Chapter Notes

Chapter2: Supporting Student Content Learning
Key Words in the chapter:

Declarative Knowledge	Structural knowledge
Flotillas	JIT learning (Just in Time)
Differentiated instruction	Culturally relevant
Usability tests	Procedural knowledge

The Central Idea of this Chapter is: Content Learning
Knowledge is divided up into 3 categories: declarative, structural, and procedural. Each category is based on one another, where declarative knowledge is the foundation.
Principles in effective content learning tasks:

1. Engage students
2. Help students become responsible for their own learning =, in whole or in part
3. Encourage students to be strategic
4. Require collaboration
5. Focus on essential questions

The teacher’s role in content learning is to help students move from declarative knowledge to structural and procedural knowledge. Guide them to make connections, test hypotheses about how things work, and explore how ideas together.


Focus on the students learning in productive ways, follow these guidelines:

1. Incorporate principles of just in time learning.
2. Differentiate instruction.
3. Teach in a culturally responsive manner.
4. Adapt materials to be accessible for all students.
5. Balance content and tools.

Georgia Performance Standards and Social Interaction

ELA4LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. When delivering or responding to presentations, the student:
e. Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials.

3 Applicable Technology Resources

1. Kidspiration Created for K-5 learners, Kidspiration® develops thinking, literacy and numeracy skills using proven visual learning principles. In reading and writing, Kidspiration strengthens word recognition, vocabulary, comprehension and written expression

2. Slam Dunk
.
3.Educators Reference Desk High quality of resources and services for the educational community.




Chapter3: Supporting Student Communication

Key Words in the chapter:

Communication	Negotiation of meaning
Social interaction	Synchronous
Authentic audience	Asynchronous
Collaboration	Cooperation
Group dynamics	Spam
Freeware	Shareware
Formative (assessment)	Summative (evaluation)

The Central Idea of this Chapter is: Social Interaction
Throughout this chapter, one key element remained obvious and that was social interaction. Learning takes place when the communication is based on true social interaction. Social interaction is not only two-way communication but it is communication with an authentic audience that shares some of the goals of the communication.
Social interaction can occur through, around, and with the support of technology.

Guidelines for Supporting Communication with Technology

1. Consider the context.
2. Safety first.

· Classroom and school safety policy
· Safe contexts
· Safe tools
3.Teach group dynamics and team building skills.
4.Provide students with a reason to listen.

The importance of social interaction to learning: provides scaffolds for language and content, which helps move students to new understandings.

Georgia Performance Standards and Social Interaction
ELA5LSV1 The student participates in student-to-teacher, student-to-student and group verbal interactions. The student:
i. Responds appropriately to comments and questions.
Under this standard students focuses on a feature of social interaction that is the offering of authentic and creative feedback, whether it is through, around, or with the support of technology.

3 Applicable Technology Resources
1.GAGGLE.NET A place that is dedicated to providing safe email accounts for students. The tools we provide allow schools to finally feel secure when giving their students email access.

2. American MemoryAmerican Memory is a web site created by the Library of Congress. It provides public access to over five million historical items, presented in over 80 thematic collections through the World Wide Web. These items reflect the collective American memory, its history and culture.

3. Netiquette Guides us in the proper behavior on the internet.



Chapter 4: Supporting Student Critical Thinking
Key Words in the chapter:

Higher order thinking skills Information literacy Media Literacy Scaffolds

Critical thinking tools

External document

The Central Idea of this Chapter: Critical Thinking
Throughout this chapter, one key element remained obvious and that was critical thinking. A simple way to define critical thinking is the ability to make good decisions and to clearly explain the foundation for those decisions. Critical thinking is a part of cognitive abilities and personal characteristics called high order thinking skills. Critical thinking is important because media in particular television and computers is increasingly prevalent in lives of K-12 students.
The Critical Thinking Process

1. Review your content understanding/clarify the problem
2. Analyze the material
3. Synthesize your answers about the material
4. Evaluate your decision making process

Georgia Performance Standards and Production
SS5E4 The student will identify the elements of a personal budget and explain why personal spending and saving decisions are important.
3 Applicable Technology Resources

1. Medialiteracy.com
2. First Step KidSkills
3. WebLumar

Chapter 5: Supporting Student Creativity
Key Words in the chapter:

Creativity Divergent thinking Convergent thinking Informational feedback Controlling feedback

The Central Idea of this Chapter is: Creativity
Throughout this chapter, one key element remained obvious and that was creativity. Creativity can be defined as the creation of original ideas, processes, experiences, or objects. It can also be described as the ability to see ordinary things differently. Creative thinking and critical thinking are closely related.
Researchers have found that:

1. Some students are assimilators
2. Students find tasks more meaningful and are more motivated when they choose their own tasks.
3. A focus on problem finding is as important as one on creative problem solving.

Creativity skills do not always transfer from one subject to another.
Characteristics of effective creativity tasks

1. Focus on content.
2. Emphasize divergent thinking.
3. Incorporate strategies.
4. Engage students.
5. Provide informational feedback.

