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First, view MTTS 4 and 5 submission requirements on your TaskStream Technology Assessment Folio.

MTTS 4 Submissions Required: 1. Grade Book spreadsheet 2. Performance graph 3. Sorted grade book 4. Data analysis and instructional decisions responses Directions: As a practicing teacher, you should regularly ask these three questions: a.Are my students mastering the content standards? b.What evidence of my students' performance do I have? c.How will I use student performance results to drive my instruction? To answer these questions you will manipulate and analyze student assessment data to make instructional decisions. The assessment task files are on your TaskStream Tech Assessment Folio. Review the requirements and the scoring rubric carefully before beginning / completing the task.

MTTS 5 Submissions Required 1. Lesson plan overview summary 2. Lesson plan 3. Video 4. Reflection 1 5. Reflection 2 Directions: In this assessment task you will plan, teach, videotape, and reflect on your own lesson integrating technology into instruction. To demonstrate your competency you will submit and be assessed on the following products: - The lesson plan; - Lesson Overview Summary Sheet; - Videotape; and - Two electronic (word-processing) reflective journals (in PDF). Your technology integrated lesson should: - engage learners in constructing their own knowledge through the use of technology; - be based on content standards (Voluntary State Curriculum), Maryland Teacher Technology Standards (MTTS), and National Educational Technology Standards for Students (NETS – for students); - be supported with research-based promising practices; - support differentiated instruction; and - apply instructional strategies such as inquiry, collaboration and/or problem solving appropriate for diverse learners. The assessment task files are attached on your TaskStream Tech Assessment Folio. Review the requirements and the scoring rubric carefully before beginning / completing the task.

Second, take a look at your TaskStream Block II Folio You need to post the same technology integration lesson plan here, along with Technology School Survey B.

NOW, while you are out there in the field….

You need to accomplish: 1. Goal 1 (MTTS 5) Plan, teach and videotape yourself teaching a technology integration lesson plan. Post your lesson plan, video, reflections on Tech Assessment Folio on TaskStream. The lesson plan you create here, you will also post on the Block II Folio on TaskStream. Same lesson plan. 2. Goal 2 (MTTS 4) Create a gradebook to show you make decisions based on assessment data (student scores). Create graphs that show you had a positive impact on your class. 3. Technology School Survey B

STEPS Step 1: See your mentor. Find a time to discuss with your mentor your need to implement a technology integration lesson plan.

For Goal 1, say, “We need to teach a lesson where we integrate at least two technology tools. Is there a lesson in which you would like me to do this? Are there specific technology tools, such as Safari montage, that you would like me to use? My university professor also wants me to bring in an Internet game or computer lab work, if possible. May I do that?”

For Goal 2, say, “I also need to create a Gradebook based on actual student scores. May I collect student scores from the quizzes, tests and homework? I do not need all of them. I just need assessment for at least 3 lesson objectives. I would also like to take a pre-test, post-test and homework or quiz scores for the lesson in which I will integrate technology. Will that be possible?”

Step 2: Plan. Do Lesson plan overview summary (see MTTS 5 Submission Requirement #1 for details.) Write your lesson plan. Write your assessment tools (pre-test, post test, seatwork). Show your plan to your mentor teacher for suggested improvements and approval. Set up your gradebook, too.

Step 3: Assess. Do your pre-test or equivalent assessment. Log the scores on your gradebook. Look for patterns and take note of weaknesses you want to address with your instruction. This will be part of your Instructional Decision essay for MTTS 4.

Step 4: Implement your Lesson. Remember to videotape! Use one activity as assessment, too. Whatever you ask your students to do, if you score it, it is considered assessment. Log the scores on your gradebook.

Step 5: Reflect. Write your reflection paper right after you teach.

Step 6. Watch your video. Watch your whole performance.

Step 7. Reflect. Write a reflection paper after you have watched your video.

Step 8. Assess. Do a post test on the lesson you have taught. Log the scores on your gradebook.

