ARRA+Cadre+December+1,+2010+Workshop

What are the essential elements of a 21st century learning activity? =Activity 1: Video Scavenger Hunt=
 * ====[]====

Activity 2: Jigsaw Articles/Research

 * Read portions of two research studies:

=Examples of 21st Century Learning Activities= =Activity 3:=
 * //I//[[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32"]] [[file:Article 1.pdf]] Read the sections titled “What the Research Says” and “Lessons Learned” on p. 1–3.
 * [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32"]][[file:Article 2.pdf]]Read the section titled “Technology as a Transformational Agent and Learning Tool” on p. 9–11, stopping after the bullets on p. 11.
 * Meet in heterogeneous groups to discuss key points of article.
 * ==

Read through the Learning Activity Checklist (LAC). Read through one of the lessons below. Note which indicators on the LAC were addressed in these lessons. Secondary school example:

> and read how students at Shorecrest High School use the Internet to study constellations, constellation mythology, and culture. > of the lesson design of the //Constellation Web lesson//. > and the > (both of these are referenced in the Web lesson and the teacher's summary). Constellation Web lesson used with the permission of the author, Vince San Pietro Elementary school example: > the students at Spruce Elementary wrote to help pets find homes. > of the lesson used to create Pet Profiles.
 * 1) Go to the [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32"]][[file:Constellation_Mythology_Web_Lesson-1.doc]]
 * 1) Read the [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32"]][[file:Constellation_Teacher_Summary.doc]]
 * 1) Also open the [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32"]][[file:Cultural_Icon_Form.doc]]
 * 1) Read some of the [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32"]][[file:PAWS Student Samples-2.doc]]
 * 1) Read the [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32"]] [[file:PAWS_Teacher_Summary-2.doc]]

=Activity 4: Lesson Design Enhancement= Meet with 12 o'clock partner. Examine how the What's for Lunch? lesson was improved. =Activity 5:= == == Directions: Review the indicators on the LAC. Choose one of the lessons and review it with a your 3 o'clock partner. Download the Lesson Enhancement Discussion Template and save it on a flashdrive. With your partner note what characteristics on the LAC were addressed in the lesson, then offer suggestions for enhancing the lesson that address criteria on the LAC.
 * 1) Review the [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32"]] [[file:Whats_for_Lunch-1.doc]]
 * 2) Review the [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32"]][[file:Whats_for_Lunch_Revised-1.doc]] Lesson design.
 * 3) Explore the [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32"]] [[file:Food_Tracker_Form.doc]]--how does it help to improve the lesson?

Optional Lesson 1: What Are They Really Selling?
[]

Tenth grade English students review the Adbusters Web site and complete several activities designed to help them critique ads and understand the psychological needs advertisers claim their products fulfill (survival, love/belonging, fun, freedom, self-worth, power, etc.). Working in pairs, students create a satire of a print ad in response to an advertising campaign they find troubling or offensive.

Optional Lesson 2: Koo Koo for Clocks
[] In this learning experience, third grade students design and make clocks. Students that take part in this learning experience are engaged with a practical, fun, hands-on/minds-on learning experience while meeting many local and state goals, objectives, and standards in math, science, and technology .

Optional Lesson 3: Hail to the Chief
[] In this lesson, students take on the role of a campaign manager for the president of the United States who is running for re-election. Working in groups, they define the key issues that need to be addressed in the campaign and a campaign strategy so that their candidate will be re-elected. This lesson provides a unique opportunity for students to engage in a real-world dilemma that will help them understand how events, trends, individuals, and movements shape United States history.

===Post your Lesson Analysis Enhancement Chart Below: (Save your template with your name in the title)=== To post a file Click on the edit button -top left- Put your cursor next to a number where you want the file added. Click on file button on the edit tool bar, select "+ Upload files", find the file on your computer and then select the file displayed and it will upload to the wiki.)

1. 2 3. 4. 6. 7. 8.

=Activity 6:=

With your 6 o'clock partner, select one lesson from below to redesign the task so that it has a problem, product, audience and is relevant to students.

Top 10 Global Events:
Choose a decade in world history to highlight. Create a timeline that lists 10 key events that happened during the decde. Create an outline that explains why these 10 events played a significant role in worldYour teacher will give you a world history. You will use resources in the library, your textbook and any other outside resources you can find. As you research, take notes for your essay and record the details you will need for your bibliography.

State Report
Each student will choose a state that you are interested in learning more about. You will research, prepare a fifteen page report on the state you choose and create a brief PowerPoint presentation so that you can share your state study with your classmates.  You will receive an overall grade for this project, but you will also be evaluated on the work done in each activity.

World Leaders:
Your teacher will give you a world leader to research. Prepare a 4-5 page profile of your leader highlighting their life and contributions to the world. Include a bibliography. You will use resources in the library and any other outside sources you can find. As you research, take notes for your essay and record the details you will need for your bibliography.

=Activity 7:= Meet with another group, preferably one who did a different lesson than you. One group shares their lesson task and ideas for lesson. The other group listens, then goes through the Assess Lesson Design Template and LAC to indicate strengths in the lesson and any ideas for enhancement. Groups then switch roles.

Post your revised task with your name and title of task below.
1. 2. 3 4. 5. 6. 7. =Activity 8:Assess your lesson design and receive ideas & constructive feedback=



Resources:
[|Badgerlink] [|Thinkfinity] [|Educational Communications Board (ECB)]

Share a resource you found in the table below.
 * **Name** || **Resource name/URL** || **Description of resource** ||

Reflection for December 1, 2010: Select the discussion tab and respond to the reflection post before you leave.
=For next time:(March 8, 2011)=

  1. Use what you’ve learned to enhance or redesign and implement a 21st century learning activity before our next workshop on March 8, 20112. Prepare a 3-5 minute presentation for the March 8, 2011. In this presentation you should:a. **Describe your original lesson.**b. **Provide specific examples of the changes (level of thinking required, incorporation of technology, task is a real problem with an authentic audience, etc.) you made to enhance the lesson and what precipitated those changes (e.g. discussion from critical friends, resource you found, suggestion from peer, etc.) What's the biggest difference between the 2 lessons? (e.g. level of thinking required, incorporates technology, task is a real problem with a real audience, etc.)**c. What went well when you implemented the lesson?d. What did students enjoy or do well?e. What challenges did you overcome?f. Are there changes you would make for the next time you use this lesson?g. Participants can determine how to share this information with the ISSAC ARRA Cadre during the March 8th workshop. Keep in mind that we will be listening/watching 14 presentations. Please spend some time preparing in order to meet time requirements and engage the audience. 3. Use lesson template here for your final lesson plan.  **4. Bring 4 paper copies of the lesson, assessment tool and student samples for peer reflection** **at the March 8, 2011 workshop.** 5. Purchase your technology equipment ASAP. 6. This is the same document you received in an email on Feb. 22nd. Please complete it to help prepare for your informal presentation. Please email an electronic copy to Mary Lou Ley at mley9377@gmail.com.

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