Sold+Out!++Make+Another+Selection

=Learning Team=

2013-14
Thank you for dedicating your time and effort. Your input is valued and your assistance appreciated. The future of our children depend on our ability to direct them. Education is experiencing unprecedented transition and change largely due to major global economic changes. The industrial society as we once knew it is being replaced with a new workforce requiring a new skill set. Technology is at the foundation of this new skill set. Technology will enable and empower our students to navigate in the 21st century, therefore, our classrooms must be forward thinking and adopt new learning strategies and new learning designs central to the use of technology. Technology based instruction will prepare our students not for our future but for their future. Technology is a powerful learning tool. It pollinates learning. It allows students to learn more and learn faster. Technology transforms the traditional classroom to a classroom that is student centered partnered with opportunities for higher order thinking, problem solving, and critical evaluation. The objective of technology based instruction is to improve student learning and instruction.

The K20 Center located on the campus of OU administers the Oklahoma Educational Technology Trust.
media type="youtube" key="XD4cyS0ZAR8" height="315" width="560"

==The OETT makes possible grants to schools and technology centers for the specific purpose of technology based instruction. The grant application details are outlined in this pdf [|publication].==

The Grant is reviewed and assessed on a scale from 1 to 7 in the following areas:

A. Structures: Facilitating communication, input, and information flow B. Technology: Implementing for integration of authentic teaching and learning C. Assessment: Guiding decisions and providing feedback for improvement D. Research: Reviewing for guidance and data in decision-making E. Stakeholders: Inclusion for differing perspectives and ideas F. Staff Development: On-going learning processes G. Leadership and Service: Guiding and serving a common good H. Grant Narrative: Rationale of the grant proposal I. Technology Adequacy and Appropriateness: Technology has a purpose and is tied to grant goals. J. Grant Budget Proposal: Budget reflects grant goals, and details are adequate. K. Systemic Support: Broad based stakeholder support is indicated.

= **"Technology should be ubiquitous" - source unknown** =

Step 1
Administrators must complete Phase I and Phase II of the Leadership Process Action Plan **completed** as per Dr. Wilburn, December 19, 2011 (see email) [|TIPS] data must be submitted and reviewed. Reference Google doc containing this information here.

Step 2
Assemble a learning team and process for communication to facilitate exchange of ideas and perspectives. Communicate ideas through:


 * Wiki
 * [|Google Doc with TIPS-T data]

Gain better perspective of the grant particulars by touring the K20 Center:


 * [|Tour of K20 Center] Directions can be accessed here.
 * [|Google Map]

Step 3

 * [|Action Plan K20 Home Page]
 * [|Online Grant Application @ OETT]
 * [|Executive Summary (Example)]
 * [|Research Student Learning]
 * [|iPads Improve Learning - Motion Math]
 * Data
 * [|ISTE Standards]

Step 4
What does the [|quintessential 21st Century Classroom] look like? **Read this please.** How will technology facilitate authentic learning?

[|iPads Transform Education]
 * Read** this article from Reading Rockets:

A video clip of an elementary computer lab from a school in Wells, Maine, courtesy Wesley Fryer and his blog, "Moving at the Speed of Creativity".
 * Watch** this:

media type="youtube" key="i0SDSgs2b2A" height="315" width="560"

[|Math] [|Science] [|Experiments iPad apps]for interactive science, intuitive, exploratory learning units [|Special Needs] - Autism [|Early Childhood] [|Kindergarten] [|100 HS Apps]
 * iPad Apps By Content Areas**

[|iPads and Bloom's Taxonomy] iPad and iTouch resources - Apps [|70 Interesting Ways to Use the iPad in the Classroom] [|Using Educreation App to record lessons (screen casts)] [|Educational Apps Reviews and video by Tony Vincent] [|Houghton Mifflin Harcourt App for Algebra Curriculum called HMH Fuse: Algebra I]
 * iPad Resources and Reasons for Use**

media type="youtube" key="EhkxDIr0y2U" height="315" width="560"

[|Google Apps] Why use [|Google Apps for Schools?] media type="youtube" key="-AI1CNpa0rU" height="315" width="420"
 * Google Apps**
 * [|Apply] for a Google Account to enable the use of GMail, Instant Messaging, and Chat.
 * [|Google Apps for K-12]
 * [|How To Get Started With Google Apps in School]
 * 32 Interesting Ways to Use Google Apps in the Classroom

[|Cloud Classroom - Google Chromebooks] [|Chrome Books]- Laptops (purchased with the grant in addition to the iPad cart(s). [|101 Best Chrome Extensions]

[|Moodle] - Should we include? [|Edmodo] [|Evernote LiveBinder] [|Soloaro]


