What email address or phone number would you like to use to sign in to Docs.com?
If you already have an account that you use with Office or other Microsoft services, enter it here.
Or sign in with:
Signing in allows you to download and like content, and it provides the authors analytical data about your interactions with their content.
Embed code for: MIE STEM Kickstart Notebook
Select a size
Good Morning Please use the link below to register for the MIE session at the Sunshine State Scholars event in Orlando Fl. on May 20, 2017. http://tinyurl.com/m6cnfju (j) You may also use your phone and this QR code to register: Get the content for this session here: https://doc.co/HUSmmn Registration Friday, May 19, 2017 10:37 AM Welcome Page 1 MIE STEM Kickstart MIE STEM Kickstart Friday, May 19, 2017 10:04 PM Welcome Page 2 Welcome Page 3 Welcome Page 4 Best Practices & Standards OneNote & OneNote Class Notebook Hacking STEM Site & Lessons Skype in the Classroom Microsoft Innovative Educators Community Session Highlights: "Showcasing the power of highly Integrated Instructional Technology" Standards▪ Pedagogy▪ Templates▪ 20 minutes - Elements of a well written Standards Based (STEM) lesson Visit the Hacking STEM site▪ Select a sample lesson - Anemometer▪ Include a "maker segment" for participants (if possible)▪ Demo the active Excel Workbook with Cordoba Add-in▪ 20 minutes - Demo a Hacking STEM lesson Connect to a Global Community of Learners▪ Make a Skype Call▪ 20 minutes - Skype in the Classroom OneNote & Class Notebook▪ Office Mix▪ Sway▪ Forms▪ 40 minutes - Content Delivery Microsoft Educator Community▪ Profile & Accomplishments▪ Courses & Badges▪ Become an MIE▪ 20 minutes - Professional Community Q&A▪ Networking▪ 60 minutes - What's Next Agenda Friday, May 19, 2017 10:38 AM Welcome Page 5 Networking▪ Key Contacts Heidi Brennan - Florida Department of Education: firstname.lastname@example.org Josh Sawyer - Microsoft in Education: Josh.Sawyer@microsoft.com Lisa Simmons - Microsoft Innovative Educator Fellow: email@example.com Becky Firth - NCCE Director of Professional Development: firstname.lastname@example.org Bradley Smrstick - NCCE Professional Learning Specialist: email@example.com Amanda Glover - NCCE Professional Learning Specialist: firstname.lastname@example.org Welcome Page 6 How do you do that? Effective lessons are highly engaging activities, where students are designing, collaborating, and building authentic real world products. Highly effective teachers take the time to analyze their standards very early in the lesson planning process. Planning a "STEM" lesson: What should a STEM lesson should be focused on? http://www.edweek.org/tm/articles/2014/06/17/ctq_jolly_stem.html (Spoiler Alert: "Look at your course objectives") Design Units and Lessons with NGSS@NSTA resources: http://ngss.nsta.org/designing-units-and-lessons.aspx How do I know if what I am choosing to teach is worth teaching? In order to have an effective lesson, we must first plan effectively. Using the EQuIP rubric, you can make a more informed decision about the material you are choosing to present to the students. The EQuIP rubrics are designed to evaluate: Lessons that include instructional activities and assessments aligned to the CCSS or the NGSS that may extend over a few class periods or days • Units that include integrated and focused lessons aligned to the CCSS or the NGSS that extend over a longer period of time• The rubric is NOT designed to evaluate a single task or activity• The rubrics do not require a specific template for lesson or unit design• https://www.achieve.org/our-initiatives/equip/rubrics-and-feedback-forms Click here to watch a brief video of fellow educators explaining how to use the EQuIP rubric to analyze our lessons/units. https://www.youtube.com/watch?v=SOCBLlmSZsU Effective Lesson Planning Tuesday, May 2, 2017 5:28 PM Lesson Planning Page 7 Lesson Planning Page 8 Lesson Planning Page 9 Design Tool 7.4: Sketch-a-Lesson EDP Template Note: Outline your ideas for this lesson. EDP headings in your lesson will not necessarily be in this order. Some headings may be r epeated, some may be combined, and some may not be needed. DEFINE THE PROBLEM RESEARCH IMAGINE PLAN CREATE TEST AND EVALUATE REDESIGN COMMUNICATE From STEM by Design by Anne Jolly. Copyright © 2017 Taylor & Francis. Engineering Design Template Friday, May 19, 2017 7:53 AM Lesson Planning Page 10 Design Tool 8.2: Lesson Design Checklist Directions: Use this checklist to help you stay on track and consider what to include as you design your STEM lesson. Before You Design the Lesson ◆ Be thoroughly familiar with the content material you will cover in your lesson. ◆ Research the topic carefully, including looking at other examples of lessons on this topic. ◆ Assume that others will read your lesson. Include enough detail that even a novice teacher can understand the lesson and implement it. As You Design the Lesson ◆ Include most or all of the components of the engineering design process. Note that these do not need to follow a particular order, and you may use a step more than once. ◆ List the estimated amount of time needed to complete each section. ◆ Use the term team rather than group when referring to students who work together. ◆ Write teamwork ideas and instruction directly into your lesson. ◆ Engage student interest in the challenge. Use a creative way to introduce the lesson. ◆ Make the lesson student-centered, hands-on, and engaging. ◆ Make explicit connections between math and science. ◆ Identify how technology is used or created in the lesson and possible consequences of technology. ◆ Make authentic connections with other subjects, where appropriate. ◆ Take account of student diversity in your lesson design. ◆ Include visuals in your lesson if these would clarify content. ◆ If you use PowerPoint or another slideshow presentation program, put a minimal amount of text on each slide. ◆ Credit your sources, including web sources. ◆ Check to see if your lesson meets STEM specifications (Design Tool 5.1). From STEM by Design by Anne Jolly. Copyright © 2017 Taylor & Francis. ◆ Ask other teachers to read your lesson for clarity. After You Design the Lesson ◆ Field-test the lesson and work out the bugs. Ask other teachers to field-test as well and make suggestions. Adjust the lesson before distributing it for use. Engineering Design Planning Checklist Friday, May 19, 2017 7:53 AM Lesson Planning Page 11 Key Characteristics of Great STEM Lessons Yes No Notes 1. The STEM lesson clearly states what students’ need to learn. 2. The STEM lesson integrates rigorous science and math content. 3. The STEM lesson connects concepts across academic disciplines. 4. The STEM lesson is designed for standards intended for the grade level it will be taught. 5. The STEM lesson is connected to a real world problem. 6. The STEM challenge is clearly defined. 7. The STEM lesson involves learning through inquiry and hands on activities. 8. The STEM lesson includes “21st Century Skills”. 9. The STEM lesson follows the engineering design process. 10. The STEM lesson has an engagement that will truly capture students’ interest. 11. Students engaged in communicating with each other throughout the lesson. 12. The STEM lesson ensures students are engaged in productive team work to solve a problem. 13. The STEM lesson allows the opportunity for students to have discussions/discourse with other groups about their designs to get ideas and learn from each other. 14. The STEM lesson allows for multiple ways to solve a problem. 15. The STEM lesson integrates students’ use of technology to reinforce and enhance content. 16. The STEM lesson clearly states what students need to actually do. 17. The STEM lesson specifies that teams choose one idea to test and then create their prototype. 18. The STEM lesson allows for prototype testing and collection of data to be analyzed in order to decide how well their prototype worked. 19. The STEM lesson clearly states what success will look like. (Not that there is one right answer but, teams will know if their prototypes worked.) 20. There is time for redesign to learn from mistakes. 21. The STEM lesson is written so other teachers can understand and replicate them. 22. The STEM lesson offers strategies/support for struggling readers/writers, ELL students and SWD. Some questions modified from A MiddleWeb Blog by Anne Jolly and Six Characteristics of a Great STEM Lesson on edweek.org STEM Lessons Spec. Checklist Friday, May 19, 2017 7:53 AM Lesson Planning Page 12 Looking for the "perfect" lesson plan template is exhausting. Well, have no fear. Attached in the subpages are some suggested templates to help guide your purposeful planning of STEM. STEM Templates Friday, May 5, 2017 3:20 PM Lesson Planning Page 13 Teacher: Date: Subject / grade level: Materials: Essential Standards and Clarifying Objectives List the cross curricular standards being addressed throughout this lesson• The lesson objectives can be covered over more than one dayo Lesson objective(s): Differentiation strategies to meet diverse learner needs: ENGAGEMENT Describe how the teacher will capture students’ interest.• What kind of questions should the students ask themselves after the engagement?• EXPLORATION Describe what hands-on/minds-on activities students will be doing. • List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration• EXPLANATION Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? • List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations.• ELABORATION Describe how students will develop a more sophisticated understanding of the concept.• What vocabulary will be introduced and how will it connect to students’ observations?• How is this knowledge applied in our daily lives?• EVALUATION How will students demonstrate that they have achieved the lesson objective?• This should be embedded throughout the lesson as well as at the end of the lesson• Template #2 Teacher/Date Range: Subject/Grade Level: Module: Standards for Math Practice: 5 EX Template Friday, May 19, 2017 7:52 AM Lesson Planning Page 14 Module: Standards for Math Practice: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning Lesson Topic: Florida Standards: I Can Statement(s): Common Misconceptions: Vocabulary: Materials: Date(s) 5E Model of Instruction ENGAGE • Describe how the teacher will capture students’ interest. • What kind of questions should the students ask themselves after the engagement? 1. EVALUATE How will students demonstrate that they have achieved the lesson objective? EXPLORE • Describe what hands- on/minds-on activities students will be doing. • List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration. 