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Deep Creek Magnet Middle Methodology

Page history last edited by Meghan Jothen 14 years, 9 months ago

 

Using the Slam Dunk Model to Create a Technological Student Centered Enviorment

 

 

 

 

 

Step 1. Using the Internet to help plan lessons:

For the late technology adopter, the first step to integrating student centered technology lessons is to have them find resources on the Internet. Basic Internet search strategies and website navigation might be needed. Depending on the grade level and subject area, teachers should become familiar with resources used by that department or school system. Even basic training on on-line curriculum and databases that the school system offers should be reviewed. The technology integration specialist should work closely with this group of teachers to establish a comfort level for using technology resources available.

 

Step 2. Teacher Driven Model

The second step focuses on having the teacher use PowerPoint & the Slam Dunk lesson model to deliver instruction inside the classroom. The Slam Dunk model provides an organized and succinct structure that is non-intimidating to late technology adopters. The 4 basic slides follow the flow of a lesson (Question - Information Sources - Activity - Assessment) and if time allows the 5th slide (Enrichment Activity). Teachers learn how to deliver instruction using both technology to present and technology to plan / resource. The technology integration specialist should work the teacher on building a comfort level on using technology with students. This level of scaffolding might need some troubleshooting professional development since the teacher will be using a projection system, computer and network access. It is important to note that the late technology adopter becomes easily discouraged and frustrated when the technology does not perform perfectly. The technology integration specialist should provide the teacher with tips and tricks when the technology fails.

 

Example: Teacher Driven SD.ppt

 

Step 3. Half and Half:

This step is for the teacher who is already comfortable teaching with technology. They might already use PowerPoint, other applications and the Internet inside their classroom. However, the teacher is not that adept at having their students use technology to either research or create authentic assessment products. This step focuses on slide 3 (activity) and slide 4 (assessment) of the Slam Dunk model. Here the technology integration specialist should focus the teacher on using technology as a creation tool for students. In most cases, computer labs are not available for everyday use, so the teacher would choose where in the Slam Dunk lesson model to have students create a technology driven activity or product. The lesson would flow as usual but instead of completing a worksheet at their desks, students would research and take notes using on-line databases and an electronic document. The option also exists for the students to complete research using texts or readings inside the classroom and then transitioning to the lab to create a product such as a movie, podcast, presentation, or brochure (just to name a few). This step is crucial for the teacher to develop lab procedures and rules for students. A telecommunications policy should be in effect and reviewed with students. The teacher will have to provide a rubric or parameters for using the technology as well as a strict timeline. Unfortunately due to limited resources computer labs have to be shared by many classes. This is the most critical step in the scaffolding because lack of attention to detail or lack of management can result in a technology mess. A teacher and technology integration specialist should plan and organize how students will create a technology product. Questions to consider are: do the students need to learn any prerequisite skills to complete the project? What will happen if a student violates the telecommunication policy? What is the procedure if a student is absent or needs more time to complete the technology portion of the assignment? The answers to these questions vary from school to school and classroom to classroom.

 

Step 4. Student Driven Model:

Here the teacher takes a back seat to student's learning envirorment. The teacher should have established good research and lab practices through the scaffolding steps 1-3. This requires a one-to-one computer classroom. The teacher should be comfortable using and troubleshooting technology inside their classroom and in a one-to-one setting. The teacher becomes a facilitator and the student takes control of the Slam Dunk lesson model. The student actual has the entire lesson on their own computer and navigates through the lesson themselves. The teacher can provide guidance but the student controls PowerPoint, links, Internet, databases and network. The student gains confidence and independence using technology. The Slam Dunk model provides valid resources, higher level questions, activities and assessments. The teacher is familar with the Slam Dunk lesson model and understands how to create and use one that is reliable and provides higher level enriching questions to solve with valid resourcs.

 

Example: RS 19 Tokugawa Period.ppt

 

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