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Part One: TLAT3 presentation

Your group will show all the digital products that your group worked last week.  The digital products should have been put/inserted/attached in the TLAT3 student site. Also tell the class what activity/activities your group plan to teach.

Part Two: Prepare to work on TLAT3 personal page

Everyone will create a personal page–TLAT3–in your Google site. This site should include:

  • 2-3 paragraphs describing the group’s teaching in class
  • give a hyperlink to the student site
  • insert the teaching video (recorded & provided by Lily)

Due: Nov 26, 1:10 pm

Things to do:

1. Your group will have one class time (about 35-40 minutes) to teach one or two activities designed in the student page. The order of teaching will be:
Nov 9 (Fri):
Nov 12 (Mon):
Nov 14 (Wed):
Nov 16 (Fri):

2. The rules of the TLAT3 teaching activity include: (1) Everyone’s attendance will be counted. (2) Everyone (except the teaching group) will fill out a form that evaluates the teaching group based on TPACK. (3) The teaching group will fill out a form about members’ contributions to the group.

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Housekeeping: Check out your scores in DropBox and the re-submission date if you need.

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The final two groups (ELA & Science) will present TLAT2 for 20 minutes.

You were supposed to finish the personal TLAT2 page before today’s class. The latest time for me to accept TLAT2 is 12am tonight. Check here to see the requirements and submission of TLAT2. Note that late submission is not allowed.

Things to do:

1. All the groups will have a student page for TLAT3. See example.
2. Start to create all the digital products planned in TLAT2 and put the products in the student page.
3. I will attend a conference on Wednesday but all of you should still come the class to work on TLAT3.
4. You will present your group’s work during this week on next Monday.

The first two groups (Social Studies & Math) will present TLAT2 for 20 minutes.

Everyone should finish the personal TLAT2 page before the group presentation.

Things to do:

  • Have a happy fall break on Friday.
  • The other two groups (ELA & Science) will present on next Monday.

TLAT2 design

Discuss TLAT2 project with your group members and prepare for the presentation on Wednesday or next Monday.

Everyone should finish the TLAT2 page in Google Site including the attachments or hyperlinks of the works of TLAT2 before presentation.

Things to do:

Two groups will present TLAT2 on Wednesday.

Part One: Videos

Kids love videos because it is interesting. However, being a teacher, in addition to gaining students’ attention using videos, we should know that videos have some other more important functions. You will view some videos today and compare them based on your understanding of TPACK.

When you compare the video, using the following questions to guide your comparison.
1. Which video you like the most? Why?
2. Which video helps you learn the content most (successfully represent the abstract content into an understandable format)? Why?
3. Which video(s) maximized the functions of video (e.g., repeating, slow motion, fast forward, caption, etc.)
4. After viewing these videos, if you create a video for the teaching purpose, what aspects you will be aware of?

Part Two: TLAT2 & TLAT3

TLAT2
1. Develop a technology-integrated and student-centered lesson plan for your subject. It is a big lesson plan that includes consecutive learning units that can cover three to four classes time to help students learn specific content deeply.

2. Specify the target student population, teaching goals, topic, procedures, guidelines, (or Georgia performance Standards), as many details as you can in the lesson plan. Your students should have hands-on chances to use technology for their learning.

3. Several technologies (e.g., PhET, Inspiration, videos, Photo Story, etc.) that you learned in this semester should be integrated into the lesson plan. You can also include the technology explored by yourself . The point is not how many technologies being integrated. Instead, I will see whether your group applies technology appropriately and meaningfully (You have learned about this when I demonstrated technologies in the class).

4. Add a section after the lesson plan in which specifying the purposes or rationale of the technologies that your group selected to teach the content. Consider the technology critically about its importance in your teaching and for your students to make your points convincing. Based on your explanation, I will evaluate that your group applied technology necessarily or superficially.

5. Create a page–TLAT2–in your Google Site and write 2-3 paragraphs to describe your work in this project.

Due: Send me the lesson plan by Oct 24 (Wed) before the class begins and  present 20 minutes in class on Oct 24 & Oct 29(Mon).

TLAT3
1. Based on your the lesson plan developed in TLAT2, create all the digital products that were integrated in the teaching activities.

2. Show all the technologies that your group created on Nov. 5th (and Nov 7th) for 10 minutes.

3. Select a learning unit from group’s lesson plan that will cover one class time. Teach the unit on the assigned day (from Nov. 9th to Nov. 16th). The unit should be technology-integrated.

4. Create a page–TLAT3–in your Google Site and write 2-3 paragraphs to describe your work in this project. Also insert the teaching video into the page (I will videotape your teaching and share the video to you).

The submission:

1. personal TLAT2 page in Google site
In this page write 2-3 paragraphs to describe this activity. Also give hyperlinks or attachment of lesson plans and PowerPoint slides (if your group has) in this page.
2. create a student site (group work)
Create a new site in Google to facilitate your student to follow the learning activities in your lesson plan.It will also benefit your presentation of TLAT2 and teaching of TLAT3 because you don’t need to open many digital materials. You can create one page for one activity. So, if your group developed 4-day activities, you will create 4 pages in this site.
Then, next week when I attend a conference and will not be in the class, your group will create all the digital materials based on the TLAT2 lesson plan (e.g., digital storytelling or procedures/questions for students when manipulating animation tools, etc.). The completed digital materials and related guidelines will insert or attach into the student site.
Finally, when your group teach a unit in the class(TLAT3), your group will make use of this student site.
3. Personal TLAT3 page
You will write 2-3 paragraphs to describe the teaching activity, give a hyperlink to the student site, and insert the teaching video recorded by me.

 

Using animations to help learners understand and learn has greatly increased. In contrast with static pictures, animations can show changes directly and immediately that support an interactive learning between the computer and the learner. Today we will learn an animation tool that is popular in the science and math areas–PhET.

In the next activity, you will act as a K-12 student and use PhET to learn specific content in Science that you have learned during your K-12 period. Follow the guidelines passed to you to experience the learning in PhET.

Part One: Inspiration

Share the map you created in the last class with your group members and
1. tell them WHY you created the map like that.
2. discuss the pros and cons of drawing concept maps in Inspiration and on the paper.

Part Two: Other Functions of Inspiration

There are many other ways to use Inspiration (concept-mapping tools) in K-12 classrooms. Read this paper–Vanides2005 concept map– and answer the following questions in the group’s TPACK worksheet:
(1) How can a teacher use concept-mapping tools in Teaching/Instruction?
(2) How to use concept-mapping tools to Assess/Evaluate students’ learning? Students may have diverse and different maps, how to evaluate those maps efficiently if you were the teacher?
(3) Discuss other potential methods to use concept-mapping tools that you do not find in the paper.