How to make a digital presentation rubric,create website for your business,free website design free domain name - Good Point

Published 11.12.2013 | Author : admin | Category : What Men Secretly Want Guide

Your group will now do more research on your invention to prepare for creating your digital exhibit. Whether it's locating food or warning of danger, the need to convey information has always been with us. The modern student-centered classroom views teaching and learning information as different sides of the same coin. Students today are expected to know how to gather, organize, and then transmit the information they've acquired. As students learn, they're expected to teach others the new information they've assimilated into their knowledge base. The process of Digital Storytelling gives students a chance to reflect, re-assimilate, and reexamine the information. For many years, story telling and reporting in education consisted of traditional research papers, written stories, lectures, filmstrips, and other media. Digital Storytelling can be been divided into four presentation contexts: persuasive, creative, narrative, and expository. In 1948, Benjamin Bloom led a team of educational psychologists that met to discuss classroom activities. Bloom defines the lowest level of student ability as "knowledge." This category involves simple knowledge of dates, events, places, facts, terms, basic concepts, or answers. The second level of student ability is called "comprehension." Comprehension requires students to demonstrate an understanding of the information. Bloom calls the fourth level of ability "analysis." Analysis requires the student to examine and break information down into parts. Educators familiar with Bloom's Taxonomy have a useful tool for evaluating digital storytelling.
At this point, teachers may be thinking that it's one thing to identify the levels of the taxonomy hypothetically.
Vygotsky's Zone of Proximal Development (ZPD) theory states that some learners may only enter certain areas of growth if provided with the right kind of assistance (Vygotsky, 1978). Text representation invites students to extend their understandings and apply them in novel formats (Walqui, 1992). Schema building helps students establish the connections that exist between and across concepts. Contextualization creates a clear experiential environment that familiarizes unknown concepts (Rigg & Enright, 1986). The chief goal of persuasive storytelling is to get people to agree with the storyteller's specific point of view. With the invention of the Internet, society is exposed to greater volumes of information each year. Home Digital Technologies Lesson Plans 3-4 Digital Technologies Lesson Plans Design an App!
6.5 Design a user interface for a digital system, generating and considering alternative designs. 6.6 Design, modify and follow simple algorithms represented diagrammatically and in English involving sequences of steps, branching, and iteration (repetition).
6.9 Manage the creation and communication of ideas and information including online collaborative projects, applying agreed ethical, social and technical protocols. The boss at Apple has heard about your new app and he wants to meet with you to discuss it. If you like this lesson plan, or have an idea to improve it, please consider sharing it on Twitter, Pinterest and Facebook or leave a comment below. You will choose two inventions that interest you, and one invention will be selected by your teacher.
Through this research project you have learned to persuade, collaborate, compromise, share your opinions respectfully, and meet deadlines. More recently, computer-related technologies have enabled teachers and students to use new presentation avenues. They considered what goals teachers should have in mind when designing activities for their students (Bloom, 1956). Students may show this by summarizing main ideas, translating a mathematical word problem to numbers, or by interpreting charts or graphs.
Scaffolding instruction is a way to provide support mechanisms to allow learners to handle complex tasks.
These are Text Representation, Metacognitive Development, Schema Building, Contextualization, Bridging, and Modeling (Walqui, 1992).
For example, students may have difficulty reading an article about the agricultural migrant experience in the United States. It provides concrete examples of what a student's finished product should look like (Walqui, 1992). Both are practical ways to develop students' higher-order thinking skills as they prepare to present their stories. Watching the news, reading a business report, or writing a research paper for a class are all examples. Programs such as PowerPoint, Prezi and Wikis allow students to present information in a sequential series of slides.
To move onto level 2 you will need to pick up a black bird and aim it at the 2 small buildings, freeing the green bird. You will need to create a convincing sales’ pitch, using all of your persuasive skills! Apple (and your teacher) will need to see an excellent sales pitch to ensure that they can publish (grade well in this task – teacher) you app.
With proper guidance from the facilitating educator, this process also engages students in higher-order thinking skills.


