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8 CHAPTER 8 INSTRUCTOR’S GUIDE

The instructor’s guide contains several useful tools, discussion questions, a case study, review questions, additional chapter assignments, lesson examples and a student application assignment. As the Instructor, pick and choose which of these materials work for you or you may decide to use our ideas and create your own. This guide is intended to help solidify the information from the chapter and help you as an instructor implement the application of these materials.

Discussion Questions

The following questions are intended for use in a small group, discussion setting. Please use these questions to help the students understand the important concepts in this chapter. To add interest to class discussions, copy and paste some or all of these questions into a Nearpod https://nearpod.comor PowToon, https://www.powtoon.com, to create a fun, user friendly, student-voice based review.

  1. In small groups, discuss some pros and cons to e-learning.

  2. With a partner, discuss your personal experience with e-learning.

  • Did you enjoy your e-learning experience?

  • How do e-learning classes compare to face to face classes?

  • Does your learning style work better with an e-learning platform, face to face or blended classroom? Why?

  1. With a partner discuss the difference between online learning, blended learning and face to face classroom models.

  2. How do you see e-learning benefiting the classroom?

  • Explain how it can help meet learner goals.

  • How would you develop some e-learning goals?

  1. In your small groups look up one of the e-learning sites. Describe how you would evaluate and assess effective e-learning tools in your classroom. Copy and past the URL for the site you chose?

  • What assessment tools are available?

  • Is there a video or audio component to the tool?

  • Is there a digital library available?

  • List the content lessons available through this e-learning site.

  1. After reading this chapter you should have found several e-;learning tools and online resources. Please list and discuss 2-3 of these tools or resources that you read about.

  2. programs you reviewed.

  • Kahn Academy is based on flipped classroom instruction, what does that mean?

  • List 3 pros and cons to the flipped classroom design.

8. How would E-learning/on-line programs help ELL and Special Ed  students?

9. When considering online learning, would the use of tablets help or hinder the process?

Why or why not?

10. discuss e-portfolios and their benefits for your students. How would you use the e-

portfolio model in the classroom?

Case: Long Way to Go

As you read the following scenario, note potential benefits and drawbacks of using technology to help students learn when they are physically separated from the teacher.

Jim Sanderson, the science teacher at Wedmore High School, is concerned that his four advanced students are not getting the courses that they need for college preparation. He wants to offer Advanced Placement (AP) courses, but because of the school’s rural location, small student body, and lack of resources, offering such courses is not feasible. Jim recently came across an article in a teaching journal about electronic learning (eLearning), instruction that uses technology to enhance learning, often when the teacher and students are not in the same location. The article noted districts that are partnering via video conferencing and other technologies to make it possible for students in schools like his to get the courses they need. Jim is excited about the idea of joining with other schools to offer AP science courses, and he has decided to learn more about it.

Jim discovers through his research that his district is part of the statewide K–12 telecommunications system that connects all of the districts in the state. He also learns that the technology class at his school is already using video conferencing technologies to meet with students in different locations. He sends a message out on an electronic discussion list for science teachers and receives replies from other teachers in rural districts around his state who are interested in collaborating on AP courses. Jim decides to develop a proposal to create at least one online shared AP course and present it to the principal as soon as possible.

Case Review Questions

Answer these questions about the case. There are no right or wrong answers to this chapter preview—the goal is for you to respond before you read the chapter. Then, as you interact with the chapter contents, think about how your answers might change.

1. What other information does Jim need before he writes his proposal?

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2. What are some potential benefits of eLearning?

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3. What are some potential disadvantages of eLearning?
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4. How could Jim most easily teach and assess students who are at a distance from him?

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5. If you were Jim’s principal, how would you react to this proposal? Why?

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Like many other teachers wanting to serve their students better, Jim is excited about the prospects that eLearning can offer his students, but he has just begun to understand what it involves. eLearning, particularly learning that takes place completely online, often requires students and teachers to have different skills and understandings than face-to-face classroom learning does. In addition, student needs are different in some ways, and to be effective, the tech- niques, approaches, and technologies used might also have to change. Teachers who may want to use aspects of eLearning need to be aware of the essentials before they get started. To this end, when you finish this chapter, you will be able to:

• Explain eLearning and how it can help meet learning goals.

• Discuss guidelines for creating eLearning opportunities.

• Describe eLearning tools.

• Develop and evaluate effective technology-enhanced eLearning activities.

• Create appropriate assessments for technology-enhanced eLearning activities.

When you have completed this chapter, which NETS*T will you have addressed?

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Although the process may be somewhat different, the standards that address eLearning are not different from those that guide all student learning. For more on these standards, see Meeting the Standards: eLearning.

