic features of Notebook to create and display notes * Using the Gallery * little thought put into the design and integration of the technology into the curriculum * Instructional Intelligence and Differentiated instruction is not incorporated into the lesson design * Engaging students through Socratic lessons * Teacher centered use of the board * Little interactiveness with the board * Aware of were to locate resources
Intermediate (Phase 2)	* Creating simple lessons and interactive activities to support Socratic lessons * Occasionally posting notes from lessons to personal or school websites * Using advanced features of Notebook such as linking, recorder, player to engage students * Making use of the Gallery * Shifting from SMART Board as a teaching tool towards the SMART Board as a learning tool * Encouraging students to participate * Starting to Useing Instructional Intelligence & Differentiated Instruction as part of the lesson design to engage students
Advanced (Phase 3)	* Creating and delivering highly interactive lessons in Notebook format on a regular basis * Regularly posting lessons and notes to an online community * Moving from teacher centered lessons towards student centered lessons * Design lessons that promote higher order thinking skills * Engaging students through Instructional Intelligence activities * Using Differentiated Instruction to engage students at different levels , interests, learning styles and with different activities * Addressing Multiple Intelligence through the use of different and multiple sources for different learning styles * Developing alternative methods of assessment * Involving students in the creation of SMART Board resources * Mentoring others in school environment * Sharing resources withing the school * Encouraging students to use the software at home to create presentations. Activities, assignments
Exemplary (Phase 4)	* Developing new and innovative content, strategies and templates that can be adapted for any subject * Creating, maintaining and contributing to online professional learning communities * Actively sharing resources * Mentoring and training others users * Speaking, advocating, promoting the use of technology * Self sufficient

Notebook Activity Guide

http://education.smarttech.com/NR/rdonlyres/5ABD546A-E4FA-4328-B217-B94205A66CB8/0/NAG.pdf

Definitions:

Differentiated Instruction:
- instruction geared toward the varied needs/interests/aptitudes of individual learners
Instructional Intelligence :
- the variety of strengths/intelligences students bring to the learning environment
Differentiated Assessment:
- assessment tools which are aligned with the varied needs of individual learners, providing opportunities for all students to achieve success

Instructional Tool and the SmartBoard

as an "interactive" whiteboard

writing on it
clicking responses
revealing hidden text

like a manipulative

moving objects
sorting & categorizing

as a viewing surface

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

Differentiated Instruction and the SmartBoard

Dice
Spinner
Hide and Reveal
Screen Shade
Spot Light
T-chart Flash files
Multiple-choice quiz-maker
Graphic Organizers:
- Venn diagrams
- Fishbone diagram

Kagan Tools

Timers

Group / Team Selectors

Strategies

Walkabouts
Choice Boards
Four Corners
Value Lines
Appointment Cards
Concept Attainment

1 - Introduction to the SmartBoard

2008-08-17T17:32:00.000-07:00

Introduction to the SmartBoard

http://tinyurl.com/5k8y2z

Agenda:

Welcome
Introductions
SmartBoard Basics
Classroom Applications
SmartBoards and the Internet
Next Steps
Resources

Details:

1. Welcome and sign in using the SmartBoard

Smart Notebook File -

Orient Board, Sign in, convert to text, on screen keyboard

2. Introductions - Elbow Partners interview each other and report

What their partner teaches

What their partner wants to learn at this session.

3. SmartBoard basics - (stop every 15 to 20 minutes and have the elbow partners discuss classroom implementation)

Components - Board, computer, data projector, cables, keyboard tray

Smart Notebook Software Introduction - Login (45 min)

Menus , Side Tabs Page Sorter, Objects
Handwriting, Typed Text Spell check, Inserting Images
The Gallery Capture Web pages as Graphics - eg Google Maps - Lunch time
Attachments Smart Notebook Print Capture
The Menu Bar

Strategy: Assign different icons from the menu bar (to different participants)
Explore the icons
Report/ Demonstrate to the rest of the class

Practice

Tell your elbow partner what they learned and how to use it in the classroom
Give tips to each group on how it could be used or expand on the idea

3b. Classroom Applications

Talk with your elbow partner.

What did you learn or find that you could use in your classroom?

Present your finding to the whole group

Left Over from the last session

4. SmartBoards and the Internet

Download Smart Notebook Software
Save smart notebook file as an attachment in FirstClass
Use Interactive Web Sites - Starfall, Thinkfinity
Link objects in the Smart Notebook to Web pages

Documents
Video -
Optional: Sounds - record your own and attach to an object or use pre-recorded sounds and attach to an object.
other notebook pages

5. Lesson Activity Toolkit

:Download Lesson Activity Toolkit

Add the Lesson Activity Toolkit to your "My Content" folder in Smart Notebook by downloading the gallery
Open the Gallery in Smart Notebook
Click on the "My Content"
Select the Drop Down Menu.
Click on the "Add to My Content" option
Locate the Lesson Activity Toolkit

6. Next Steps

Check out this site

What do you think?
How would you rate it as teacher resource?
http://eduscapes.com/sessions/smartboard/

7. Smart Notebook File: Resources

Click here for the version 9.7xx Smart Notebook File used today.
Download the current version of the Smart Notebook Software www.smarttech.com

8. Great Resource for lessons and resources

Version 10 Software Info

Product Serial Number:

6IZ001048

Product Key:
NB-AEDSY-DIRV5-84G38-FYA2C

2008-03-20T14:52:00.000-07:00

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.)

Virtual or In Person Conferences?

