1) What can you tell about what students understand and are able to do from examining each of these samples of student work?
2) What kind of thinking did each of these projects require from students?
3) Where do you see evidence that understanding broke down?
4) In your opinion, is there anything the teacher might have done in order to better scaffold students’ engagement with each task?
5) How do the assignments we give change the kind of thinking it is possible for students to do?
6) How does the thinking that students do change what it is possible for them to understand?
Tuesday, March 6, 2007
Not in Kansas Anymore!
Powerpoint Presentation - Emerging Uses of Technology in the "Real" World (To be uploaded soon)
The Machine is Us/ing Us - A fabulous video created by an anthropologist from Kansas State University that explains how emerging technologies are changing culture, society, and each of us!
(2006). Tech Tips. Spyjournal. Retrieved February 18, 2006, from http://www.spyjournal.biz/techtips/images/bluetooth%20virtual%20kb3.jpg
(2006, February 18). The only pen a drunk could ask for. Gizmodo. Retrieved February 18, 2006, from http://gizmodo.com/gadgets/gadgets/the-only-pen-a-drunk-could-ask-for-155663.php
http://www.alicebot.org
http://smh.com.au/news/technology/bendable-electronic-paper-breakthrough/2005/07/15/1120934405002.html http://www.akibalive.com/archives/000515.html http://www.deviceforge.com/news/NS9287835337.html http://us.gizmodo.com/gadgets/electronic-paper/index.php
Battino, David. (2006, November 13). Surround sound in your fingertips. News. Retrieved November 14, 2006, from http://www.oreillynet.com/digitalmedia/blog/2006/11/surround_sound_in_your_fingers.html
http://www.feeder.ro/fly_086976.jpg
Ciprick, Nathan. (2004-2005). Half the Story!—The Line. Gamics.com. Retrieved December 2005, from http://www.gamics.com/gamics/HL2/0006.php
(2006, February 16). Water-pressure powered light up shower. Gizmodo. Retrieved February 18, 2006, from http://gizmodo.com/gadgets/gadgets/waterpressure-powered-lightup-shower-155266.php
(2006). I-shirt makes us ihappy. Gizmodo. Retrieved February 18, 2006, from http://gizmodo.com/gadgets/clothes/ishirt-makes-us-ihappy-155598.php
(2006, February 17). Thanko MP3 player/recorder watches. Gizmodo. Retrieved February 18, 2006, from http://gizmodo.com/gadgets/gadgets/thanko-mp3-playerrecorder-watches-155581.php
Curators of the University of Missouri. (2005). Understanding and employing multi-cellular self-assembly. Organ printing. Retrieved February 18, 2006, from http://organprint.missouri.edu/
Update from Science Daily: http://www.sciencedaily.com/releases/2007/02/070221093208.htm
(2006, February 17). Japanese schoolkids + roboguards = crazy delicious. Gizmodo. Retrieved February 18, 2006, from http://gizmodo.com/gadgets/robots/japanese-school-kids-roboguards-crazy-delicious-155516.php
(2006, February 17). Netherlands debuts “video” stamp. Gizmodo. Retrieved February 18, 2006, from http://gizmodo.com/gadgets/gadgets/netherlands-debuts-video-stamp-155496.php
http://www.webopedia.com/FIG/virtual_keyboard.jpg
The Machine is Us/ing Us - A fabulous video created by an anthropologist from Kansas State University that explains how emerging technologies are changing culture, society, and each of us!
