Unit Assignments

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0><tr> <td valign="top" colspan=2 height=85 BGCOLOR="#FFFFFF" TEXT="#080000"> <div> <FONT SIZE="1" COLOR="#000000" FACE="Arial" ><B>   </B></FONT><B>|     </B><A HREF="index.htm" TARGET="_top" TITLE="Dr. Cheryl Grable"><U><B>home</B></U></A><B>  /  </B><A HREF="id40_resources_.htm" TARGET="_top" TITLE="Resources"><U><B>Resources</B></U></A></div> <div> <A HREF="home.htm" TARGET="_top" TITLE=" "><U> </U></A>   |   <A HREF="id28.htm" TARGET="_top" TITLE="Course Outline"><U>Course Outline</U></A>   |   <A HREF="id30.htm" TARGET="_top" TITLE="Fall 2002 Schedule"><U>Fall 2002 Schedule</U></A>   |   <A HREF="id29.htm" TARGET="_top" TITLE="Grade Sheet"><U>Grade Sheet</U></A>   |   <A HREF="id33.htm" TARGET="_top" TITLE="Article Assignments"><U>Article Assignments</U></A>   |   <A HREF="id112.htm" TARGET="_top" TITLE="Cultural Relevance"><U>Cultural Relevance</U></A>   |   <A HREF="id98.htm" TARGET="_top" TITLE="Curriculum "><U>Curriculum </U></A>   |   <B>Unit Assignments</B>   |   <A HREF="id34.htm" TARGET="_top" TITLE=" Unit Grading Rubrics"><U> Unit Grading  Rubrics</U></A>   |   <A HREF="id61.htm" TARGET="_top" TITLE="Unit Example 1"><U>Unit Example 1</U></A>   |   <A HREF="id106.htm" TARGET="_top" TITLE="Unit Example 2"><U>Unit Example 2</U></A>   |   <A HREF="id107.htm" TARGET="_top" TITLE="Unit Example 3"><U>Unit Example 3</U></A>   |   <A HREF="id35.htm" TARGET="_top" TITLE="Case Study"><U>Case Study</U></A>   |   <A HREF="id104.htm" TARGET="_top" TITLE="Case Presentation Rubric"><U>Case Presentation Rubric</U></A>   |   <A HREF="id113.htm" TARGET="_top" TITLE="Annotated Lesson Portfolio"><U>Annotated Lesson Portfolio</U></A>   |   <A HREF="id103.htm" TARGET="_top" TITLE="Content Evaluation"><U>Content Evaluation</U></A>   |   <A HREF="id65.htm" TARGET="_top" TITLE="Portfolio Assignment"><U>Portfolio Assignment</U></A></div> <div> </div> </td> </tr><tr> <td valign="top" width=180 BGCOLOR="#990033" TEXT="#080000"> <div> <B>Activity One:  </B><A HREF="id32_m.htm#problem_based_thematic_cooperative" TARGET="TRLX_Middle" TITLE="Unit Assignments"><U><B>Thematic, Cooperative Learning Unit</B></U></A><B> </B></div> <bR> <bR> <div> <A HREF="id32_m.htm#activity_two__development_of_an" TARGET="TRLX_Middle" TITLE="Unit Assignments"><U><B>Activity Two: Problem-Based  Internet Unit</B></U></A></div> </td> <td valign="top" height=395 BGCOLOR="#FFFFFF" TEXT="#080000"> <div> <I> <A NAME="unit_assignments"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></I><I>Unit Assignments</I></div> <DIV ALIGN="LEFT"></DIV> <div> <B> <A NAME="problem_based_thematic_cooperative"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><FONT SIZE="4" COLOR="#000000" FACE="Times New Roman" ><B>Thematic, Cooperative Learning Unit</B></FONT></div> <div> <B>Overview and Rational</B></div> <bR> <div> The effectiveness of cooperative learning as a teaching method is supported by extensive research that shows that if used properly it is at least as effective as other methods in learning of content.  In addition, research suggests that cooperative learning may improve relationships among students in culturally diverse classrooms and may help students whose learning styles did not allow them to succeed in a traditional classroom. </div> <div>          </div> <div> In order to use cooperative learning effectively, teachers need to be able to design learning tasks appropriate to the curriculum and appropriate for cooperative learning.  They also need to be able to train the groups in cooperative learning strategies.   Specific assessment and organizations strategies also need to be mastered. These are the skills to be included in this module. </div> <bR> <div> Cross-curricular thematic instruction encourages the exploration of important topics, problems, and questions by engaging students in many varied reading and writing opportunities. It presents suggestions for teaching themes that build upon what students know, because such themes increase confidence, improve reading and writing, expand concepts and background, and foster positive attitudes about learning.</div> <bR> <bR> <div> <B>State Licensure Objectives</B></div> <div> 1.1.1  The teacher knows how to apply major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) he/she  teaches.</div> <div> 1.1.2  The teacher has a multicultural perspective of his/her discipline (s).