L4+Santamore,+Paul

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
 * UNIVERSITY OF MAINE AT FARMINGTON

LESSON PLAN FORMAT

__ Teacher’s Name __ : Paul Santamore __Lesson #:__ 4 __Facet: Intepretation__ __ Grade Level __ : 9-Diploma __Numbers of Days:__ 3 __ Topic: Industrial Revolution __

__ PART I: __ __ Objectives __ Student will understand that technological changes during the industrial period had massive effects on today's society and environment. Student will know SES, poverty, urbanization, technological innovation, growth, revolution, economy, Carnegie, monopoly. Student will be able to recognize what industrialization did for our nation, whether it be economic, diplomatic, or social. Product: iMovie

__ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __ Maine Learning Results Content Area: Social Studies Stadard Label: E; History Standard: E2; Individual, cultural, international and global connections in history Grade Level Span: Grade 9-Diploma; "Development of the Industrial United States, 1865-1914" Performance indicators: a, d Rationale: This lesson is going to meet the MLR standard because it is concerning the connections between the modern US society and that of the industrial revolution itself; this exemplifies unity and diversity in the US and the world.
 * Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.

__ Assessments __

__ Formative (Assessment for Learning) __ Section I – checking for understanding during instruction Students and I will use the brainstorm and T-Chart method to check for understanding during instruction as well as to tell me if the topic that is being covered is making sense to them. Using this method will allow for complete participation by each class member and it will also allow for me to see whether or not they are truly understanding the topic. From this exercise, I will figure out who is struggling by asking questions directed at each one of them. After this period of time I will probably give time for them to come up and ask me questions individually or for us to answer questions as a class. By putting each of their thoughts into an organizer on the white board, I will let others see ideas that they may not have thought of previously. By doing this as a class, the students will be given great new ideas and hopefully will increase their level of understanding at the same time.

Section II – timely feedback for products (self, peer, teacher) //The students will always start with self-reflection, because that gets them thinking and wondering about how they can improve what they may see as the deficiencies or problem areas in their project. The product will already be significant by this time, so the student may consider redoing pieces or even creating a whole new project for the final product. Once the student has finished assessing their own piece of work they will move and and assess another classmate's work so that they can give constructive feedback from a different point of view. This step is absolutely crucial because it brings wonderful suggestions and deeply thought out analysis to an already quality product. The last step in the feedback circle so to speak is coming to see me for five to ten minutes during or after class. Students should play their product for me in order for me to critique it for content validity and correctness. After I give my feedback I will send each student home with some things to correct in their recording. They can do a supplemental recording or they can even record my thoughts on the topic if their partner is not available outside of class time.//

__ Summative (Assessment of Learning): __ •Wordle will be used to create a collage to show environmental evolution from then to now, good and or bad. this collage will allow students to play certain themes and other aspects of environmental history off of each other, which will in turn create an interesting and thought-provoking assembly. Basically, the students will be expected to create a collage that reflects a timeline of events, but within this timeline, there should be conflict, resolution, new propositions, etc. Without being able to look at points and counterpoints, students cannot see the full picture and will not learn from history's mistakes. This Wordle will be overtly interesting and should provide the students with a solid base for continuation of conflict resolution and comparison throughout history.

__ Integration __ Technology: My type II technology is called Wordle. Wordle is once again PowerPoint on steroids if you have ever used that version of presentation before. Basically, the Wordle is a collage that moves and flows in different ways than other presentation formats. It can be used to present at a massive news conference or in a classroom, and that is why I am having my students use it in my classroom. It can be considered a type II technology because of its awesome capabilities. Wordle is capable of moving information around, presenting information in a flashy and new way, and all while creating a sense of flow and questioning within the entire process. Students will benefit from the use of this technology because it will allow them to be as concrete or abstract as they choose and it will only aid them further in developing a train of thought and processing ability. Students will be given the opportunity to critically think, analyze, and present their viewpoints and research on the topic of environmental history through the use of Wordle.