 * Teachers** please prepare a lesson plan that reflects the foundation for which our grant proposal will be built around. Lesson plans need to reflect the construction of knowledge, disciplined inquiry, value beyond school, and the implicit view of the student. Our grant proposal will be build around the ever so important issue of water availability and sustainability here in Oklahoma with the underlying concept of territoriality; specifically, lizards and the injustices suffered by the Native American. The **goal** is to infuse technology into the learning process. Technology benefits all learners. It is the new literacy of the 21st century. One area of technology that is gaining momentum is that of [|game based learning]. Game based learning is pertinent because it requires the student to challenge, question, and problem solve. If we are going to help students learn more and learn more efficiently we must challenge ourselves to think outside the box. Ask questions. For example, how could you use the site listed below called **Math Blaster.com, MangaHigh.com or Playground.com** to reinforce a math lesson? How could you use the iPad app **Virtual Manipulatives** to teach your students how to use a fraction bar? How could you use the site listed below called **PhET from the University of Colorado or Explore Learning** to engage your students in online simulations to reinforce a science lesson? How could you use the **Jeopardy** template to engage your students? How could you use the **QR Treasure Hunt Generator** to motivate students in order to master the lesson concept?

Marzano cites research in his book, "Classroom Instruction That Works", that a student must practice a skill 24 times before the student can achieve an 80% mastery level. Technology can be used to manage and organize learning, i.e. word processing, spreadsheets, brainstorming, multimedia, data collection, web resources, self assessing, and communication. How could you use the site called **Survey Monkey** to assess students' prior knowledge, activate prior knowledge, and track knowledge? How could you use the site **Thinkfinity** and a lesson using a **Census Scope from the U.S. Census Bureau** to reinforce a science lesson about population dynamics? How could you use the app **iOutline** to teach students how to outline better? How could you use a **Google App** with your students to create a community of learners? How could you use a **computer** **lab** for your students? Technology is the automatic dishwasher in your kitchen!

Please **WATCH THIS**....I think we're on the right track!! I **KNOW** we're on the right track. Read what the K20 has to say about the [|McLarin Project]. :D

media type="youtube" key="4WrDA5nBxZI" height="315" width="420"

Lesson plans need to address an area(s) that need(s) improvement as evidenced by your testing scores in math, science, or literacy (reading and writing). For example, if it's research and information, then focus on that concept in your lesson (research and information is 12% of the 5th grade CRT, 16% of the 8th grade CRT, and 9% of the English II EOI). If it's conversions, then focus on that concept in your lesson. Tie the concept back to your testing results.

====Let's go even deeper. What does our testing results tell us? Is it demographics? Do we have a disportionate amount of students on IEP's? Does low attendance contribute to our testing? What about reading proficiency? What if we looked deeper? **What about the differences between boys and girls?** Do **boys** learn differently than girls? What is the ratio of **boys** to girls in our school? How many **boys** do we have on the D and F list in comparison to girls? Ponder this please. I've included an interesting TEDX video clip from an educator speaking on behalf of this particular issue. If we take a serious look at this issue, would we question our teaching strategies and methods? According to the research that Ali Carr-Chellman references in her //video clip below//, there are **extraordinary** differences between **boys** and girls. See the research from the Center For Learning called the [|100 Girl Project]. After all of this questioning, we're back to square one; **effective teachers understand how students learn, i.e. even boys.**====


 * RESEARCH**


 * [|Gender Differences and Game-Based Learning]in Secondary Education by Wilfried Admiraal, Janina Huizenga, & et al., 2011.**
 * [|Increasing Student Engagement]By Using Morrowind to Analyze Choices and Consequences by Maya Kadakia, Tech Trends, 2005, 49, 5, pg. 29-32.**
 * [|Digital Games in Education:]The Design of Games-Based Learning Environments by Begona Gros, Journal of Research on Technology in Education, 2007, 40, 1, pg. 23-38.**
 * [|Assessing the Educational Values]of Digital Games by J-C Hong, C-L Cheng, & et al., Journal of Computer Assisted Learning, 2009, 25, pg. 423-437.**
 * [|Designing for Real World Scientific Inquiry] in Virtual Environments by D.J. Ketelhut & B.C. Nelson, Educational Research, June, 2010, 52, 2, pg. 151-167.**
 * [|Gender Differences in Game Based Activity] Preferences in Middle School School Age Children, by M.B. Kinzie & Dolly R.D. Joseph, Education Tech Research Development, 2008, 56, pg. 643-663.**
 * [|Bridging Reality to Virtual Reality]by Leonard Annetta, Jennifer Mangrum, & et al., International Journal of Science Education, May, 2009, 31, 8, pg. 1091-1113.**

