Dylan's ICT Lessons: 2015

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Dylan's ICT Lessons: 2015 by Mind Map: Dylan's ICT Lessons: 2015

1. Online Collaboration/Presentation Lesson

1.1. Objectives

1.1.1. From Subject-Specific MB Curriculum

1.1.1.1. English Language Arts/Drama

1.1.1.1.1. See presentation for options in these subject areas!

1.1.2. From ICT Continuum

1.1.2.1. Affective

1.1.2.1.1. S-1.1 identifies uses of ICT at home, at school, at work, and in the community.

1.1.2.1.2. Co-1.1 works with others in teacher-directed learning tasks using ICT and assists others with ICT knowledge and procedure.s

1.1.2.1.3. Co-3.1 leads a group in the process of collaborative learning.

1.1.2.2. Cognitive

1.1.2.2.1. Pr-2.1 selects a suitable ICT application and/or device to create electronic work and explains the selection.

1.1.2.2.2. P-2.1 constructs “how and why” questions, predictions, hunches, educated guesses, and hypotheses and identifies information needs,

1.1.3. "Riding the Wave of Change" Conference

1.1.3.1. Online Presentation: The Technology/Teaching Relationship. Five minutes or less, including narration, about how technology can and should be infused into subject-specific teaching. YOUR IDEAS!

1.1.3.1.1. Tool for Assessment

1.1.3.1.2. Tool for Inclusion

1.1.3.1.3. Tool for Differentiation in Assignments

1.1.3.1.4. Tool for Instruction

1.1.3.1.5. Old-Fashioned "Blah" paradigm of teaching...we need to END THIS!

1.1.3.1.6. Moving Forward....can we do it?

1.2. Assessment Strategies

1.2.1. Formative

1.2.1.1. Feedback on Options for Cross-Curricular Integration

1.2.2. Study Tool

1.2.2.1. Post Presentation w/o Narration

1.2.2.1.1. Allows students and educators to brainstorm and elaborate on options for ICT strategies in the classroom!

1.3. Resources

1.3.1. Web-based

1.3.1.1. LwICT Continuum

1.3.1.2. MB Drama Curriculum (9-12)

1.3.2. Text-based

1.3.2.1. MB English Language Arts Curriculum (9-12)

1.4. Applications/Equipment

1.4.1. ICT Equipment

1.4.1.1. Mindmeister

1.4.1.1.1. Presentation Option

1.4.1.2. Jing for Screen-casting

1.4.1.3. Google Blog for Sharing and Embedding

1.4.2. Other

1.4.2.1. Microphone and Headphones

2. Podcasting Lesson

2.1. Objectives

2.1.1. From ICT Continuum

2.1.1.1. Affective

2.1.1.1.1. AS learning

2.1.1.1.2. OF learning

2.1.1.2. Cognitive

2.1.1.2.1. Pr-3.2 self-assesses ICT representations to go beyond established criteria by enhancing meaning and/or artistry, according to topic, audience, purpose, and occasion (FORMATIVE)

2.1.1.2.2. Pr-2.2 revises electronic work to improve organization and clarity, enhance content and artistry, and meet audience needs, according to established criteria, feedback, and personal preferences

2.1.1.2.3. Pr-1.2 composes text, records sound, sketches images, graphs data, and/or creates video.

2.1.2. From Subject-Specific MB Curriculum (ELA)

2.1.2.1. 4.4.5 Enhance Presentation: Use a variety of modes of expression to present understanding, synthesis of a variety of textual resources, and proof of academic engagement.

2.1.2.2. 2.2.3 Vocabulary: Display proficiency with the vocabulary necessary for cogent, precise, and understandable explanation of textual analysis.

2.1.2.3. 2.3.2 Connect self, texts, and culture: Recognize that a privileged relationship exists between a work of literature and your own experiences in a broader social community. Expand your understanding based on your analysis of this relationship.

2.1.2.3.1. NECESSITY OF A PODCAST: Speaking is a core element of English Language Arts instruction in Manitoba. While reading is arguably the most important, a student's ability to speak clearly, and with rhetorical strength and focus, is necessary in their achievement of success as a student and as a citizen. In this podcast-based assignment, we can examine speaking as ONLY that...without non-verbal cues and visual stimuli to influence us. What makes a good speech? How do students display higher-level understanding using only their voices? How do they subsequently enhance their verbal skills?

2.1.3. Instructional Strategies

2.1.3.1. Display Exemplars

2.1.3.2. Preliminary Acquisition Activities (powerful rhetoric) (See lesson plan on Blog)

2.1.3.3. Provision of Resources

2.1.3.4. Facilitation of Discussion

2.2. Assessment Strategies

2.2.1. Summative

2.2.1.1. Lit. Review: Criticize how (or how not) a work of CANADIAN POETRY is an accurate representation of Canadian OR Manitoban culture, as you understand it. Students must choose free-verse poetry from a list of provided options to increase the challenge level of their analysis. Podcast form means that students will use the Assessment AS learning strategy to view, criticize, and "grade" the work of their peers according to pre-established criteria. This assignment, using this form, is an optimal way of including student-centred/led assessment in the English Language Arts learning process.