Content Areas: //Here is a list of connections made between other subject areas through my lesson...// //English will be used in order to express thoughts, evaluate sources, and create meaningful connections between text and thought. Math will be used in the sense of comparing economics between the two periods as well as uncovering statistics that show factual evidence about proclamations during the revolution. Science will be ever-present because of the connections to the environment during the industrial revolution. The arts will be included through the use of cumulative projects that will exhibit student creativity and artistic abilities. All subjects will be present in my lesson because the social sciences involve society and encompass many different things within life. They virtually exist everywhere and are applicable to everything within our world.//

__ Groupings __ Section I - Graphic Organizer & Cooperative Learning used during instruction An E-Chart will be used by my students throughout the process of developing their Wordle and ultimate presentation of it. The E-Chart is overtly useful in teaching the environmental history and impacts of the Industrial Revolution, because it gives a three tiered approach to it. First, the students write down their main idea, then they write down three main points off of that, hence the formation of an E shaped chart. Lastly, they can create stems and branches from those three main points, which will make up their collage on Wordle.

Section II – Groups and Roles for Product //This product will be completed in teams of two, although much of the work will be complete individually on the students' own time. Homework will have great meaning in this lesson because it will always involve them fixing, working on, and improving their final product so that they may obtain the highest possible marks for this assignment. The most crucial piece to this product and lesson is the content and connections made in the interview section of the podcast. Without content knowledge and the ability to work together in order to complete the interview portion of the podcast, the individual grades given by me will fail to meet par.//

__ Differentiated Instruction __

//__ MI Strategies __// //Verbal-Linguistic: They can use articles and other readings to comprehend the tasks and can write a script for their Wordle. // //Logical/Mathematical: They can use data and statistics to interpret the answers and theories on urbanization and can lay out a specific organizer for their tasks. // //Visual/Spatial: These students can use fact sheets or drawings to understand the material. // //Bodily/Kinesthetic: Kinesthetic learners can move around the room and ask around for reflection and answers in terms of the tasks given. They can use noise and movement in their Wordle to keep them on track. // //Musical/Rhythmic: This task is perfect for musical and rhythmic learners because the Wordle is constantly moving, evolving, and using other artistic aspects in order to further convey the overarching message. // //Intrapersonal: These students can practice the recording by using it multiple times then reflecting upon their own work through self-checks. // //Interpersonal: Interpersonal students will be allowed to work in groups in order to fit their needs. // //Naturalist: Naturalist students can use happenings and sounds from outside of school within their Wordle to give them an edge in this task. //

__ Modifications/Accommodations __ // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

Plan for accommodating absent students: // I will set up individual meetings with an absent student. I will have them check my wiki page in order to catch up on readings or other in class activities. After they have completed these things they should come see me in order to brush up on anything that may be unclear or confusing. I will also have files for each student and I will allow them to take it home that night in order to put the new material back into context so that it makes sense to them. //

__ Extensions __

Type II technology: My type II technology is called Wordle. Wordle is once again PowerPoint on steroids if you have ever used that version of presentation before. Basically, the Wordle is a collage that moves and flows in different ways than other presentation formats. It can be used to present at a massive news conference or in a classroom, and that is why I am having my students use it in my classroom. It can be considered a type II technology because of its awesome capabilities. Wordle is capable of moving information around, presenting information in a flashy and new way, and all while creating a sense of flow and questioning within the entire process. Students will benefit from the use of this technology because it will allow them to be as concrete or abstract as they choose and it will only aid them further in developing a train of thought and processing ability. Students will be given the opportunity to critically think, analyze, and present their viewpoints and research on the topic of environmental history through the use of Wordle.