Bluetooth
(2006). Tech Tips. Spyjournal. Retrieved February 18, 2006, from http://www.spyjournal.biz/techtips/images/bluetooth%20virtual%20kb3.jpg
Breathalyzer Pen
(2006, February 18). The only pen a drunk could ask for. Gizmodo. Retrieved February 18, 2006, from http://gizmodo.com/gadgets/gadgets/the-only-pen-a-drunk-could-ask-for-155663.php
Chatbots
http://www.alicebot.org
Electronic Paper
http://smh.com.au/news/technology/bendable-electronic-paper-breakthrough/2005/07/15/1120934405002.html http://www.akibalive.com/archives/000515.html http://www.deviceforge.com/news/NS9287835337.html http://us.gizmodo.com/gadgets/electronic-paper/index.php
Fingertip Surround Sound
Battino, David. (2006, November 13). Surround sound in your fingertips. News. Retrieved November 14, 2006, from http://www.oreillynet.com/digitalmedia/blog/2006/11/surround_sound_in_your_fingers.html
Flypentop Computer
http://www.feeder.ro/fly_086976.jpg
Gamics
Ciprick, Nathan. (2004-2005). Half the Story!—The Line. Gamics.com. Retrieved December 2005, from http://www.gamics.com/gamics/HL2/0006.php
Heat-sensing Shower
(2006, February 16). Water-pressure powered light up shower. Gizmodo. Retrieved February 18, 2006, from http://gizmodo.com/gadgets/gadgets/waterpressure-powered-lightup-shower-155266.php
I-Shirts
(2006). I-shirt makes us ihappy. Gizmodo. Retrieved February 18, 2006, from http://gizmodo.com/gadgets/clothes/ishirt-makes-us-ihappy-155598.php
MP3 Player/Recorder Watches
(2006, February 17). Thanko MP3 player/recorder watches. Gizmodo. Retrieved February 18, 2006, from http://gizmodo.com/gadgets/gadgets/thanko-mp3-playerrecorder-watches-155581.php
Organ Printing
Curators of the University of Missouri. (2005). Understanding and employing multi-cellular self-assembly. Organ printing. Retrieved February 18, 2006, from http://organprint.missouri.edu/
Update from Science Daily: http://www.sciencedaily.com/releases/2007/02/070221093208.htm
Roboguards
(2006, February 17). Japanese schoolkids + roboguards = crazy delicious. Gizmodo. Retrieved February 18, 2006, from http://gizmodo.com/gadgets/robots/japanese-school-kids-roboguards-crazy-delicious-155516.php
Video Stamps
(2006, February 17). Netherlands debuts “video” stamp. Gizmodo. Retrieved February 18, 2006, from http://gizmodo.com/gadgets/gadgets/netherlands-debuts-video-stamp-155496.php
Virtual Keyboards
http://www.webopedia.com/FIG/virtual_keyboard.jpg
Teens & Their Toys
What do you know about how teens are living these days?
Blog Novels - Glass House, Commentary
Grafico Dynamico - What happens when RSS meets text, images, and creative formats?
IM Novels - TTYL, Commentary
Machinima
Miis
Second Life
WhateverLife - A website run by a 16-year-old girl that has become the 3rd most popular provider of MySpace layouts
Digital Natives, Digital Immigrants - So what does all this technology mean for me?
How might this inform your attempts to facilitate their learning?
Blog Novels - Glass House, Commentary
Grafico Dynamico - What happens when RSS meets text, images, and creative formats?
IM Novels - TTYL, Commentary
Machinima
Miis
Second Life
WhateverLife - A website run by a 16-year-old girl that has become the 3rd most popular provider of MySpace layouts
Digital Natives, Digital Immigrants - So what does all this technology mean for me?
How might this inform your attempts to facilitate their learning?
Guiding Questions
- How are trends in the development, availability, and use of emerging technologies impacting the ways in which students work, play, live, and learn?
- What implications do trends in the use of emerging technologies have for what teachers need to do to prepare their students to thrive in 21st Century communities?
- How are foreign language educators currently using emerging technologies to facilitate teaching and learning?
- How can teachers design learning environments and experiences that will systematically develop students' skills with multiple literacies?
Key Concepts
- Consider Your Content - What matters to students that could serve as the foundation for the assignment? If the topic is pre-determined, why should it matter to students? (Comics, dating, drawing, famous people, personal talents, sports, technology, videogames)
- Connect to a Context - Cultural, Meaningful, Real Life, Relevant (Think: What are some real world circumstances, contexts, or fields in which this topic would be a substantive and meaningful?)
- Determine the Demonstration - Decide on a task that would allow students to demonstrate their understanding in meaningful ways.
Forte, Imogene, & Schurr, Sandra. (2003). Curriculum & project planner for integrating learning styles, thinking skills, and authentic instruction. Nashville, TN: Incentive Publications. ISBN 0-86530-348-7. This fold-out planning sheet offers an at-a-glance look at ways to integrate multiple intelligences with Bloom's taxonomies, a variety of different student assessments, projects, and performances, and sample curriculum outcomes. Superb if you need ideas for meeting the needs of a variety of different students!
- Search for Samples - Even if you don't use them, looking at potential examples will give you ideas that will help you to strengthen the project. Be sure to keep track of samples that show what to do and ones that show what NOT to do from both novices and experts. (Google Notebook is a great tool for doing this.)
- Separate Into Steps - What will students need to know, understand, and be able to do in order to accomplish the task? How will you teach these things to students prior to asking them to complete the project? What tasks will students need to do in order to complete the overall project? What steps will students need to follow in order to complete each task?
Video Lesson Project Rubric.doc Video Lesson Presentation Project Tchr Notes.doc- Rough Out a Rubric - Doing this will help you to clarify and define what you really want, break what students will need to do into discrete elements so that you can explain it to them more easily, and recognize potential places in the process where students might have difficulty so that you can provide appropriate scaffolding. Be sure to outline your expectations for quality content, process, and product.
