Vocabulary

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Active Learning | Adaptation Level
Subject: Language Arts

Video Transcription

[Teacher voiceover]

What I really want to create with my first graders is independent learners. So when I introduce a new word, I make sure that they know how to pronounce it. But when they’re on their own and they’re independent learners, I can take a site like Spelling City and Spelling City will pronounce any word that the first grader can type into Spelling City for them.

The goal with the technology is that the students are independent learners. So the Blackboard site actually allows me to set up exactly where I like the students to go, and so I know they have safe choices.

Students often gather at the smart board and take turns on a certain site that I have put on their Blackboard site for them. They take turns with the green screen. When a student writes a story and they draw their own picture, I can actually take them and film them in front of the green screen, and then all of a sudden they are in their own drawing. Very exciting when you’re six years old!

Video Transcription
[Teacher voiceover]

What I really want to create with my first graders is independent learners. So when I introduce a new word, I make sure that they know how to pronounce it. But when they’re on their own and they’re independent learners, I can take a site like Spelling City and Spelling City will pronounce any word that the first grader can type into Spelling City for them.

The goal with the technology is that the students are independent learners. So the Blackboard site actually allows me to set up exactly where I like the students to go, and so I know they have safe choices.

Students often gather at the smart board and take turns on a certain site that I have put on their Blackboard site for them. They take turns with the green screen. When a student writes a story and they draw their own picture, I can actually take them and film them in front of the green screen, and then all of a sudden they are in their own drawing. Very exciting when you’re six years old!

Objectives

  • Students will be able to pronounce vocabulary words correctly.
  • Students will visit websites to promote vocabulary development.
  • Students will interact with the Smartboard to practice vocabulary.
  • Students will draw a write a story using their vocabulary words and draw a picture.
  • Students will use the greenscreen to insert themselves into their artwork.

Procedure

  • The teacher pronounces the vocabulary words for the students.
  • The students are released to independent stations of their choice.
  • Students will visit sites listed on their Blackboard site to practice vocabulary.
  • Students will interact with websites on the Smartboard to practice vocabulary.
  • Students will write stories using their vocabulary words and draw a picture.
  • Students will use the greenscreen to insert themselves into their artwork.

Technology Present

  • Smartboard
  • Computers
  • Course management site
  • Camera
  • Green screen or green fabric

Grade Level: K-2

Note: The TIM is about teaching, not technology. The placement of a lesson on the TIM is based entirely on the teaching practices demonstrated in the lesson and not on the specific technology employed. Effective pedagogy is our concern, not whether the tech involved is the latest, greatest, or most expensive. In fact, most of the sample videos were recorded some time ago as part of the original development of the Technology Integration Matrix. As you view these videos, focus on the teaching practices. When using the TIM-O to observe a lesson, remember that you can display the detailed indicators by clicking the tab on the right if you are completing a Matrix-based observation or are reviewing the TIM profile of a question-based lesson. The TIM Tools Admin Guide contains additional suggestions for observing a lesson and developing a TIM profile.

Video Reference Number: 1049

Active Learning
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Collaborative Learning
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Constructive Learning
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Authentic Learning
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Goal-Directed Learning
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