This document provides an agenda for a SMARTBoard training session. The training will:
1) Introduce advanced tools for the SMARTBoard.
2) Model effective lesson creation strategies using the SMARTBoard.
3) Encourage sharing of best practices for using the SMARTBoard.
3. How are they using the SMARTBoard?
· Creating simple lessons and interactive activities
· Occasionally posting notes to personal web site
· Using advanced features of NB(linking, recorder, spotlight. . .) to engage students
· Making use of the Gallery
· Shifting from SMARTBoard as a teaching tool towards SMARTBoard as a learning tool
· Encouraging students to participate
Source: Andrew Schmitt (Exemplary Educator, TDSB)
Ontario PD Series
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4. How are they using the SMARTBoard?
· Creating & delivering highly interactive lessons/activities in NB format on a regular basis
· Regularly posting notes to personal web site or online community
· Moving from teachercentered towards studentcentered(empowering students)
· Differentiating lessons based on interest and learning styles
· Addressing multiple intelligences through the use of multiple sources
· Developing methods for alternative assessment
· Promoting higher ordered thinking skills
· Involving students in the creation of SB resources
Source: Andrew Schmitt (Exemplary Educator, TDSB)
Ontario PD Series
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5. Presentation tools combine elements of many
other tools and provide opportunities to
present learning in new more meaningful
ways. The primary responsibility of educators
is to recognize the strengths of the various
tools and to select the appropriate tool with
the curriculum expectations in mind.
YRDSB ICT and the Learner Document, 2003
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7.
SMART Notebook Print Capture Spotlight Tool
Drag & Drop Images Magnifier Tool
Working With Audio
Preferences & Customization
Working With Video Dual Page View
Linking
Cool Stuff From Gallery
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9. In the system notification tray, click on the SMART
Board icon. From the menu, select 'Other SMART Tools' and then
select spotlight. Move the spotlight around by dragging anywhere
on the black portion.
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10. Spotlight example
On June 5, 1944, the thousands of ships and craft taking part in Operation NEPTUNE
put to sea and began gathering in assembly areas southeast of the Isle of Wight. From
there, many passed through the channels swept through the German defensive minefields
and moved into their respective waiting areas before dawn on 6 June. Hundreds of
antisubmarine escorts and patrol planes protected the flanks of these assault convoys.
Between 0530 and 0550, the Allied gunfire support task groups began bombarding
prearranged targets along the beaches.
In the American sector, the landing at Utah beach began at 0630 anddespite occurring
slightly south of the target areaproceeded according to plan as the U.S. 4th division
advanced rapidly toward its initial objectives. At Omaha beach, where the landings began
at 0635, underwater obstacles bottled up many of the amphibious craft and the
congestion provided easy targets for German gunners. The landing bogged down and it
took a combination of shortrange destroyer gunnery support, aerial bombardment and
desperate infantry assaults to break the German defenses. It was not until noon that the
U.S. 1st and 29th divisions crossed the beach line in force.
The British sector proceeded more smoothly. Despite rougher seas and higherthan
expected tides, which hindered the clearance of beach obstacles, excellent naval gunfire
support kept German defensive fire suppressed at Sword and Juno beaches. The landings
there, which began at 0730 and 0735 respectively, proceeded apace and the British 3d
and Canadian 3d divisions moved inland by early afternoon. At Gold beach, where the
50th division landed at 0725, the beach obstacles were more numerous than expected and
many landing craft were lost. This hindered the buildup of forces ashore and it wasn't
until nightfall that the beach was secured.
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12. Spotlight example
Notes:
· Digital content is becoming more prevalent
· Important to be able to control the amount of information that is being released
· In the previous example: too much information even for someone who reads well
· Imagine someone who does not read well
· Use the spotlight to scaffold
· Use the spotlight with pictures to promote visualization, prediction etc..
· Use the spotlight for chunking
· When visiting webpages, use the spotlight tool to block out extraneous information
and focus on what is important
· Strategy applies to math (problem solving), science (lab instructions), geography
(map reading) etc...
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13. Fossil fuels are fuels that
originated from decaying
Pull
plants and animals such as
oil, coal and natural gas.
Pull tabs can be found in the gallery(LAT). Practice grouping
the rectangle, the words and the tab together to make a pull tab.
Move the pull tab to the edge of the page to hide the information.
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18. Language Training
Grapes of Wrath Terms Online Dictionary
Match the terms at the left with the definitions on the right.
Press the corner icon for pronunciation.
pellagra Fit for cultivation, as by plowing.
Mocking; jeering.
vigilante
Extremely distressing; agonizing
arable
Experiencing want or need; impoverished
harrowing
One who takes or advocates the taking of law
migrant enforcement into one's own hands.
A disease caused by a deficiency of niacin and
protein in the diet and characterized by skin
indigent eruptions, digestive and nervous system
disturbances, and eventual mental deterioration.
An itinerant worker who travels from one area
derisive to another in search of work
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