Instruction

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=Instruction Rubric and Integration Ideas =


 * **Indicator** || **Significantly Above Expectations (5)** ||  || **Technology Resources and Tools** ||
 * ==Standards and==

Objectives
|| * All learning objectives and state content standards > are explicitly communicated. > to the lesson’s major objective. > to what students have previously learned, (b) know > from life experiences, and (c) integrated with other > disciplines. > demanding, and high. > throughout the lesson. > mastery of the objective. ||  || @http://www.tncore.org/ - (K-2) Visit this site for a comprehensive guide to Common Core Standards in Tennessee. Teacher resources to help understand and implement Common Core Standards.
 * Sub-objectives are aligned and logically sequenced
 * Learning objectives are: (a) consistently connected
 * Expectations for student performance are clear,
 * State standards are displayed and referenced
 * There is evidence that most students demonstrate

@http://www.tncurriculumcenter.org/

@http://www.corestandards.org/

@http://www.tn.gov/education/curriculum.shtml - Click here to find the TDP Standards and other information.

@http://qta.quantiles.com/ Choose state, grade level or course, then objective. Click "more" beside your focus for resources.

ISTE STUDENT TECHNOLOGY NETS- Find out the ISTE technology standards for students. ||
 * ==Motivating==

Students
|| * The teacher consistently organizes the content so > that it is personally meaningful and relevant to > students. > experiences where inquiry, curiosity, and > exploration are valued. > effort. ||  || To organize web-based content so it is meaningful and relevant to students, it may be helpful to use sites that allow the grouping links. Below are a few examples:
 * The teacher consistently develops learning
 * The teacher regularly reinforces and rewards

Portaportal.com: @http://guest.portaportal.com/bbeauman Wikispaces.com: https://eusd.wikispaces.com/Fifth+Grade

ShannonDavenportsTechPage

@http://kdgroom102.blogspot.com/

@http://www.tryengineering.org/ @http://spark.ieee.org/ - links off of tryengineering.org

@http://tweentribune.com/frontpage

@https://diy.org/

@http://www.watchknowlearn.org/default.aspx

@http://www.classdojo.com/ ||
 * ==Presenting==

Content
|| **Presentation of content always includes:** > preview the organization of the lesson, and include > internal summaries of the lesson; > new concepts and ideas; > performance expectations; > information. ||  || @http://illuminations.nctm.org/
 * visuals that establish the purpose of the lesson,
 * examples, illustrations, analogies, and labels for
 * modeling by the teacher to demonstrate his or her
 * concise communication;
 * logical sequencing and segmenting;
 * all essential information;
 * no irrelevant, confusing, or non-essential

ShannonDavenportsTechPage

@http://www.techsmith.com/download/jing/

http://portergerman.wikispaces.com/ -

@http://www.brainshark.com/mybrainshark

@http://vikinggeometry.shutterfly.com/pictures

@http://photography.nationalgeographic.com/photography/photo-of-the-day/sea-pens-new-zealand-skerry/

@http://www.nextvista.org/terminal-velocity-the-physics-of-ifly/

@http://www.hippocampus.org/

@http://phet.colorado.edu/ ||
 * ==Lesson==

Pacing
|| * The lesson starts promptly. > beginning, middle, end, and time for reflection. > individual students who progress at different > learning rates. @http://download.cnet.com/Cool-Timer/3000-2350_4-10062255.html
 * The lesson's structure is coherent, with a
 * Pacing is brisk and provides many opportunities for
 * Routines for distributing materials are seamless.
 * No instructional time is lost during transitions. ||  || Cool Timer - (Windows Only)

TRIPTICO (Flip Timer Tool) - @http://www.triptico.co.uk/ ||
 * ==Activities==

and Materials
|| **Activities and materials include all of the following:** > interaction; > curriculum texts (e.g., teacher-made materials, > manipulatives, resources from museums, cultural > centers, etc). > involve simulations, require creating products, and > demand self-direction and self-monitoring. ||  || @http://www.earthcam.com/
 * support the lesson objectives;
 * are challenging;
 * sustain students’ attention;
 * elicit a variety of thinking;
 * provide time for reflection;
 * are relevant to students’ lives;
 * provide opportunities for student-to-student
 * induce student curiosity and suspense;
 * provide students with choices;
 * incorporate multimedia and technology; and
 * incorporate resources beyond the school
 * In addition, sometimes activities are game-like,

http://cooltoolsforschools.wikispaces.com/ @http://classtools.net/

IPAD- PuppetPals HD (Free)

National Geographic Young Explorers K-2

Tennessee Electronic Library @http://tntel.tnsos.org/ TEL4U - includes Tennesee History Resources - @http://tel4u.org/

CNN STUDENT NEWS

Using ITunes audio book clips for Setting with Wordle or Tagxedo

Using PICLITS

TES iboard Player

5 Best Virtual Field Trips

@http://memory.loc.gov/ammem/index.html

@http://photopeach.com/

@http://www.fotobabble.com/

@http://voki.com/

@http://docs.google.com

@https://maps.google.com/

@https://www.teachingchannel.org/

@http://www.readwritethink.org/classroom-resources/student-interactives/readwritethink-printing-press-30036.html