SAMPLE LESSON: E-LEARNING

The principal asked Jim to submit a sample lesson plan with his proposal for distance AP science courses. The lesson is to be an example of what might be posted to the electronic forum used for the distance courses. Because the students will see the lessons and use them to direct their learning, Jim needs to ensure the lesson is student-friendly. Jim understands that other teachers have created wonderful lessons for online learning and, after searching the Web, http://www.iptv.org/exploremoreThe stated common core state standards (http://www.corestandards.org/ELA-Literacy/RST/introduction/) addressed by this lesson include math standards such as problem solving, reasoning, connections, and skills (statistics); content reading standards such as variety of sources, information access, and evaluation; and writing content standards such as modes.

Following is the lesson Jim chose http://sciencenetlinks.com/lessons/el-nino/

EL NIÑO

Have you ever watched the evening news with your folks and wondered how the weather person could have been so wrong? You wore shorts to school that day only to find yourself freezing during lunch. Predicting the weather is a very difficult task. The many factors which impact your daily local weather can be thousands of miles away, so Meteorologists use a variety of different remote tools including satellites and buoys to help them make predictions. These experts make their predictions by building models using historical and current data.

El Niño and La Niña cycles are examples of these complex patterns. In this investigation, you will learn more about El Niño and La Niña cycles, and how they impact the weather in your area. To accomplish this task, you will be logging into one of same ocean buoys that scientists use to develop their models.

Your Task

You will be part of an expert team. Your team will be responsible for collecting data, organizing it in an appropriate graphic form, and analyzing it for the purpose of making weather predictions in your community. After making your prediction, you will write a speculation paper that details how you reached your conclusion. Your last task will be to share your findings with the scientific community.

As winter approaches, you will be on the hot seat, and you’ll get a taste of what it’s like to be a weather person. To be successful, you need to ask great questions, seek out the answers, develop new relationships, and take a stand.

The Process

Your team will be taking a seven-step approach to accomplishing the project. You will begin by learning more about El Niño and La Niña. After gaining a solid understand of these cycles, you will log into an ocean buoy and begin gathering your data and building a model. Your final task will be to craft an effective speculation paper about the coming winter, and share your findings with the scientific world.

Step 1: In the news

El Niño and La Niña cycles have a tremendous impact on the world’s weather. It is hard to believe that ocean water temperatures in the Pacific Ocean can impact mid- America states, but the national news organizations have reported on the extensive impact of the cycle. Read the two articles below, and write a short summary of each one.

  • La Niña leaves states high and dry – CNN News

  • Flotilla of sensors to monitor world’s oceans – CNN News

Step 2: Background information

Split up and assign each member of your group one of the Web pages listed below. Af- ter exploring the Web pages individually, get back together in your group and answer the following questions.

  1. What is the difference between El Niño and La Niña?

  2. Why is predicting these cycles important?

  3. What are the possible impacts on weather due to a La Niña cycle?

  4. What are the possible impacts on weather due to an El Niño cycle?

  5. Is the earth always in either an El Niño or El Niña cycle?

  6. Write and answer four additional questions that you believe would help people understand the El Niño and La Niña Cycles.

Resources

Step 3: Real-time data

It’s time to start gathering sea surface temperatures (SST), so your team can begin to build a useful model. You will be using a buoy located at 110 degrees West and 0 degrees North. You will begin by gathering today’s real-time data, and then adding that value to the temperatures for the last 14-days.

Current Real-Time Data

Java Applet #1

Java Applet #2

Last 14-days

(Make sure you use the data from the buoy at 110 W)

  1. Use the link above to collect the today’s daily (SST) for the 110 W 0 N buoy. (Note: When you place the mouse on the correct buoy, the window below will show the real-time information.)

  2. Access and print the data for the last 14-days.

  3. Calculate anomaly for each day. (Mean SST Values)

  4. Place the data and calculations in a well-constructed table. Be sure to include a table title, column headings, and units.

  5. Create a line graph for both the SST data and your calculated anomalies. (Example anomaly graph | Example SST graph)

Step 4: Historical model

Scientists have been tracking SST for many years, and it has allowed them to create a historical model that helps them predict El Niño and La Niña cycles. Use the link below to answer the following questions:

  • Which two years show the greatest “positive” anomalies?

  • Which two years show the greatest “negative” anomalies?

  • Compare the anomaly graph you created in step 5 with the historical anomaly graph. Does it look like the current year is either an El Niño or La Niña cycle?

