Title of Teacher Tech Tools: Unit SMART Boards Curriculum All: Course Teams Area

Grade Level Time Frame

9th-12th Grade Teachers 1 Day

Stage 1 Identify Desired Results

Content Standards: Cross Curricular Competencies Developing: Expressing understanding and communicating meaning using various literacies Thinking: Thinking and learning contextually, creatively, critically Social Responsibility: Engaging in communication thinking and dialogue Literacies: Digital and Media literacy intertwined Identity and Interdependence: Understanding and valuing social and environmental interdependence and sustainability

Understandings
Students will understand that: Using technology such as SMART boards can help deepen students understanding of concepts and standards. SMART Exchange is a great resource for developing SMART lessons and has an abundance of resources across all content areas. Related Misconceptions: Technology is always the best option. Technology is too time consuming to learn. You have to know how to do something before you can teach your students to do it. Having a SMART board on the wall is enough.

Essential Questions
Overarching Questions: How does teaching with a SMART Board deepen students understanding? Topical Questions: How can I use the resources available through SMART Exchange to enhance lessons?

Knowledge and Skills Knowledge

Students will know: How to locate SMART board resources, toolkit, SMART marketplace, and SMART Exchange. How to evaluate web 2.0 resources. Where to find HCBOE approved software and resources.

Skills
Students will be able to: Utilize SMART board tools, object animation, SMART recorder, and ink aware. Use Web 2.0 resources Integrate SMART Ideas, Photostory and Movie Maker into lessons.

Stage 2 - Evidence Performance Task(s)

Goal: To create SMART lessons for course team use. Role: Designer Audience: Peers Situation: By working in groups of two to five. You will use various applications and links learned in the training. Product Performance and Purpose: A 3-5 minute presentation using the created SMART notebook lesson. Standards and Criteria for Success: Rubric (below) Title of Task: Do you know what I know? Grade level: 9th-12th grade Teachers Curriculum Area: Cross Curriculum Technology Training Time Frame: 1.5 hours Setting & Role: You will answer the following question: How does teaching with a SMART board deepen students understanding? In this task, you will create a notebook file that answers the essential question. You are the designer and will work in a group of two to five other co-authors. You will use various applications and links that you have learned about this morning. Your (peers) in this session are your audience members, we will share with each other in a one to three minute presentation at the end of the day. Please view the rubric first for a more detailed description of the expected product.

FACETS OF UNDERSTANDING: Identify the facet(s) of understanding that the students will demonstrate in the PRODUCT of the performance task. EXPLAINING: a fully supported, verified, justified account goes deeper and broader than the information given. INTERPRETING: provides a rich insightful story, an analysis of its importance/meaning/significance, identifies ironies in different interpretations. APPLYING: able to use knowledge and skill and adjust understanding in novel, diverse and difficult contexts flexibly, fluently and efficiently. CRITQUING VIEWPOINTS (PERSPECTIVE): penetrating and novel viewpoint, effective critique of other viewpoints, and of the issues involved. EMPATHIZING: able to see and feel what others feel and see-open to and willing to seek out the odd, alien, or different. REFLECTING (SELF-KNOWLEDGE): deeply aware of own and others understanding, recognizes prejudices, question understandings to advance them.

Performance Task(s) Rubric(s)

Beginner: 1 point Novice: 2 Points Intermediate: 3 points Expert: 4 points

Score

Includes little essential Topic/Content information and one or two facts

Covers topic Includes essential completely and information with in depth. most sources Includes Includes some properly cited. properly cited essential information Includes enough sources and with few citations and elaboration to give complete few facts. readers an information. understanding of Encourages readers to know the topic. more. Includes ___ cards or less, fewer than 3 graphics from outside sources, fewer than 3 animations and few Includes at least ___ cards, at least 3 graphics from outside sources, at least 3 animations Includes at least ___ cards, 5 or more graphics from outside sources, 5 or

Technical Requirements (To be filled in by teacher)

Includes ___ cards or less, few graphics from outside sources, few animations

and advanced features.

advanced features, and some more animations such as video, 3-D, or advanced features, and several advanced sound. such as video. features, such as video. Grammar, spelling, punctuation, capitalization are correct. No errors in the text.

Mechanics

Includes more than 5 grammatical errors, misspellings, punctuation errors, etc.

Includes 3-4 grammatical errors, misspellings, punctuation errors, etc.

Includes 2-3 grammatical errors, misspellings, punctuation errors, etc.

Cooperative Group Work

Works well with Works well with Cannot work with others. Assumes Works with others, others. Takes part a clear role and others in most but has difficulty in most decisions related situations. Cannot sharing decisions and share decisions or and contributes responsibilities. responsibilities. fair share to group. Motivates others responsibilities. to do their best. Communicates ideas with enthusiasm, proper voice projection, appropriate language, and clear delivery.

Oral Presentation Skills

Great difficulty communicating ideas. Poor voice projection. Little preparation or incomplete work.

Some difficulty communicating ideas, due to voice projection, lack of preparation, or incomplete work

Communicates ideas with proper voice projection. Adequate preparation and delivery.

Scale: 18 - 20=Expert; 15 - 17=Intermediate; 10 - 14=Novice; 6 - 9=Beginner Total Points Developed by Caroline McCullen, Instructional Technologist, SAS inSchool, Cary, NC http://www.SASinSchool.com

Other Evidence

Each group will be evaluated using the provided rubrics as well as through observation by their peers. The following resources can be used in developing the presentation. Resources:
SMART Board Wiki: http://smartboardwiki.wikispaces.com/ SMART Board Resources: http://smartboardresources.pbworks.com/w/page/15606713/Welcome%21 Interactive SMART Resources: http://www.theteachersguide.com/InteractiveSitesMathSmartBoard.htm

Student Self-Assessment and Reflection Self-Assessment Rubric

1 Excelling Answers Essential Question Our answer is so great it needs to be posted on teacher tube. You could not teach what we have taught without technology. We used ALL the software! 2 Achieving Great Reasoning 3 Beginning Our answer is Yes, 4 Not Yet We were too full from lunch to think

Uses Notebook File

I used a new feature I learned today.

I used notebook the way I always have.

I didnt download notebook.

Software Application

We used one piece of software.

It worked 5 minutes ago, I swear it did!

We tried.

Web 2.0 Tools

We used 5 or more tools!

We used 1 tool we learned about today.

It worked 5 minutes ago, I swear it did!

We tried.

Attitude Shift

Watch out web washer here I come!

I am not overwhelmed!

When can Stacey come and see me!

I am not handy with tools!

Stage 3 - Learning Plan

Where are your students headed? Where have they been? How will you make sure the students know where they are going? All teachers should know where the T drive is and be able to open notebook files and save them to that location as well as to their H drives. We will roam the room and ensure each teacher has files open from that location. How will you hook students at the beginning of the unit? With exemplars created and displayed in the am. What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? Mini lessons in corners in just in time sessions for learning movie maker and audacity Working in small groups with one laptop to experience a pod like classroom situation Through am exemplars How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? Pull tabs on sides of exemplars reflect They need to add their own pull tabs to their performance task to rethink why they did what they did Presenting to others starting with the essential question How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? Rubric provided Demonstrate how one of our exemplars scores on the rubric. How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? Each teacher has their own laptop, may work at their own pace Mini lessons can be re-viewed at any time Wiki stores all documents for review How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? In a notebook file, allow view pages pane to provide a visual of where we are going Smart planning map Wiki

Lesson adopted from Advanced SMART Board Workshop UbD. Developed by Shacey_3. URL: https://advancedsmartboard.wikispaces.com/Performance+Task From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)