</div> <div> 1.1.4  The teacher understands how students' conceptual frameworks and their misconceptions of an area of knowledge can influence their learning.</div> <div> 1.2.3  The teacher accepts multiple perspectives.</div> <div> 1.3.3  The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and links them to students' prior understandings.</div> <div> 1.3.4  The teacher represents and uses a variety of viewpoints, theories, "ways of knowing,"  methods of inquiry, and standards, and standards of evidence characteristic of the discipline.</div> <div> 1.3.6     The teacher includes multicultural perspectives in his/her lessons and conveys to learners how knowledge is developed from the vantage point of the culture.</div> <div> 2.1.1     The teacher understands principles of curriculum design and knows how to plan lessons, units and courses of study.  (Cooperative learning)</div> <div> 2.3.1     The teacher plans lessons, units, and courses of study that are appropriate to the students, to the content, and to single discipline or interdisciplinary course objectives.   (Cooperative learning)</div> <div> 2.3.2 The teacher adapts the curricula to accommodate individual student abilities and needs.   (Cooperative learning)</div> <div> 2.3.3 The teacher evaluates and utilizes teaching resources and curriculum materials for comprehensiveness, accuracy, and usefulness.</div> <div> 2.3.9 The teacher constructs and uses a variety of assessment techniques to assess student growth and development.    (Cooperative learning)</div> <bR> <div> <B>PERFORMANCE TASK:</B></div> <div> Design a thematic teaching unit using cooperative grouping.   The topic may be any topic you choose.   The unit plan should include the following:</div> <div> 1.     A rationale explaining the reason for teaching this topic or these skills based on the state frameworks, the district curriculum guide and current knowledge of the discipline including multicultural perspectives on the topic.  Rationale should also explain why problem-based, thematic, cooperative learning is an appropriate approach for this unit.</div> <div> 2.     A detailed task analysis including the concepts, skills, vocabulary, factual information or other objectives to be learned in the unit and an analysis of what students already know.  </div> <div> 3.       A diagnosis of the level of discussion skills in the class, a diagnosis of the level of group development in the class, an analysis of the skill and group development levels needed for success with the task, and a plan for teaching or scaffolding the skills that are needed.</div> <div> 4.  Objectives based on the state frameworks or the district curriculum guide at the appropriate level of difficulty and complexity for the class.</div> <div> 5.  Detailed lesson plans including all instructions and materials for class activities and graphic instructions for dividing the class into groups and getting them to start work. Unit plans should also include alternative activities and evaluations for students with mild disabilities, including grading adaptations.</div> <div> An evaluation procedure checking students' learning and including any grading of group work.</div> <div>  A presentation of the unit that is well organized and of graduate level quality.  Electronic copies are to be turned in to the instructor and exchanged with the other groups.</div> <bR> <div> <B>Required  Materials</B></div> <bR> <div> Classroom handouts</div> <div> Cooperative learning articles submitted by students</div> <div> Thematic unit articles submitted by students</div> <div> Problem based articles submitted by students</div> <div> Constructivism articles submitted by students</div> <div> <FONT SIZE="4" COLOR="#000000" FACE="Times New Roman" >State Frameworks for your content area  </FONT> <A HREF="http://arkedu.state.ar.us/guides.htm" TARGET="_top" TITLE="http://arkedu.state.ar.us/guides.htm"><U>http://arkedu.state.ar.us/guides.htm</U></A></div> <bR> <div> <B>Resource  Materials:</B></div> <bR> <div>      Aronson, E., et al. (1978). <U>The Jigsaw Classroom</U>.  Beverly Hills, CA:  Sage Publications.</div> <bR> <div>      Banks, J. A. (1993) <I>An introduction to multicultural education . </I>Boston:  Allyn and Bacon.</div> <bR> <div>      Banks, James A. (c1988)  <I>Multiethnic education   theory and practice. </I>Boston:<I> </I>Allyn and Bacon. </div> <bR> <div>      Banta, T.W. (1988) <I>Implementing outcomes assessment promise and perils. </I>San Francisco: Jossey-Bass.