Foundations of Educational Technology

Mini Lesson: Argument Task Cards

I use the Jigsaw method to complete this lesson. There are 6 different task cards that each contain a different scenario.

First, students have to write an argumentative paragraph on a Google Doc that includes background information, their claim, the counterclaim, and their evidence.

Then the students are group according to their task where they share their paragraphs, and then create the best paragraph that they can together on a Google Doc that is shared with me. That paragraph is then shared on Google Classroom.

Next on Google Classroom, the groups have to write one comment about every groups paragraph. Then the group needs to comment on one comment made by another group.

Then, the groups will read over all of the comments about their paragraph and make any changes that they feel will enhance their paragraph.

Finally, the group members will print out their paragraph and add it to their interactive notebook.

The above artifact was chosen because it includes several of the resources that were covered in the class. The lesson incorporates the use of collaboration digitally by using Google Docs and Google Classroom. The lesson also allows students to practice being global collaborators which is one of the ISTE standards for students. Students are also working on the four C’s by practicing their communication skills as they comment on their peers work. By using digital tools, students are able to create great example paragraphs that they can use as guides for when they have to write their own argumentative essay. I was able to complete this mini-lesson in class today. The students enjoyed working together and were able to quickly create a great paragraph because they were working together on one Google Doc. The hard part was the comments. My students had a hard time being specific when they wrote their comments.

 

Book Presentations

Click on the link to view my Google Site: Book Presentations

https://sites.google.com/ksd140.org/book-presentations/home

Out-of-school reading habits of students has shown that even 15 minutes a day of independent reading can expose students to more than a million words of text in a year (Anderson, Wilson, & Fielding, 1988).

I believe that students should spend time reading self-selected books. I also want my students to read different genres to increase their exposure to new vocabulary words. This is why I require my students to read 6 new books throughout the school year and then share their book with their classmates.

In the past, I had a Google Doc that listed the assignment requirements, the due dates, and the student’s choices. Throughout the school year, my students would ask many questions trying to clarify their choices. I found myself spending too much time explaining the individual choices. This class Foundations of Educational Technology taught me to incorporate technology into my teaching. I decided to redesign the instructions and created a Google Site that explained the overall assignment. Within the Google Site, I gave detailed instructions that included examples through videos and images. I also added a new requirement which is that students are required to submit their favorite book presentation to the page Student Work.

 

 

One thought on “Foundations of Educational Technology

  1. Keri –

    I absolutely love your “book presentations” post. Students uncovering genres, characters, and plots through self-selected books is so invaluable. The website you pushed out to your students is a great resource for them; it’s simple to read and navigate, and it incorporates videos/graphics that explain what they need to do.

    I’m always looking for ways to promote out-of-school reading habits. I’ll need to add this to my repertoire. One idea the other seventh grade LA teacher and I have (for the end of this school year) is for students to pick a book off of next year’s Rebecca Caudill list and create a movie trailer for the book. Students use video/audio tools (e.g. WeVideo) to create a production approximately 1-2 minutes long that inspires next year’s seventh graders to want to read the same book (without giving away too much information or the ending).

    Thanks for sharing!

    Like

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