Step 9. Do your gradebook. Follow the instructions for MTTS 4. Add attendance and homework scores on the gradebook for during the time you were there. These homework scores need not have anything to do with the lesson you taught. Create your pre and post test graph from the scores during your tech integration lesson to show your impact. (This graph will not include attendance and homework scores.)

Step 10. Reflect on Student Scores. Write an essay for your data analysis and instructional decisions responses (see MTTS 4, submission requirement #4)

If you have any questions, send me an email so we can work together in making these set of instructions clearer. Ms. Jamie Morningstar is also willing to address your inquiries. Jjmorningstar0@frostburg.edu

=March 1, 2010=

1. Discuss MSA, AYP, Maryland Report Card

2. Watch video.

3. Read and Discuss: MTTS Standard IV @http://www.mttsonline.org/standards/standard_IV/tasks/

4. Discuss videotape requirement for your technology integration lesson implemented during your internship. = = =February 24, 2010= = **Treasure Hunt Activities 1. Peer Review: Pair up and try out each other's treasure hunt activities. Provide each other with feedback. What features do you like about your partner's treasure hunt? Any suggestions for improvement? Maintain an open mind when your partner makes a suggestion. We learn to improve our work when we know how to listen. 2. Class Presentations: Share your partner's work in class. I'd like to hear from students who have not made any presentations in the past. Read MTTS Standards V Take time to read the performance assessments. We'll go through them as a class. @http://mttsonline.org/standards/standard_V / Next Session: DATA ANALYSIS** = What is MSA? What are MSA’s performance standards? What is AYP? What is AMO? __[] [] [] [] []__ ||
 * Student Data – State, County, School Level**
 * References **
 * 1. || Understanding Standards, Assessments, and AYP: Think about these questions. NO PAPER NEEDED, NOTHING FOR YOU TO SUBMIT.
 * 2. || Maryland Report Card site: __[]__   ||
 * 3. || MD Public Schools Info page. __[]__ ||
 * 4. || TL8. __[]__ (__[]__) ||
 * 5. || School Improvement in Maryland site: __[]__ ||
 * 6. || VSC __[]__. ||
 * 7. || Data collection: __[]__ . Monitoring Student Progress. Developing a Monitoring Plan. How do you develop the plan? Creating data collection templates (under How will teachers record the data?). ||

=February 22, 2010=


 * Constructing a Treasure Hunt**

1st page is an opening page that includes title, introduction, and graphic. 2nd page is for the questions. Resources are linked in the questions. 3rd page is for the Big Question (putting it all together). 4th page is the reference page for instructors. (This page includes but is not limited to the concept statement and detailed description of the activity – standards, grade level, reading level, depth of reading, topic, etc.). Add images. Make certain that all links are working. Check for spelling, grammar, etc. errors. ||
 * || 1. || Select a topic and develop the concept statement. This is a statement of understanding. What should your students understand after completing this activity; what is the underlying concept you want students to learn? Don’t make it too broad so that your students cannot thoroughly explore the questions posed. ||
 * || 2. || Develop the big question (or culminating activity). This must be tied to the main concept students are to have learned. It must require students to synthesize the new knowledge and discover broader understanding. ||
 * || 3. || Write an introduction to the treasure hunt. The introduction is a motivational description and gives directions to the students. It should mention the concept and how the questions will tie into the concept. ||
 * || 4. || Write the questions. The questions should relate to the concept statement. Students should not only read information to find ‘facts’ but also interpret and analyze information. [Review Bloom’s Taxonomy before writing the questions.] __Questions should **NOT** require only one-word responses__. ||
 * || 5. || Find appropriate Internet resources for the students to use in answering the questions. __Link the sites directly in the questions.__ Make certain the sites are appropriate. Make certain the reading level is age appropriate. Check the depth of reading the student must do. ||
 * || 6. || Write a detailed description of the activity so a teacher can determine if it will fit in a specific lesson (introduction, standards, grade level, reading level, depth of reading, topic, concept statement, etc.). ||
 * || 7. || Work on the design of the web site. With the information developed above, create the treasure hunt.


 * Constructing a web-based Treasure Hunt together**

Bats Treasure Hunt designed using TaskStream webpage builder: Complete the treasure hunt that was started in the last class.