  • How could you make your model a better predictor of the cycle? Historical Anomaly Graph – TOA/TRITON

Step 5: Temperatures and participation

The buoy we have been tracking is several thousand miles away, so it is hard to believe that sea surface temperatures can have an impact on your local weather. Use the links below to investigate how the El Niño and La Niña cycles impact your local weather. You may want to split up the links between each of your team members, and allow each individual to become a site expert. Be prepared to use this information when you write your final speculation paper.

  • La Niña Seasonal U.S. Temperature & Precipitation – Climate Prediction Center

  • Seasonal Mean Temperatures and Precipitation for the United States during Strong El Niños – Climate Prediction Center

  • Words of CAUTION – by William S. Kessler NOAA / Pacific Marine Environmental Laboratory

  • Cold and Warm Episodes by Season – Climate Prediction Center

Step 6: Speculation

It’s time for you to take a stand. The model you developed in step 5 was only for a 15- day period, so you may also want to extend your graph to include a longer period of time. You can access additional SST by visiting the TOA / TRITON Data Delivery System. (Note: Make sure you are gathering data from the correct buoy.)

Is the world currently in an El Niño or La Niña cycle? What are your predictions for temperature and precipitation in your local area? You will be required to provide solid support when making your case. Your group needs to work together to reach consensus. After your group has reached consensus, your task is to construct a solid speculation essay, so you may want to read a few Tips on Writing Speculation Papers. You may also want to view a possible grading rubric before beginning.

Step 7: Share your prediction

Your last step is to share your speculation with the world. Access the Climate Prediction Center Feedback Form, and cut and paste your paper into the form. Maybe you’ll hear back.

Conclusion

Good Luck! Remember, luck only occurs where opportunity and preparation meet. Read, write, gather data and create your model with care. This winter you may actually live out your speculation.

Source: Project Design Team: Keith Nuthall, Cindy DeClercq, and John Windbury. Poway Unified School District, Poway, California.

Jim read the lesson carefully to analyze its appropriateness for the ninth/tenth-grade AP course he is envisioning and to adapt it to his teaching context. He completed a Lesson Analysis and Adaptation Worksheet found in chapter 1, conclude these things about the lesson:

  • The standards, objectives, and task are aligned.

  • The standards and objectives are appropriate for ninth/tenth graders. The NETS*S could be mentioned, but technology is also mentioned in the content standards.

  • In each of the steps students are asked to search for and analyze data. The overall project goal is to create an informed speculation, an important skill.

  • Graphs and data charts address visual literacy; students use technology in new ways; students use a variety of media—a real strength of this lesson.

  • This lesson addresses all the learning goals through its emphasis on working in teams, coming to consensus, developing summaries and tables, searching for data to answer the question, and delivering a product to an authentic audience.

  • The Web materials/resources in the lesson are not marked for reading level or content. There is limited variety in materials since almost all of them are other Web sites. This needs to be expanded so that all students can access them at an appropriate level.

  • Roles are not outlined specifically—the students need more guidance here. A good connection is made to real life in both the introduction and the conclusion. “How does weather work?” is an essential question.

  • The raw data sources are completely authentic, as are the news articles. The communication supported by the technology makes the task easier for most students, but ELLs may need other types of input. It is unknown whether the students will learn faster, but they will probably be very engaged, so they may. The goal of understanding is foremost.

  • The vocabulary and instructions are repeated, which helps with comprehensibility. How- ever, some instructions need more explanation. There need to be more offline resources and models of finished products. Choices of resources would help students work in different ways, but more choice in other areas would also help.

  • The rubric is too simple and does not explain clearly what is required. It seems to focus as much on writing as content—maybe these should be separate rubrics so that the focus is on the thought process first. It would be useful for students to help with the rubric creation, but that might be difficult from a distance. Maybe they can write a reflection based on what they see as the main points of their work.

This lesson has many outstanding aspects. However, based on his analysis and his knowledge of his students, Jim decides to make some small but important changes to the lesson. He especially wants to make sure that his adaptations meet the needs of the ELLs and other students with challenges who will take the course. He decides to make these changes based on his analysis:

  • Link content words that some students might need to have explained (such as “remote,” “cycle,” and “historical”) to an online dictionary.

  • Boldface important words such as “buoy” so that students will notice them.

  • Bullet the content of the Task section to separate the goals and make it easier to read.

  • Create a link to simple instructions for summary writing.

  • Add models of the assignments.

  • Annotate the Web links for reading level and content.

  • Add additional resources such as books, magazine articles, and links to scientists.

  • Include more graphics that help explain the goals and content of the lesson.

  • Provide detailed suggestions for assigning roles within teams.