Gifted Students: // I may challenge them by giving them some more challenging readings and primary source documents to analyze. After going through a tougher assignment such as one mentioned above, I would have them come meet with me in order to discuss the products connection to the modern era. They will be given a supplementary writing assignment to improve their critical writing and reading skills as well. They will also be asked to present to me alone or to a small group of their choosing so that they can get further feedback along with possible publication opportunities. //

__ Materials, Resources and Technology __ -Computers -Tech help -Tutorial video -E-Chart -T-Chart -Large paper for brainstorm

__ Source for Lesson Plan and Research __ // -Teacherplan.org // // - //http://www.slideshare.net/khansen81/wordle-lesson-plan // -IRubric // // -Mctighe's website // // -Class Wiki //

__ PART II: __

__ Teaching and Learning Sequence __ (Describe the teaching and learning process using all of the information from part I of the lesson plan) // Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

// Agenda: //

// Day 1: // // -Environmental Disaster Articles (15) // // -Ask about their experience and chat (15) // // -Degradation reaction quick write (10) // // -Image gathering (15) // // -Tutorial and explanation (25) //

// Day 2: // // -Project work and group discussions (40) // // -T-chart check in w/ discussion (20) // // -Continue Work (20) //

//My classroom arrangement will be set up in twos. I will set it up this way because I believe that peer feedback, group work, and continuous reflection from a partner is critical in development and learning. This arrangement will be beneficial to all of the students and they will always be collaborating with each other in order to enhance learning. This will help after the hook video because I will then be doing an interactive activity that will require some talk, compilation of a list, and presentation. I hope that working in twos will provide my students with the best possible chance to gain lots of knowledge and perspective on such a difficult and broad topic.// Students will understand that technological changes during the industrial period had massive effects on today's society and environment. Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities. Performance indicators: a, d. The environment is the most important aspect of life on our Earth today; without it we would not be alive, we would have no Earth to even live upon. Each student will bring to class a different piece of their environment that they think is integral to the overall environment then I will present degraded photos of environments worldwide and we will have a chat. This should help to instill the feelings of apprehension and possibly fear into the students in terms of what is a could happen to something o integral to them. For example, take water, if we pollute much more water on our planet, there will be a resource war that is going to effect all of us on the planet, not simply the ones in the stricken area. This scenario would get students involved and make them pay attention enough to hook them into learning more about the topic at hand. Once they begin to connect their own cares and worries to real life, including the cares and worries of other throughout different levels and places within our society, they will truly begin to grasp the overarching issue. Next, they will view a few select articles or book excerpts that describes the immediacy of the degradation stoppage that many people in our world are screaming for. This article activity will continue to cement the idea of degradation and negative environmental change through scholarly proofs. These articles will connect to my lesson on the sorrows created by the Industrial Revoltuion; therefore they will see great connections between both parties. Once this activity is over, I will have them do a ten minute quick write about how they feel about environmental degradation. Are they scared? What should they do? Why? //Where, Why, What, Hook Tailors: Verbal, Kinesthetic, Naturalist, Interpersonal.//

Students will know environment, degradation, global warming, CO2, carbon decay, production, change, and pollution. Students will use an E-Chart in order to better organize their thoughts and create an explanation for why they feel this way about the topic. The E-Chart will help them to get their seemingly conflicting thoughts ordered and in line with one and other. E-Charts are quite helpful in studying, organizing, and understanding complex and controversial topics, because they allow for variance in opinions as well as uncovering of supporting or detracting points for the original main themes. The overall process of finding out about degradation and its immediate and historical impact upon the environment will be the perfect topic for an E-Chart graphic organizer. In order to check for understanding in this task we will stop and create a T-Chart on the board then discuss their thoughts and ideas about the topic. All things in this chapter are going to culminate in a deep and comprehensive discussion or seminar like action by the class. This will help to reinforce the main points, but it will also give the students the opportunity to reflect, argue, and reform their opinions on the topic and sub-themes of the topic. Usually I will lead the discussion, since this is such a difficult topic to understand without a deep scientific background of the issues, but students will be welcomed to share their opinions, experiences, and outcomes in terms of the environment or topics related to it. Self-Assessment using Rubrics or Checklist will be employed by me in order to provide the students with the ability to as well as the opportunity to discover problems with and solutions for the main issue. Feedback by peers will be crucial in terms of developing their final product, because it will need to address conflict and the struggle for change in terms of environment problems. //Equip, Explore, Rethink, Revise, Tailors: Verbal, Kinesthetic, Naturalist, Interpersonal//

