Emints Presentation

eMINTS an acronym for enhancing Missouri’ s Instructional Networked
✤

Teaching Strategies. Mr. Cunningham’s Third Grade is an eMINTS
classroom. This presentation was made to inform you as your student is
welcomed to our classroom!

Saturday, February 7, 2009

eMINTS Instructional
Model


eMINTS Instructional Model

High-Quality Inquiry-based
Lesson Design Learning

eMINTS
Model
Classroom
Powered by
Community
Technology


Authentic Instruction

Real World Learning


Real World Learning

Learn about the real world

Projects are authentic

Utilize background knowledge

Prepare for real life


Teacher-Facilitated Learning
Knowledge Teacher
Project-Based
Acquisition Instruction
Teacher Teaching
Students are
facilitates methods
involved in
student input include a variety
solving
resulting in of instruction
real-world,
knowledge being with a focus
authentic
generated on inquiry-
problems
equally by based
which are
teacher learning.
considered
and the
essential to
students.
learning.


Student-Centered Learning

Time-
Resources Displays Learning
Management

Students
Student sources Classrooms are
Students learn become self-
of information ﬁlled with
effective time directed
come from student created
management learners by
many resources displays
through constructing
such as the showing
project-based meaning
internet and authentic
activities. through their
textbooks. learning.
learning.


Constructivist Learning
Students learn by constructing meaning.


Constructivist
Learning
Constructivism is the basis for
✤

the theoretical framework for
learning in the classroom.

Teachers focus on inquiry-
✤

based learning.

Students construct meaning
✤

through research to learn.

Students ask questions and
✤

solve problems.

Constructivist
Learning
Each learner brings into the
✤

classroom his/her own unique
set of experiences and
background knowledge to the
learning situation.

Learning then becomes a
✤

process of accommodation,
assimilation or rejection and
construction of new conceptual
structures, meaningful
representations or mental
models.

Constructivist
Learning
Learning is both an active and
✤

reﬂective process.

Learners with construct
✤

knowledge in multiple ways
through a variety of tools,
resources, experiences, and
contexts.

An eMINTS classroom allows
✤

students to learn in just this
way.

Higher-Order
Thinking Skills


Higher-Order
Thinking Skills

Complex thinking skills
✤

Goes beyond basic recall of
✤

facts

Apply problem-solving
✤

solutions to real-world
problems

Closely related to critical,
✤

creative and constructive
thinking


Application
When students apply what they have
learned, they:

apply and use useful
✤

information

use methods, concepts, and
✤

theories in new situations

solve problems
✤


Analysis

When students use analysis, they:

see patterns
✤

analyze parts
✤

identify components
✤

recognize hidden meanings
✤


Synthesis

When students use synthesis, they:

Use previous learning to create
✤

new learning

generalize from given facts
✤

relate knowledge from several
✤

areas

predict
✤

draw conclusions
✤


Evaluation

When students use evaluation, they:

assess the value of theories
✤

and presentations

make choices based on
✤

reasoned arguments

verify the value of evidence
✤

compare and discriminate
✤

between ideas

Differentiating Instruction
Meeting the needs of all learners in the classroom.


Differentiating
Instruction

Reading level of material on a
✤

teacher’s web page is adjusted
for readers reading on-grade
level, above and below.

Students are given equal access
✤

to the curriculum, but the
degree of complexity is
adjusted to meet the needs of
the learner.


Differentiating
Instruction

Multiple resources can be given
✤

to all for repetition of material
to help to unsure mastery of
material.

Resources include access to
✤

content that allows for
learning-style preferences.

Complexity of information can
✤

vary with each resource.


Time Management


Time Management

Project Time Lines

Task Lists

Status of the Class Group Sheet

Status of the Class End of Session Sheet


Time
Management
Project Time Lines

Teacher helps students set deadlines
✤

for accomplishing certain steps in the
project.

Students develop a clear
✤

understanding of the reasons why
they have to ﬁnish certain parts of the
project at certain times in order to
meet a ﬁnal deadline.