Ringwood High School K20 Project

//**Sold Out - Make Another Selection**//
Water is a precious natural resource. Oklahoma is blessed with an abundant and plentiful amount of water. Other states are not as fortunate. As a result, state leaders and government officials have been approached about selling Oklahoma water. What implications are associated with selling Oklahoma water? Does Oklahoma have enough to meet future water needs? Whose water is it? What will the proceeds from the sale benefit? Water is a non-renewable resource. Water sustains life as we know it. Leonardo da Vinci said, "Water is the driving force of all nature." Are the citizens of Oklahoma doing enough to involve themselves in this issue? How do our State Representatives and Senators stand on this issue? An educated populace is necessary to ensure differing perspectives and viewpoints are represented. Isn't this an issue our students should be exposed to? According to Gail E. Tompkins textbook, "Literacy for the 21st Century: A Balanced Approach", **effective teachers understand how students learn**. For learning to occur, students must make meaning of what they're learning. Tompkins outlines a variety of learning theories. **__Constructivists__** believe that students learn when they construct their own learning. Learning is what the brain does naturally. John Dewey calls this **__inquiry learning__**. Tompkins quotes McDaniel (2004) and Wink (2005) who state that **__critical literacy theorists__** believe, "language is a means for social action and advocate that teachers do more than teach students to read and write; student should become agents of social change." **__Cognitive theorist like Piaget__** believed that students organize learning in schemas as they actively integrate with their environment. **Sociolinguistic theorists** believe interaction and experiences expressed and shared through language organizes and enhances learning. **__Vygotsky, a sociolinguist,__** believes students benefit greatly when learning collaboratively with an adult as in scaffolding, i.e. assisting a student read a book or revise a piece of writing. On the other hand, Vygotsky believes that, "students learn very little when they perform tasks they can already do independently." Learning is leveraged when students are motivated to perform at their potential. Guthrie & Wigfield's **__engagement theory__** (2000) that states students will have higher achievement if intrinsically motivated and are more likely to be successful. The __**sociocultural theory**__ states that teachers who utilize the influence of culturally sensitive issues add a dimension that empower students to eventually "confront injustices and inequities in society." Pedagogy deeply rooted in relevant, engaging, collaborative, reflective, and controversial inquiry is the foundation for authentic learning.

Concept

 * //Sold Out - Make Another Selection.//**


 * Essential Question:** How is selling our water similar to the inhumane uprooting of the Native American? Why should we allow our government officials to sell our water? Are we risking another social black eye for the people of Oklahoma? Are we being represented fairly? Are we at risk of being misrepresented to? Well known fresh water ecologist, Sandra Postel, is quoted as saying, "Denial isn't only a river in Egypt." Fresh water management: preservation and conservation is a **SERIOUS** issue even in Oklahoma.
 * [|Water Resources Board of Oklahoma]
 * [|Oklahomans for Responsible Water Policy]
 * [|Indian Tribes Sue Oklahoma for Water Rights in Federal Court]
 * [|General Stream Ajudication from the State Attorney General's Office]
 * [|Arbuckle-Simpson Hydrology Study from the OWRB]
 * [|Oklahoma Water Facts from the OWRB]
 * [|Regional Water Disputes Over Water Rights Leads to State and Federal Lawsuits]
 * [|National Geographic Fresh Water Initiatives]
 * [|Global Water Policy Organization]

Territoriality* - Why Lizards? Lizards perform a ritualistic behavior to establish dominance. Lizards do "push ups" to display their territoriality.
 * [|Lizards]
 * [|PBS]
 * [|National Geographic]

Injustices**
 * [|The Trial of Standing Bear]
 * [|Standing Bear]


 * Creating analogies to deepen student understanding
 * Creating analogies to deepen student understanding

Concepts/Skills


Math [|Common Core Math Apps and Standards for 6th - 8th grade]

//Standard 2: Number Sense -// //Standard 4: Geometry and Measurement -// //Standard 5: Data Analysis & Probability//


 * Determine Slope - Observe the lizards and the amount of time it takes them to establish dominance.
 * Conversions
 * Decimals or Percentages
 * Fractions - The earth is 2/3 water. How much water could Oklahoma sell before it would be in jeopardy?
 * Data Analysis and Probability -iPad App
 * Time - The use of a stop watch
 * Abacus - Use to make tally marks while observing the lizards- iPad Appd

Science //PASS// //Standard 1: Observe and Measure - (1) Identify qualitative/quantitative changes given conditions; (2) Use appropriate tools.// //2: Classify - (1) Classify; (2) Arrange in serial order.// //3: Experiment and Inquiry - (1) Ask questions about objects, organisms, or events in the environment; (2) Plan and conduce a simple investigation.// //4: Interpret and Communicate - (1) Predictions; (2) Report data; (3) Interpret data tables; (4) Test hypothesis; (5) Draw conclusion; (6) Written report.//