Students will be able to evaluate the impact of the industrial period upon today's environment. I will introduce the students to Wordle and give them a short tutorial in the form of a short film that is designed solely to teach students and others how to use the software. After this, I will ask them to grab some images from the Internet that they see as applicable to the environment and how it has changed over time and how they see it as changing in the future, whether that be positive or negative change is at their jurisdiction. This image gathering is for their benefit and will be stressed as such, because they will need all the time that they can get in order to complete the project on time and in a thorough nature. Once they have complete the image gathering exercise I will ask them to narrow their theme down to a more focused one such as environmental disasters, the economic machine, etc. This narrowing will help the students to start the project as I hand out criteria and begin to explain what I want from them in the end product. Students will generate a Wordle about their views on environmental degradation and if was actually influenced by the industrial revolution as their final product to be graded by themselves, their peers, and ultimately, me. This Wordle will have an expectation sheet that outlines what I want from the students individually, but they will also be working in groups. Basically, they must show how the environment started off before the revolution, show it destruction or enhancement through their eyes, provide solutions for change through images, and show a final outcome whether it be good or negative. While students are researching and finding their images, I will walk around and speak to students who ask for my help, but this task will be mostly driven by them and their partner, because it is ultimately an opinion oriented project. After they have completed a fair amount of image discovery and have begun to put some pictures to paper, they will be asked to stop and have another class discussion. This discussion will once again use the T-Chart construction on the board, controlled by me, in order to hopefully generate some new and fresh ideas for the groups. Once this has been completed and each group has given some input, I will allow them the rest of the class time to work on perfecting their project. //Explore, Experience, Revise, Refine, Tailors: Kinesthetic, Naturalist, Interpersonal, intrapersonal, logical.//

//Students will assess their own Wordle by using a basic checklist developed by me, then they will exchange their Wordle with the group closest to them and that group will use a different checklist in order to help further develop ideas of improvement and change for the original group. The students will then be given some time to revise and redo sections of their Wordle before the next class. They will also be permitted to visit me during my office hours after school any day so that they can see if they are on track to a quality mark or not. Once they hand in their Wordle at the start of class three, they will be finished revising and will be expected to present it to the class that class period. I will grade based on my rubric that they will receive a copy of. The topic of environmental degradation and how it came about from the Industrial Revolution is pertinent throughout these students' educational careers, because it relates to many other topics and disciplines.// //Evaluate, Tailors: Kinesthetic, Naturalist, Interpersonal, intrapersonal, logical.//