Google Earth - @http://www.google.com/earth/index.html || > balanced mix of question types: > to the instructional goals. > whole class signaling, choral responses, written and > shared responses, or group and individual answers). > and a balance of students based on ability and sex. > inquiry and self-directed learning. ||  || Webb's Depth of Knowledge
 * ==Questioning== || * Teacher questions are varied and high quality, providing a
 * knowledge and comprehension;
 * application and analysis; and
 * creation and evaluation.
 * Questions are consistently purposeful and coherent.
 * A high frequency of questions is asked.
 * Questions are consistently sequenced with attention
 * Questions regularly require active responses (e.g.,
 * Wait time (3-5 seconds) is consistently provided.
 * The teacher calls on volunteers and nonvolunteers
 * Students generate questions that lead to further

@http://superteachertools.com/


 * Socrative Teacher/Student-**is a student response system that allows teachers to engage their classrooms through a series of educational exercises and games via smartphones, desktop computers, laptops, and tablets. http://tinyurl.com/SocrativeQuizzes

@http://t.socrative.com - Teacher Site for management

@http://m.socrative.com - Student Login Site

Today's Meet- Online discussion board which allows all students to respond to teacher questions and to participate in discussions. ||
 * =**Academic Feedback**= || * Oral and written feedback is consistently academically focused, frequent, and high quality.
 * Feedback is frequently given during guided practice and homework review.
 * The teacher circulates to prompt student thinking, assess each student’s progress, and provide individual feedback.
 * Feedback from students is regularly used to monitor and adjust instruction.
 * Teacher engages students in giving specific and high quality feedback to one another. ||  || **Classroom Performance System-** Teachers gain instant feedback while allowing students the ability to individually respond with clickers to each question posed.

[|Kidblog] || =Students= || * The instructional grouping arrangements (either whole class, small groups, pairs, individual; heterogeneous or homogenous ability) consistently maximize student understanding and learning efficiency. (Random Student Selector/Student Grouper Tool) - @http://www.triptico.co.uk/
 * =Grouping=
 * All students in groups know their roles, responsibilities, and group work expectations.
 * All students participating in groups are held accountable for group work and individual work.
 * Instructional group composition is varied (e.g., race, gender, ability, and age) to best accomplish the goals of the lesson.
 * Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning. ||  || TRIPTICO

http://help.wikispaces.com/projects - Wikispaces.com project groups Example: @http://thelookingglassportal.wikispaces.com/project/list - must be logged in to Wikispaces to view projects

@http://cmcss.edmodo.com/

@http://titanpad.com/ || =Content= =Knowledge= || * Teacher displays extensive content knowledge of all the subjects she or he teaches. EdHeads Simulations - @http://www.edheads.org - Can fit under Practical and Research-based Thinking depending on portion utilized
 * =Teacher=
 * Teacher regularly implements a variety of subject specific instructional strategies to enhance student content knowledge.
 * The teacher regularly highlights key concepts and ideas and uses them as bases to connect other powerful ideas.
 * Limited content is taught in sufficient depth to allow for the development of understanding. ||  ||   ||
 * =Teacher Knowledge of Students= || * Teacher practices display understanding of each student’s anticipated learning difficulties.
 * Teacher practices regularly incorporate student interests and cultural heritage.
 * Teacher regularly provides differentiated instructional methods and content to ensure children have the opportunity to master what is being taught. ||  || http://empowerstudents.wikispaces.com/DI+for+the+Classroom+with+Tech ||
 * =Thinking= || * The teacher thoroughly teaches two or more types of thinking:
 * **analytical thinking**, where students analyze, compare and contrast, and evaluate and explain information;
 * **practical thinking**, where students use, apply, and implement what they learn in real-life scenarios;
 * **creative thinking**, where students create, design, imagine, and suppose; and
 * **research-based thinking**, where students explore and review a variety of ideas, models, and solutions to problems.
 * The teacher provides opportunities where students: generate a variety of ideas and alternatives;
 * analyze problems from multiple perspectives and viewpoints;
 * and monitor their thinking to insure that they understand what they are learning,
 * are attending to critical information,
 * and are aware of the learning strategies that they are using and why. ||  || ** Analytical Thinking **

Geometer's Sketchpad - Software on specific math labs in the high school/middle school.

Excel - Microsoft Office Spreadsheet software installed on most computers.

Google SketchUp (Middle and High Computers) - Tutorials at @http://sketchup.google.com/intl/en/training/videos.html
 * Practical Thinking **

Kerpoof - www.kerpoof.com
 * Creative Thinking **

Animoto- @http://animoto.com/

BigHugeLabs - @http://www.bighugelabs.com/

VoiceThread - @http://voicethread.com

Storybirds - @http://storybird.com/

Little Bird Tales - @http://littlebirdtales.com/

iMovie - Mac software already installed on Mac computers

Windows Movie Maker or Windows Movie Maker Live - @http://windows.microsoft.com/is-IS/windows-live/movie-maker-get-started

@http://www.livingroomcandidate.org/

LHS Science Interactives - @http://sv.berkeley.edu/showcase/index2.html || =Solving= || * The teacher implements activities that teach and reinforce three or more of the following problem-solving types:
 * Research-Based Thinking **
 * =Problem=
 * Abstraction
 * Categorization
 * Drawing Conclusions/Justifying Solutions
 * Predicting Outcomes
 * Observing and Experimenting
 * Improving Solutions
 * Identifying Relevant/Irrelevant Information
 * Generating Ideas
 * Creating and Designing ||  || Vernier Probes/Sensors - Data collection tools used with Logger Pro or Logger Lite software.

Logger Pro and Logger Lite- Award-winning, data-collection and analysis software for Windows and Mac computers that allows students to collect real-time data.

Kidspiration, Inspiration, CMAP Tools ||