1. Formative: EXPLAIN • Student explanations should precede introduction of vocabulary terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? • List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. 1. Formative: Lesson Planning Page 15 1. ELABORATE • Describe how students will develop a more sophisticated understanding of the concept. • What vocabulary will be introduced and how will it connect to students’ observations? • How is this knowledge applied in our daily lives? 1. Formative: EVALUATE • How will students demonstrate that they have achieved the lesson objective? Summative: Differentiation strategies: Teacher Reflection: Reflect on the effectiveness of each of the following after implementation, keeping in mind the following when you answer the questions below: • Organizational strategies (seating, random draw sticks, student roles, materials management) • Student support (collaborative structures, differentiation strategies) • Individual accountability (accountable talk, journal, specific lab roles) • Teaching through Inquiry (students constructing their own understanding) • Student centered (teacher as facilitator, releasing responsibility for learning to students) • Questioning techniques (essential questions pre-identified, Socratic methods) • Rigor (application of knowledge to solve a relevant problem) • Advance preparation (lesson plan, evaluation, materials, movement) What did pre- and post-test data indicate? How could this lesson have been improved? What would you still like to know? Lesson Planning Page 16 STEM TQ Planning Outline STEM TQ Planning Outline Friday, May 19, 2017 7:52 AM Lesson Planning Page 17 Lesson Planning Page 18 Lesson Planning Page 19 Lesson Planning Page 20 Lesson Planning Page 21 Lesson Planning Page 22 STEM TQ Lesson Designs. Integration STEM TQ Lessons Designs Int. Friday, May 19, 2017 7:52 AM Lesson Planning Page 23 Lesson Planning Page 24 STEM TQ Lesson Designs. Extension STEM TQ Lessons Designs Ext. Friday, May 19, 2017 7:52 AM Lesson Planning Page 25 Lesson Planning Page 26 STEM TQ Lesson Designs. Problem Solving STEM TQ Lessons Designs P.S. Friday, May 19, 2017 7:52 AM Lesson Planning Page 27 Lesson Planning Page 28 Let's put what we learned into practice. Option 1: Select one of the Lesson Plan templates that you saw on the previous pages and experiment with it by applying the Anemometer Lesson to the selected template Option 2: Select one of the Lesson Plan templates that your district provides and experiment with it by applying the Anemometer Lesson to the district recommended template. Option 3: Select one of the Lesson Plan templates that you saw on the previous pages and experiment with it by applying an existing Lesson from your classroom (that you already teach) to the selected template. Select one of the options above.1. Copy and paste the lesson plan of your choice into the space below and begin filling out the sections of the notebook.2. Return to this location and add to your lesson plan as you acquire new skills and insight throughout this session.3. Submit your lesson to the Microsoft Educator Network so that educators around the world can benefit from your expertise. 4. Instructions: Activity 1 - Lesson Planning Friday, May 19, 2017 7:28 AM Lesson Planning Page 29 Florida State Standards Over the last several years implementing the Next Generation Sunshine Standards, Florida has made strong academic gains. But, we know today’s workforce requires our graduates to have stronger critical thinking, problem solving and communications skills than ever before. Higher standards that challenge and motivate our students are essential. To address this need, education leaders across Florida improved our academic content standards, creating new expectations for what students need to know and be able to do. The Florida Standards are designed to ensure that ALL students reach their greatest potential. On February 18, 2014, the Florida State Board of Education voted unanimously to adopt the Florida Standards. The Florida Standards reflect our foundational expectations of what ALL students should know and be able to do in each grade from kindergarten through 12th grade. CPALMS CPALMS is an online toolbox of information, vetted resources, and interactive tools that helps educators effectively implement teaching standards. It is the State of Florida’s official source for standards information and course descriptions. ISTE - Standards Rapid advances in technology have led to profound shifts in how we live, communicate and work. To prepare our students for the world they will soon enter and for a future we cannot yet imagine, education must not only adapt to these changes but innovate. Innovating education goes far beyond just learning how to use new tools. It requires us to rethink how we teach and learn. And it calls on us to re-engineer our districts, schools and classrooms for the digital age. Standards Thursday, November 26, 2015 6:16 PM Standards and Frameworks Page 30 Click on this link: https://portal.fldoesso.org/PORTAL/Sign-on/SSO-Home.aspx/then scroll down to click on Educators. Then, select your county. This should take you to the right place. FLDOE Thursday, May 18, 2017 3:13 PM Standards and Frameworks Page 31 Standards and Frameworks Page 32 Standards and Frameworks Page 33 http://www.cpalms.org/Public/ CPALM's Tuesday, May 2, 2017 4:55 PM Standards and Frameworks Page 34 ISTE Standards... ISTE Standards... ISTE Standards... ISTE Standards... Student Teacher Coach Administrator You can easily retrieve downloadable ISTE standards by creating a free account, completing the brief questions about your purpose for using the standards, then download and share! ISTE Standards Friday, November 27, 2015 4:13 PM Standards and Frameworks Page 35 ISTE Standards... ISTE Standards... ISTE Standards... ISTE Standards... Standards and Frameworks Page 36 What is Pedagogy? Pedagogy is the art (and science) of teaching. Effective teachers use an array of teaching strategies because there is no single, universal approach that suits all situations. Different strategies used in different combinations with different groupings of students will improve learning outcomes. Some strategies are better suited to teaching certain skills and fields of knowledge than are others. Some strategies are better suited to certain student backgrounds, learning styles and abilities. Effective pedagogy, incorporating an array of teaching strategies that support intellectual engagement, connectedness to the wider world, supportive classroom environments, and recognition of difference, should be implemented across all key learning and subject areas. Effective pedagogical practice promotes the wellbeing of students, teachers and the school community - it improves students' and teachers' confidence and contributes to their sense of purpose for being at school; it builds community confidence in the quality of learning and teaching in the school. http://education.qld.gov.au/curriculum/learning/teaching/technology/pedagogy/index.html 21st Century Learning Design Educators globally are working to design new models of learning that better prepare learners for life and work in the 21st Century. The purpose of the 21st Century Learning Design rubrics is to help educators identify and understand the opportunities that learning activities give students to build 21st century skills. These rubrics were developed and tested internationally for the Innovative Teaching and Learning Research project. The Technology Integration Matrix (TIM) The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells. Frameworks Friday, May 19, 2017 8:17 AM Standards and Frameworks Page 37 https://education.microsoft.com/GetTrained/21CLD-1 Introduction Educators globally are working to design new models of learning that better prepare learners for life and work in the 21st Century. The purpose of the 21st Century Learning Design rubrics is to help educators identify and understand the opportunities that learning activities give students to build 21st century skills. These rubrics were developed and tested internationally for the Innovative Teaching and Learning Research project. A learning activity is any task that students do as part of their school-related work. It can be an exercise that students complete in one class period, or an extended project that takes place both in and outside of school. collaboration• knowledge construction• self-regulation • real-world problem-solving and innovation• the use of ICT for learning• skilled communication • This guide describes six rubrics of 21st century learning, each of which represents an important skill for students for develop: an overviewof definitions of key concepts and related examples; • a rubricto help you assign each learning activity a number from 1 to 4,* according to how strongly it offers opportunities to develop a given skill; • and a flowchart that shows how to choose the best number in each case.• In this guide, the description of each rubric has three parts: *In some cases the numbers from 1 to 5 are used, with 5 representing an additional, higher goal. 21st Century Learning Design (21CLD) Standards and Frameworks Page 38 Real-World Problem-Solving and Innovation Does the learning activity require solving authentic, real-world problems? Are students’ solutions implemented in the real world? Overview In today’s workplace, problem-solving tasks abound. Whether the need is to find new ways to reach global markets or to redesign a product to take advantage of new materials, successful workers must be adept at generating and testing creative ideas in order to solve a problem with a real set of requirements and constraints. This is a very different definition of “problem” than we often see in academic settings, where textbook “problems” are simply practice at executing specific learned procedures. ask students to complete tasks for which they do NOT already know a response or solution• require students to work on solving real problems • represent innovationby requiring students to implement their ideas, designs or solutions for audiences outside the classroom. • This rubric examines whether students’ work involves problem-solving, and uses data or situations from the real world. The strongest learning activities for this rubric: Big Ideas develop a solution to a problem that is new to them OR• complete a task that they have not been instructed how to do OR • design a complex product that meets a set of requirements. • Problem-solvinginvolves a task with a defined challenge for the student. Problem-solving happens when students must: Learning activities that require problem-solving do NOT give students all the information they need to complete the task or specify the whole procedure they must follow to arrive at a solution. investigate the parameters of the problem to guide their approach• generate ideas and alternatives• devise their own approach, or explore several possible procedures that might be appropriate to the situation• design a coherent solution• Often, problem-solving tasks require students do some or all of the following: Real-World Problem-Solving and Innovation 18 December 2012 13:59 Standards and Frameworks Page 39 design a coherent solution• test the solution and iterate on improvements to satisfy the requirements of the problem.