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Carlson,S. Prezi Reflection Module 1

Carlson Module 1 Internet in the Classroom

susie carlson

on 16 July 2013

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Transcript of Carlson,S. Prezi Reflection Module 1

Internet in the Classroom
Reflection: Module 1
Internet in the Classroom
Reflection Module 1 July 16, 2013
Susan Carlson
designed by Péter Puklus for Prezi
Teaching & Learning Strategies
Authentic Assessment: Allows evaluation of student exhibits or work products that represent the culmination of a set of learning tasks. This strategy is emphasized in the former Memphis City Schools Think Show project required of every student in every school on two assigned dates per school year. The project was highly criticized because teachers expressed that it took away from valuable instruction time. However, it was a think outside the box requirement that gave teachers the freedom to create an assignment that could include mastery of learning objectives for which the teacher was responsible. The students had an opportunity to identify a project that incorporated learning tasks and culminated with a product. My students with disabilities were able to work in small groups to produce their Think Show product which was language arts focused. The project could have easily isolated research and writing skills without active student engagement but it would not have had a significant impact on learning. One group researched concussions in football and produced a brochure for parents that identified symptoms of concussions.

Sequence of Events
Cause and Effect
Compare and Contrast
Elements of a Short Story
Character Analysis

Strategies: Authentic Assessment
Tasks mastered in the production of the brochure included a research review to identify the high risk population, patterns and attitudes related to football head injuries. Interviews with parents, players and coaches addressed speaking, listening and writing skills. Sequence of events included what should a parent do if symptoms of a concussion are present. Case studies of professional ball players with a history of concussions provided an opportunity to identify patterns as well as cause and effect. Data related to football players with and without concussions included compare and contrast skills. Finally, the end product was the brochure which connected all of the tasks mastered in the process.
Technology incorporated included Internet search, audio equipment for interviews, and publication support for the end product. The students were proud of their Think Show project and were eager to display the learning portfolio and brochure.
Read, Think, Share, Write

Information Processing Theory:
Story information received & used to process character traits, plot, setting, & theme. Students transfer learning to a similar event or assignment. Traditional instruction uses paper, pencil, books, with learning communicated through compare & contrast, sequencing events, writing paragraphs & essays.
Constructivism Theory:
Evident when considering student prior knowledge when planning instruction. Personally, teaching students with disabilities often requires backing up to move forward. Reflection that examines what do I need to teach my students before implementing the lesson?

Theoretical Approaches to Teaching & Learning
University of Memphis
Teaching & Learning Strategies: Scaffolding

provides learners with direction or motivation to problem solve and complete learning activities. Support is decreased as competence increases. Students developing a school enterprise benefit from scaffolding strategies through partnerships. Also, learning across the curriculum is motivating to teachers and students. Personal involvement includes directing students with disabilities to research a local produce company and sell fresh fruit baskets during the holidays. The curriculum included math skills by projecting a budget and developing a business plan. Science & Social Studies were taught through nutrition analysis of the fruit as well as the culture of the farmers. Language arts skills were included through sequencing tasks, cause and effect in farming, marketing to customers and communicating with the wholesaler. The students worked in small groups with an expert to perform jobs and transitioned to functioning independently. Experts were adults like the marketing teacher who supported brochure development and presentation skills. The math teacher taught a lesson on budgeting and helped the students make purchasing decisions. The owner of the wholesale produce company invited us to tour the facility and exposed the students to produce brokers negotiating prices with farmers in other countries, which led to a unit on global farming. The unit culminated with higher functioning students in leadership roles ready to instruct other students. Technology was minimal the year the enterprise was initiated and the project would have an updated approach today. Some methods include videos & interviews with global farmers, restaurant owners, small business professionals. Also, stock market data that changes daily and impacts the cost of produce is engaging. Finally, a class web page to present, market and sell the fruit to increase profits.

Mills, S.,2006. Using the internet for active teaching and learning.Pearson. Columbus, Ohio



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