Helps students to begin to develop
✤

their own deadlines and action plans.

Time
Management
Task Lists

Students learn to develop task list to
✤

help them prioritize tasks that need to
be completed by a speciﬁc deadline.

This is a useful time management tool
✤

that many adults use in the business
world.


Time
Management
Status of the Class Group Sheet

Students learn to set group goals on a
✤

daily basis that they need to
accomplish.

Students plan together what resources
✤

and materials they will need to be
successful at accomplishing their
group goal.

Students learn to set action plans to
✤

help their group become successful at
reaching its goal.

Time
Management
Status of the Class End of Session
Sheet

Teacher provides students with end of
✤

class session sheets that helps them
reﬂect on their group’s
accomplishments for the class period.

Students reﬂect on whether or not the
✤

group reached its goal.

Students plan on what they need to
✤

do to be prepared for the next day.


Classroom Community
Cooperative Learning


Classroom
Community
The goal of an eMINTS
✤

classroom s to build a
community of learners.

Students feel comfortable
✤

taking risks

Share ideas
✤

Work cooperatively
✤

Responsible for their own
✤

learning



Dr. Spencer Kagan stated, “At an accelerating rate, we move into a rapidly
changing, information-based, high-technology, and interdependent economy.
Along with the traditional role of providing students with basic skills and
information, increasingly schools must provide students capable of higher-
level thinking skills, communication skills, and social skills.”
(Kagan, 1992)

eMINTS training provides teachers with all of
these skills to prepare our students for a
rapidly changing society.



Three Basic Principles

Simultaneous Interaction

Positive Interdependence

Individual Accountability


Simultaneous
Interaction

Students discuss views in pairs
✤

or small groups.

Students work with teammates
✤

and receive immediate help.

Students from each team
✤

distribute materials.


Positive
Interdependence

The success of every team
✤

member depends upon the
success of each member.

The success of every team
✤

member depends upon the
contribution of each member.

For example, all team members
✤

must score 80% or better rather
than the team must score 80%
or better.


Individual
Accountability
Each team member is held
✤

accountable for his/her
contribution to the group.

Each student is held
✤

accountable to the group for
his/her portion of the project.

The team cannot go on until
✤

every member of the team has
ﬁnished his/her task.

The contribution of each
✤

individual is made known to
the team.

Technology-Rich Classrooms


Classroom Web
Pages
eMINTS teachers have their
✤

own web page.

Teacher web pages allow for a
✤

safe, controlled inquiry-based
learning environment for
students.

Teacher web pages allow for
✤

differentiated instruction and
easy access to lessons at home
for students who are absent.

✤


Software
Training

Software training in:
✤

Microsoft Word
Microsoft Excel
Microsoft PowerPoint
Microsoft Publisher
Microsoft Movie Maker
Dreamweaver
Inspiration


Technology
Training

Technology training is
✤

provided in the use of:
Classroom Web Pages
SMARTBoards
SMARTBoard Notebook
Digital Cameras
Blogs
Wiki’s
Search Engines
Google Earth
Bookmarks


SMARTBoards enable students to:
✤

manipulate text and numbers with a touch of
✤

their ﬁnger

view information from the Internet on a big
✤

screen

have access to lessons that teachers create which
✤

are more visual, auditory, tactile and kinesthetic

interact in an active way with their learning
✤

view movies on a big screen
✤


Data from the Classroom
Student Data on Use of Technology in the Classroom

100

75
Students were given a 5 point Likert Scale to determine their
attitudes and beliefs about being in an eMINTS classroom for
one year.
50

25

2007
2008
0
2009
2010


Technology and Motivation
20

Eighteen out of nineteen students felt very 15
motivated to learn when they used
technology. One out of nineteen students felt
motivated.
10

5
18
1
Very Motivated to Learn
Motivated to Learn
No Preference 0
Somewhat Motivated
Not Motivated