</div> <bR> <div>      Brislin, R.W. and Yoshida, T. (eds) (1994) <I>Improving intercultural interactions: modules for cross-cultural training programs.  </I>Thousand Oaks: Sage Publications.</div> <bR> <div>      Hunter, M. C.  (1982). <I>Mastery teaching. </I>El Segundo, CA: TIP Publications.</div> <bR> <div>      Hunter, M. C. (1984). <I>Reinforcement theory for teachers: a programed book . </I>El Segundo, Calif. : Tip Publications.</div> <bR> <div>      Jordan, D. R. <B>(</B>1996)<B>. </B><I>Teaching Adults with Learning Disabilities. </I>Malabar, FL: Krieger Pub. Co.</div> <bR> <div>      Lynch, J., Modgil, C., and Modgil, S. (eds) ( 1992). <I>Cultural diversity and the schools . </I>London Washington, D.C. : Falmer.</div> <bR> <div>      Nelson, D, Gheverghese, J. and Williams, J. <I>(1993) Multicultural mathematics.  </I>New York: Oxford University Press.</div> <bR> <div>      Salvia, John. (c1990).<I>Curriculum-based assessment : testing what is taught.  </I>New York: Macmillan.</div> <bR> <div>      Slavin, Robert E. (1987). <U>Cooperative learning: student teams</U>. Washington, D.C. National Education Association.</div> <bR> <div>      Slavin, Robert E.  <I>Cooperative learning:  theory, research and practice. </I>Need ham Heights, Massachusetts: Allyn and Bacon.</div> <bR> <div>      Slavin, Robert E. (1991) <I>Student team learning : a practical guide to cooperative learning </I>3rd ed. Washington, D.C. : NEA Professional Library, National  Education Association. </div> <bR> <div>      Solity,J. and Bull, S. (1987).<I>Special needs : bridging the curriculum gap </I>. Philadelphia: Open University Press.</div> <bR> <div>      Vygotsky, L.(1926) <I>Thought and language. </I>Cambridge, MA: MIT Press.</div> <bR> <div>      Wlodkowski, R.J.  (1995). <I>Diversity and motivation:  culturally responsive teaching. </I>San Francisco:  Jossey-Bass.</div> <bR> <bR> <bR> <bR> <bR> <div>  <A NAME="activity_two__development_of_an"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></div> <DIV ALIGN="LEFT"></DIV> <div> <B>ACTIVITY TWO:  DEVELOPMENT OF A PROBLEM-BASED INTERNET UNIT</B></div> <bR> <div> <B>Overview and Rationale:  </B></div> <div> <B>Problem-Based Technology Integration</B></div> <bR> <div>      Because of time pressures, most teachers rely heavily on the materials and organization provided by their textbook.   However, no textbook provides all resources necessary for all students.   A good teacher utilizes many resources to teach a well-designed curriculum that meets the needs of individual students.  Students must be prepared to use the new information and communication technologies in order learn to identify and solve important problems in the shortest time and communicate those ideas to others.  This is very important to the future of the students and as educators we must face this challenge.  The following activity encourage teachers to use the World Wide Web to train students to develop skills of problem solving, collaboration, communication and information access that will prepare them for a global future.  In this activity teachers learn to search out resources available on the Internet to develop an exciting, current, interactive thematic unit of study. </div> <bR> <div> <FONT SIZE="4" COLOR="#000000" FACE="Times New Roman" ><B>Objectives from</B></FONT><B> </B><A HREF="id40_arkansas_state_frameworks_.htm" TARGET="_top" TITLE="Resources"><U><B>State Licensure</B></U></A></div> <bR> <div> 1.1.1  The teacher knows how to apply major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) he/she  teaches.</div> <bR> <div> 1.1.2  The teacher has a multicultural perspective of his/her discipline (s).</div> <bR> <div> 1.1.3  The teacher knows how to relate higher disciplinary knowledge to other subject  areas.</div> <bR> <div> 1.2.2     The teacher realizes that subject matter knowledge is not a fixed body of facts but is a complex and ever-evolving construct of ideas.</div> <bR> <div> 1.2.3     The teacher accepts multiple perspectives.</div> <bR> <div> 1.2.4  The teacher values interdisciplinary teaching and learning.</div> <bR> <div> 1.3.3   The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and links them to students' prior understandings.</div> <bR> <div> 1.3.4  The teacher represents and uses a variety of viewpoints, theories, "ways of knowing,"  methods of inquiry, and standards, and standards of evidence characteristic of the discipline.