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$Grade 5 Math Instructional Materials 2009 - RPDP$

of the students. Rubrics are the perfect vehicle for student empowerment. If the teacher provides the rubric for any assignment, project, and activity at the beginning of the project, the students will know exactly what is expected of them. They will know exactly what they need to do to receive the desired grade. Unveiling the mystery of the assessment process by showing students the test format, what type of questions, time lengths, sections, ways to prepare, how to test, how to eat well, and how to get enough rest will increase student success. Teachers who deliver successful practice testing review sessions based on recreating the testing environment with a balanced assessment, will have the most successful test-takers. It is critical to instruct students to problem solve as they are testing. Students will feel more confident going into test taking situations if they are well informed and have actually practiced within the test taking scenario. The increase in local, state, and federal testing, while trying to add traditional teacher assessments, and taking more days out of the schedule to accommodate practice testing leaves less time for content instruction. Assessment skills imparted to students will benefit them in other areas of study as well. Test scores will determine the colleges students are eligible to apply, what scholarships may be available, what fields of study to enter, and even the potential a student may have to an employer. Testing is driving instruction (RPDP BAM); both students and teachers need to be armed with the best tools to test successfully. Everyday, a new technology gadget, a new technology service, and a new way of using an existing technology emerge on a digital television ad, a satellite radio commercial, on a huge digital display, and in a pop-up online. The Kindle 2 allows for on-the-go reading in a large format with adjustable text size, a paperlike screen, storage of over 1,500 books, and the ability to download new content making the device reusable, portable, and the most convenient way to access and store content. One can also wirelessly email documents to the Kindle, it has a built-in dictionary, wireless access to Wikipedia, an app for the iPhone, and even plays audiobooks. Varian refers to this period in time as a period of ‘combinatorial innovation’ (Varian, 2009). The Kindle is a prime example. With nearly endless possibilities of retrieving information and combining, analyzing, and redistributing information, teachers and students need to employ new strategies to be successful in the present as well as the future. Employing the versatility of technology, educators can efficiently use extracted data to improve classroom instructional strategies and content. The best results will occur when teachers and students work in partnerships to shift skill acquisition to align with the ever-changing landscape of this technological brave new world. Online Resources Bloom’s Taxonomy Applying Assessment Strategies http://www.apa.org/ed/new_ blooms.html Rubistar – Create and customize rubrics http://rubistar.4teachers.org/ index.php Kindle 2 – Overview and Description http://www.amazon.com/Kindle- Amazons-Wireless-Reading- Generation/dp/B00154JDAI References Jukes, Ian (2007, January 29). Rethinking Education in the New Digital Landscape. Retrieved March 20, 2009 from Committed Sardine Website, Web site: http://web.mac.com/iajukes/ thecommittedsardine/Articles_ files/REITNDL.pdf Manyika, James (2009, January). Hal Varian on how the Web challenges managers. Retrieved February 14, 2009 from The McKinsey Quarterly, Web site: http://www.mckinseyquarterly. com/Hal_Varian_on_how_ the_Web_challenges_ managers_2286 SNRPDP Hanlon, Bill. Backward Assessment Model. Retrieved March 1, 2009 from Southern Nevada Regional Professional Development Program, Web site: http://www. rpdp.net/assessment.html by Brandy Kay Mills RPDP Regional Trainer
Beatty Elementary School Rural Technology Use by Gary Torstenson Beatty Elementary School Rural Technology Use Going back to the days of my college audio/ video class, I remember learning how to thread a film projector, how to use an opaque projector, a filmstrip projector, an overhead projector, and how to run the ditto machine (using the solvent, methanol, and purple ink). For the most part, I couldn’t imagine third grade students in control of this equipment. Fortunately, most of what we use today can be quickly demonstrated to and used by third graders. Technology implementation today is all about increased involvement in the everyday classroom. Flip Video Cameras The Flip Video cameras are an excellent size for my third grade class. From taping the school’s homecoming parade to demonstrating how to make paper folds,or just recording an alphabetizing lesson that can be used for review, the camera’s size makes it easy to hold. Its USB output lets the students quickly see the results of their work on the computer screen. Creating a Class DVD Our class was getting close to finishing a writing unit on fiction. These were multiple page stories that took awhile to construct. It looked as though perhaps only half the class would complete the assignment, so I announced that we would be creating a DVD of the students’ writing. On the day the assignment was due only two students were not finished and one of those was hurriedly trying to get something on paper. We set up one of our Flip Video cameras on a tripod and recorded the students one after the other. The camera was hardly any distraction, since it has become just another classroom tool. Using Adobe Premiere Elements, I quickly arranged the presentations, added a menu, title, and burned a DVD that was easily copied multiple times for students to take home. Document Cameras I’ve worked with both the Elmo and Avervision types of document cameras. Along with the projector, they are in daily use in the classroom. Sometimes I am just explaining how an art project should go together. Arranging pieces and showing the class under a document camera sure beats fumbling around and dropping pieces in front of the classroom. If the class is sharing some of their writing, they can use the document cameras to show, not just tell, their story. The students love to share using the cameras. Personally, I like just being able to display whatever we are working on onto the white board. The cameras adjust to the available classroom light so viewing is rarely a problem. The ability to save pages and then recall them allows me to have a whole day’s or week’s worth of material ready to go with just a few button presses. The Avervision’s freeze button is a favorite with the students, being able to set their paper down then pressing freeze lets them take their paper back to their desk while we discuss the paper that is still displayed on the board. Students love to use gadgets. They want to push the buttons. They want to grab a digital camera and take pictures of friends. They want to get hold of the video camera and walk around. They want to play a digital recorder just to hear their own voice and say, “I don’t sound like that.” When implementing new technologies in the classroom, the first step is to demonstrate how to hold, move, and explain just why those neat little buttons are really there. Like my students, I love gadgets, but I know they have to last. Taking care of what we have is a major concern.
Page 1 and 2: Shop TALK Vol. 4 No. 3 Getting Stud
Page 3 and 4: Listen and Learn by Sue DeFrancesco
Page 5 and 6: Administrator Highlights Kenneth Wr
Page 7: “…we live in the Age of InfoWhe
Page 11 and 12: Locally, I have used the digital vi
Page 13 and 14: “We want to be thermostats, not t
Page 15 and 16: What Students Need to Know and Do W
Page 17 and 18: what they have written to the expec
Page 19 and 20: More Than Just Multiple Choice! by
Page 21 and 22: Technology’s Influence on Formati
Page 23 and 24: Formative Assessment in Elementary
Page 25 and 26: Getting Students to Think Scientifi
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