Treasure hunt can be incorporated in lesson about bats Sample lesson objectives and assessments
 * Lesson About Bats**

Objectives: Assessment(s): Have the objectives been met?
 * • || Develop research skills in young children ||
 * • || Appreciate bats and their importance in our world ||
 * • || Understand similarities and differences between bats and birds, and bats and humans ||
 * • || Learn the difference between facts and myths about bats ||
 * • || Enhance reading and writing skills ||
 * • || Compare the anatomy of the bat with that of a human. Compare that anatomy of the bat with that of a bird. Describe similarities and differences. ||
 * • || Create your own poem about bats that dispels some of the myths about bats. ||
 * • || Create your own story illustrating why bats are important in our world ||

 Due Wednesday: Finish your original web-based treasure hunt. Publish the treasure hunt in TaskStream. The URL for the treasure hunt will be submitted for evaluation through TaskStream (Block2Spring10 program). = = =February 17, 2010 Treasure Hunt=
 * Individual Assignment**

To create your treasure hunt: 1. Look at the Allegany Pacing Guide and the Maryland VSC. Select a concept. 2. Look for appropriate web sites on your selected concept. 3. Think of 5 questions you want students to find answers to. 4. Start building your Treasure Hunt on TaskStream. Go to Folios & Web Pages. Type in "A Treasure Hunt on (Your Concept)" DO NOT USE A TEMPLATE. START FROM SCRATCH. Add a page for Introduction, Questions to Answer, and the Big Question. And one more for the Teacher's Page. 5. Publish your Treasure Hunt and post your URL on the Discussion Board on this wiki on "Treasure Hunt URLs"

= = =**February 15, 2010**=

**To do:**
===**1. Technology Integration: Lab Rules Discuss: Before you bring your students to a computer lab, you will need to prepare them for it. What are some of the necessary information you need to go over with in class? Open up Microsoft Word and with a partner, create a set of expectations. (Make it fancy, use a newsletter wizard.) Use this to begin with: Scenario: 1. When I enter the lab, I should.... 2. After I have completed the above #1, while I wait for the teacher to begin the class, I should or may.... 3. If I am late to class, I should... 4. I can pack up for class dismissal when.... 5. I will know my homework assignment because... 6. If I am absent, I should.... 2. School Survey: What do we mean by "hardware platform"?**===

** Set up portfolios 5. Technology Integration: Top Ten for Young Learners**
= = @http://glovely09.wetpaint.com/page/TopTen+for+Young+Learners?t=anon

Sketchfu: @http://sketchfu.com/ Sketchfu Lesson Plans: http://sketchfu.wikispaces.com/
Assignment for **Wednesday**: Get started with your technology integration lesson plan. Select technology tool or tools to integrate. Select subject area and topic. Select learning goals and objectives. Begin writing your lesson plan on TaskStream. Be ready with a draft lesson plan next week.

=February 3, 2010=

=
We will use GoToMeeting to share desktops. This way, it will be easy for us to take turns showing what we have on our desktop. This will save us time from saving your work on a flash drive then having to upload it to my computer to show it on the board. GoToMeeting is a program I use for web conferencing. Log on to @https://www2.gotomeeting.com/join/470485562 Do not close this window for the duration of our class.======

Bring up the work you did on Excel. Let's discuss ways of presenting data visually. 4. Integrating Technology
= = View video from MTTS online: Promise of Technology for Standard 4

Discuss: Technology Integration


 * Questions to consider when planning for technology integration **
 * Why did you choose to integrate student use of technology into this activity? Is this the best way to incorporate the use of technology for this instructional activity? Explain.
 * How did your consideration of the students’ ability levels impact your design of the instructional activity?
 * To incorporate student use of technology in the activity, why did you select the teaching strategy(ies) that you did?
 * How did you determine which technology resources to select for the students to use?
 * How will you know if your implementation of the activity was effective?
 * Is the use of technology essential to the implementation of this activity? Explain
 * Do you think use of technology in the implementation of instruction will affect student learning? Explain.
 * How will the use of technology in the activity assist in students’ development of higher-order thinking skills?