</div> <div> 1.3.6     The teacher includes multicultural perspectives in his/her lessons and conveys to learners how knowledge is developed from the vantage point of the culture.</div> <bR> <div> 1.3.7  The teacher creates interdisciplinary learning experiences that allow students to integrate knowledge, skills and methods of inquiry from several subject areas.</div> <bR> <div> 2.1.1     The teacher understands principles of curriculum design and knows how to plan lessons, units and courses of study.  </div> <bR> <div> 2.1.5  The teacher knows how to ask questions to stimulate discussion as well as creative  and critical thinking.</div> <bR> <div>  2.1.6  The teacher knows how to use various instructional technologies to address individual and group needs.</div> <bR> <div> 2.3.1     The teacher plans lessons, units, and courses of study that are appropriate to the students, to the content, and to single discipline or interdisciplinary course objectives.  (Product, Portfolio)</div> <bR> <div> 2.3.2     The teacher adapts the curricula to accommodate individual student abilities and needs.   (Product, Portfolio)</div> <bR> <div> 2.3.3     The teacher evaluates and utilizes teaching resources and curriculum materials for comprehensiveness,  accuracy,  and usefulness.</div> <bR> <div> 2.3.9     The teacher constructs and uses a variety of assessment techniques to assess student growth and development.    (Product, Portfolio)</div> <bR> <div> <FONT SIZE="4" COLOR="#000000" FACE="Times New Roman" ><B>Objectives From</B></FONT><A HREF="id40_iste_standards_at_httpcnets_iste_org.htm" TARGET="_top" TITLE="Resources"><U><B> </B></U></A><A HREF="id40_iste_standards_at_httpcnets_iste_org.htm" TARGET="_top" TITLE="Resources"><U><B>International Society for Technology Education:</B></U></A></div> <bR> <div> Teachers demonstrate a sound understanding of technology operations and concepts.</div> <div> Teachers plan and design effective learning environments and experiences supported by technology.</div> <div> Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning.</div> <div> Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.</div> <div> Teachers use technology to enhance their productivity and professional practice.</div> <div> Teachers understand the social, ethical, legal, and human issues surrounding the use of technology inPK-12 schools and apply that understanding in practice.</div> <bR> <div> <B>Performance  Task:</B></div> <bR> <div> Design a problem-based integrated technology unit of approximately two weeks for a particular class using the Internet as a basic resource and using the following unit planning and lesson planning techniques.   The unit should include the following:</div> <bR> <div> 1.     A rational explaining the purpose of the unit in relationship to the state frameworks and <FONT SIZE="4" COLOR="#6699FF" FACE="Times New Roman" ><A HREF="id40_iste_standards_at_httpcnets_iste_org.htm" TARGET="_top" TITLE="Resources"><U>National Educational Technology Standards (NETS)</U></A></FONT><FONT SIZE="4" COLOR="#669966" FACE="Times New Roman" ><A HREF="id40_iste_standards_at_httpcnets_iste_org.htm" TARGET="_top" TITLE="Resources"><U> </U></A></FONT>and current knowledge of the discipline. Include good reasons for the integration of technology.  </div> <div>  </div> <div> 2.     The task analysis should include: 1. a limited analysis of technological skills needed, 2. skills the class already has and 3. the skills that need to be taught or scaffolded.</div> <bR> <div> 3.     The objectives or outcomes are clearly stated as student learning and include problem solving and critical thinking about real world situations and/or global applications.</div> <bR> <div> 4.     The selection of learning materials, objectives & activities shows that the teacher understands the subject and has surveyed technology resources  available at the school along with availability of student access.</div> <bR> <div> 5.     The unit plan contains an <B>annotated list </B>of resources available on the Internet, utilizes  e-mail or one of the following instructional strategies for technology integration:</div> <div> Use of e-mail with someone from a different school district, state or country, or</div> <div> Use of e-mail to access business, government  or other pertinent information.</div> <div> Parental Involvement.</div> <div> Problem Solving and critical thinking. </div> <div> Real world situations using curriculum through Internet Inquiry which usually has five phases:  question, search, analyze, compose, and share.