The Creative Thinking Process
Stage 1: Warm Up
Stage 2: Deepen Expectations
Stage 3: Extend the Learning
The teacher’s role in creativity is to structure activities according to curricular goals, standards, and students’ knowledge and needs, and then provide relevant support as students work toward their own understanding.

Guidelines to Designing Creativity Opportunities

1. Create an enriched environment.
2. Teach techniques.
3. Let students show what they can do, rather than what they cannot.
4. Teach respect for ideas and people.

Georgia Performance Standards and Creativity
ELA5LSV1 The student listens to and views various forms of test and media in order to gather and share information, persuade others, and express and understand ideas. When delivering or responding to presentations, the student:
d. Projects a sense of individuality and personality in selecting and organizing content and in delivery.
3 Applicable Technology Resources

1. Storybook Weaver: Storybook Weaver is a program that enables and motivates children to easily create their own stories on computer.
2. Word Processor: In this students can create codes by typing a message then changing the font to symbols and ask a friend or peer to break the code.
3. What-if inator: Generates all kinds of interesting and often wacky ideas

Chapter 6: Supporting Student Problem Solving
Key Words in the chapter:

Problem solving Open ended Closed ended Problem based learning

Inquiry

Critical literacy

The Central Idea of this Chapter: Problem Solving
Throughout this chapter, one key element remained obvious and that was problem solving. Students apply critical and creative thinking skills to prior knowledge during the problem solving process. The end result of problem solving is typically some kind of decision, in other words, choosing a solution and then evaluating it. Problem based learning is a teaching approach that combines critical thinking, problem solving skills, and inquiry as students explore real world problems.
Student benefits of production:

1. Become more engaged in their learning
2. Improved attitudes
3. Deeper understanding of concepts
4. Self directed learners

Steps in the problem solving process

1. Define and frame the problem
2. Plan
3. Inquire
4. Look Back

Help make students connect from the classroom and the real world.
Georgia Performance Standards and Production
ELA5LSV1 The student participates in student to teacher, student to student, and group verbal interactions. The student:
h. Offers own opinion forcefully without domineering.
3 Applicable Technology Resources

1. WebQuest
2. NASA SciFiles
3. Filamentality

Chapter 7: Supporting Student Production
Key Words in the chapter:

Production Product Active learning Productivity tools

The Central Idea of this Chapter: Production
Throughout this chapter, one key element remained obvious and that was production. In this production is a form of learning whereby students create a product that is focus of learning. Products can take many forms such as a slide show, photographs, three dimensional objects, or a portfolio. Good products are the result of communication, collaboration, creativity, and other student goals. Active learning is most likely to be remembered and applied.
Student benefits of production:

1. Individual and group/social responsibility
2. Planning, critical thinking, reasoning, and creativity
3. Strong communication skills, both for interpersonal and presentation needs
4. Cross cultural understanding
5. Visualizing and decision making
6. Knowing how and when to use technology and choosing the most appropriate tool for the task.

What is the production process?

1. The preproduction stage: planning
2. The production stage: development
3. The post production: evaluation

Guidelines for designing Production Opportunities:

1. Focus on process.
2. Use an authentic audience.
3. Teach the tools.
4. Understand the tools.
5. Scaffold experiences for all learners.

The teacher’s role in production projects are to provide guidelines and models for what the product should be. They must also keep the students most active and establish clear goals.
Georgia Performance Standards and Production
ELA5LSV1 The student listens to and views various forms of test and media in order to gather and share information, persuade others, and express and understand ideas. When delivering or responding to presentations, the student:
d. Projects a sense of individuality and personality in selecting and organizing content and in delivery.
3 Applicable Technology Resources

1. Student iMovie products
2. Action Mazes
3. Pete’s Powerpoint Station

Chapter 8: Supporting Student eLearning
Key Words in the chapter:

eLearning mediated blended environment hybrid environment mixed mode environment content high tasks process high tasks authorable homegrown podcast ePortfolios portfolio

The Central Idea of this Chapter: eLearning
Throughout this chapter, one key element remained obvious and that was eLearning. eLearning is a structure or context for technology-supported learning through which content, communication, critical thinking, creativity, problem solving, and production can all take place.
3 General components interact to comprise eLearning:

1. instructional and learning strategies
2. pedagogical models or constructs
3. learning technologies

Student benefits of eLearning:

1. flexibility/control
2. responsibility
3. exposure
4. interaction
5. anonymity/equity
6. convenience

What is the eLearning process?

1. Plan
2. Design
3. Develop
4. Implement and Evaluate

Depending on the goals of the eLearning course, students will also use processes to solve problems, communicate, produce, and meet other learning goals. A teacher’s main role in eLearning is to be a facilitator, making sure that students are engaged in working toward learning goals.
Georgia Performance Standards and Production
SS5H1. The student will explain the causes, major events, and consequences of the Civil War.
d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas “Stonewall” Jackson.
3 Applicable Technology Resources

1. Digital Video Library from United Streaming
2. School Notes dot Com
3. National Geographic Kids Network