2008-03-10T14:27:00.000-07:00

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

2008-03-10T14:14:00.000-07:00

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

2008-03-04T17:53:00.000-08:00

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:

Introductions
Getting Started with Interactive White Boards
Smart Notebook Software
Training and Classroom Resources
Smart Board Tools
Media Literacy
Visual Literacy
Numeracy
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

b.schreiter @tvdsb.on.ca
p.dawson@tvdsb.on.ca
br.white@tvdsb.on.ca

TVDSB URL for SmartBoard Best Practices

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

Getting to Know the audience Survey

Have you ever used an Interactive white board in your classrooms?
What is your level of comfort with a SmartBoard? Beginner, Intermediate, Advanced
Have you ever created lessons using the Smart Notebook software?
Have you ever used Student response Systems
What is your level of expertise with Student Response Systems ?
Beginners, Intermediate, Advanced
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?

Physical Connections
Your Finger
Pen Tray
Pens
On Screen Keyboard
Right Mouse Click
Help
Ready Light

3. Smart Notebook Software

Software Downloads www.smarttech.com Downloads
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.
Toolbar
Page Sorter
Gallery
Attachments
Print Capture
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

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)
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
Smart Recorder - Demonstrate
Floating Tools - Demonstrate
1. Analyze a Picture
2. Analyze a video
Capture Tools (Camera) from a variety of Web Sites

6. Media Literacy

What is Media Literacy?

Media literacy is the ability to sift through and analyze the messages that inform, entertain and sell to us every day.
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
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

Visual Literacy

What is Visual Literacy?
Visual literacy is the ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision making, communication, and learning.
source: http://www.ncrel.org/engauge/skills/vislit.htm

Why images in Education?

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

Source: Critical Issue:Using Technology to Enhance Literacy Instruction

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

Images provides ways for student readers and writers to engage with both visual and printed text
Help students visualize
Bridge to writing
Images communicate meaning visually
Can support writing or be a stand alone forum of communicating
Reading allows students to create a "Mental Movie"
Images help students make "Landscape Maps" of what has been read
Vocabulary Pictures
form of word walls
Visual Literacy Narratives
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.

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

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 / Quantitative Literacy, source: http://en.wikipedia.org/wiki/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

Analysis of mathematical patterns and concepts
Story problems
Digital story telling
Math in everyday life
parents work
mathematics in cooking,building and constructing items

Example:Architecture

Analyzing slopes of Rooftops

Art

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

Example:Patterns, Symmetry,
Investigating areas of irregular figures

Proportional Reasoning
Digital Stories of mathematics

5. Conclusion

Traditional Environments	Emerging Learning Landscape
Teacher-directed, memory-focused instruction	Student-centered, performance-focused learning
Lockstep, prescribed-path progression	Flexible progression with multi-path options
Limited media, single-sense stimulation	Media-rich, multi-sensory stimulation
Knowledge from limited, authoritative sources	Learner-constructed knowledge from multiple Information sources and experiences
Isolated work on invented exercises	Collaborative work on authentic, real- world projects
Mastery of fixed content and specific processes	Student engagement in definition, design and management of projects
Factual, literal thinking for competence	Creative thinking for innovation and original solution
In-school expertise, content, and activities	Global expertise, information, and learning experiences
Stand-alone communication & information tools	Converging information and communication skills
Traditional literacy and communication skills	Digital literacies and communication skills
Primary focus on school and local community	Expanded focus including digital global citizenship
Isolated assessment of learning	Integrated assessment for learning

First	Last	PAD	ID	Ethnicity	Gender	Occupation
Ben	Afflect	1	1022	Caucasian	Male	Actor
Jennifer	Anistonon	2	1029	Caucasian	Female	Actor
Rick	Mercer	3	1915	Caucasian	Male	Actor - Canadian
Anne	Murray	3	1008	Caucasian	Female	Singer- Canadian
Drew	Barrrymore	4	1111	Caucasian	Female	Actor
Penelope	Cruz	5	1030	African American	Female	Actor
Jackie	Chan	6	1234	Asian	Male	Actor
Denzel	Washington	7	1002	African American	Male	Actor
Jennifer	Lopez	8	1032	Hispanic	Female	Actor
George	Lopez	9	1027	Hispanic	Male	Actor
Leonardo	da Vinci	10	1323		Male	Artist - Historic
Vincent	Van Gogh	11	1452		Male	Artist - Historic
Mary	Digman	12	1860		Female	Canadian Artist
Emily	Carr	13	1920		Female	Canadian Artist
Carl	Schaefer	14	1903		Male	Canadian Artist
Dan	Aykroyd	15	1967		Male	Actor - Canadian
Michael	Fox	16	2000		Male	Actor - Canadian
Shania	Twain	17	1017		Female	Singer- Canadian
Paul	Gross	18	2121		Male	Actor - Canadian
Frank	Gehry	19	4321		Male	Architect- Canadian
Lynn	Johnston	20	2222		Female	Cartoonist- Canadian
Reberta	Bondar	21	1945		Female	Astronaut- Canadian
Shalom	Harlow	22	1973		Female	Fashion Model- Canadian

Frederick Banting	Insulin
Alexander Graham Bell	Telephone
Don Cherry	Hockey Night in Canada
Tommy Douglas	Father of Medicare
Terry Fox	Marathon of Hope
Wayne Gretzky	Greatest scorer in NHL history
Sir John A. MacDonald	founding father of Canada
Lester B. Person	oversaw the introduction of the Canada Pension Plan, national Medicare
David Suzuki	called the "Gladiatorial Geneticist" Host of CBC's The Nature of Things"
Pierre Trudeau	crested a Canadian Constitution and Charter of Rights

Avril Lavigne	Keanu Reeves
Pamela Anderson	Bryan Adams
Shania Twain	Neil Young
Neily Furtado	Jim Carrey
Estella Warren	Leonard Cohen