</div> <div> Joining a project, collecting information, creating a project, asking an expert, etc.  </div> <bR> <div> 6.     An evaluation designed to provide teacher and students with feedback on achievement of objectives.  Possible methods of assessment of student learning might include:</div> <div> Product development</div> <div> Portfolio</div> <div> Mastery of skills</div> <div> Content specific quiz</div> <div> Oral quiz</div> <div> Informal questioning and answer session</div> <bR> <div> <B>The unit should contain daily lesson plans that include the following components:</B></div> <div> Supportive Resources and Specific Use of Technology</div> <div> Global Application if Applicable </div> <div> Equitable Use of Technology</div> <div> Your Assessment of the lesson plan.  Include both strengths and weaknesses. How might you improve the activity? Did the addition of the technology component to your unit increase or decrease or make any difference in the effectiveness of student learning.</div> <bR> <bR> <div> <B>Recommended  Materials</B></div> <bR> <div>      American Association for the Advancement of Science. (1989). <U>Science for all Americans.</U> New York: Oxford University Press.</div> <bR> <div>      American Association for the Advancement of Science. (1993). <U>Benchmarks for science literacy.</U> New York: Oxford University Press.</div> <div>           </div> <div>      Barba,  R. (1998). <U>Science in the multicultural classroom.</U> (2nd Ed). Boston: Allyn & Bacon.</div> <bR> <div>      Banks, J.A. (1993).  <U>An introduction to multicultural education.</U> Boston:  Allyn and Bacon.</div> <bR> <div>      Boser, R. A., Palmer, J. D. & Daugherty,  M. K. (1998). Students attitudes toward technology in selected technology education programs. <U>Journal of Technology Education. 10.</U>(1), 1-17.</div> <bR> <div>      Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence.  <U>Education Policy analysis archives,</U> 8(1), http://epaa.asu.eud/epaa/</div> <bR> <div>      Ebenezer, J. V. & Lau, E. (1999). <U>Science on the Internet.</U>  New Jersey: Prentice-Hall.</div> <bR> <div>      Ferguson, R.F.(1998) Can schools narrow the black-white test score gap?  In C. Jencks & M. Phillips (eds.), <U>The black-white test score gap. </U> Washington, DC: Brookings Institution.</div> <div>      </div> <div>      Gange, R. (1977).  <U>The conditions of learning.</U>  3rd Ed.  New York: Holt, Rinehart and Winston.  </div> <bR> <div>      Gutloff, K.  <U>Integrated thematic teaching.</U><I>  </I>West Haven, CT: NEA Professional Library, 1996.</div> <bR> <div>      Holt, John. <U>How children fail. </U><I> </I>New York: Seymour Lawrence, 1982.</div> <bR> <div>      Hunter, M. C.  (1982). <U>Mastery teaching</U><I>. </I>El Segundo, CA: TIP Publications.</div> <bR> <div>      Jacobs, Heidi Hayes. (1989) <U>Interdisciplinary curriculum : design and Implementation I</U> Alexandria, VA : Association for Supervision and Curriculum Development.</div> <bR> <div>      National Council of Teachers of Mathematics.  (1989).  <U>Curriculum and evaluation </U>s<U>tandards for school mathematics</U>, Reston, Virginia:  NCTM.</div> <bR> <div>      National Council of Teachers of Mathematics. (1991).  <U>Professional standards for teaching mathematics</U>, Reston, Virginia:  NCTM.</div> <bR> <div>      Nevins, M. (1993). I do and I understand. <U>Contemporary Education</U>, <U>65</U>, 29-33.</div> <bR> <div>      Pedretti, E., Mayer-Smith, J. & Woodrow, J. (1998, September). Technology, text, and talk:students perspectives on teaching and learning in a technology enhanced secondary science classroom. <U>Science Education, 82, (</U>5)<U>,</U> 569-587.</div> <bR> <div>      Ryder, R. J. & Hughs, T. (1997).<I> </I><U>Internet for educators .</U> <I> </I> New Jersey: Prentice-Hall, Inc.</div> <bR> <div>      Sizer,     T. R.  (1992).<I> </I><U>Horace's school : redesigning the American high school </U>Boston : Houghton Mifflin Co.</div> <bR> <div>      Sizer, T. R.(1996). <U>Horace's hope : what works for the American high</U></div> <div> <U>school. </U><I> </I>Boston : Houghton Mifflin Co.</div> <bR> <div>      Wlodkowski, R.J. (1995).  <U>Diversity and motivation:  culturally responsive teaching.</U><I> </I>San  Francisco:Jossey-Bass.</div> <bR> <div>           </div> <bR> <bR> <bR> <bR> <bR> <bR> </td> </tr></table></body>