Unit+3+-+Harris+&+Hofer+Activity+Types

Unit 3 - Harris & Hofer Activity Types

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Instructional Planning Activity Types Chart

//Make sure you have read the article for this week by Harris and Hofer! For this assignment you will think about an activity that you do in your class and consider some technologies that may support that activity in a different way based on your TPACK understanding. Some examples are provided below in different styles, you can decide how you will enter your contribution to the knowledge being constructed in the chart!//

Click on the ** EDIT ** tab to get started...remember to click ** SAVE **when you are finished! Revisit this page to see what others have contributed! If all the rows have been used, click in the last row and then click on the table icon. Then, choose **Row**, **Add Row**, **Add below** to add another row for your entry.

Dunloe || Defining new vocabulary || Students search for and define new vocabulary words for a specific unit of study. || Students can search the web for definitions, create and play matching game on smart board, create a voice thread discussing their vocabulary word that they defined or create a guessing game using voice thread || Asbury || Research/ Presentation || Conduct research about an Ohio inventor. Present research to the class || Web sites, electronic books, digital encyclopedia to conduct research. PowerPoint, Google Presentation, Voice Thread, Glogster to create presentations || GMMSS || View Presentation || Students gain information from teachers, guest speakers,and peers; synchronous/asynchronous, oral or multimedia || Students use videoconferencing to listen to, ask questions of, and discuss with an expert in different fields. For example, a local meteorologist. ||
 * **Participant Name** || **Activity Type** || **Brief Description** || **Possible Technologies** ||
 * Cheryl Ward || Listen to Audio || Students listen to recordings of speeches, music, radio broadcasts, oral histories, and lectures; digital or non-digital || Podcasts (“Great Speeches in History,” etc.), Audacity, Garageband, Odeo, Evoca, Podcast People ||
 * Teacher || Peer Feedback || In my class students give each other peer feedback on a writing project, but it would be great to do this electronically. || I may consider a wiki where they would post their writing and then others could comment sort of non private? Could use Google Docs and peers could comment using the comment option and it would be more private. ||
 * Annette Marino/Stanton Middle School || Math Game || Students would create a math review game on a particular unit including math concepts and vocabulary || Students could use smart powerpoint templates, puzzlemaker to design their game, as well as, Google Docs and/or Wiki to communicate with their group members sharing ideas and editing their work ||
 * Tina Norris/Coventry || View Presentation || Parents (my audience) view a presentation designed to educate them about the set up of the school, procedures and the type of experience they can expect for thier child in an orientation style gathering. || iMovie, Voice Thread to incorporate student perspectives, Power Point, Digital Imaging ||
 * Gina Capra/
 * Gina Good/GMJH || Poetry || Read poetry and answer a question || Wiki - I think using something like we are doing for poetry would be neat. Students simply read an assigned poem, log on to the wiki and participate in a discussion. ||
 * Maggie Hacquard/South || Literature Circles || Small groups of students read the same book and take on different roles for each weekly reading assignment. Each week, they rotate roles. || Students can use voice threads to carry out their roles. That way, they can replay each other's contributions any time they need. Also, I really like what little I know about Edmodo . The collaboration aspect of it seems perfect for activities involving lots of discussion. ||
 * Lauren Rotman/ Sedalia || Research || Students gather information using digital and/or print resources || I really like LiveBinders. It is literally an electronic binder with different tabs where you can post websites so that students don't have to go out to the web - everything opens right in the binder. This is where I post sites that I want them to use for research. Older students could make their own binders to show what they have learned. ||
 * Rachel Owens/
 * Josh Rodich/GMJH || Research || Students gather information using digital and/or print resources through the OCIS website. || OCIS.org offers an electronic portfolio that our students could continue to use as they progress through their high school careeer. This portfolio could be used to keep students on track and serve as a checklist of sorts for them to chase their chosen careers. ||
 * Amanda Fout
 * Tina Drake || Demonstration || Students will perform an overhand volleyball serve || Students can search the web for the proper procedure to complete an overhand volleyball serve. Students can use Wordle to create the necessary steps, smartboard to demonstrate each step and finally a digital camera to see the skill in action.

I have no experience with LiveBinders, but from some of the comments it seems to be very useful. ||
 * Katie Van Schoyck/Asbury || Collaborative Writing || Students will work in pairs to create an informational report. || Students could use appropriate websites or LiveBinders to research animals individually. Then, the student pairs with a classmate to create a hybrid of the two animals. Google Docs could be used to help students collaborate in the writing process. ||
 * Terri Turner || Practice || Students will work alone, with staff or with peers on presented materials to practice and assess knowledge on material. || ScootPad, teacher-made games/activities ||
 * Darlene Anderson || Read appropriate level texts || Students can read an electronic book and then respond to the book. || Electronic book on internet, respond on Word or SMART Notebook. ||
 * Kaeri/GMHS || Renewable Energy || Students worked together in groups to research a particular renewable energy. They had to create a presentation either through SMART, PowerPoint, or PREZI, develop some activity for the class (lab, crossword, etc) and test questions) || PowerPoint, SMART NOTEBOOK, PREZI, Puzzlemaker ||
 * Kathleen McDermott GMHS ||  || Students become the teachers to create a tutorial on a subject to be covered in class

---> Students research a concept and create a guest lecture on Educreations (an APP and a website for a "flippped classroom" that I would like to try next year) for their peers to view and learn from. || Glendening || Animal Reports || Students research and present a report about an Ohio animal. ---> (not sure why there isn't another box there)
 * Jenny Dodson

Students can use websites for information and store the findings in a Google Doc. This would allow them to work at home also. They can present their findings on a PowerPoint or Google Presentation and share it in school and at home. || Students could use a voice thread, create a You Tube video, or even a Skype session to share their book talk. Anyone interested in listening in to some shares? :) ||
 * Carole McGonigal || Book Talks || I have not had the opportunity to utilize technology very much with students, however I have some big plans for next year! One thing I really want to do with my students is to create "Book Talks" that we can share with other fourth grade students in the district and around the U.S. POSSIBLE TECHNOLOGY TO USE-


 * || Colleen Brady/Dunloe Book Discussion Using Voice Thread on a chapter book. Students can describe a character from their chapter book they are currently reading and have students from the same class guess which character the other students are describing. They could also use a wordle to describe their characters for a more visual format rather than just audio. . ||
 * || Colleen Brady/Dunloe Book Discussion Using Voice Thread on a chapter book. Students can describe a character from their chapter book they are currently reading and have students from the same class guess which character the other students are describing. They could also use a wordle to describe their characters for a more visual format rather than just audio. . ||