Questions for IP&T 301

Match the following terms to the examples describing the terms below. Each term may only be used once.

1. incentive
2. intrinsic motivation
3. extrinsic motivation
4. motivation
5. reward

a. After she is done presenting her lesson, Courtlin gives candy to everyone in class for participating.
b. Sam works really hard on her lesson plan because she really really really wants to make her parents proud. She doesn't want to use her lesson plan in the future, but as long as her parents are proud, Sam is happy.
c. Andie loves math. She loves to do it by herself or with a group, in school or after classes are out. As long as she is doing math, Andie is happy.
d. Mrs. B promises a 20 minute break for her students if they are well behaved and focused when class starts at 8:00.
e. Ellie is shy and therefore prefers to work by herself on all class assignments.


1d , 2c , 3b, 4e , 5a

TPACK Questions-Virtual Tour

1. What is the content you'll be using in your lesson?

My lesson will focus on teaching language arts in the third grade. I will use Standard 7: Comprehension-Students understand, interpret, and analyze narrative and informational grade level text, Objective 2: Apply strategies to comprehend text, Indicator C: Form mental pictures to aid understanding of text. With this focus, we will look at a text as a class and then gain further knowledge of the subject so that students might gain further understanding of the material and text.

2. What is the pedagogy you'll be using and why is it a good fit with the content?

Students will be able to watch see a map of the United States as well as zoom in on the area we are covering, watch a video, learn about climate, and discuss in small groups why some things were created. This will appeal to individuals who prefer learning by themselves, as well as those who prefer to analyze data and those who learn best through group work. We will be learning about Harriet Tubman, and therefore I feel that working individually and in groups best displays the type of work that she did.

3. What is the technology you'll be using and why is it a good fit with the content and pedagogy?

Students will be using computers to view images, watch videos, and analyze data, as well as view maps of the United States and specific areas within the states. This is a good fit with the content because students will be able to view images in order to help them form their own mental images of the text we are using. The technology is a good fit with the pedagogy because it allows students to work both individually and in groups.

Table for Virtual Tour

Location	Activity	Google Earth Content
1. Dorchester County, Maryland	Students will learn background information about Harriet Tubman	http://video.msn.com/video.aspx?mkt=en-us (video about life of Harriet Tubman)
2. Philadelphia, Pennsylvania	Students will learn about the area and traveling conditions that slaves experienced	http://philadelphia.about.com/cs/fast_facts/a/climate.htm (information on the climate of Philadelphia)
3. St. Catherine’s, Ontario	Students will view a picture of the International Underground Railroad Memorial in Ontario and discuss why it was erected	http://upload.wikimedia.org/wikipedia/en/b/bb/UndergroundRailroadmonumentWindsor.jpg (image of memorial)
4. Auburn, New York	Students will view grave of Tubman and learn more of the significance of this woman	http://www.flickr.com/photos/23021987@N06/3193849567/ (image of the grave of Harriet Tubman)
Details of image overlay / path / polygon:	The polygon tool will be used to outline where in the United States the Underground Railroad ranged from and particularly where Harriet Tubman worked within it.

IP&T Questions

1. Cognitive Apprenticeship
2. Critical Thinking
3. Inquiry Learning
4. Instructional Conversation
5. Problem-Based Learning

A. A teacher asks her students how whales communicate with one another. The students listen to recordings, search the internet, and read encyclopedias in order to find the answer to this question.
B. A college class is asked to write a paper on which method of sex education they felt was best: abstinence or birth control.
C. Fourth graders come to class and are put in small groups to talk about last night’s reading. One group talks together about the different characters and decides what their significance was. Students who had a better understand of the reading were able to help those who struggled with the reading also comprehend it.
D. Fifth graders are assigned a project where they chose a career and must learn about it. James chooses to do his project on firefighters and interviews his uncle who has been a firefighter for ten years.
E. During recess, one student tells his friends that the Civil War was fought because of slavery. The students decide to validate this fact. They learn about what was happening the country economically, politically, etc. during the years leading up to the slavery and analyze how these conditions might have affected the Civil War.

Answers: 1D, 2E, 3A, 4C, 5B

"Simple Gifts" Photostory

Ed Psych Matching Questions

Match the definitions at the top to the correct words listed below.

1. Assuming that others experience the world the same way in which you do
2. Actions a person carries out by thinking them through instead of literally performing the actions
3. Principle that people or objects remain the same over a long period of time
4. Assumption that everyone else experiences the same thoughts, feelings, and concerns that you do
5. Mental tasks involving abstract thinking and coordination of a number of variables

A. Adolescent egocentrism
B. Egocentric
C. Formal operations
D. Identity
E. Operations

answers:
1B, 2E, 3D, 4A, 5C

Story Board

For my story, I have chosen to work on the poem and song "Tis a Gift to be Simple". I have come up with nine drawings for the different lines of the song, which are included below, although they are hard to read. I feel that I can do a lot with this idea in creating my digital storytelling project.




The content I will be using in my lesson relates back to the Utah State Core Curriculum for Language Arts, Standard 1, Objective 2 and 8. My students will be working on adventure books while they learn new skills about technology and other resources available to them. This is a good fit because students are able to address the core standards while spending time on a project that is meaningful for them. My students will have access to Photostory as well as digital cameras, digital camcorders, and other such items that might be needed for the project. This technology will be a good fit for the content and pedagogy of the lesson because students are allowed to explore with these technologies while working towards writing their stories and fulfilling the assignment before them.