__ Content Notes __

Students will know environment, degradation, global warming, CO2, carbon decay, production, change, and pollution. -Environment is what makes us us. It is everything that we see, hear, think about, and care about in our world, after all, it is our world. The environment is crucial to understanding the Industrial Revolution because it was so deeply effected by it. The Industrial Revolution brought mass destruction to our environment that can still be seen today worldwide. Basically, the environment was neglected and at times still is, because big business along with personal interest trumped it for quite some time. Our world was a bit backwards during the Revolution, but it was seen as correct because people were growing socially, economically, and individually, which is the ultimate goal of our selfish human race. We will examine the environment today and see how it has been adversely effected by the Industrial Revolution. -Degradation is the process of decreasing the value of or the effectiveness of something particular. In this lesson, we will focus on degradation of the environment through the Revolution, because it is tangible to happenings today. To degrade something it takes time and continual efforts to do so, which is why the Revolution was a perfect background for environmental degradation. People began to forget about what had brought them to prosperity, which was very frequently the environment. This degradation can be healed, but never reversed, and this is why our human race must begin to learn about the previous degradation as well as ways to mend its destruction in school, this is where this lesson comes in. -Global warming is a destructive process that is caused by humans pouring massive amounts of CO2 into our atmosphere. CO2 basically traps the radiation and heat produced by the sun inside our atmosphere without any way for it to escape, thus warming the planet. This heating is causing massive issues here on Earth, because it has caused our environment to morph into a much less hospitable place than it formerly was. Our world has changed and we can see the evidence of this through environmental disaster and change that has frequently occurred in our lifetime. Learning from this destruction is integral to developing competent citizens out of our students. -CO2 is the main component of environmental degradation in our society. It is ever-present in our atmosphere and environment, but excess levels of it can and do cause heat to be trapped here on Earth, thus warming our planet to unsustainable temperatures. Once you produce CO2 it is difficult to decrease its atmospheric levels and that is why our students must learn about its impacts. -Carbon Decay is what I define as the process that is happening through global warming and environmental degradation. It is the process of Carbon degrading everything that we know and love and the ignorance of human beings letting this decay happen at an ever-increasing and alarming rate. Without student understanding and involvement in this hopeful change, we will never see the problem of Carbon decay and global warming solved for good. -//__Production__ is the means by which a group of people or an individual person creates or manufactures goods and or services. Through production comes good and service as previously stated but other things come along with these as well. Social and economic implications are evident through the dominant means of production within any society and their impact is vast. In the Industrial Revolution here in the United States we become an assembly line, fast paced, and greedy society. Other means of production are evident throughout the modern world, but why do we not see them, apply them, and use them to grow? As production levels increase, so does stress, alienation from one's task, and societal unrest. As a class, we will explore the meaning of production and ask the tough questions as to why it does what it does and how that can be applied to our individual lives.// //-__Change__ is one of those words that nobody can truly put a true definition on. Change means differing from the norm or growth from the original platform. Without change there is no progress, but change is not always for the better, it is often for the worst. In our society today we see the word change pasted all around us. It is used as a word to attempt to instill hope and make us believe that there is some type of forward motion. Often, it is used in policies, commercials, or anything to do with promotion of a product. Our class will examine the word change, define it for ourselves, and ultimately conclude how our society has changed from then until now. Is this good or bad? We will never know unless we examine the word and its proper definition further.// -__Pollution__ has had massive impacts on today's world. No matter where we look, breath, or talk, we have pollution everywhere. Living in Maine, we have the tailpipe of the United States running directly through our environment. the jet stream carries virtually all of the pollutants present on the west coast of the US as well as in the mid-western US straight up to Maine where they begin to circulate before heading out to sea. Pollution can be seen in air, water, soil, etc. and is a massive detractor from business as well as life in general.

__ Handouts __ // -T-Chart // // -E-Chart // // -lesson plan // // -Criteria // // -Articles and book readings // // -Rubrics //

__ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __

// Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//

// Clipboard: I will make sure that everything is laid out in an organized way so that each student with this learning style feels comfortable, prepared, and ready to learn at all time.//

// Microscope: I will always have opportunities for my students to critically think, analyze, and write about the topics at hand. These opportunities will come frequently and will make the microscope learner comfortable.//

// Puppy: This type of learner will be given chances to participate, but only if they choose to do so. I will work with them on an individual basis in order to provide them with a safe environment to learn in. Along with these ideas, I will maintain a safe and fair learning environment.//

// Beach Ball: I am willing to allow beach ball learners to get up, move around, and express their feelings in the ways that they see fit. I think by allowing these students to be who they are it will benefit the classroom as a whole as well.//

// Rationale: All of the learning styles discussed above will combine to create a productive and constantly changing classroom. The various accommodations will be made with the expectation that my students will work their hardest in order to reap the benefits from this tailoring.//

// Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//

// Formative: // Students and I will use the brainstorm and T-Chart method to check for understanding during instruction as well as to tell me if the topic that is being covered is making sense to them. Using this method will allow for complete participation by each class member and it will also allow for me to see whether or not they are truly understanding the topic. From this exercise, I will figure out who is struggling by asking questions directed at each one of them. After this period of time I will probably give time for them to come up and ask me questions individually or for us to answer questions as a class. By putting each of their thoughts into an organizer on the white board, I will let others see ideas that they may not have thought of previously. By doing this as a class, the students will be given great new ideas and hopefully will increase their level of understanding at the same time.

