|Timestamp||Name of Designer||Grade level & Subject Area||Tech Tool(s) Used||Name your project & Describe the parts or steps to your technology project!||Who will be the authentic audience?||How can this project be differentiated?||What is assessed in the rubric? How will students demonstrate mastery?|
|1/28/2013 11:16:57||Nancye Blair||Middle Grades - Algebra 1||Khan Academy, IXL, Google Docs||Fiscal Cliff Math - Link to Project: http://www.engagingeducation.net/wordpress/?page_id=255||Classmates will review and discuss as a class.||Students work at their own pace and focus on individual remediation needs identified through formative assessment.||Completion, accuracy in application/computation, and correct notation when using linear equations, domain and range. Simple rubric created with rubistar.4teachers.org -- http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2279973&.|
|1/28/2013 15:32:47||Don Nault||Staff||Workshop Participants||Staff Professional Learning - Leaning towards Mastery||Other educators||Your staff are all at different stages of comfort where technology is concerned!||By the end of the school year, you will incorporate a minimum of two (2) things that you have seen demonstrated in today's workshop and you will share at least one (1) item with a colleague. You are reminded of some of the tools that have just been put into your toolbox:|
1. Picture Book Maker - http://www.artisancam.org.uk/flashapps/picturebookmaker/picturebookmaker.php?PHPSESSID=cba2b50a15700462b92b17052c9bf55d
2. Kerpoof - http://www.kerpoof.com/
3. Google Docs - https://drive.google.com (think about the idea of parents here as well??)
|1/28/2013 15:41:23||Cheryl||4/5 ELA||Picture Book Maker||Creating a Story for Little Buddies!|
You are going to create a story about our trip to the Museum (the Rock On presentation) for our little buddies. Remember to write it with our 'Little Buddies' in mind.
First, go to "Picture Book Maker."
Next, choose a setting, characters, and props, and think about a plot to match your choices. If you would like to use a graphic organizer to plan your story before writing, feel free to get one from our writing centre in class. If you would prefer to just write, then you can do that too!
Then, write your story, create your cover page with a 'catchy' title, and add interest to your back page.
When you're finished, review your "Writing with SWAG" checklist in your writers notebook, reread and edit your story.
Finally, when you've edited, click 'Finish' and either send me your book to print, or you can print it yourself.
If you print from your computer, the story will only print in black and white. If you send me your story, I can print in in color for you.
Your story is only 6 pages long, with a Cover Page and Back Page. Ensure you organize your book your story fits within the 6 pages.
|Grade 1 students||- Students can write at their own levels|
- Students are writing about personal experiences
- Graphic organizers are made available at all times
- A student may have a scribe for typing, if necessary
|Students will be assessed on:|
|1/28/2013 15:42:12||Dawn Huskey||3 Life Science||Flockdraw and Voki||Life Cycle of a Butterfly: |
Students will learn the life cycle with their science teacher prior to technology class.
They will work with one partner to illustrate and label the four steps in the life cycle using Flockdraw.
|Kindergarten||Approaching mastery students will illustrate the cycle with steps that are recognizable.|
Mastery students will include illustrations that are scientifically accurate and include the proper name for each step.
Mastery students will add a Voki narration of the process to their drawing.
|Students will demonstrate mastery of the life cycle of a butterfly and are able to explain each step in the metamorphasis.|
Students will be able to completely explain the process to kindergarten students in conjunction with their butterfly kit that they are using.
|1/28/2013 15:44:16||Kelly||Reading Coach - K-5||vocaroo.com||Students will work in pairs to record one of their vocabulary words for the week and their meaning of the word (not a dictionary meaning). They will also give an example of the word. Each pair will then share their vocaroo with the class to review the vocabulary words.|
If students complete work early, they can make a vocaroo for the school's word of the week.
|whole class||There are many ways to differentiate: the levels of the students paired together, the vocabulary word given, and the example the students will give. The examples could be a sentence, sound effect, or description, depending on the students' interests and strengths in communicating.||The rubric will assess the students' understanding of the meaning of the vocabulary word, and whether the example is directly connected to the vocabulary word (provides more clarity).|