Questions for Educational Psychology

As a student is about to take a midterm, the best example of self-efficacy is...

a. the student has studied for many hours but is unsure if she will be successful

b. the student has not studied for the exam and is unsure if she will be successful

c. the student has studied for many hours and feels confident that she will be successful

d. the student studied for a few hours and feels that she will do ok on the exam

answer: c

You are teaching a gym class and freeze the students in the middle of an activity. As you look around the room, you acknowledge two students publicly for freezing so well. This is an example of...

a. self-reinforcement

b. vicarious reinforcement

c. self-efficacy

d. self-management

answer: b

Two sisters are playing together. The eldest is 7 and the youngest is 5. The older of the two picks up a book and starts reading it out loud. The younger of the two sees her sister's example and also picks up a book to read, despite the fact that she stills struggles reading simple books. Learning to read this way is an example of...

a. social learning theory

b. social cognitive theory

c. self-efficacy

d. self-management

answer: a

TPACK Questions for the Science Lesson

• What is the content you are focusing on in your science lesson?

The content being focused upon in my lesson is from the Utah Core Curriculum for 3rd grade science, Standard 2, Objective 2. The lesson revolves around the topic of organisms and their interactions with the living and nonliving things they are surrounded by.

• What is the pedagogy you are using and why is it a good fit with the content?

Students will focus on observations for their learning about our topic. It will be taught through hands-on learning (field trip), class discussion (what's in the jar), group work (researching what's in the jar), student-used technology (lap-tops), and coming full circle to readdress the original question of what do they have in their jar of pond water. I feel it is a good fit with the content because science is often best taught and understood through doing. When students can actually gather the materials themselves, spend time working individually and in groups, gather information instead of having it handed to them, and then readdress their original problem, they are so much more likely to take something meaningful from the lesson, both in the forms of the solution to a problem and how to find such a solution.

• What is the technology you’ll be using and why is it a good fit with the content and pedagogy?

The technology used for my lesson includes laptops for every two students and the Virtual Pond Dip website, where students can spend time learning about what is actually in their jar of pond water. I feel this technology is a good fit with the content because it allows students hands-on learning where they can be the ones to construct their knowledge of a subject area instead of being filled with knowledge. The technology also suites the pedagogy because students are able to work in groups or individually, they can spend time observing both what they gathered from the pond and what is being shown them through the website, and students are able to gather skills in actually finding answers they are looking for.

Tech Savvy Teaching

Grade Level: 3

Standard 2: Students will understand that organisms depend on living and nonliving things within their environment

Objective 2: Describe the interactions between living and nonliving things in a small environment

Thinking back on some of the most influential teachers from your childhood, it is easy to picture the one that was most loving, the one with the funniest necklaces, or the one that had the most exciting lessons. Those individuals truly made time in the classroom fun and prepared us for our upcoming years of schooling. As the years have changed the world in which we live, the definition of influential teachers has also been changed. It is becoming increasingly important that teachers become "tech savvy" in order to prepare students for what comes next in their educations. How might a teacher be "tech savvy", you ask. Simple. By incorporating technology into the classroom to better present material to a class, a teacher is becoming tech savvy. By teaching students to use technology effectively, a teacher is becoming tech savvy. By allowing students to use technology to learn about the content, a teacher is becoming tech savvy. In the future, those teachers who were able to stand worthy of the description "tech savvy" will truly be the ones remembered for their exciting lessons, unforgettable class experiences, and skills to be used throughout life.

In order to be more worthy of the title "tech savvy", I thought long and hard as to how I might help my own third grade students learn through technology. As we began our unit on pond life and exploring organisms' dependence on living and nonliving things, I Proxy-Connection: keep-alive Cache-Control: max-age=0 und just the thing. We began our unit by collecting jars for every member of the class. We took a short field trip to a local pond where all of the students were instructed to fill their jars with pond water, including the ground, water, plants, etc. Once we got back to the class, we spent time observing what we had collected. Students came up with lists on what they saw in their jars. At this point, I explained that within our jars were organisms that depended on both the living and nonliving things surrounding them. Each student was then assigned a partner and together used the classroom laptops to visit the website http://www.microscopy-uk.org.uk/index.html. This link brought students to Virtual Pond Dip, where students explored the various organisms within a jar of pond water. The website gave students thorough details on water was in their jar and how these inhabitants interacted with their surroundings. After adequate time exploring Virtual Pond Dip, students gathered back together as a class to share what they had found and spend more time observing their societies in a jar.

While I could have provided information for my students about what was actually in their jar of pond water, how much more effective it was for students to choose for themselves what to search for and learn about. Students had the opportunity to act as researchers, choosing what to look into and explore further about. Students observed their jars initially and assumed they had found everything they could. Through the use of Virtual Pond Dip, students were able to acknowledge what they missed and gather information to share with the class. Additional skills gained through the lesson include the idea that what one sees is not always the whole picture, working with others in order to solve problems, navigating around a website, and presenting material to a group. How wonderful it is that through simply allowing access to a computer and directing students to a website can provide so much valuable information and so many valuable skills.

Students will log on to computers in groups and navigate to the site Virtual Pond Dip. Here students will be able to view a drawing of a jar of pond water where organisms have been magnified. They will click on the various organisms to learn more about what they collected in their own jars.

When looking at the different organisms, students will view enlarged pictures of the organism along with information about size, where they can be found, and what their scientific classifications are.

When learning about the different organisms students will be able to read general information about each one, including specifics descriptions of physical appearance and where they might place themselves within a jar.

If students find a few organisms particularly interesting, they can click on links on the page in order to gather more in-depth information about them as well as see actual images gathered through the use of a microscope.

Once students have completed a thorough search of the different organisms in their jar, they can navigate to the Pond Life Identification Kit to find out key features of each one when observing their own jar once more.