// Summative: // Wordle will be used to create a collage to show environmental evolution from then to now, good and or bad. this collage will allow students to play certain themes and other aspects of environmental history off of each other, which will in turn create an interesting and thought-provoking assembly. Basically, the students will be expected to create a collage that reflects a timeline of events, but within this timeline, there should be conflict, resolution, new propositions, etc. Without being able to look at points and counterpoints, students cannot see the full picture and will not learn from history's mistakes. This Wordle will be overtly interesting and should provide the students with a solid base for continuation of conflict resolution and comparison throughout history.

// Rationale: // //By using these different sorts of assessment I am benefiting my students as well as myself. Through differentiation, I am creating the best learning environment possible and providing my students with varied ways of learning. All of these different assessments and methods will allow for us to grow as a class and will also allow for individual growth in the students.//

// Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//

// Content Knowledge: // //See content notes//

// MLR or CCSS: // //Maine Learning Results// //Content Area: Social Studies// //Stadard Label: E; History// //Standard: E2; Individual, cultural, international and global connections in history// //Grade Level Span: Grade 9-Diploma; "Development of the Industrial United States, 1865-1914"// //*Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.// //Performance indicators: a, d//

// Facet: Interpretation //

// Rationale: // //This lesson is going to meet the MLR Standards because it addresses connections to the past and the present as well as a diverse range of topics that connect back to my enduring understand, which are derived straight from the MLR 9-diploma Standards.//

// Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//

// MI Strategies: // //Kinesthetic, Naturalist, Interpersonal, intrapersonal, logical.//

// Type II Technology: // My type II technology is called Wordle. Wordle is once again PowerPoint on steroids if you have ever used that version of presentation before. Basically, the Wordle is a collage that moves and flows in different ways than other presentation formats. It can be used to present at a massive news conference or in a classroom, and that is why I am having my students use it in my classroom. It can be considered a type II technology because of its awesome capabilities. Wordle is capable of moving information around, presenting information in a flashy and new way, and all while creating a sense of flow and questioning within the entire process. Students will benefit from the use of this technology because it will allow them to be as concrete or abstract as they choose and it will only aid them further in developing a train of thought and processing ability. Students will be given the opportunity to critically think, analyze, and present their viewpoints and research on the topic of environmental history through the use of Wordle.

// Rationale: // // Each student will be able to display their knowledge critically and they will all be able to master the tasks that I give them, because differentiation will be used in order to play off of each one of their strengths while also attempting to improve their deficit ridden areas. //

//__NETS STANDARDS FOR TEACHERS__// //1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.// // a. Promote, support, and model creative and innovative thinking and inventiveness //

// b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources //

// c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes //

//d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments//

//Rationale:// //Through the use of different media I will promote and support creative outlets and assignments for my students. They will be exploring real world issues through the use of technology by constantly creating connections between issues or topics in class and their own lives outside of the educational system. Reflection is the most important piece of my philosophy for my students because without reflection, one can never change, fix, or solve the issues presented to them. My students will be able to reflect, change, and ultimately benefit from my classes and lessons.//

//2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.// // a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity //

// b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress //

// c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources //

// d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching //

//Rationale:// //Students will constantly be reacting to, using, and working with technology in order to broaden their academic success. They will be forever impacted by what they learn in my classes because it will stick in their brains, because of the use of technology and critical reflection.// ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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