//[|Common Core] 6-8th grade//

//Integration of Knowledge and Ideas//
 * //7.Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).//
 * //8.Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.//
 * //9.Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.//

//Research to Build and Present Knowledge//
 * //7.Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.//
 * //8.Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.//
 * //9.Draw evidence from informational texts to support analysis reflection, and research.//

//Research Question: How Did The Native American Use Natural Resources to Survive?// //[|Google Search and Lesson]//


 * [|Population Trends/Dynamics (Thinkfinity)] Cause and Effect or Comparison Charts
 * Rain Fall - Weather Patterns - Time Sequence Patterns or Create Parabolic Graphs using Excel
 * Water Cycle - pH probes, digital thermometers, etc....
 * [|Water Foot Print Calculator] from National Geographic
 * [|Water Foot Print Calculator] from National Geographic
 * Climate Change - Effects of prolonged droughts
 * [|Exploriments] - interactive iPad apps for Science (fluids, motion, force, electrostatics)
 * [|Science Probes for the iPad]

Independent Writing: Create a Treaty
 * Collaborative writing through the use of [|ebooks], [|40 Top Blogs], [|Kids Blog], wikis, or google docs
 * [|Keyboarding]and Keyboarding Wiki
 * Online thesaurus and dictionaries at [|thesaurus.com]
 * [|Evernote] iPad App

Labeling, Note Taking, Journaling, Summarizing, Outlining, and Voice Memo
 * label the parts of a lizard
 * label the parts of the aquifer, streams, lakes, etc...
 * label water fountains to establish territories of water repositories and rites
 * Shelf Note iPad app
 * Simple Note iPad app
 * [|Creating Outlines on the iPad]
 * iTouch as a voice repository

[|How To Make A Bar Graph] 1st grade - 4th grade (from Reading Rockets)

[|How To Read NonFiction] 1st grade - 4th grade (from Reading Rockets)

Design
Develop Hypothesis and Research **or** Compare Similarities and Differences
 * [|Water Resource Board of Oklahoma]
 * [|Watch Dog Oklahoma]
 * [|Wikipedia]

Concept Mapping - What are Water Footprints?
 * [|Lino It] - online resource
 * Mindo - iPad app

Gather Data with Collection Tools, Report Data and Interpret Data - Graphic Organizers, Comparison Spreadsheets (Excel), and Line Graphs
 * Google spread sheets
 * [|Inspiration and Kidspiration]
 * Pictures [|Flickr Creative Commons]
 * Abacus iPad app
 * Time - Stop Watch -utility iTouch
 * Digital probes/thermometers to facilitate testing a hypothesis see pg. 210 Marzano Using Technology...

Data Interpretation: Nonlinguistic Representation of Information
 * Google Forms and Tables
 * Timeline [|Timeglider] online resource

Visual Media: PSA's
 * Digital Stories using Voice Thread, Sock Puppets, HalfTone, Animoto, Xtranormal, ToonDoos, Glogster
 * [|Virtual Tours]

Assess Prior Knowledge and Activate Prior Knowledge
 * [|Survey Monkey]

Practice and Interact with Knowledge
 * [|Templates for PowerPoint Games from Jefferson County Schools in Tennessee and Dr. Marzano - Jeopardy, So You Wanna Be A Millionaire]
 * [|Math Blaster] Virtual Math World
 * [|Virtual Manipulatives] iPad App introduces students to fraction bars
 * [|National Library of Virtual Manipulatives]
 * [|Math Playground]
 * [|Manga High]
 * [|Flashcard Exchange]
 * [|MentalCase] iPad app
 * [|Explorelearning] online interactive simulations
 * [|PhET - University of Colorado]online interactive simulations (high school)
 * [|Census Scope] The U.S. Census Bureau
 * [|QR Treasure Hunt Generator]

Collaborative: Create, Share, and **Adovocate**
 * [|CILC] (teachers post classroom projects in search of a partnering classroom)
 * [|Skype]
 * [|Google Sites] (Classrooms can set up their own site to post content online for global audience)
 * Google Chat
 * Google IM
 * Weekly Podcasts
 * [|Siemen's We Can Change the World Challenge] (included in a multi URL)

Assessment (Formative and Self)
 * [|Socrative]
 * Completed Effort/Achievement Spreadsheet (Marzano pg. 159 Using Technology....Strategies to help students acquire and integrate learning)
 * [|Globaloria] - Student created web based games

Improve Writing
 * Use Google Docs to support "robust and timely feedback" by teacher immediate feedback (research this Microsoft uses Readability Statistics)

media type="youtube" key="23Uuehgmd14" height="315" width="560"

= =

= **"The Americans may have need of the telephone but we do not. We have plenty of messenger boys."** =

Sir William Preece, chief engineer of the General Post Office in Britain Born: November 15, 1834 Died: November 6, 1913