• To count for this rubric, problem-solving must be the learning activity’s main requirement. IS THIS PROBLEM-SOLVING? YES: NO: Students must rewrite a story from the perspective of a character other than the narrator. Students use the original story but have not been instructed how to complete this task. Students read a story and then take a quiz about what they read.Students do not have to develop any solutions. There is no defined challenge for the students. Students use a map of a bus route to propose where pedestrian crossings should be added in a fictional town. Students have not been instructed where to put the crossings. Students learn about pedestrian safety by studying a map showing bus stops and pedestrian crossings. There is no defined challenge for the students. Students identify appropriate situations for using mean, median and mode by exploring several sample datasets in Microsoft Excel. Students have not been instructed on how each measure is best used. Students use Microsoft Excel to calculate the mean, median and mode of several sample datasets. Students are simply practicing a computation. Are experienced by real people. For example, if students are asked to diagnose an ecological imbalance in a rainforest in Costa Rica, they are working with a situation that affects the real people who live there. • Have solutions for a specific, plausible audience other than the educator as grader. For example, designing equipment to fit a small city playground could benefit the children of the community. • Have specific, explicit contexts. For example, developing a plan for a community garden in a public park in their town has a specific context; learning which vegetables grow best in which parts of one’s country does not. • If students are using data to solve a problem, they use actual data (for example, real scientific records of earthquakes, results of their own experiments, or first-person accounts of an historical event), not data developed by an educator or publisher for a lesson. • Real-world problems are authentic situations and needs that exist outside an academic context. Real-world problems have all of the following characteristics: ARE THESE REAL-WORLD PROBLEMS? YES: NO: Students rewrite a Shakespeare play for a teenage audience. Teenagers are a real, specific audience. Students rewrite a Shakespeare play in a new rhyme scheme. This has no specific audience. Students use their town’s bus map to propose where pedestrian crossings should be added in their town.This has a specific, explicit context. Students use actual data to do this. Students use a bus map in a textbook to propose where pedestrian crossings should be added in a fictional town. This does not involve actual data. Students investigate whether growing plants in their classroom can improve the air quality.Even though the setting is the classroom, air quality is a real issue. Students investigate the interaction between green plants and carbon dioxide in the air. There is no explicit context for the students’ investigation. Students analyze data about the basketball team and use Microsoft Excel to graph performance patterns for the overall team and individual players. Students are using actual data about the team and performing analysis typically conducted by the Students identify appropriate situations for using mean, median and mode by exploring several sample datasets in Microsoft Excel. Students are using datasets created by Standards and Frameworks Page 40 about the team and performing analysis typically conducted by the coaching staff. Excel. Students are using datasets created by the educator. Innovationrequires putting students’ ideas or solutions into practice in the real world. For example, it IS innovation if students design and build a community garden on the grounds of their school; just designing the garden is NOT innovation. In cases where students do not have the authority to implement their own ideas, it is innovation ONLY if students convey their ideas to people outside the classroom context who can implement them. For example, it IS innovation if students present their ideas for building a community garden in a public park in their town to a local environmental group or to local officials, but NOT if students design a community garden for that public park and only share their plans with their teacher and classmates. Innovation also benefits people other than the student; it has value beyond meeting the requirements of a classroom exercise. The townspeople who tend the new garden in the public park and the teenagers who attend the rewritten Shakespeare play benefit from students’ efforts, for example. It also counts as innovation if students create a project for a science fair or submit an original poem to a regional poetry contest, for example, because the fair and contest are not educator-controlled and have real audiences who are interested in and may benefit from the students’ work. IS THIS INNOVATION? YES: NO: Students rewrite a Shakespeare play for a teenage audience and perform it at a local youth center.The teenage audience at the youth center benefits from the students’ effort. Students rewrite a Shakespeare play for a teenage audience but do not perform it. No one outside the classroom benefits from the students’ effort. Students write letters to the town council about their ideas for adding pedestrian crossings in their town AND mail the letters to council members.Students cannot make new pedestrian crossings themselves but the town council can implement their ideas. Students write letters addressed to the town council about improving pedestrian safety BUT only give the letters to their educator to grade. The letters did not reach an audience beyond the educator as grader. Students investigate 2 or more online websites or games, develop a presentation using Community Clips and Windows Live Moviemaker about internet safety guidelines for parents and students to be aware of, AND present their products at parent’s night. Parents and students who attend the parent’s night presentation are an authentic audience for the guidelines that students developed. Students investigate 2 or more online websites or games, and develop a presentation using Community Clips and Windows Live Moviemaker about internet safety guidelines for parents and students to be aware of. Their product is handed in for a grade. Students learned about internet safety but did not communicate their solutions to others who needed this information. Students analyze statistics on the basketball team’s past performance and create mathematical models using Microsoft Excel for the coach to illustrate targeted improvements for both team and individual performance. The coach can use students' analysis to help players focus their training on skills that need improvement. Students analyze data about the basketball team and use Microsoft Excel to graph performance patterns for the overall team and individual players. Students' graphs are presented to the class as an academic exercise. Standards and Frameworks Page 41 improvement. Real-World Problem-Solving and Innovation: Rubric 1 The learning activity’s main requirement IS NOT problem-solving. Students use a previously learned answer or procedure for most of the work. • 2 The learning activity’s main requirement IS problem-solving • BUT the problem IS NOT a real-world problem.• 3 The learning activity’s main requirement IS problem-solving • AND the problem IS a real-world problem• BUT students DO NOT innovate. They are NOT required to implement their ideas in the real world, or to communicate their ideas to someone outside the academic context who can implement them. • 4 The learning activity’s main requirement IS problem-solving • AND the problem IS a real-world problem• AND students DO innovate. They ARE required to implement their ideas in the real world, or to communicate their ideas to someone outside the academic context who can implement them. • Real-World Problem-Solving and Innovation: Decision Steps Standards and Frameworks Page 42 Attribute to Microsoft Corporation This work is licensed under a Creative Commons Attribution 3.0 Unported License Standards and Frameworks Page 43 The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below. Technology Integration Matrix Technology Integration Matrix Sunday, November 29, 2015 12:17 PM Standards and Frameworks Page 44 https://fcit.usf.edu/matrix/matrix/ Standards and Frameworks Page 45 TPACK Explained Published on September 24, 2012by mkoehler Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. The TPACK framework extendsShulman’s idea of Pedagogical Content Knowledge. The Seven Components of TPACK At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). The TPACK approach goes beyond seeing these three knowledge bases in isolation. The TPACK framework goes further by emphasizing the kinds of knowledge that lie at the intersections between three primary forms: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). Content Knowledge (CK) – “Teachers’ knowledge about the subject matter to be learned or taught. The content to be covered in middle school science or history is different from the content to be covered in an undergraduate course on art appreciation or a graduate seminar on astrophysics… As Shulman (1986) noted, this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge” (Koehler & Mishra, 2009). • Pedagogical Knowledge (PK) – “Teachers’ deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims. This generic form of knowledge applies to understanding how students • Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, transactional relationship between these components of knowledge situated in unique contexts. Individual teachers, grade-level, school-specific factors, demographics, culture, and other factors ensure that every situation is unique, and no single combination of content, technology, and pedagogy will apply for every teacher, every course, or every view of teaching. Technology Pedagogical