In story telling activities you'll learn how a variety of technologies facilitate the student in the process of story telling and reporting.
Bloom's group identified three main categories, or domains: the cognitive domain, the affective domain, and the psychomotor domain. This level requires students to "read between the lines," make inferences, and find evidence to support generalizations.
Without the guidance of an instructor, a student PowerPoint presentation or web page may amount only to the knowledge level. Through scaffolding, the teacher helps the student take risks and reach higher than the student could on his or her own. When students realize that a learning curve is natural and expected, they can better deal with perceived failure in an emotionally healthy way.
Metacognitive development fosters student autonomy through self-monitoring and self-assessment (Walqui, 1992). This helps students gain perspective of where ideas fit in the larger scheme of things (Carrell, 1983). Input becomes comprehensible through manipulating the content teachers use in their lessons (Terrell, 1982). Increasingly, academic success will hinge upon a student's ability to exercise independent critical thinking skills. We pointed out the six levels of educational objectives for students in the cognitive domain. One way that students achieve this is through creating reports and stories based on their studies and learning. This facilitation occurs when technologies are integrated effectively into the classroom using sound teaching methodology. Bloom and his associates ranked behaviors in the cognitive domain from plain and simple to the most complex. They have a wide range of analytical abilities and backgrounds represented in the student body. These scaffolds have been used primarily with second language and special education students. One of the biggest problems many students have in content-area classes is reading the textbooks.
Investigators involved in ongoing research suggest that there're multiple intelligences engaged when students present information (Gardner, 1993).
The advantage to this media is that it can cater to virtually all learning styles in a visually appealing manner.
For example, a student may express the inner city experience through the creation of a script or poem. Students must wade through, process, and present reliable information pertinent to the task at hand. We talked about how teachers can encourage their students to achieve higher order thinking skills through scaffolding.
It is student-paced, allowing students to work through it at their own speed. Upon completion of the project, students present their new app to the class. It is often asynchronous, moving information in one direction from the presenter to the audience. However, this doesn't ignore the fact that many students will not immediately understand a difficult lesson.
Increased student participation and peer interaction enhances knowledge retention better than teacher-directed activities (Dougherty & Pica, 1986.) Teachers should hold high expectations for their students. Artistic projects such as sculptures, dioramas, dances, and music are also effective ways for students to tell stories to their peers. When students try to summarize information, they must identify the components of their presentation. Students may also choose to create graphs and charts summarizing information in a spreadsheet. This may still be storytelling and may deal with a theme that is grounded in actual research. It's our responsibility as educators to encourage every student to learn how to do just that.
This type of reporting allows a person or small group to create an information resource that will be useful to many others. These theories help educators evaluate the level of understanding their students have attained. These categories are knowledge, comprehension, Application, analysis, Synthesis, and evaluation. Nevertheless, Bloom found that over ninety-five percent of the activities students encountered required thinking at only this level. The student must distinguish between facts and inferences while evaluating the relevancy of data. Embedding this language in a context by using manipulatives can help the student comprehend the lesson. It requires a student to write as much information as possible about a given topic in the allotted time. Teachers should deliberately promote critical thinking skills through the use of temporary scaffolds. We'll now deal with the four categories of digital storytelling: expository, narrative, creative, and persuasive. However, the student may choose to use fictional characters and story elements to communicate a perspective. Some forms of communicating, such as threaded discussions, message boards, social media and e-mail, may seem asynchronous.


This provides a practical framework for designing activities to check student content comprehension. In-depth focus will give educators a practical framework for evaluating and implementing technology into the classroom. They can include on their poster a symbol from the article they believe has the most significance. Students can stop from time to time during their reading and examine whether they're getting the main idea, understanding the theme of the article, etc. Top-down processing gives students general knowledge of the broad picture before studying the details. This activity helps provide a personal connection between the learner and the theme of the lesson.
These software programs allow students to communicate information through their presentations that can then be easily stored, shared, and archived. Classrooms have a generous spread of abilities, attitudes, and motivations represented within the student body.
We'll begin with a short introduction to Bloom's Taxonomy and Vygotsky's Scaffolding Instruction.
This sort uses repetitive, flashcard-like mechanisms to help students retain and regurgitate facts. Research on teacher expectations (Rosenthal and Jacobson, 1968) indicates that when teachers were told certain randomly selected students were gifted, those students gained significant intellectual growth. The presenter tries connect with the audience emotionally in order to get them to think a certain way. It usually answers the questions "who," "what," "where," "why," and "how." It asks the presenter to put events and actions in a certain order that lead to a complication or problem. In the activity section of this lesson, you'll practice designing storytelling for your students. It's important to realize that these technologies may be used in all of the lessons, regardless of how we're classifying them. Bottom-up processing is the ability to understand vocabulary, syntax, and rhetorical style (Carrell, 1983). This suggests that teacher attitudes and expectations play a significant role in student achievement. There should be a clear, reasonable explanation of each important idea in the presentation. Students must first understand the information before creating a synopsis to present to the class. These activities will use various available technologies, such as word processors, spreadsheets, PowerPoint, and web pages. This observation applies equally to oral discussions, reading comprehension, and writing activities. Despite the teacher's best efforts, the reality is that some students won't be operating at the evaluation level of Bloom's Taxonomy. Assigning expository storytelling practically assures that the information will be assimilated much more than through a simple textual reading. An artist may choose to communicate information through a satirical caricature or political cartoon. For example, when preparing a report, students pay closer attention to grammar, spelling, presentation, style, and delivery. The ultimate goal of all scaffolds is student independence, without the need of scaffolds (Krashen, 1983).
Graphic organizers, a picture of important information in the lesson, also offer excellent frameworks for developing background knowledge (Parks and Black, 1990). In addition, research (Dougherty & Pica, 1986) suggests that students learn best from each other rather than from an authority figure. Since story telling is often asynchronous, students can carefully plan their presentation ahead of time.
Instead, they should consider their role to help every student reach the highest level of achievement possible. However, the lecture is not to be discarded, rather, findings point to the greater effectiveness of a student-centered learning approach. But, knowledge acquisition and storytelling emphasizes encouraging students to take a more active role in their education.
Modern educators strive to promote intrinsic motivation and learner autonomy while keeping high expectations. This reemphasis should be made with fresh language, a metaphor, or an example that echoes a key idea from earlier in the presentation.
Being able to synthesize, analyze, and evaluate information is becoming ever more important. Through anticipation, the presenter can build an answer to those points into the presentation. Based on their interviews, they can prepare a family tree that explains their family's origins and personal history. This essentially drowns students in a hodgepodge of sometimes relevant and often irrelevant information.
They need to practice picking out main ideas, central themes, and coming up with "the big picture." This skill, while difficult, is honed when students practice storytelling.
Traditionally there are at least three main, well-elaborated reasons given to support the argument.



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