Session #3
“There’s so much time and so little to do!.... Strike that...reverse it!!” -- Willy Wonka
This week, we will focus on completing section three of Project One. Choose four rows in section three, "Depth of Knowledge/ Gardner Grid" to complete for next week. Keep in mind that activities should be scaffolded across rows according to the DOK at increasingly higher levels of cognition. Each cell must have an activity that addresses the MI listed in that row, addresses the appropriate level of Webb's Depth of Knowledge (DOK), and integrates technology to enhance learning. All cells must include these three components.
▪“MI theory recognizes the unique nature of each individual learner, and developing lessons based on this theory requires a blend of the teacher’s personal instruction style with the particular combination of student MI profiles present in any given class. –p. 76
2014 K-12 Horizon Report
2011 K-12 Horizon Report
2009 K-12 Horizon Report
The reason older Horizon Reports are listed here is so that you can see if, and to what extent, researchers predictions were proven to be accurate.
▪What types of things do you do to get to know your students?
▪What can you add to make this process more complete?
▪“MI theory recognizes the unique nature of each individual learner, and developing lessons based on this theory requires a blend of the teacher’s personal instruction style with the particular combination of student MI profiles present in any given class. –p. 76
2014 K-12 Horizon Report
2011 K-12 Horizon Report
2009 K-12 Horizon Report
The reason older Horizon Reports are listed here is so that you can see if, and to what extent, researchers predictions were proven to be accurate.
▪What types of things do you do to get to know your students?
▪What can you add to make this process more complete?
•Look at McKenzie p. 32-33
It’s GREAT to have apps and websites recommended by other teachers because there are so many out there, it would be impossible to try them all. Sharing like this means you’re discovering apps that have been vetted, that you can be somewhat confident in.
•In groups of three in Adobe Connect rooms, find four websites for your Bloom / Gardner grids (Project 1 Section 3)
Always...pedagogy before technology
•p. 62 – no forced connections!
•p. 68 – integration should occur naturally and be part of the regular learning day rather than as a special activity
•p. 77 – POMAT structure - Procedure, Objective, Materials, Assessment, Technology
It’s GREAT to have apps and websites recommended by other teachers because there are so many out there, it would be impossible to try them all. Sharing like this means you’re discovering apps that have been vetted, that you can be somewhat confident in.
•In groups of three in Adobe Connect rooms, find four websites for your Bloom / Gardner grids (Project 1 Section 3)
Always...pedagogy before technology
•p. 62 – no forced connections!
•p. 68 – integration should occur naturally and be part of the regular learning day rather than as a special activity
•p. 77 – POMAT structure - Procedure, Objective, Materials, Assessment, Technology
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“MI theory recognizes the unique nature of each individual learner, and developing lessons based on this theory requires a blend of the teacher’s personal instructional style with the particular combination of student MI profiles present in any given class.”