2.2.2. Criteria

2.2.2.1. Content

2.2.2.1.1. Ideas, Rhetorical Focus, Creativity, Analytical Strength

2.2.2.2. Organization

2.2.2.2.1. Structure, Layout, Appearance, Quality of Sound

2.2.2.3. Conventions

2.2.2.3.1. Volume, Pacing, Tone, Grammar, Punctuation

2.2.3. Formative

2.2.3.1. Reflections, during and after work process (AS learning)...see above outcomes from LwICT Continuum

2.2.3.1.1. Feedback forms for peers

2.3. Resources

2.3.1. Web-based

2.3.1.1. Google Scholar

2.3.1.2. ERIC (Brandon University Database)

2.3.1.3. Exemplars from iTunes (podcasts)

2.3.1.4. Youtube (Demos)

2.3.2. Text-based

2.3.2.1. School Library

2.3.2.2. Community Library

2.3.2.3. John E. Robbins Library

2.3.2.4. Poet Options: Di Brandt, Andrew Lewis, Laurie Block, Lorraine Mayer, Dale Lakevold/Darrell Racine, Jacob Scheier, Libby Scheier, Robert Kroetsch, Margaret Atwood

2.4. Applications/Equipment

2.4.1. ICT

2.4.1.1. Recording, Editing, and Uploading Tools

2.4.1.1.1. Audacity

2.4.1.1.2. Soundcloud

2.4.1.1.3. Youtube

2.4.1.1.4. Vocaroo

2.4.1.1.5. Garageband

2.4.1.1.6. Microphone

2.5. Prerequisites

2.5.1. Understanding of Audacity/Soundcloud processes

2.5.2. Pre-developed understanding of critical textual analysis

2.5.3. Acquisition of a source text

3. Videocasting Lesson

3.1. Objectives

3.1.1. From ICT Continuum

3.1.1.1. Affective

3.1.1.1.1. S-1.2 relates societal consequences of ethical and unethical use of ICT.

3.1.1.1.2. S-2.3 analyzes advantages and disadvantages of ICT use in society. (Assessment AS learning: Why is a videocast important for THIS assignment?)

3.1.1.2. Cognitive

3.1.1.2.1. G-3.2 assesses textual, numerical, aural, and visual information, as well as the sources of the media, to determine context, perspective, bias, and/or motive.

3.1.1.2.2. R-3.1 self-monitors learning goals, reflects on the value of ICT to complete learning tasks, and sets personal goals for using ICT to learn.

3.1.2. From Subject-Specific MB Curriculum (ELA)

3.1.2.1. 4.4.4 Enhance the Artistry of Communication: Use artistic elements and techniques to create powerful, resonant work with a unique style and voice. (Strong rhetoric and display of understanding).

3.1.2.2. 4.3.1 Share ideas and information: initiate the transfer/sharing of personal knowledge and experience to a wider audience.

3.1.2.3. 2.2.2 Techniques and Elements: Show an understanding of the effects of a variety of textual techniques and elements, particularly COLOUR, SOUND, TEXTURE, DIMENSION, LIGHT, ETC.

3.1.3. NECESSITY FOR VIDEOCAST: Understanding visual influences in text is a core component of English Language Arts Instruction (viewing). By using a videocast, students are able to display a high level of understanding around the visual elements of text, thus moving "beyond the words" to see how literal images influence the rhetoric of authors. This transcends ELA instruction to better connect with the LwICT cognitive domain. Students can subsequently address media influences, particulary visuals, to better understand context, perspective, and bias.

3.1.4. Instructional Strategies

3.1.4.1. Display Exemplars

3.1.4.2. Acquisition through Visual Prompts/Clips

3.1.4.3. Guided Plenary

3.2. Assessment Strategies

3.2.1. Summative

3.2.1.1. Book Talk: Students must create a critical analysis of a CHILDREN'S LIT. source text, of five minutes or less, in which they address the essential question: How does the author use VISUALS to positively influence our understanding of any of the following literary elements: theme, atmosphere, tone, voice, characterization, moral, climax, emotion.