Content Knowledge Framework TPACK Framework Friday, May 19, 2017 5:49 PM Standards and Frameworks Page 46 encompass, among other things, overall educational purposes, values, and aims. This generic form of knowledge applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment.” (Koehler & Mishra, 2009). Technology Knowledge (TK) – Knowledge about certain ways of thinking about, and working with technology, tools and resources. and working with technology can apply to all technology tools and resources. This includes understanding information technology broadly enough to apply it productively at work and in everyday life, being able to recognize when information technology can assist or impede the achievement of a goal, and being able continually adapt to changes in information technology (Koehler & Mishra, 2009). • Pedagogical Content Knowledge (PCK) – “Consistent with and similar to Shulman’s idea of knowledge of pedagogy that is applicable to the teaching of specific content. Central to Shulman’s conceptualization of PCK is the notion of the transformation of the subject matter for teaching. Specifically, according to Shulman (1986), this transformation occurs as the teacher interprets the subject matter, finds multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students’ prior knowledge. PCK covers the core business of teaching, learning, curriculum, assessment and reporting, such as the conditions that promote learning and the links among curriculum, assessment, and pedagogy” (Koehler & Mishra, 2009). • Technological Content Knowledge (TCK) – “An understanding of the manner in which technology and content influence and constrain one another. Teachers need to master more than the subject matter they teach; they must also have a deep understanding of the manner in which the subject matter (or the kinds of representations that can be constructed) can be changed by the application of particular technologies. Teachers need to understand which specific technologies are best suited for addressing subject-matter learning in their domains and how the content dictates or perhaps even changes the technology—or vice versa” (Koehler & Mishra, 2009). • Technological Pedagogical Knowledge (TPK) – “An understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies” (Koehler & Mishra, 2009). • Technological Pedagogical Content Knowledge (TPACK) – “Underlying truly meaningful and deeply skilled teaching with technology, TPACK is different from knowledge of all three concepts individually. Instead, TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones” (Koehler & Mishra, 2009). • Learning More about TPACK This document is meant to be a gentle introduction to the TPACK framework, you can learn more by exploring the rest of the tpack.org website, or by clicking on the TPACK Academy section of the site. From <http://matt-koehler.com/tpack2/tpack-explained/> Standards and Frameworks Page 47 Let's put what we learned into practice. Return to the Lesson Plan template you started previously.1. State Standarda. National Standardb. Technology Standardc. Identify at least one standard (from each of the categories below) that can be applied to that lesson.2. 21st Century Learning Designa. Technology Integration Matrixb. TPACK Frameworkc. Identify at least one new pedagogical practice (from each of the categories below) that can be applied to that lesson.3. Instructions: Activity 2 - Standards & Frameworks Friday, May 19, 2017 7:28 AM Standards and Frameworks Page 48 OneNote is the ultimate tool allowing you to create digital notebooks. You now have a place to gather ALL of your notes and information with the added benefit of finding what you are looking for quickly, with powerful search capabilities. It also integrates with the other Office products. You can easily share notebooks to collaborate effectively with any group. OneNote can free up space on your desk, your bookshelf, and your filing cabinet as you begin to use this ultimate tool and move those many files and notebooks online. OneNoteforTeachers.com is a website that trains teachers and students on how to use both OneNote AND the new OneNote Class Notebook Creator that is sweeping through classrooms across the world right now. Audience: Students, teachers and IT teams OneNote Content Delivery Page 49 OneNote is your very own digital notebook: ▶ Watch the 2 minute video digital notebook that provides a single place where you can gather all of your notes and information, ○ with the added benefits of powerful search capabilities to find what you are looking for quickly, ○ plus easy-to-use shared notebooks so you can manage information overload and work together with others more effectively. ○ Microsoft OneNote is a: Download OneNote for FREE on all your devices: ▶ OneNote.com Hands on - Learn why OneNote is great in the classroom: ▶ OneNoteinEducation.com Saving time– You now have all your curriculum in one location. It is a collaborative and individual workspace to deliver content from multiple sources. No paper needed! Organization–Organize every lesson, handout, and assignment in a flexible digital notebook that saves automatically, available on all your devices, online or offline. Clip or link important websites and import existing lessons. No more flipping between multiple programs or binders of handouts! Collaboration – OneNote Class Notebook lets a teacher quickly set up a personal workspace for every student, a content library for handouts, and a collaboration space for lessons and creative activities, all within one powerful notebook. Students can work together while teachers provide real-time feedback. Share lesson plans across your department or PLC with shared OneNote notebooks. Use the OneNote Staff Notebook as a central place for administration like meeting notes, professional development, and modern classroom observation by leaders. Microsoft OneNote is the one tool you need to organize lesson plans and collaborate with students: Learn more and use OneNote Class Notebook with Office 365: ▶ OneNote.com/ClassNotebook For OneNote tips, check out 30 second videos: Write notes Plan a trip Search notes Clip from OneNote in Education Content Delivery Page 50 Write notes on slides Plan a trip with others Search notes instantly Clip from the web Suggestions, comments, questions? Send us feedback! OneNoteEdu@microsoft.com Twitter: @OneNoteEDU and @msonenote• Facebook: OneNoteEDU and OneNote• YouTube: OneNote in Education Video Playlist• Blog: OneNote in Education Blog• Get Started: OneNote Teacher Playbook• Join the conversation on social media: FAQ No Save Button!! OneNote automatically and continuously saves your work while you take notes, whenever you switch to another page or section, and whenever you close sections and notebooks. There is no need to save our notes manually, even when you finish them! Where does it save? OneNote is constantly syncing in the background. Additionally, it automatically backs itself up so that if you accidentally delete something, you can retrieve a copy from the previous day. Multiple people can work in the same notebook at the same time when it is stored in the cloud or on the server. How does saving it work? In your Documents Folder (for your own personal use)○ On a SharePoint server or File Share folder (for collaborative use) ○ On your OneDrive (for either personal or collaborative use)○ Notebooks can be stored: Content Delivery Page 51 We've created a new web site called http://www.OneNoteinEducation.com that is designed to help teachers, students and administrators learn how to effectively OneNote in education, from a personal time-saving perspective, as well as a collaboration and classroom use. Student Basics Getting started with OneNote Working faster with OneNote Getting the most out of OneNote Student Scenarios Taking amazing notes with OneNote Finishing homework faster with OneNote Working with friends using OneNote Collaborating in the classroom with a OneNote Class Notebook OneNote for Students training Content Delivery Page 52 We've created a new web site called http://www.OneNoteinEducation.com that is designed to help teachers, students and administrators learn how to effectively OneNote in education, from a personal time-saving perspective, as well as a collaboration and classroom use. Teacher Basics Getting started with OneNote Enhancing productivity with OneNote Getting the most out of OneNote Teacher Scenarios Staying organized with OneNote Delivering curriculum with OneNote Creating interactive lessons with OneNote Collaborating in the classroom with the OneNote Class Notebook Collaborating with the OneNote Staff Notebook for Education Administrator Scenarios OneNote for School Administrators Collaborating with the OneNote Staff Notebook for Education OneNote for Teachers training Content Delivery Page 53 Toolkit for Teachers Guide OneNote Toolkit for Teachers Content Delivery Page 54 OneNote Blog Using OneNote and Windows in a classroom for students with autism Hackathon Winners - New OneNote Literacy Ribbon @mtholfsen @onenoteedu 9 ways to make content delivery a breeze Content Delivery Page 55 Content Delivery Page 56 Content Delivery Page 57 Content Delivery Page 58 Content Delivery Page 59 Content Delivery Page 60 OneNote is your very own digital notebook ▶ Watch the 2 minute video Your OneNote Class Notebook is organized into three parts: Student Notebooks --a private notebook shared between the teacher and each individual student. Teachers can access every student notebook, while students can see only their own. 1. Content Library-- a read-only notebook where teachers can share handouts with students.2. Collaboration Space-- a notebook for everyone in your class to share, organize, and collaborate.3. For OneNote tips, check out 30 second videos: Write notes on slides Plan a trip with others Search notes instantly Clip from the web Suggestions, comments, questions? Send us feedback! OneNoteEdu@microsoft.com https://www.onenote.com/classnotebook OneNote Class Notebook Content Delivery Page 61 To get the most up-to-date answers to your questions, please go to the OneNote Class Notebook App FAQ What is a OneNote Class Notebook? Available as an App in the Office 365 app launcher, the OneNote Class Notebook App sets up Class Notebooks with classroom-friendly permissions. A private notebook shared between the teacher and each individual student.○ Teachers can read and write to all student notebooks○ Students cannot see other private section groups outside their own○ Student Notebooks1. A read-only notebook where teachers can share handouts with students.○ Students can only read -- i.e. pull from -- the Content Library. They cannot edit.