Lecture+&+Lab+Suggestion+Area

Lecture and Lab Suggestion Area
This space is intended for larger-scale suggestions that do not have a place within a particular week. If Your suggestion relates to a particular week, please go to that week and type in the designated area.


 * Expectations
 * Meetings
 * OnCourse
 * Consistency
 * Small groups (what to change)
 * [|Syllabus]
 * Tutorials
 * LIST of things to TALK ABOUT**
 * Create more substantial artifacts (learn more in depth)
 * Reduce lab work to allow for more in-depth connections to lecture
 * Link lab and lecture (transparent) workouts
 * Workouts in labs - standardized (come up with)
 * Slide deck (PPT - in advance - show modeling) Standard PPT
 * GRODE - think about learners more and characteristics of learners in decision making
 * Points - work put in - even throughout semester (proposals and artifacts)
 * Lecture Worksheets
 * Management tool to manage the stuff they see (lecture). Which accounts.
 * Group work.

**(General) Lecture Suggestions**
Geocaching

-Grading lecture worksheets is becoming an issue in the sense that not all the sections are able to complete them. I changed my strategy to partially grade the papers just to show that it has value and students should take it seriously. However, I am having difficulty to understand if students intentionally skip some questions or run out of time. This is resulting in some unfair grading I think. (Serdar)

Switch Week 7's reading: [|Investigating with Technologies] to week 6. Move week 7's reading :[|Experimenting with Technologies] to week 10.

**(General) Lab Suggestions**
Make the connections between the lab and lecture transparent.

Need a better way to submit workouts.


 * (General) Course Suggestions**

What is the problem? They need to be able to better analyze the case to identify the problem. Go over some examples in the lecture.

How to make good pedagogical decisions. What does this mean?

Adjusts the point values of workouts so they count more. Otherwise, students don't attend lab.

Address e-Portfolio constantly. Submit workouts through e-portfolio. Take link from e-portfolio and post link into OnCourse assignment tool.

STEPS Courses requirement Upload tutorials from Google Sites Midterm instead of unit test that incorporates the eportfolio


 * TOPICS**
 * Points at end of semester
 * Unit tests
 * Eportfolio
 * GRADE - process and scaffold
 * TTL
 * Lecture worksheets
 * Lectures and readings
 * Artifacts
 * Connection between lecture and lab
 * Overall course goals
 * More focus - less assignments - stay more consistent
 * Overall framework - Scope (breadth versus depth)
 * Where can there be flexibility for different lab sections
 * Good examples
 * Rubrics
 * Cases

COURSE GOALS OVERALL FRAMEWORK
 * Increase personal software/hardware technology skills
 * Life long learning - how to learn about new technology - where to go (help function, how would you go about solving this)
 * Reflect on professional growth and meeting their own needs for meeting the NETS-T standards (development depends on initial skills)
 * Awareness of building professional resources (better w]ay to keep track and make useful - resource management and organization)
 * Sharing knwledge and collaborating with fellow teachers
 * Making good technology integration decisions and being able to explain reasons why they made that decision
 * Learn about technology integration management and teaching methods from lab/lecture modeling
 * Start to develop their own idea of teaching philosophy and what that means to their future students
 * Beliefs - Attitude - technology can be used in all subject areas
 * Unit 1 (introduction of technology into society | 3 e's | professional development & standards | GRADE) *disjointed
 * Unit 2 (Tools to solve task problems)
 * Unit 3 (Integration of said tools | assessment, administration, issues, classroom management)

WORKOUTS GRADE
 * Digital storytelling
 * Leaf production
 * Group activities (enjoyed presenting their work in groups)
 * Quiz the whole class (interactive quiz) leaves
 * Multipurpose workouts. Data analysis. Text book activity. [[file:w200_lab_wk10.pdf]]Field trip downstairs to education library. Look for certain topics - where they were covered. Gather data. percentage through the book. Students were also required to view curriculum materials. Think critically about information in front of them.
 * Have students go over digital story. Analyze the modeling activity that the lab instructor does. Use the GRADE process on Chip's teaching.
 * Students create job aid for students' parents on how to access grades (screenshot).
 * Newsletter. Felt like teachers. Connecting with parents.
 * Case studies. Choose from more than one. More points.
 * Mixed up R & A
 * Show them what it looks like to create a lesson plan (get website from Pratima - teachnology).
 * Provide different learners and environments.
 * Provide G & R.
 * R = What do you need to make this happen? (constraints) Anything special you need? How will you make this happen (tie in classroom management later).
 * A = What are the different options I can choose from? What are all the possibilities? Think outside the box.

POINTS **Grade Breakdown:** ||  || Artifacts and workouts can be included. Artifact need a different term.
 * **Activity**  || **Points**  ||
 * Attendance/participation ||  ||
 * **Pre-Lecture Worksheets** ||  ||
 * **Lab Workouts (less workout)** ||  ||
 * Midterm ||  ||
 * Electronic Portfolio Checkpoint ||  ||
 * Professional Development Plan ||  ||
 * **Artifact Proposals** ||  ||
 * **Case Artifacts**
 * **Electronic Portfolio** ||  ||
 * **Final Exam** ||  ||
 * Extra Credit (attitude and time investment) ||
 * __**Total***__ || __800__ ||
 * __**Total***__ || __800__ ||
 * __**Total***__ || <span style="font-family: Calibri,sans-serif;">__800__ ||
 * <span style="font-family: Calibri,sans-serif;">__**Total***__ || <span style="font-family: Calibri,sans-serif;">__800__ ||