The Triple E Framework The Triple E Framework is a research based framework developed by Professor Liz Kolb at the University of Michigan. It focuses on Three E's: Engagement, Enhancement and Extension. Engagement focuses on authentic, active engagement and making sure that technology doesn't distract from that engagement. Another important aspect of engagement is human to human contact allowing students to contribute in meaningful dialogue and reflective thinking. Enhancement focuses on scaffolding and using technology to extend learning goals in a way that they couldn't do with traditional tools. Extension focuses on the ability of technology to aid students in connecting ideas to the real world both by engaging in real world ideas as well as contributing to or providing commentary on them. One thing that I really appreciate about this framework is how well researched it is and all of the information that can be found for it online including its own dedicated website. One big pro to this framework is the self evaluation rubrics that are included to aid educators in strengthening their lesson to include all of the various strategies outlined in the three E's. One drawback may be that it is so involved that teachers may feel intimidated by the process of implementing the three E's and may feel the need to address every part of the framework in every lesson. The other two strategies for integrating technology into lessons have a certain degree of scaffolding or graded integration that can help educators ease into the process. The three E's may also be limited in the broad language it uses to categorize each piece of the framework. The SAMR MODEL The SAMR Model shares similarities to the three E's with language such as "enhancement", but it breaks things down further into more focused and bite-sized pieces. Designed by Dr. Rubin Puentedura, the SAMR Model focuses on the idea that technology allows us to think differently and perform new tasks. This approach is open to implementation in steps or as desired to enhance lessons with technology. The model isn't as heavily researched as the Triple E framework from what I could find and does not have a dedicated website. Schoology provides some useful examples of the four parts of the model, but their is no rubric or way of monitoring the success of implementing the model in the classroom. A pro for the SAMR model is that it is designed to work in tandem with Bloom's taxonomy. The RAT Framework
Not to be mistaken with the rodent, this framework follows a similar path to the Triple E's with its three areas of integration while at the same time offering a tiered strategy of integration similar to the SAMR model. This framework is built around Replacement, Amplification and Transformation. Replacement serves the same purpose as substitution in the SAMR model. It's a way of using technology to replace a traditional medium such as paper and pencil to write down information. Amplification focuses on technology's ability to increase efficiency and productivity. Transformation follows the same path as the SAMR model's redefinition, where technology is used to open up avenues of learning not previously possible. Some pros to the RAT Framework include its ability to be integrated in stages. Unlike the SAMR model, it does not connect to pedagogical models such as Bloom's taxonomy. It is also lacking self assessment tools that are present in the Triple E framework. On the pro side, the RAT Framework is very clearly defined and easy to understand. Of the three frameworks/models, I find the Triple E framework to be the most appealing. It certainly has some strong selling points from the extensive research done in its development to the scientific process of evaluating its integration with detailed rubrics, it offers a great range of opportunities to assess its efficacy in the classroom. As an artist, it also appeals to me through the idea of human to human contact and connecting lessons to real world ideas. I am currently designing a lesson around finding information online discussing a social issue connected to a current event and students will be creating infographics and PSA style videos to share information. I am looking forward to self assessing my lesson with the Triple E rubrics to see what areas of technology integration I could improve upon. I've also been inspired through the course of my research to include additional communication resources like student comments in the assessment of the final assignment. What framework/model appeals the most to you? How could you see yourself using them in your lesson planning process or how have you already used them before to integrate technology in your lessons?
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Pear Deck offers add-ons to Google Slides to create interactive presentations that are perfect for student assessment. I recently had an opportunity to familiarize myself with the tools and resources available through the app and I created a formative assessment for students to complete online. The details of the lesson and the corresponding assessment are listed below including my introduction of the app to students and when the assessment will be given. A link to the assessment is also available at the bottom of this post. I really enjoyed the ease of use the app offers and I’m excited to share my findings! I am currently designing a lesson for students to create an infographic and PSA style video addressing a current event related to a social issue of their choice. The first portion of the lesson involves designing an infographic using the elements and principles of design. I want to assess their ability to identify, describe and apply organizational principles and other visual characteristics in their work, and to provide a rationale for their design choices. Students will sign up for Pear Deck through their google accounts on their Chromebooks. They will enter a code to join the interactive presentation and will be able to answer questions and provide layout and design drawings related to their infographic identifying elements and principles of design. Directions for each slide are provided in the presentation and students will be given an introduction and demonstration of filling out their questions and providing written responses. Student will also need to use drawing tools to create their layout ideas. Pear Deck provides a dashboard for students to access drawing tools including pencils, highlighters and line drawing tools with a sliding bar to adjust line thickness. It also has an option to insert text with adjustable font size and an eraser tool. Students will be introduced to the drawing tools through a demonstration projected on a screen or smartboard. I will briefly provide examples and modeling for each slide of the assessment and students will be able to work at their own pace using the Pear Deck student paced function which allows them to navigate through each slide at their own pace. This formative assessment will be completed by each student after they collect facts and articles related to the topic they will be addressing, and after they have been introduced to the elements and principles of design. The assessment will gauge their ability to move on to the final step of creating their infographic based on what they have learned. The assessment for this lesson can be found HERE. I hope this introduction to formative assessment using Pear Deck helps you to streamline your own assessment practices in the future! PBS LearningMedia website provides resources for both students and teachers to enhance learning and provides access to lessons and informative media that is appropriately categorized for both grade level and content area. The website is easy to navigate, and it's provided through PBS so it is ad free. Each lesson and link includes a thumbnail for visual identification and the site is simply designed but visually appealing with a color scheme that is easy to view. Font size is large and easily readable. Each lesson also includes a list of accessibility including visual,auditory, etc. Drop-down menus allow you to access information by subject, grade and standards. There is also a search bar available to enter in search requests. Most lessons include an introductory video connected to the lesson for greater accessibility, though surprisingly they do not seem to include closed captions. Supportive materials are also included for teachers as well as worksheets and other activity sheets for students. The standards connected to each lesson are outlined on a separate tab as well.