3.2.1.1.1. Connection to MB Document on the incorporation of Aboriginal Perspectives into the study of ELA.

3.2.2. Criteria

3.2.2.1. Content

3.2.2.1.1. Information presented, response to essential question, ideas, rhetoric

3.2.2.2. Organization

3.2.2.2.1. Layout, editing, appearance, accessibility, choice of supplements (music, visuals, etc.)

3.2.2.3. Conventions

3.2.2.3.1. Grammar, punctuation, pacing, tone, volume, eye contact, clarity in delivery.

3.3. Resources

3.3.1. Web-based

3.3.1.1. Online Study Guides

3.3.1.1.1. Blogged

3.3.1.2. Social Media/Email/Twitter contact with source text authors, if possible.

3.3.1.3. Journal Articles

3.3.1.3.1. Shared via Zotero

3.3.1.4. Media Resources and Portrayals of Aboriginals (if source text is Aboriginal)

3.3.1.4.1. cbc.ca

3.3.1.4.2. MacLean's

3.3.2. Text-based

3.3.2.1. Source text of student's choosing: must be children's literature.

3.3.2.1.1. Options

3.3.2.2. Additional Print Resources

3.3.2.2.1. John E. Robbins Library

3.3.2.2.2. Western Manitoba Regional Library

3.4. Applications/Equipment

3.4.1. ICT Equipment

3.4.1.1. Recording/Viewing Applications

3.4.1.1.1. Audacity

3.4.1.1.2. Screencastify

3.4.1.1.3. Webcam and Microphone

3.4.1.1.4. Youtube

3.4.1.1.5. Jing

3.4.1.1.6. YouTube

3.4.2. Other

3.4.2.1. Editing Applications

3.4.2.1.1. Media Player

3.4.2.1.2. Audacity

3.5. Prerequisites

3.5.1. Understanding of basic textual analysis

3.5.2. Familiarity with the equipment (if not, make a 2-day lesson of which the first day is ICT-instructional).

3.5.3. all students will have familiarity with their school's library/research options.

4. Google Maps Lesson

4.1. Objectives

4.1.1. From ICT Continuum

4.1.1.1. Cognitive

4.1.1.1.1. P-3.2 designs own electronic plans

4.1.1.1.2. Pr-3.2 self-assesses ICT representations to go beyond established criteria by enhancing meaning and/or artistry, according to topic, audience, purpose, and occasion.

4.1.1.1.3. Pr-3.3 designs and creates simulations and models using ICT applications.

4.1.1.2. Affective

4.1.1.2.1. Co-2.1 collaborates with peers to accomplish self-directed learning with ICT in various settings.

4.1.1.2.2. Co-3.1 leads a group in the process of collaborative learning.

4.1.2. From Subject-Specific MB Curriculum

4.1.2.1. Physical Education, Senior 2 (Grade 10)

4.1.2.1.1. K.5.S2.B.3 Examine ways (e.g., fitness aids, improved equipment and facilities for training...) technology may enhance and support a physically active lifestyle.

4.1.2.1.2. K.5.S2.B.1 Determine different ways to promote active living (e.g., display “Canada’s Physical Activity Guide to Healthy Active Living” poster...) for different age groups (i.e., infants, children, youth, adults, seniors.

4.1.2.1.3. S.5.S2.A.2 Design an action plan for active living on a daily basis for self and/or others (e.g., friend, sibling, senior citizen.)

4.1.3. Instructional Strategies

4.1.3.1. Guided Brainstorm

4.1.3.2. Direct Instruction

4.1.3.3. Guided Plenary

4.1.3.4. Display Exemplars

4.1.3.5. Optimal Grouping through Application, Acquisition, and Application

4.2. Assessment Strategies

4.2.1. Summative

4.2.1.1. Google Maps Project: Students will work in groups to design a Google map model showing various "hotspots" for a healthy, active lifestyle in Brandon, Manitoba (ex. Keystone Centre for hockey, YMCA for workouts, walking path in East end for cardiovascular health). The assignment will be graded along the ICT Continuum Outcomes and Outcomes from Grade 10 Physical Education, with attention given to how functional the students' work is to be implemented in a healthy, active community. Add website links, images, or videos, whenever possible. Include fixed "hotspots" and some trails that you know of that suffice for exercise routes. Or: make your own!

4.2.1.1.1. Social Learning Opportunity

4.2.1.1.2. Collaborative Learning

4.2.1.1.3. Assessment OF learning/AS learning (students use awareness of outcomes to benefit assignment completion).

4.2.2. Criteria

4.2.2.1. Functionality

4.2.2.2. Accordance with Outcomes

4.2.2.3. Quality of Description

4.2.2.4. Self-Assessment (for involvement in group process).

4.3. Resources

4.3.1. Web-based

4.3.1.1. Grade 10 Physical Education Curriculum

4.3.1.2. LwICT Continuum

4.3.1.3. Google Maps tutorials

4.3.1.3.1. Youtube

4.3.1.4. http://nuton.ca/program/active-healthy-lifestyles/

4.3.1.5. http://ymca.ca/

4.3.1.6. https://www.biosteel.com/en/

4.3.1.7. Website for Brandon University Healthy Living Centre (HLC) and Physical Education staff ("reach-out" resources)

4.3.1.7.1. http://www.gobobcats.ca

4.3.2. Text-based

4.3.2.1. Texts on Health and Wellness

4.3.2.1.1. John E. Robbins Library

4.3.2.1.2. Western Manitoba Regional Library

4.3.2.1.3. School Libraries/MPETA AMEEP (Physical Education Teachers Professional Development forum).

4.4. Applications/Equipment

4.4.1. ICT Equipment

4.4.1.1. Computer/Laptop

4.4.1.2. Phone, Camera, something to use to add pictures and/or videos (visual learning cues) to the collaborative Google map.

4.4.2. Other

4.4.2.1. A good pair of shoes!!

4.5. Prerequisites

4.5.1. Understanding of Google Maps (2-day lesson option for this, if not on earlier lesson).

4.5.2. City of Brandon map/directions

4.5.3. Optimally Grouped (stronger kids paired with those who struggle along ONE OF EITHER CURRICULA curricula.