○ Teachers can read and write to the Content Library○ Content Library2. Each Class Notebook is organized into three areas: A notebook for everyone in your class to share, organize, and collaborate.○ Everyone can read and write to the Collaboration Space○ Collaboration Space3. For a step-by-step walkthrough of the OneNote Class Notebook Creator: Get Started with the Tool (Teachers) Suggestions, comments, questions? Send us feedback! Email us at OneNoteEdu@microsoft.com. Where can I get the link for this class notebook? There are two ways to get the link to an existing OneNote class notebook. Launch the app○ Click the square button titled "Get existing notebook links"○ You should see a list of links to any class notebook. ○ Highlight the link, copy it, and paste into an email○ From the OneNote Class Notebook app1. First, ensure the notebook is open in OneNote.1) Right-click this notebook in the Notebook Navigation pane (or popover).2) Click Copy Link to Notebook.3) Paste the link on your clipboard where it's needed, such as in an email to students.4) Via the Notebook Navigation Pane 2. How do I add or remove a student from the notebook? Adding a student is easy. Run the OneNote Class Notebook app and click Add or remove students, select this class FAQ: Class Notebooks Content Delivery Page 62 Adding a student is easy. Run the OneNote Class Notebook app and click Add or remove students, select this class notebook, and type in the new student names or select the existing student to remove. How do I add or remove a co-teacher from the notebook? Adding a teacher is easy. Run the OneNote Class Notebook app and click Add or remove teachers, select this class notebook, and type in the new teacher names or select the existing teacher to remove. Will I use the Class Notebook app tool again during the class? You will only use OneNote in the class. The only time to return to the Class Notebook app is to add or remove students or teachers to this notebook. Content Delivery Page 63 Sway | interactive web Sway is a brand new creation tool from Office joining Word, Excel, PowerPoint and OneNote. Sway helps you easily create and share an interactive web-based canvas of your ideas, which looks great on any platform or device. Teachers can use Sway to create and share interactive lessons, assignments, study guides, trip reports, and best practices. Students can use Sway bring assignments, projects, reports, and study materials to life in a new way. Get started with this help linka. Now you can bring your images in OneNote into Sway for situations like research (see this blog post for more information) b. Sway is part of Office 3651. Some winning teacher examples from a recent "Sway Your OneNote Love" contest with Microsoft Innovative Educators 1. Learn moreabout Sway for Education by visiting http://aka.ms/SwayIntroductionEducation.2. Sway for Educators Sway is an exciting authoring app. It is a new way for teachers and students to collaborate, create, publish, and present an interactive, web-based expression of your ideas right from your phone or browser. Sway takes care of the design process and lets you simply express yourself. The interface is simple enough for the younger students, but powerful enough for the older crowd. Browsing for content is easy as everything it is fully integrated with OneDrive, social networks and your device. Looking for creative commons pictures is no longer a chore - Sway has simplified the process. Sway was introduced in a preview format in October 2014, but it is now being rolled out to Office 365 business and education subscribers. Microsoft has also added features relevant to business and education customers—including simultaneous coauthoring, creating interactive charts, embedding Office documents (such as Excel charts and graphs) and more—all while crafting the basics of the Sway experience to be tighter and smoother. Intro to Sway Content Delivery Page 64 to be tighter and smoother. Sway brings interactivity to your lessons, projects, field trips and allows you to easily share them with parents, classes and administrators. Students can have more flexibility to create and co-author in real time on beautiful projects and portfolios even with their phone or device. Sway in Office 365 will provide content resources from OneDrive for Business and Delve. Sways are private by default, but you can share them with others. There is an option called My Organization under the Share button which will require viewers to login with their Office 365 account to see the content. They can be shared to People with a link or Public. Office 365 admins can control Sway ability to share and turn it off. A few examples of Sways from teachers To get started: Click Sway From the App Launcher and choose click My Sways Choose Create New or Import a document, PDF or PowerPoint Add a Title to your Sway1. Begin adding content2. Content Delivery Page 65 Begin adding content2. Insert Content can be added from a number of sources without leaving the browser. Add in text, create headings, add pictures and upload from your device. You can access your OneDrive or Office Online from the app launcher and copy and paste content directly in. OR click the Insert tab to click and drag a document to import or embed directly from OneDrive for Business. Content Delivery Page 66 Cards Sway allows you to focus on the text, relationships and organization of the content leaving the design elements to your "design assistant", Sway. Create and organize headings as you copy and paste text. Without leaving your browser add curated pictures from OneDrive, OneNote and Delve. Or, choose from the suggested pictures from Bing, PicHit or Twitter to bring your Sway to life with pizzazz. (Sway works beautifully with OneNote!) Content Delivery Page 67 OneNote!) 1. Drag the picture to the canvas 2. Select all of the pictures you wish to edit and group 3. Locate Group and choose from the various options Select from various interactive display groups- group, stack, grid and slideshow to add vibrant elements to your Sway. Content Delivery Page 68 OR, create a beautiful comparison of two pictures. Add Twitter posts, YouTube and embed other social network sites for dynamic interactive content. Content Delivery Page 69 Communicate your data quickly by inserting an interactive chart. Edit your chart directly on the Sway canvas with the tools at the top for an effective way to express your data. Design Content Delivery Page 70 Design Your Design assistant creates stunning designs with stylish fonts for a professional looking presentation. Navigation With Sway's seamless touch navigation built to move easily across pc's, tablets and phones, teachers and students can create an engaging, professional web experience. Content Delivery Page 71 Sharing Sharing your Sway is easy. Your Sways follow you wherever you login. Select Share and you can change your sharing permissions to public, those with a link or private (just me). In addition, you have other options such as sharing to Facebook, Twitter, sharing an editing link, and embedding on a webpage. Students and teachers can easily co-author by sharing the editing link. Sway apps exist for IOS devices and Windows 10 devices. For more resources, check out http://www.sway.com/education Admin updates for Sway in Office 365 Content Delivery Page 72 examples of education sways Sharing best practices for using OneNotei. Providing supplemental material for a holiday concert programii. Making a field trip study guideiii. Sharing a class project recap with parentsiv. Creating an interactive math lessonv. Teacher uses:a. Making a class presentationi. Publishing a biology reportii. Creating a portfolio of workiii. Student uses:b. See examples of how other educators and students have been using Sway: Class project recap: The Little Prince Project• Dynamic class feedback and voting platform• Supplemental material for a student performance: Welcome to our holiday concert• Training educators on e-safety• Recap of student photography projects• A teacher discussing collaboration• Educational toolkit for other teachers: The 12 days of Christmas• Field Trip Study Guide: Student Guide to The Globe and Tate Modern• Student Class presentation: Argument• Grad Student Thesis report: Prions• Student Portfolio/Resume: My Portfolio• Overview from the Developer Office Sway Reimagine Your Ideas Come to Life• From <https://sway.com/m4NdN_-M3Njltbi6> Sway Examples Content Delivery Page 73 What is Office Mix? Office Mix is a free extension to PowerPoint that makes it easy to turn your PowerPoint presentations into interactive online lessons and share them with your students and colleagues in OneNote, on the web, or in your learning management system. With Office Mix, you can add: … all from within PowerPoint. Publishing a mix is as easy as uploading it to the web and deciding who can view it. The people you share it with can view your mix in any web browser on any device. Office Mix shows you data about who watched your mix, how much time they spent on each slide, and how they answered your quiz and poll questions. You can even export that data to Microsoft Excel for further analysis. Check out this video to understand the essentials of Office Mix in just two minutes: (http://aka.ms/officemixvideo) How can teachers use Office Mix? You already use PowerPoint in the your classroom. But how do you… Make yourself available when students need to listen to your lessons more than once?• Accommodate students who learn at different rates?• Check the comprehension of each student in the class, not just the most vocal ones?• Create video-based lessons without a lot of knowledge about video production and technology?• With Office Mix, creating a lesson is as easy as adding a handful of interactive elements to your PowerPoint presentation and publishing it to the secure Microsoft cloud. You can create interactive lessons that: Can be watched one time or as many times as a student needs to.• Can be watched sped up or slowed down, from the beginning or from any slide.• Contain quizzes that check student comprehension.• Contain audio and video using your webcam and built-in microphone or any other audio-visual peripherals attached to your PC running PowerPoint 2013. • Show you speaking directly to students.• Download Office Mix for free from https://mix.office.com Download Office Mix for free from https://mix.office.com Office Mix Content Delivery Page 74 Show you speaking directly to students.• Show ink being drawn on key parts of your slide to focus your students' attention.• Include screen recordings of other applications running on Windows.