This resource is free for teachers and includes tools for creating lessons and assessments. Links are available to share through social media, class assignment through PBS's integrated classroom management tool or quick assign codes for students to access as well as Google Classroom and Remind. Looking through some of the lessons available for the art classroom, resources including lessons seem to be designed age appropriately with vocabulary that may be challenging, but accessible for most students. The resources are reasonably accessible with video and images to aid in navigation. The information is engaging and should be enjoyable for students. Additional language support could be useful for ELLs and closed captioning on the videos provided would give greater access both to ELLs as well for students who are deaf or hard of hearing. Check out these other reviews for PBS LearningMedia from other education sites: We are Teachers Common Sense Education Argument Centered Education Does homework really work to boost achievement? Homework! It's not something most students look forward to. Some studies show that over 70% of students don't like doing homework. Speaking from personal experience, the idea of being assigned homework growing up always filled me with dread and aggravation. But, just because students don't like doing it, there has to be a good reason for assigning homework, right? Homework is often used as a tool to increase student achievement. Does it work, and if so, to what degree does it really help students to find greater success? Researchers can't seem to agree Many researchers have performed studies on the correlation between homework and achievement, but the majority of evidence presented on the subject has been questioned if not refuted. German psychologist and education researcher Ulrich Trautwein and fellow researcher Olaf Köller address some of the challenges faced by researchers when tackling the subject of homework's value in their article, "The Relationship Between Homework and Achievement—Still Much of a Mystery." They criticize the weak correlations presented by researchers like Cooper and Paschal who seemingly selected "homework" classes or "no-homework" classes "arbitrarily" for their samples (Trautwein, 2003, p. 118). They conclude through their research that there is not a system yet designed that can consider all of the variables necessary to answer the question of the efficacy of homework in fostering achievement, casting doubt on much of the research presented to date. The pro-homework camp Harris Cooper, professor of Psychology and Neuroscience at Duke University, cites his own work as evidence of the correlation between homework and achievement in his Op-Ed piece for The News and Observer. In addition to his research supporting the benefits of homework in boosting achievement, he also mentions other factors that can benefit students such as "the development of good study habits and a recognition that learning can occur at home as well as at school." (Cooper, 2018). Cooper also concedes that too much homework can be harmful for students. He agrees with the "10 minute rule" supported by the NEA where students should only be expected to do homework for a number of minutes equal to ten times their grade level. The skeptics Not everyone is convinced that homework boosts achievement in school. Alfie Kohn, author and lecturer on psychology, education and parenting, Conclusion References Cooper, H., & Cooper, H. (2018, October 11). Yes, teachers should give homework – the benefits are many. Retrieved February 17, 2019, from https://www.newsobserver.com/opinion/op-ed/article99527192.html Kohn, A. (2006). Does Homework Improve Learning? Retrieved February 17, 2019, from https://www.alfiekohn.org/homework-improve-learning/ Research Spotlight on Homework. (n.d.). Retrieved February 17, 2019, from http://www.nea.org/tools/16938.htm Ulrich Trautwein, U., & Köller, O. (june 2003). The Relationship Between Homework and Achievement—Still Much of a Mystery. Educational Psychology Review, 15(2), 115-145. Retrieved February 17, 2019, from https://www.jstor.org/stable/23361516. SEASON 1 - Jefferson Elementary School
Does the character excel in school? When the series begins, Cory is easily distracted and often likes to be disruptive in the classroom. He often daydreams and socializes instead of paying attention in class. He regularly receives poor grades on his assignments and is often disciplined by his teacher and next door neighbor, Mr. Feeny What is the socioeconomic status of the character? Cory comes from a middle class family. He lives with his parents and two siblings: an older brother and a younger sister. His father is a manager at a local grocery store. His mother works but her job isn't clearly stated. What interests does the student have? Cory loves baseball, telling jokes and hanging out with his best friend Shawn. If the student were in your class, what strategies and technologies could you use to assist this student? Because of his interest in baseball and telling jokes, I might try to find educational computer games that incorporate some sort of sports activity. I would try to connect concepts and give examples to problems that include sports related content, and I may try to find ways to inject humor into instruction to provide a level of engagement. Is this student “College Ready”? Cory is far from college ready in the first few seasons of the show. His dream is to become a famous baseball player and he is under the impression that a strong education is unnecessary to achieve that goal. Boy Meets World Fandom Wiki Profile: Cory Matthews |
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