Technology and Creativity
20

15
Eighteen out of nineteen students felt more
creative when they used technology. One out
of nineteen students had no preference.
10

5
18
More Creative 1
Creative
No Preference 0
Somewhat Creative
Less Creative


Learning in a Traditional vs. eMINTS
Classroom
20

15
Eighteen out of nineteen students felt they
definitely learned more in an eMINTS
classroom. One out of nineteen students felt
they learned more. 10

5
18
1
Deﬁnatly Learn More in an eMINTS Classroom
Learn More in an eMINTS Classroom
No Preference
0
Learn More in a Traditional Classroom
Deﬁnatly Learn More in a Traditional Classroom


Work Better with a Partner or Individually

20

Seventeen out of nineteen students felt they 15
definitely work better with a partner. One out
of nineteen students had no preference. One
student felt they definitely work better
individually. 10

5
17
Deﬁnatly Work Better with a Partner
1
Work Better with a Partner
No Preference
0
1
Work Better Individually
Deﬁnatly Work Better Individually


Learn Better with a Partner or Individually

20

definitely learned better with a partner. One
out of nineteen students had no preference.
One student felt they definitely learned better
working individually. 10

5
17
Deﬁnatly Learn More with a Partner
1
Learn More with a Partner
No Preference
0
1
Learn More Individually
Deﬁnatly Learn More Individually


Performance-Based vs. Traditional Assessment

20

Nineteen out of nineteen students felt they 15
definitely preferred to show what they had
learned through a presentation (such as
PowerPoint or Movie Maker) as compared to
taking a multiple choice test. 10

5
19
Deﬁnatly Prefer Presentations
Prefer a Presentation
No Preference
0
Prefer a Multiple Chooice Test
Deﬁnatly prefer Mutiple Choice Test


Classroom Web Page

20

15
definitely feel more involved in the classroom
because of its pictures and student resources
on their class web page. One out of nineteen
students had no preference. 10

5
18
Deﬁnatly Feel Involved
1
Feel Involved
No Preference
0
Not Involved
Deﬁnatly Not Involved


Authentic Assessment vs. Traditional
Assessment
20

Eighteen out of nineteen students felt they 15
definitely preferred to use an Excel
spreadsheet as a means of authentic
assessment. One student had no preference.
10

5
18
Deﬁnatly prefer Excel Spreadsheet
1
Prefer Excel Spreadsheet
No Preference
0
Prefer Paper Worksheet
Deﬁnatly Prefer Paper Worksheet


Internet Resources vs. Traditional Textbook
Resources
20

definitely preferred to use Internet Resources
as compared to textbook. One student had
no preference. One student definitely
preferred to use textbook resources. 10

5
17
Deﬁnatly prefer Internet Resources
1
Prefer Internet Resources
No Preference
0
1
Prefer Textbook Resources
Deﬁnatly Prefer Textbook Resources


SMARTBoard vs. Traditional Teaching

20

definitely preferred lessons on a SMARTBoard as
compared to a lesson taught through a teacher 15
presentation. Lessons taught through the use of
a SMARTBoard are typically visual, auditory,
tactile and kinesthetic as compared to a teacher
10
presentation which is traditionally auditory. One
student preferred lessons on a SMARTBoard as
compared to a teacher presentation.
5
18
1
Deﬁnatly prefer Lesson Using the SMARTBoard
Prefer Lesson Using the SMARTBoard
No Preference
0
Prefer Lesson Taught through a Teacher Presentation
Deﬁnatly Prefer Lesson Taught through a Teacher Presentation


eMINTS vs. Traditional Classroom

20

Eighteen out of nineteen students felt they 15
definitely preferred being in an eMINTS
classroom. One student preferred being in an
eMINTS classroom.
10

5
18
1
Deﬁnatly prefer eMINTS Classroom
Prefer eMINTS Classroom
No Preference
0
Prefer Traditional Classroom
Deﬁnatly Prefer Traditional Classroom


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