THE POWER OF 3

March 2019

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LINKS TO RESOURCES BELOW

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UNIVERSAL DESIGN FOR LEARNING VERSUS DIFFERENTIATED INSTRUCTION

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A DEMONSTRATION

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A QUICK THOUGHT ON EDUCATIONAL TECHNOLOGY...

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Options for "Text to Speech"

  • Speak Selection/Speak Screen (iOS)
  • Read Aloud (Chrome Extension)
  • Speechify (App)

OPTIONS FOR READING SUPPORTS

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CLICK ON THE LINK BELOW TO EXPLORE

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ACTIVITY: TEACHING IS LIKE....

1. Look at the Visual Synetic: use the pictures (or come up with an idea of your own) to come up with a simile.

2. Complete the sentence: Teaching is like ________________ because _____________________.

3. Post your response on the Padlet link here. (http://bit.ly/teachingislike)

Click the link below to post to our Padlet

THE HYPERDOC

A hyperdoc is a document that contains a series of resources, questions, and activities that must be completed by a student.


Hyperdocs provide a central location for information and resources while allowing students to take full advantage of the breadth power of the web.


Hyperdocs can be completed individually or in a group setting.


Hyper doc Example

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USE THE TOOLS BELOW

EXPLORE PEARDECK


  • Start with an existing Google Slides presentation (you can also upload a PowerPoint file to Google Drive)

  • Use the Pear Deck add-on for Google Slides to convert your slides presentation into a Pear Deck.

  • Insert interactive slides, questions, and activities, between your instructional slides.

  • BONUS: you can also browse through the Pear Deck “orchard” to find a deck that is ready to go!

  • Explore our Pinterest page filled with ideas here. (Pear Deck along with other tools for formative assessment)

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ACTIVITY: TEACHING SCIENTIFIC METHOD

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Lesson Overview

1. Ask a question – “Can you predict the color of the M&Ms in your bag?”

2. Form a hypothesis – have students predict how many of each color M&M are in their bag. Have them record their prediction in the “prediction” tab of the Google sheet template. You can have students make individual predictions or predictions as a group.

3. Perform an experiment – your experiment is pretty simple – open up your bag and separate your M&Ms by color!

4. Record your Data – have students enter the ACTUAL number of M&Ms by color into the “data” tab in the Google sheet template.

5. Analyze and revise hypothesis – as a class, view the # in bag and # by color charts in the Google sheet template.

-How did your predictions compare with the data collected? What observations can you make about the distributions of color in a bag of M&Ms? Is the distribution even?


Note: This activity can be adjusted for elementary students all the way up through high school. Extend the lesson by asking older students to perform statistical analysis of the collected data.

CLICK LINK BELOW TO ENTER M&M DATA

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BLENDSPACE

BLENDSPACE

Use Blendspace to create a digital canvas of short activities that students need to complete. You can even give them the option of choosing 3 of 5 options. Blendspace offers an enormous library of ready to go activities. Take a look!

Examples:

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THINGLINK

Examples:

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EDPUZZLE

EDPUZZLE

EdPuzzle adds learning moments to your videos. You can use a video you created or something from YouTube. Next, identify points in the video that you want students to pause and answer a question, record their own thoughts, etc. EdPuzzle can capture these responses and summarize them for you.

Examples:

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FLIPGRID

This free video response tool, recently acquired by Microsoft, allows students to respond to questions through video. Students who may not be comfortable participating in whole-group activities may be more inclined to participate via pre-recorded video. Students can also leave video comments for classmates and engage in deeper discussions.

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KEY RESEARCH FINDINGS

  • The more students use both linguistic and nonlinguistic systems of representing knowledge, the better they are able to think about and recall what they have learned (Marzano, Pickering, & Pollock, 2001).


  • Visual representations help students recognize how related topics connect (NCTM, 2000).


  • Finding patterns helps students organize their ideas so they can later recall and apply what they have learned.(Bransford et al., 1999; Lehrer & Chazen, 1998).


  • After brainstorming to generate ideas, students can improve their reading, writing, and thinking skills by using thinking maps to help them organize key concepts in a visual way (Hyerle, 1996).


  • Using visual representation software in a science classroom helps students express their developing understanding of core chemistry concepts in the form of visual representations that are readily created and shared. (Michalchik, V., Rosenquist, A., Kozma, R., Kreikemeier, P., Schank, P., & Coppola, B., in press).
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Thank you for attending today's session!

Catherine Wilson

Educational Specialist

Access to General Curriculum