  • Create a new rubric that includes more specific guidelines for each part of the task, and include guiding questions for students to reflect on their learning. Also include a rubric for discussions, such as:

Quality (Do you show reflection in your posting? Do you integrate readings, resources, and activities? Do you refer to your experiences and others’ ideas? Do your comments add some- thing to the discussion?)

Support (Do you provide evidence for your assertions?)

Professionalism (Do you get to the point? Do you use strategies to enhance others’ under- standing [e.g., give examples]? Are you a positive and supportive participant? Do you welcome different opinions and perspectives? Do you show respect to others in the discussion?).

Jim also decides to note places where the teacher will provide direct facilitation; how chat, video, and other tools of the learning environment will be integrated into the assignment; and how course management issues will be addressed. With these changes, Jim feels that this lesson will work well not only for his students but for students from other classrooms participating in the online ninth/tenth-grade AP course.

Adapt

Choose a lesson for your potential subject area and grade level from the Lesson Plan Library at Discovery Schools (https://school.discoveryeducation.com/lessonplans/tech.html) Use the Lesson Analysis and Adaptation Worksheet from chapter 1, consider the lesson in the context of blended or completely online e-learning. Use your responses to the worksheet to suggest general changes to the lesson based on your future students and context.

Practice

  1. Give online instructions. Using a classroom document in which you have outlined instructions for students or a lesson that you have created, write specific instructions that students could follow in a setting without immediate access to a teacher. Use the examples in the Guidelines section of this chapter. Check to see if a classmate can follow the instructions exactly as you intended without your help, and if not, revise them.

  2. Review an e-learning tool. Choose an e-learning tool mentioned in this chapter. Go to the ISTE Web site and follow the instructions to choose an appropriate evaluation form for the tool you choose, https://www.iste.org/explore/categorylist?code=Tools. Use the form to review the features and uses of the tool. Write a short reflection about your findings.

  3. Interview a teacher. After reading this chapter, what questions do you have? List them. Now, interview a teacher who you think has the experience or understanding to answer your questions. Report your answers to the class.

  4. Develop an ePortfolio rubric. First, list a goal for the portfolio and create a brief table of contents. Then use one of the tools mentioned in this text to develop a rubric to assess the expected contents.

Explore

  1. Avoid plagiarism. Brainstorm with your classmates how teachers might ensure that the assignments turned in have actually been completed by the student rather than someone else. Check online for solutions that other teachers have found and share them with your class.

  2. Reconstruct an activity. Choose a lesson you have developed or one that you find for your content and grade level on the Web, Website examples: https://www.education.com and https://www.scholastic.com/teachers/lessons-and-ideas/ Using information from this chapter, examine the activity. Are there parts of it that are too high in content and not high enough in process? If so, revise the activity. If not, explain why the level of process in the activity would be appropriate for e-learning.

  3. Explore resources. Find a technology not listed in this book that could be used for eLearning. How can this tool support e-learning? Your answer should contain an explanation of the instructional and learning strategies, pedagogical models or constructs, and other learning technologies that could support e-learning with this tool.

  4. Create an ePortfolio assignment. Revisit the standards for your grade level and content area(s). Outline requirements for an ePortfolio that would help your future students show how they have met the standards.

Additional Student Application

As you have discovered from each of the previous chapters application sections, the intention is to go beyond the chapter and apply what you have learned. Put on your teacher hat and spend some time exploring one of the e-learning portfolio option. Please answer the following questions to develop a plan for the classroom.

Instructions

Use one of the websites or apps listed below to design an e-portfolio lesson. Design your lesson based on the grade level you are interested in working with. Post the URL for the e-portfolio site you chose. Please answer the following questions to create your lesson design.

  1. Why did you choose this e-portfolio site?

  • Why did this site appeal to you?

  • Is this site user friendly and will your students find it easy to navigate?

  1. How does the creation of an e-portfolio benefit students and enhance online or blended learning?

Design a simple lesson plan using on the following questions.

  1. Instructional Plan: (Purpose for the lesson)

  2. Alignment to NETs, (list the NETS standards that apply to e-portfolio creation)

  3. List 1 NET’s Content objective List 1 NET’s Language objective

  4. List 2 previous learning objectives. (What will the students need to know in order to complete this project)

  5. List 4 objectives for SWBAT

  6. Discuss how you plan to differentiate to accommodate for ELL or Special needs students.

  7. Outline how you will present and use the e-portfolio project in the classroom.

  8. Write a short description of your assessment plan for this project.

E-Portfolio tools

Websites

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https://education.weebly.com

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https://www.wix.com

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http://resources.pebblepad.co.uk/portfoliochecklistdownload

Apps

Show Me

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Interactive white board app

Seesaw

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https://web.seesaw.me

License

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