Sample Lesson Plans Star Gazing - [] American Revolution - []

Lesson Plan Sites: Thinkfinity - [] Baltimore County - [] Allegany County - [|http://infusion.allconet.org/infusionResource/index_home.htm]

=

 * ASSIGNMENT**: Technology Integration: Locate a lesson plan that integrates EXCEL. Bring a copy and be ready to share the lesson plan in class. Discuss what you like about it and why you think it will be a good one to use in your particular class.======

= = = = January 27, 2010

2. TaskStream Activity: Build your teacher's technology resource web site
Log on to your TaskStream account. Create a new web site from scratch (no templates). This will be your ePortfolio for this class. Add an introductory text. Add ONE page for today. The title for this page should be EXCEL. Publish with no passwords needed. Remember to keep your URL simple, so change the long title to "techresource." Post your URL on our wiki discussion board for your ePortfolio addresses.

3. Work with Excel
a. Looking at Data: Take a look at the following examples of how data has been visually represented. Think: How do charts and graphs help people understand data? Media Use Statistics Beall Elementary School

b. Online Workshop: Get Started with Charts

c. Problem Set: Create charts for the following data. Post on your TaskStream in PDF.

1. Miss Smith has 13 boys and 12 girls in her class. Create a pie chart to represent this data. Chart title should read, "Miss Smith's Fourth Grade Class." Chart should be labeled with category name and percentage. Chart should not have a legend. (Chart - 1 point, Title - 1 point, Label - 1 point, No legend - 1 point TOTAL: 4 points)

2. In 2006, 95 percent of students 6 to 21 years old served under IDEA were enrolled in regular school, 3 percent were served in a separate school for students with disabilities, 1 percent were placed in regular private schools by their parents, and 0.4 percent were served in each of the following environments: separate residential facility; homebound or hospital; a correctional facility. (Source: Fast Facts: What percentage of students with disabilities are educated in regular classrooms?) Select the best type of chart to represent this data. Explain your choice. Decide whether to use labels or a legend. Provide a reason for your decision. (Chart with title and label/legend - 3 points, Explanations 2 points)

Assignment: 1. Submit print out of School Environment Survey I (Technology).

2. Work on this online module: Let Excel do the Math Print out the results of the quiz at the end of this module and submit as evidence of work done.

3. Work on this Problem: Read the following case. Create a chart on Excel. Write your answer to the questions. Print out and submit next Wednesday. Post an electronic copy on your ePortfolio as well.

Ellen taught a unit on state capitals. These are her pretest and post test scores. Each test had a total of 15 points. Given that her tests are valid and reliable, what conclusion can you make based on the data? Explain. Create a chart to visually represent this data. Your chart should show clearly whether or not Ellen made an impact on student learning. Add any additional computation that supports your conclusion.


 * Name of Student || Pre-test Score || Post Test Score ||
 * Allan || 5 || 14 ||
 * Bea || 7 || 15 ||
 * Carol || 4 || 13 ||
 * Dave || 6 || 15 ||
 * Ellen || 3 || 13 ||
 * Fiona || 4 || 15 ||
 * Gina || 3 || 12 ||
 * Helen || 5 || 15 ||
 * Ingrid || 2 || 13 ||
 * James || 6 || 15 ||
 * Kim || 5 || 14 ||
 * Leo || 4 || 14 ||
 * Mark || 4 || 14 ||
 * Norman || 3 || 12 ||
 * Oslo || 7 || 15 ||
 * Pam || 3 || 13 ||
 * Quentin || 5 || 15 ||
 * Ron || 2 || 11 ||
 * Sam || 4 || 15 ||
 * Tim || 3 || 14 ||

FYI: Excel 2008 Mac Tutorials

=Welcome to our Wikispace!=

F amiliarize yourself with MTTS IV and V. Watch the videos. Read the performance tasks assigned for each. You will need to accomplish these two performance tasks this semester.
5. Take our Educ 448 Day 1 Survey: http://www.surveymonkey.com/s/XGJJXC7