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WEB 2.0 Presentation

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Megan Amann

on 22 April 2013

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Transcript of WEB 2.0 Presentation

Web 2.0 Middle School Math Rules! Concrete Examples Math Community Online Jing Creativity Blog by 7th Grade Math Teacher Variety of Topics Beyond Stories Advice on Assessment & Differentiation http://7thgrademathteacherextraordinaire.blogspot.com/2012/01/formative-assessment-in-class-ups.html Post Comments/Share Ideas Math Links Class Polls Math Links Class Materials Classroom Calendar http://www.edmodo.com/ Post Questions Easy Connection to classmates
& Instructor Motivation Problem Solving Process of Learning Differentiated Instruction Recognize Students Learn Differently Meet Students at Their Level Assess Background Knowledge Consider Cultural Practices Utilize a Variety of Activities Distributive Justice Higher Order of Thinking:
Synthesis and Evaluation Democratic Community A teacher's time and instructional strategies are scarce resources to be distributed. What are Scholars Saying? Levels the playing field Students will be assessed on their understanding of the material and the overall process of learning Allows students that are not particularly vocal during a traditional classroom setting to find a voice Allows for students to better demonstrate their understanding Easy Access to Examples Equally Valued Equality of Opportunity Share knowledge with classmates and the public
Helps students chart complex concepts
Form links between knowledge
Allows collaboration between students
Corrects misconceptions
Increases retention of new knowledge Equal
Opportunity All in this together Assessing Student Learning Care for the Weakest Emphasizing the Common Good Non-Dominant Status Groups Assessing Student Learning Online Quizzes Class Polls Group Projects In Class √Ups Prior to Formal Assessment 5 or 6 Review Problems Left Side of Their Notebook Star or Smiley Face Checking with Every Student Entrance/Exit Slips Quick Assessment of Students' Understanding 3-5 Minutes to Complete Addresses Student Misconceptions Individual Concepts/Feedback Group Work English Language Learners Females Fair ≠ Equal Distribution Allows for others to help assess Broad view of student learning Scholarly Reports Isolation vs. Collaboration More Engaging Online Assignments Assess socialization Multimedia asessment Instant Feedback Product vs. Process Standard
Assessment Practices Can see their thinking and way of understanding Timed Tests Summative Assessment Non Dominant Status Groups African American Males More kinesthetic than other races Building confidence prior to formal assessment Higher level of motor activity Projects Web 2.0 Technologies
& Mathematics Giving students positve formative feedback Solicits active involvement Learn more about the way they organize their work as learners Individualized attention Parent Involvement Megan Amann
Brittney Freund
Derek Hatten
Paige Ng Screencasting: a multimedia process of recording simultaneous computer and video output and audio narration Posts Exit Slips Non-Dominant Status Group High-Poverty Students Provides a new way to focus on Math Postive Skill Buiding Experience Definition: a society where success in economic life depends on realized talent rather than on what one looks like or who one's parents are. Also giving everyone a fair opportunity to acquire those skills that the job market rewards. Preview Assessing Learners http://popplet.com/app/#/16241 http://www.techchef4u.com/?s=popplet+lite&paged=9 Sites http://mathandweb20.blogspot.com/ Non-dominant Status Group Concept Mapping
http://www.spicynodes.org/ Solving a problem Concept map e-mail an image of the map
add text, images, video, and links
free membership
allows editing of the same map
embed the map to a website Matching game Features Remembering: recall a fact Application:
apply knowledge to solve a problem Analysis:
organize ideas and recognize trends http://www.techchef4u.com/?p=2845 "Recent research shows that concept maps enhance lesson preparation and priortization, encourage discussions on relationships among items of learning, and provide a basis for evaluation" (Douma 2). Evaluation: critique the connections made by classmates or the public African American and Latino students "It was found that teachers with at least 60% African American or Latino students in their classes were far more likely to spend classroom time using multiple-choice testing and other means of assessing low-level cognitive objectives than teachers who had a majority of White students in their classrooms" (Flores 33). are more likely to be assessed by low-level cognitive objectives
have less access to teacher's emphasizing reasoning and non-routine problem solving
are given less teacher affirmation
have less equitable funding Equity Issue Distributive Justice
Permissible Inequality References Conclusion Balfanz, R., & Byrnes, V. (2006). Closing the Mathematics Achievement Gap in High-Poverty Middle Schools: Enablers and Constraints. Journal of Education for Students Placed at Risk, 11(2), 143-159.

Chval, K. B., & Chávez, O. (2011). Designing math lessons for English language learners. Mathematics teaching in the middle school, 17 (5), 261–265.

Douma, M. (2009). Creating Online Mind Maps and Concept Maps. Board of Regents of the University of Wisconson System. Retrieved from http://www.uwex.edu/disted/conference/Resource_library/proceedings/09_20011.pdf

Flores, A. (2007). Examining disparities in mathematics education: Achievement gap or opportunity gap? The High School Journal, 91(1), 29-42. Retrieved from http://muse.jhu.edu/journals/high_school_journal/v091/91.1flores.html

Kitsis, S. M. (2008). The facebook generation: homework as social networking. The English Journal, 98 (2), 30 - 36. Retrieved from http://www.jstor.org/stable/40503379

Levy, Holli M. (2008) Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards. Clearing House, 81(4), pp.161-164

Richards, R. (2012). Screencasting: Exploring a Middle School Math Teacher's Beliefs and Practices Through the Use of Multimedia Technology. International Journal Of Instructional Media, 39(1), 55-67.

Van Den Heuvel-Panhuizen, Marja. (2005). The role of contexts in assessment problems in mathematics. For the Learning of Mathematics, 25, 2-9. National Educational Technology Standards Creativity & Innovation Communication & Collaboration Authentic Learning Experiences Professional Growth Additional Technologies Google Docs http://support.google.com/drive/bin/answer.py?hl=en&answer=160749 Inserting Equations: Twitter National Council of Teachers of Mathematics: https://twitter.com/NCTM Introduction Blogs Edmodo Jing Concept Mapping Study Island http://www.studyisland.com/web/index/ Sociological Theories Functionalist Perspective: Conflict Theorist Perspective: Interpretivist Perspective: Socialization & Training Overcome Inequalities Differentiation Presented Blogs, Edmodo, Jing, & Concept Mapping Distributive Justice, Democratic Community,
Equality of Opportunity, & Permissable Inequality Females, ELLs, High-Poverty,
African American, & Hispanic 1. Introduction
2. Blogs
3. Edmodo
4. Jing
5. Concept Mapping
6. Conclusion Insert an Equation: http://support.google.com/drive/bin/answer.py?hl=en&answer=160749
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