Speaking Rubric Outline.doc Speaking Rubric.doc- Scaffold the Students - What scaffolding will you provide in order to ensure student success? Be sure to consider:
- access to content (hard copies of materials, search skills, notetaking skills, organizational skills),
- equipment (borrow from a friend, check out from school, learning centers, use at school outside of the school day),
- expertise (content/topic, field/process, technology),
- process (what to do, how to do it, how much to do in class v. out of class, roles of group members, progress reports, standards for performance, brainstorming activities, timelines, planning sheets, storyboarding worksheets, editing worksheets, etc.), and
- technology skills (what equipment or software to use, how to make it work, how to use shortcuts and special features, tips for troubleshooting, tutorials, who to ask for help--including peers)
- Board Game Scaffolding Sheet.doc
- News Activity.doc (Example of how a teacher might use a student assignment sheet at a learning center to prepare students for a group project)
- Teach the Processes & the Tasks - Students need to be "taught" how to work in groups, how to break projects into manageable steps, and how to work together to complete tasks. Here are some tools that will help you with that:
Classroom Management Resources - Links to a wide variety of tips and tricks for addressing common classroom management issues, including getting students' attention, interventions for inappropriate behaviors, managing transitions between activities, etc.
Establishing a Climate for Learning - This electronic newsletter from the National K-12 Foreign Language Resource Center contains links to a plethora of practical strategies and materials that teachers can use to help them become better classroom managers
Learning Centers - Links to ideas and information for structuring learning centers
Making Groups Work.doc- Teach the Tech - Students need to be "taught" how to do projects, how to work in groups, and how to use the technology. Visit Cool Tech Tools for help with that!
Adventures in Advertising
Communication - What does advertising attempt to communicate? What messages do your actions, appearance, work, and words communicate to those around you? How might you use principles of advertising to communicate more effectively with others?
Culture - How are advertising techniques influenced by culture?
Connections - What is viral marketing? How does viral marketing work? How might one capitalize on principles of viral marketing (and information from other disciplines) to make an idea "contagious?"
Comparisons - How does advertising differ from one culture to another?
Communities - How are you (and society) influenced by advertising? How do teens influence the media? In what ways does your life "advertise" certain values, beliefs, and principles? How can you creatively use your personal influence to transform society in positive ways?
Analyzing an Ad.doc
Advertising Vocab List.doc
Lo que nos vale.doc
Project Peer Eval Sheet.doc
Publicity Project Rubric.rtf
TV Observation Sheet.doc
Marketing - This link will take you to the Mentoring, Leadership, & Change: Designing Compelling Experiences for 21st Century Learners wiki page on Marketing. The page links to examples of a variety of popular marketing techniques in different languages--all of which could be used as the basis for student projects.
Low-tech Alternative: Students can do these as print ads or skits in class.
Culture - How are advertising techniques influenced by culture?
Connections - What is viral marketing? How does viral marketing work? How might one capitalize on principles of viral marketing (and information from other disciplines) to make an idea "contagious?"
Comparisons - How does advertising differ from one culture to another?
Communities - How are you (and society) influenced by advertising? How do teens influence the media? In what ways does your life "advertise" certain values, beliefs, and principles? How can you creatively use your personal influence to transform society in positive ways?
Analyzing an Ad.doc Advertising Vocab List.doc Lo que nos vale.doc Project Peer Eval Sheet.doc Publicity Project Rubric.rtf TV Observation Sheet.docMarketing - This link will take you to the Mentoring, Leadership, & Change: Designing Compelling Experiences for 21st Century Learners wiki page on Marketing. The page links to examples of a variety of popular marketing techniques in different languages--all of which could be used as the basis for student projects.
Low-tech Alternative: Students can do these as print ads or skits in class.
Capture a Concept
Communication - How might you communicate your feelings about and understanding of a powerful concept to others?
Culture - How are the concepts that we use to understand the world influenced by the cultures in which we live?
Connections -
Comparisons - How do the concepts chosen by our class reflect the things valued by our culture?
Communities -
Ads, Images, & Stereotypes - This link will take you to a page with images (some not appropriate for classroom use) depicting typical stereotypes about women
One Minute - A one-minute video about the importance of using time wisely.
This project could be done using digital storytelling, e-scrapbooking, or iMovie.
Capture a Concept English.doc
Captar un concepto Spanish - Rubric In Eng.doc
Concept Assignment Lesson Notes.doc
Low-tech Alternative: Have students use posterboard and/or scrapbooking supplies to produce print versions of their projects. They can also perform skits or tape-record their projects.
Culture - How are the concepts that we use to understand the world influenced by the cultures in which we live?
Connections -
Comparisons - How do the concepts chosen by our class reflect the things valued by our culture?
Communities -
Ads, Images, & Stereotypes - This link will take you to a page with images (some not appropriate for classroom use) depicting typical stereotypes about women
One Minute - A one-minute video about the importance of using time wisely.
This project could be done using digital storytelling, e-scrapbooking, or iMovie.
Capture a Concept English.doc Captar un concepto Spanish - Rubric In Eng.doc Concept Assignment Lesson Notes.docLow-tech Alternative: Have students use posterboard and/or scrapbooking supplies to produce print versions of their projects. They can also perform skits or tape-record their projects.
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