Winnie+R

Instructional design:  ·  How I addressed standards and objectives  ·  How I addressed 21st century skills  ·  How I incorporated the Curriculum-Framing Questions (CFQ's)  ·   How I used project approaches  ·  How I addressed student differences Technology integration:  ·  How technology integration supports content learning  ·  How technology integration supports 21st century skills  ·  How technology integration meets student and classroom needs Assessment strategies:  ·  How my assessment strategies address standards and objectives  ·  How my assessment strategies are student centered  ·  How my assessment strategies are varied and ongoing Upload in the following order using the following headings these components:
 * Students create and manipulate slopes of lines
 * Students compare the slopes created with real life pictures to make the connection
 * Students develop a workable formula for slope
 * Students use their imaginations to individually create models
 * Students collaboratively make decisions on answers to questions as well as which model to transfer to the SmartBoard
 * Students use the internet to locate real life examples of the use of slope
 * Students use critical thinking skills to collaborate and develop a math formula
 * Students monitor their work with rubrics, checklists and a journal
 * The Essential question is brainstormed individually then shared as a group
 * The Unit questions on applying math to real life are answered as the students work and compare images to their models and graphs
 * Students answer the content questions as they devise their formula and graph their models
 * The students work individually and bring ideas to the group
 * Students are responsible for monitoring their own progress throughout the project
 * Assessment occurs throughout the project in the form of journal entries, checklists, and rubrics to monitor learning
 * Self assessment and monitoring are included throughout the project
 * 21st century skills in technology, collaboration and creativity are used
 * Enrichment for gifted with different real life applications that allow them to use information seen daily while riding the bus
 * Nonnative speakers are allowed to have journals translated – use illustrations or single word answers in journals
 * Special needs children are given assistance in their specific area of need such as building or drawing – instructions are repeated as needed times – basic work accepted according to IEP provisions
 * Students get a “feel” about how an engineer takes an idea to a drawing to a computer
 * Students compare their model to real life which shows the connection they are always saying does not exist
 * 21st century skills are supported as students use technology and collaborate on its use
 * Students must use time management within their groups while working on the internet and identifying their comparative images
 * The technology integration draws the students into the project and the learning
 * Each aspect of the project is a small chunk that allows kids to work on task before getting board and remain willing to proceed to the next
 * The model construction directly addresses the standard to manipulate slopes, and the graphing addresses that standard
 * Students monitor their own progress with checklists
 * The project rubric provides the level of work a student must do to achieve a score he or she chooses
 * Checklists, observations, rubrics throughout the project allow the teacher and students to monitor progress
 * ===Unit Plan===




 * ===Assessment of My Student Sample===
 * ===Student Sample===
 * ===Student Sample===
 * ===Student Sample===
 * ===Student Sample===




 * ===Facilitation or Student Support Example===

I changed this one after thinking about it on the drive over the Mountains Saturday. It started as a SmartBoard file and I converted to a PDF for all to view.

Below is the actual SmartBoard notebook file, for those of you who have the software.


 * ===Other Documents===