• Want to see how easy it is to create a mix? Watch this introduction to all the key features of Office Mix: (http://aka.ms/officemixintro) Need additional information or inspiration? Visit http://www.mixforteachers.comfor guidance on how to use Office Mix, as well as tips and tricks for creating flipped lessons that students will love, examples of mixes created by other teachers (as well as members of the Office Mix team), links to mix-based tutorials, and links to Office Mix's Feedback & Support site where can you find answers to your questions or post your own questions. You'll also find content that targets teachers, students, and your IT department. To get started, download Office Mix for free. And happy mixing! Content Delivery Page 75 microsoft forms Display Live Computer Say: Do you need a quick and easy way to collect data to determine your students' progress or do a quick pre- assessment to find out what students already know about a unit of study? Microsoft Forms can help! With Microsoft Forms you will be able to produce an online assessment, quiz, or survey in no time. Do: Review the information below. Getting Started Go to forms.microsoft.com, click on Get Started, then log in to Office 365.1. Click "Create New" to create a new form. 2. Click "Input your title here" and enter a title for your form, enter a description if desired, then click "Add question." 3. Microsoft Forms Content Delivery Page 76 question." Adding Questions Click Choice to add a Choice question. Choice is the question type you would use if you were wanting to survey the class. In a choice question there is no right or wrong answer. For each of the question types you need to toggle Answer Required to designate whether an answer is needed before the quiz can be submitted. For the choice question type, you also need to toggle Multiple Answers to select when you want to allow more than one answer choice. 1. Say: There are 5 different question types that you can add to your form when you've clicked Add question; Choice, Quiz, Text, Rating, and Date. Each question type serves a different function, so you'll choose which question type to use based on the type of data that you are wanting to collect. Let's look at each question type. Content Delivery Page 77 For the next question choose the Quiz question type. This is the question type you would use when there is a definite correct answer. You need to click the check mark next to the question to designate the which answer is correct. You can also click the speech icon next to the check to provide feedback to students if that answer is the one that is chosen. When using the quiz question type, you can click the ellipses to choose additional option like whether to shuffle the answer choices. 2. Content Delivery Page 78 Add another question and choose the Text question type. This question type allows for free response. You can choose to allow one line, or the Long answer option which allows for two lines. With this question type click the ellipses to choose to restrict answer choices to mathematical symbols or operations. 3. For the next question choose a Rating question type. The Rating question allows students to assign a rating to a particular statement. This is especially helpful in a pre-assessment form when you are trying to determine a student's comfort level with certain topics of study. 4. Content Delivery Page 79 The last question type is Date. Use this question type when you are needing students to enter a date to their form. 5. Optional Say: Choose a theme for your form by clicking Theme in the top right corner. Previewing Your Form Say: Microsoft Forms makes it easy to preview your form before assigning it to your students or staff. Simply click Preview on the main screen to see what your form will look like on a computer and mobile device. Click Preview in the upper right corner. 1. Show the preview for computer and mobile device by clicking between the two options.2. Sharing Your Form Say: Now that the form is finished and you've previewed to make sure it looks right, it is time to share with your students. Options for sharing the completed form include the ability to share a link with your students, entering Content Delivery Page 80 students. Options for sharing the completed form include the ability to share a link with your students, entering email addresses of students, and downloading and sending a QR code. Click Send Form, then go through each method of sharing.1. Click the ellipses to view more options. Discuss when you would choose to use "Only in my organization" and the "Anyone with a link" options. 2. Analyzing Results Click the Responses tab. 1. Say: Analyzing your Microsoft Form is easy. Just click the Responses tab to view a graphical representation for the results of the data that you collected. You can view your results online or export your results to Excel. Content Delivery Page 81 Click the double arrow next to the question on the right to view individual responses to the question.2. Click Open in Excel to view the results in Excel. When you have sent the results to Excel, you can view updated information by clicking Refresh in the window on the right. 3. Content Delivery Page 82 New educator-focused features in Microsoft Forms When teachers talk, we listen. Now that Microsoft Forms is generally available, we have been responding to millions of requests for new features—especially from educators who rely on Forms in their classrooms. Today, we’re introducing three new features to make Forms even more collaborative and customized for educators and students. Embed forms in OneNote Integrating Forms and OneNote is one of the top asks from educators who use the OneNote Class Notebook and want to seamlessly integrate formative assessments. Now, you can embed a form into OneNote Online in just a couple of steps. Under the OneNote Insert menu, click Forms, and then in the Forms for OneNote pane, select a form. Select a form to embed in OneNote. Once you select the form, you can embed it into OneNote. To learn more, see Insert a form into OneNote Online. Enhancements Wednesday, May 03, 2017 9:23 AM Content Delivery Page 83 Online. Embed the form into OneNote. Once the form is embedded, students can answer the form and see their results, all in OneNote. Content Delivery Page 84 Once the form is embedded, students can answer the form and see their results, all in OneNote. Form in OneNote for student to complete and receive feedback, in one place. Customizing forms with images and backgrounds Now, you can customize the background of your form by inserting an image from Bing and OneDrive, or uploading an image from your local computer. Content Delivery Page 85 Insert a customized background image. Forms automatically adjusts the theme color to match the background image. To learn more, see Change a form theme. Form theme color automatically matches the background image. Accessing forms—the Other forms portal The Other forms portal allows form designers to access all the forms they’ve opened via the Share to Content Delivery Page 86 The Other forms portal allows form designers to access all the forms they’ve opened via the Share to collaborate link. In other words, you can get back to “other people’s forms” without having to find the original email, IM conversation or other places where you originally opened the form. Other forms portal page. Forms shared by others. Create a form or quiz Educators can create a form or quiz, define settings, share the form and then check the results. Just follow these simple steps: Sign in and create a new survey form or quiz form.1. Adjust the settings for the form.2. Share the form with others.3. Check the form results.4. Learn more about using Forms To learn more, see Copy a form, Delete a form, Share a form or quiz as a template and Share a form to collaborate. Also, visit What is Microsoft Forms? and our FAQs page for more information. Finally, read “Individualizing instruction with the new Microsoft Forms” by Laura Stanner, Microsoft Innovative Educator (MIE) Expert, for an in-depth look at Forms. You can send us feedback at our Microsoft Forms UserVoice, where you can vote on other users’ product suggestions to help influence the product. From <https://blogs.office.com/2017/04/10/new-educator-focused-features-in-microsoft-forms/> Content Delivery Page 87 Let's put what we learned into practice. Option 1: Return to the Lesson Plan template you started previously and enhance it by creating a OneNote Notebook (or Class Notebook) in which you embed the lesson (and its supporting content) for delivery to your students. Option 2: Return to the Lesson Plan template you started previously and enhance it by creating an Office Mix in which you embed the lesson a (and its supporting content) for delivery to your students. Option 3: Return to the Lesson Plan template you started previously and enhance it by creating a Sway in which you embed the lesson (and its supporting content) for delivery to your students. Option 4: Return to the Lesson Plan template you started previously and enhance it by creating a Form in which you embed an assessment associated with the lesson (and its supporting content) for delivery to your students. Select one of the options above.1. Provide a link (in the space below) to your newly created resource so that others can benefit from your expertise.2. Instructions: Activity 3 - Content Delivery Friday, May 19, 2017 7:28 AM Content Delivery Page 88 https://education.microsoft.com/ Connect with other innovative educatorsacross the world and earn badges by completing online learning courses, creating and sharing lessons, participating in live Skype lessons, socially sharing content, and participating in discussions. Microsoft Innovative Educator (MIE) Programs - Recognize global educator visionaries who are using technology to pave the way for their peers for better learning and student outcomes. There are a variety of programs to help both educators who are just beginning this journey, as well as programs for educators who are leaders in innovative education. 1. Badges, points and certificates - Earn badges for professional development and sharing your expertise.2. Courses and resources - Stay current with the right mix of student-focused technology, experiential learning, and virtual collaboration to help your students learn and grow. 3. Skype in the Classroom-Online community that enables thousands of teachers to inspire the next generation of global citizens through transformative learning over Skype with Virtual Field Trips, Skype Lessons, Skype Collaborations, Mystery Skype and Guest Speakers. 4. Find, create, and share a lesson - Search thousands of lesson plans created by educators for educators to help enhance teaching and learning. 