Team Members: Dan Armstrong, Rose Arnell, Mimi Clark, Joy Kidwell, Donna Lauver, Brad Suder
Community: Dublin-Dallas Year 1, 2010-2011
The focus is on restructuring the learning opportunities students have and the choices for demonstrating their knowledge. It is also about teachers rethinking how they assess students by differentiating the options so that they represent all levels of Bloom’s taxonomy.
- Problem, Issue, or Possibility
- Objectives and Assessment
- Implementation Plan
- Evaluation and Results
We will conduct this lesson late April through May
– Do technology-based options enhance or detract from student understanding of content?
– Data from student surveys will be evaluated to determine student engagement in project.
– Data from student surveys will determine student disposition at three stages of the process.
RESEARCH: Our research is a compilation of information on best practices in technology use from the school, district, state, and national level. We each contacted schools, resources from various location in order to collect data on reliable technology resources and best practices in the classroom.
– Feb: Redesign and refine project model
– Mar: Teacher research on technology tools, content best practices, and pedagogy.
– Apr: Implementation of project with students.
â—¦ Pre-survey on student disposition
â—¦ Content delivery
â—¦ Student exploration with tools
â—¦ Student connections between content and materials
– May: Evaluation
â—¦ Student demonstration of knowledge through tool usage
â—¦ Student post-surveys on disposition
â—¦ Student grade level common assessment
â—¦ Teachers draw conclusions from first implementation of plan.
â–ª Collect data for subsequent year evaluation
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