Using Technology to Boost Student Learning of Energy Concepts

1. Using Technology to Boost Student Learning of Energy Concepts Stacy Maynard Twitter: @smaynar2 www.stacytmaynard.wordpress.com http://edmodo.com/stacymaynard smaynar2@hotmail.com 419-343-3363

2. Why Students Need the Common Core • Need for Common Core • It is a global market meaning my job is going to be filled by 1:1billion rather than 1:100 potential applicants.

3. Agenda • Welcome, Cooperative Learning • Engage: Sound stations • Explore – Noise in the community • Explain – Technology, PBL & 5-E Model • Extend – NGSS & ELA • Evaluate – Socrative Exit Ticket & Raffle

4. Take Away • Apply concepts to your own needs. • Critique a key point and Develop a Logical Argument. • Contemplate how ELA can become a part of your Science Unit. • Integrating Technology everyday into your curriculum. • How PBL and the 5-E Learning Model can make it all work.

5. Who am I and Who are You? Me? You? • Google Forms Survey Google Docs • Open Forms, create, paste URL onto Doc. C/P into tiny URL, C/P new URL for students’ use.

6. Wordle • Wordle • What are ways you could use Wordle as a writing prompt in your science class?

7. Anyone know how to do this? • Medieval Help Desk

8. Cooperative Learning Activity Mix, Pair, Share • “What is one way you are proud of using technology in your classroom?” • Write down your response onto the notecard. • Begin walking around the room. • Stop when the music ends, share your response with an elbow buddy. • Begin the process again.

9. Engage + Testable ELA Claims • Sound Stations • Engage in exploration and collecting evidence before I provide details. • Illustrate, Claim, Evidence, (Reasoning?) Yes! • Explore, Write, Communicate, Debate, Research • ELA Common Core Claims

10. Explore & PBL • PBL Explained Harmful sounds in the community: Sound Pollution • Critical thinking, • Collaboration, • Communication Problem: Community is complaining about noise made by a newly constructed wind turbine.

11. Explain – Technology • Necessary to advance students as 21st C. learners and have the ability to connect later in life skills. • How have you taught your students to use their primary source of information (the Internet)? • Provides an opportunity to engage multi-cultural learning experiences regardless of demographic. • Assists in cross-curricular implementation; a significant factor in NGSS and Common Core.

12. Explain – PBL & 5-E Learning Model • Student driven – Teacher facilitated • Driving question is created by students. • Method of problem solving is developed by students. (student-led investigations) • Technology and evaluating evidence is part of the investigation. • Formative assessment is on-going throughout the unit. Creating artifacts and checking for understanding drives instruction.

13. 5-E Learning Model • Models the Constructivist Learning Theory • Formative Assessment is on-going; throughout the unit. • Begins with the end in mind; modeling Project Based Learning. • Its origins can be traced to the early 20th C. and Johann Herbart who studied the benefits of an instructional model that begins with student current knowledge and how new ideas realate. (Herbart, 1901)

14. Explain: 5 E Learning Cycle Model Evaluate Inquiry-based Learning Model “5-E Learning Cycle” Model (Trowbridge and Bybee 1990)

15. PD session – 5-E example • Cooperative Learning – Mix, Pair, Share • Engage – Sound stations • Explore – Noise in the community • Explain – Technology, PBL & 5E • Extend – NGSS & ELA • Evaluate – Socrative Exit Ticket & Raffle

16. Extend – NGSS & ELA • Describe 3 reading strategies that you have used in your science class. Explain why you like these particular strategies. • Share responses with a partner.

17. Let’s make a prediction about the upcoming text… • We will be reading a poem called “Sound.” • Use the word splash vocabulary to write a prediction statement about what the text may be about. • Share with a partner. • Read the text and see how close your prediction was.

18. Word Splash fast movement Sound Hummmm High Energy Low Vibration Slow waves

19. Socrative • Exit Ticket • Benefits • Immediate feedback • Grading is done • Adapt lesson based on results Socrative

20. Thank you and Good Day • Contact Information: Stacy Maynard Twitter: @smaynar2 www.stacytmaynard.wordpress.com http://edmodo.com/stacymaynard smaynar2@hotmail.com 419-343-3363 Ida Elementary School: Ida, MI