5. Connect and share with educators - Connect with other educators from around the world to share, learn and grow with the Microsoft Educator Community 6. The Community focuses on six fundamental themes: Microsoft Educator Community Thursday, January 5, 2017 11:51 AM Learning Community Page 89 Learning Community Page 90 https://education.microsoft.com/ Create a Profile Friday, May 19, 2017 8:54 AM Learning Community Page 91 Learning Community Page 92 Learning Community Page 93 Learning Community Page 94 https://education.microsoft.com/badges-points-certificates/badges-and-points Earn Badges Friday, May 19, 2017 9:05 AM Learning Community Page 95 Learning Community Page 96 https://education.microsoft.com/courses-and-resources/courses Courses & Resources Friday, May 19, 2017 9:05 AM Learning Community Page 97 Learning Community Page 98 https://education.microsoft.com/microsoft-innovative-educator-programs/mie Become an MIE Friday, May 19, 2017 9:06 AM Learning Community Page 99 Learning Community Page 100 https://education.microsoft.com/skype-in-the-classroom/overview Skype in the Classroom Friday, May 19, 2017 7:35 AM Learning Community Page 101 Learning Community Page 102 Learning Community Page 103 https://www.skype.com/en/download-skype/skype-for-computer/ Skype Friday, May 19, 2017 8:46 AM Learning Community Page 104 Learning Community Page 105 Learning Community Page 106 Let's put what we learned into practice. Option 1: Create a Profile on the Educator Community, add professional details about yourself to complete your profile (above 75 %), and redeem today's "promotional code" to earn the Technology Enriched Instruction digital badge. Option 2: Virtual Field Trip Skype Lesson Skype Collaboration Mystery Skype Guest Speaker Return to the Lesson Plan template you started previously and enhance it by linking the lesson to an existing Skype in the Classroom resource: Option 3: Return to the Lesson Plan template you started previously and locate a course on the Microsoft Educator Community that helps you develop a specific skill that in turn allows you to enhance the lesson. Option 4: Return to the Lesson Plan template you started previously and upload it (and any supporting resources you created) to the Microsoft Educator Community so that others can benefit from your expertise. Today's Badge (promotional code): BSF7V4STEIFY2017 Select one of the options above.1. Provide a link (in the space below) to your newly created resource/badge/achievement so that others can benefit from your expertise. 2. Copy/Paste your badge/achievement to your newly acquired skill (in the space below) so that others can celebrate your expertise. 3. Instructions: Activity 4 - Learning Community Friday, May 19, 2017 7:28 AM Learning Community Page 107 https://education.minecraft.net/ https://www.youtube.com/watch?v=w2RFGTYLVVI Minecraft Education Edition Monday, August 8, 2016 12:15 PM Next Steps Page 108 https://www.youtube.com/watch?v=xA-gaCw7QnY Next Steps Page 109 https://businessstore.microsoft.com/en-us/store/apps/minecraft-education-edition/9NBLGGH4R2R6 http://education.minecraft.net/dwkb/minecraft-education-edition-lesson-plans/ Next Steps Page 110 http://education.minecraft.net/tutorial/ Next Steps Page 111 http://education.minecraft.net/biomes/ http://education.minecraft.net/worlds/ Next Steps Page 112 https://education.minecraft.net/get-started/download Next Steps Page 113 https://education.microsoft.com/GetTrained/digital-citizenship Digital Citizenship Monday, May 1, 2017 8:08 AM Next Steps Page 114 https://www.commonsensemedia.org/educators/scope-and-sequence Next Steps Page 115 Windows 10 helps transform education outcomes, fits into all budgets, and is easier to use than you think. Windows 10 starts up 28% faster than Windows 7, resumes faster, and comes with more security features than ever. And it’s designed to work with the hardware and software you already use. 300 million fans have upgraded and are loving it. Fast. Compatible. More secure. There’s no learning curve. You already know how to use it. The Start menu is back and improved so you get quick access to your favorite things. Your files will be preserved and the apps you’ve pinned to the taskbar will be waiting for you. It’s Familiar We appreciate that IT administrators and teachers are busy, so Windows will do most of the work for you by initiating and monitoring the process, saving plenty of time. Most of your files and documents will be preserved, and the apps you’ve pinned to the taskbar will be waiting for you. With in-place upgrades, you can: Move directly to Windows 10 from earlier versions (Hardware/software requirements apply. Details available at windows.com) • To learn more about Windows 10, visit https://www.microsoft.com/Windows10 • Visit http://aka.ms/schoolupgradeto find information on how to upgrade in your school• Upgrade In-place NEW! Set up School PCs Office Mix• NEW! Set up School PCs feature video• NEW! Take a Test Office Mix• NEW! Take a Test feature video• Links to fresh resources: New Innovations for the Classroom• Edge Browser in the Anniversary Update• The Future of the Pen• Windows Blogs Quick tip videos Watch these Windows 10 quick tip videos to learn how educators can transform the classroom. Topics include: Microsoft Edge, the powerful new browser in Windows 10. Learn how to search using the address bar, annotate directly onto websites with your pen, improve online reading, and more. • Sharing features in Windows 10 promote easy collaboration and how to automatically sync your files between your device and the cloud with the OneDrive for Business sync tool. • The new Task View in Windows 10 to add multiple desktops for better workspace organization.• How to customize the Start menu by pinning programs and apps to the taskbar and favorites window, and how to search for content. • Many more….• Windows 10 Next Steps Page 116 Windows 10 Training | Overview of Windows 10 Next Steps Page 117 Modern Notetaking Tuesday, April 18, 2017 3:01 PM Next Steps Page 118 The file is too large to safely attach, please download the free eBook here. Next Steps Page 119 Download Write Ideas for IOS. More details are in this article: https://news.microsoft.com/features/write-ideas-new-app-microsoft-garage-helps-students- bring-ideas-page/#W0lbj4q2YjucgUxu.97 Write Ideas Monday, April 03, 2017 3:49 PM Next Steps Page 120 In addition to the app, we have a website to allow teachers to create customer Write Ideas templates with questions to have students import and use. The site is located here: https://writeideascompanion.azurewebsites.net/#/ (in Chrome) Next Steps Page 121 Next Steps Page 122 Reversible Ink (Ink Replay) - shows step by step solution process - this is Awesome!!!!!1. Ink to Math - added graphing functionality (like the Mathematics Add-in from Word)2. Five steps to graph an equation in OneNote Begin by writing your equation. For example: y=x+3 or y=sin(x)+cos(2x).3. Next, use Lasso tool to select the equation and then, on the Draw tab, click the Math button.4. From the drop-down menu in Math pane, select the option to Graph in 2D. You can play with the interactive graph of your equation—use a single finger to movethe graph position or two fingers to change the zoom level. 5. Use + and – buttons to change the values of the parameters in your equation.6. Finally, click the Insert on Page button to add a screenshot of the graph to your page.7. From <https://blogs.office.com/2017/03/16/graph-math-equations-with-ink-math-assistant-in-onenote-for-windows-10/?wt.mc_id=AID536379_EML_4999783> https://blogs.office.com/2017/03/16/graph-math-equations-with- ink-math-assistant-in-onenote-for-windows-10/? wt.mc_id=AID536379_EML_4999783 Ink to Math Monday, April 03, 2017 3:51 PM Next Steps Page 123 Next Steps Page 124 10 Ways to Gamify Your Classroom Want to gamify your classroom? If you’re looking for ways to gamify your classroom, then I found the perfect infographic for you. I watch social media closely and it’s my job to share some of the hot topics on Twitter, Facebook, Pinterest, and other outlets that teachers, principals, students, and parents are contributing. Gamification, in a nutshell, is making your classroom resemble game play. In theory, this increases student participation by giving them a game-like reward system and making the lesson plans flow like a narrative. You can read more about the ideas behind gamification here . Once you know what gamification is, you may want to learn ways you can gamify your classroom. Thankfully, I found a great list on Twitter. Thought STEM posted an infographic with 10 different ways to gamify your classroom on their Twitter account. You can see this infographic below. Gamify your Classroom Monday, August 15, 2016 3:36 PM Next Steps Page 125 http://www.simplek12.com/wp-content/uploads/2016/05/gamifiy-your-classroom-768x613.png These 10 steps will help your lesson plans run more like a narrative. Your students will be more engaged, which will lead to improved participation and encourage students to enjoy what they’re learning. If you follow these 10 steps, then you’re well on your way to gamifying your classroom. How would you implement these steps? Is there any other ways you can gamify your classroom? How do you feel about gamification? What are the drawbacks? What are the benefits? Tori Pakizer is the Social Media Editor at SimpleK12.com. She writes regularly about the use of educational technology in K-12 classrooms, and specializes in how teachers use Twitter, Facebook, Pinterest, and other social media. You can follow Tori and SimpleK12 on Twitter @SimpleK12. If you have ideas for using social media in schools, please send your information or tip to email@example.com. From <http://www.simplek12.com/learning-theories-strategies/10-ways-to-gamify-your-classroom/> What is Gamification? Coming Soon to Your Classroom Next Steps Page 126 Have you heard of gamification? Everyone’s buzzing about gamification in the classroom on Twitter. I watch social media closely and it’s my job to share some of the hot topics on Twitter, Facebook, Pinterest, and other outlets that teachers, principals, students, and parents are contributing. In essence, gamification is making parts of your classroom run more like a game. The infographic below defines it as “the use of elements of game play in non-game contexts.” Alex Corbitt , an influential teacher on Twitter, posted this infographic that breaks down what might, at first, look like a complicated topic. There are two main elements of this idea. One idea this learning theory promotes is using a rewards system similar to a game’s. This