1. An Assignment that Matters Jeanna Maloney Naomi Killham Michael Lendy Marissa Reidford Cynthia Resener Kristina McDowell

3. Facilitator

4. Guide

5. Co-learner

6. Student Roles

7. Critical thinker

8. Engaged learner

9. Responsible

10. Interaction & Collaboration

11. Hands on

12. Relevant /Real world

13. Peer, community, & teacher What makes an Assignment Matter

15. Hands-on

16. Applying prior knowledge to new situations

17. Uses variety of methods & materials

20. Informs students of big ideas and essential questions

21. Uses a variety of strategies to deepen students understanding

22. Stimulates student reflection and rethinking

23. The Learners:

24. Aware of goals and expectations

25. Informed of big ideas and essential questions

26. Know how they will be assessedTeaching for Understanding

28. The host family will then take him along on outings, snap photos, and keep a journal of activities.

29. That family will then send it back to the student, which allows for insight on lives of other cultures.Flat Stanley: An assignment that Matters

31. The teacher aids students by guiding as well as becoming a co-learner

32. Students are responsible for own learning

33. Students become critical thinkers and engaged learners

34. Interaction & Collaboration

35. Hands-on

36. Based on real world

38. By students mailing their flat friend to other countries, allows them to learn about other cultures and compare those cultures to their own.

39. It allows students to create personal writings as well as learn about local history along with world geography.Why Flat Stanley Matters…

41. Flat Stanley

42. Reference books

43. Maps (local & world)

44. Internet

45. Email

46. Research

47. Camera

48. Recording devicesRecources Needed

49. Educational Theorist Pedagogy Specialist Educational Psychology Instructional Designer Provide background knowledge Effective teaching Provides a foundation for effective lesson planning How do roles matter?

51. Behaviorisms

52. learning through

53. environment/ external stimuli

54. Positive and negative reinforcements

55. Learning is a change in behavior

56. B.F. Skinner

58. Learning is

59. Active & constructive

60. reflects on own experiences and forms a new understanding

61. Curriculum: combination of prior knowledge and hands-on

62. Teachers: make connections between facts and new understanding

63. Students: analyze, interpret & predict

64. Lev Vygotsky

66. Engaged Learning- Students find excitement and pleasure in learning, and understand that learning is social. Technology Integration- Technology helps with daily classroom practices, and management of a classroom. Inquiry Learning/Project Based learning- Comprehensive instructional approach in sustained, cooperative investigation. Socratic learning and questioning- Pushes your mind to think beyond what you would normally think about. It keeps asking the question why and what kind. Collaborative Learning- Group work; working together to get different viewpoints; the success of one learner helps an entire group. Cooperative Learning-Each member is responsible for each other’s learning as well as their own; Achieve different levels of understanding. Outcome-based Learning- Encourages decision making regarding curriculum, teaching methods, school structure and management. Pedagogy Specialist

67. How this applies to Flat-Stanley Students can work in groups or alone. (Engaged Learning, Collaborative Learning, and Cooperative Learning) Technology Integration is available because students could send email instead of journals. (Technology Integration) Students can share what they learn and so they teach not only themselves, but others. (Cooperative Learning, and Collaborative Learning) Students could also investigate different cultures, where they will be sending Flat Stanley. (Inquiry Learning) Standards Use content-specific tools to support learning and research. Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. Pedagogy Specialist

69. Modifies lesson plans to suit everyone

70. Covers why, what, how, and if

71. How it relates to Flat Stanley

72. Students are allowed to be creative, but also have rules to follow

73. Includes technology, which may make it easier for some to learnEducational Psychology

75. Facilitate and inspire student learning and creativity

76. Promote, support and model creative and innovative thinking and inventiveness

77. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

78. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processesEducational Psychology

80. Informs students of big ideas and essential questions

81. Uses a variety of strategies to deepen students understanding

82. Stimulates student reflection and rethinking

83. The Learners:

84. Aware of goals and expectations

85. Informed of big ideas and essential questions

86. Know how they will be assessedInstructional Designer

87. Flat Stanley Big ideas and essential questions are listed Assessments used correlate to characteristics necessary for effective assessment Includes expectations, room for reflection, and feedback opportunities for students Standard 2. Design and Develop Digital-Age learning Experiences and Assessments Teachers need to use multiple ways of assessing students Use of technology integrated for effective learning Instructional Designer

88. ISTE/NETS Standards Design and adapt learning experiences using tools Direct instruction, inquiry based learning, cooperative learning Customize and personalize activities to address students styles, strategies and abilities Inspire learning, use digital tools and citizenship Evaluate and reflect on certain research and professional practice to make effective use of digital tools Digital literacy, inventive thinking, interactive communications and quality results Instructional Designer

89. Flat Stanley and Instructional Design Using digital tools Digital literacy Children gain first hand experience in: Sending and receiving e-mails Attaching files to e-mails Printing materials Using digital camera Scanning materials Saving information on a computer Word processing and spreadsheet skills Instructional Designer

91. Some ways to allow students with disabilities to still be active participants:

92. the letters could be read out loud to them

93. rather than writing they could draw a picture

94. With the advancements in technology font sizes can be changed

95. voice recording is also possibleModifications & IEPS