includes rewards such as points, badges, and staying on top of leader boards. The idea behind this is that it provides students extra motivation to succeed. For example, if there is no “leader board” (where the students would get ranked first through last based on various criteria), then there’s no extra drive to have the number one slot. Instead, students will do the bare minimum (usually) to achieve a passing grade. Even students that are extra motivated to have good grades may only complete the bare minimum to get that award in many cases. What gamification does is increase what awards are available, giving student incentive to push past even what might qualify as an “A” or other passing grade. The second main idea in gamifying your classroom is having the classroom itself run more like a game. It encourages teachers to treat lesson plans as a narrative a student must complete, making things feel more like a level in a video game than an endless string of lectures and “busy work.” This establishes clear goals, making it easier for students to understand where the lesson is going rather than wondering why they should pay attention to something that might have no end. Using this strategy, teachers can also set mini-goals or challenges. In games, there are often “side-quests” not required to beat the game necessarily. However, if you want the full 100 percent completed mark by the end or to collect all of the various characters you can use, or weapons and upgrades you can find, then you need to complete the side quests. Applying this to the classroom will encourage students to go beyond what is simply required in order to achieve all the possible ends. Next Steps Page 127 <img class="alignnone wp-image-8677 size-full" src="http://www.simplek12.com/wp- content/uploads/2016/03/what-is-gamification.png" alt="gamification" width="523" height="836" /> What do you think of gamification? Do you or someone you know use this theory in their classroom? Do you think an understanding of how video games work makes this easier for teachers to grasp? What do you think are the benefits of this? What are some drawbacks? Next Steps Page 128 From <http://www.simplek12.com/learning-theories-strategies/what-is-gamification-coming-soon-to-your-classroom/> Next Steps Page 129 Available in the following languages: English Spanish French Aerobic Dutch Chinese (Simplified) Br Portuguese Korean Japanese Intro to CCGA Next Steps Page 130 https://www.touchdevelop.com/ TouchDevelop is an instructional programming environment from Microsoft Research that provides four key features that play an important role in creating the learning experience: Interactive tutorials. TouchDevelop interactive tutorials allow instructional video to be embedded within the programming environment and for varying levels of guided practice when writing code. Portability. TouchDevelop runs on any device that has a modern browser. TouchDevelop is designed to enable students to write code on a device that does not have a keyboard (e.g. a mobile phone or a tablet), but also works on a computer with a keyboard and mouse. Ease of use. TouchDevelop makes it easy to build mobile apps and games. TouchDevelop abstracts much of the complicated engineering that makes games and apps fun and compelling to use, but difficult to create. For example, TouchDevelop has a built-in physics engine that makes it easy to simulate gravity and detect collisions. This feature allows students to learn fundamental programming concepts without having to understand details they may find tedious at this phase of their development. Sociability. TouchDevelop enables students to easily share and build upon each other’s work. A TouchDevelop program can be published with the click of a button. Once a program is published, others can use it and/or build upon its functionality. Each TD tutorial is supported by explanatory videos, designed to motivate and engage early adolescent learners. In total, the TD tutorials plus the associated videos comprise approximately 30 hours of instruction. The tutorials plus video instruction are complimented and extended into a full semester course of 90 class hours, with all additional resources provided for instructor-led work on a day-by-day and week-by-week basis. The Hub - Touch Develops main page Touch Develop Next Steps Page 131 Main elements: My scripts: A listing of the recent programs (scripts) that the signed in user has looked at or worked on.• Tutorials: Recent tutorials that the signed in user has looked at or worked on.• Learn: Support documents and links to other TD resources.• Channels: A tool for organizing scripts.• Showcase: Scripts from other users that were published publicly.• Social: Links to forums a well as groups that the user is a member of. Teachers can create groups that represent classes or work groups for easy sharing and collaboration. • Top & New: Recent or highly viewed scripts.• Next Steps Page 132 Resource URL CCGA Participant Kit http://aka.ms/Getting_To_Know_CCGA CCGA Curriculum Download http://aka.ms/CreativeCoding Touch Develop https://www.touchdevelop.com/ Welcome to Touch Develop http://aka.ms/WelcomeToTouchDevelop Jetpack Jumper Tutorial aka.ms/JetPackJumper Random Tutorial aka.ms/RandomTutorial Roll the Dice game http://aka.ms/RollTheDice Computational Thinking Practices https://csprinciples.cs.washington.edu/sixpractices.html Chat App http://aka.ms/InstantMessenger Yammer Entrance Survey http://aka.ms/MCSTN CCGA Evaluation Package http://aka.ms/CreativeCodingEval CCGA Implementation Training videos http://aka.ms/creativecodingtraining Quick Click URLs Next Steps Page 133 Let's put what we learned into practice. Step 1: Complete the following exit ticket survey: http://tinyurl.com/m2ywhlx Step 2: Complete your profile on the Educator Community and redeem today's "promotional code" to earn the Technology Enriched Instruction digital badge. Today's Badge (promotional code): BSF7V4STEIFY2017 Step 3: Complete the lesson plan you started/enhanced today and share it with other educators on the Microsoft Educator Community. Step 4: Encourage colleagues to join the Microsoft Educator Community and help them begin their MIE journey. Step 5: Complete additional courses at the Microsoft Educator Community and share your achievements with other educators. Step 6: Attend a STEM Saturday event at your local Microsoft Store and embrace the Hacking STEM lessons they provide. Stem 7: Use Social Media to tell your story about how Microsoft supports Teachers and STEM education to the world (#HackingSTEM, #MIEChat) Activity 5 - Next Steps Friday, May 19, 2017 7:28 AM Next Steps Page 134 t role in creating the learning experience: Interactive tutorials. TouchDevelop interactive tutorials allow instructional video to be embedded within the programming environment and for varying levels of guided practice when writing code. Portability. TouchDevelop runs on any device that has a modern browser. TouchDevelop is designed to enable students to write code on a device that does not have a keyboard (e.g. a mobile phone or a tablet), but also works on a computer with a keyboard and mouse. Ease of use. TouchDevelop makes it easy to build mobile apps and games. TouchDevelop abstracts much of the complicated engineering that makes games and apps fun and compelling to use, but difficult to create. For example, TouchDevelop has a built-in physics engine that makes it easy to simulate gravity and detect collisions. This feature allows students to learn fundamental programming concepts without having to understand details they may find tedious at this phase of their development. Sociability. TouchDevelop enables students to easily share and build upon each other’s work. A TouchDevelop program can be published with the click of a button. Once a program is published, others can use it and/or build upon its functionality. Each TD tutorial is supported by explanatory videos, designed to motivate and engage early adolescent learners. In total, the TD tutorials plus the associated videos comprise approximately 30 hours of instruction. The tutorials plus video instruction are complimented and extended into a full semester course of 90 class hours, with all additional resources provided for instructor-led work on a day-by-day and week-by-week basis. The Hub - Touch Develops main page Touch Develop Next Steps Page 131 Main elements: My scripts: A listing of the recent programs (scripts) that the signed in user has looked at or worked on.• Tutorials: Recent tutorials that the signed in user has looked at or worked on.• Learn: Support documents and links to other TD resources.• Channels: A tool for organizing scripts.• Showcase: Scripts from other users that were published publicly.• Social: Links to forums a well as groups that the user is a member of. Teachers can create groups that represent classes or work groups for easy sharing and collaboration. • Top & New: Recent or highly viewed scripts.• Next Steps Page 132 Resource URL CCGA Participant Kit http://aka.ms/Getting_To_Know_CCGA CCGA Curriculum Download http://aka.ms/CreativeCoding Touch Develop https://www.touchdevelop.com/ Welcome to Touch Develop http://aka.ms/WelcomeToTouchDevelop Jetpack Jumper Tutorial aka.ms/JetPackJumper Random Tutorial aka.ms/RandomTutorial Roll the Dice game http://aka.ms/RollTheDice Computational Thinking Practices https://csprinciples.cs.washington.edu/sixpractices.html Chat App http://aka.ms/InstantMessenger Yammer Entrance Survey http://aka.ms/MCSTN CCGA Evaluation Package http://aka.ms/CreativeCodingEval CCGA Implementation Training videos http://aka.ms/creativecodingtraining Quick Click URLs Next Steps Page 133 Let's put what we learned into practice. Step 1: Complete the following exit ticket survey: http://tinyurl.com/m2ywhlx Step 2: Complete your profile on the Educator Community and redeem today's "promotional code" to earn the Technology Enriched Instruction digital badge. Today's Badge (promotional code): BSF7V4STEIFY2017 Step 3: Complete the lesson plan you started/enhanced today and share it with other educators on the Microsoft Educator Community. Step 4: Encourage colleagues to join the Microsoft Educator Community and help them begin their MIE journey. Step 5: Complete additional courses at the Microsoft Educator Community and share your achievements with other educators. Step 6: Attend a STEM Saturday event at your local Microsoft Store and embrace the Hacking STEM lessons they provide. Stem 7: Use Social Media to tell your story about how Microsoft supports Teachers and STEM education to the world (#HackingSTEM, #MIEChat) Activity 5 - Next Steps Friday, May 19, 2017 7:28 AM Next Steps Page 134