User talk:Craigbuehler

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Culminating Project: Integrating Technology Three Student-Centered Technology Integrated Lesson Plans Craig Buehler Three diverse student groups in my high school setting Group 	Low socio-economic students 	African American students 	First Generation to College students Needs 	-basic needs(food, shelter, clothing) -attention -school supplies -free breakfast and lunch 	-boundaries -positive discipline -structure -the same needs identified for the low socio-economic students 	-transition to college study skills-the knowledge of their own responsibility for learning -inspiration, motivation and rewards Abilities 	-50% of students move 2 times a school year producing gaps in their knowledge, skills and abilities 	-50% of students move 2 times a school year producing gaps in their knowledge, skills and abilities-absence of self-regulation, self-discipline skills 	-more responsible with schoolwork-track record of academic successes -support for goal setting and goal achievement Interests 	-video games and electronic media -professional sports 	-video games and electronic media -professional sports 	-for this group the gap between high school and college curriculum is very wide for this demographic. -more likely to be involved in high school activities such as athletics, clubs, student body leadership Learning styles 	-short attention spans-easily frustrated-gaps in knowledge, skills and abilities reflected as poor reading and comprehension -quit easily 	- auditory learners 	-more self-regulated, better readers, ability to learn through more of a mix of learning styles Brainstormed problems students might wish to solve 	Determine the angle a football player must through a ball to get it through a hoop 40 yards away. Determine the angle a basketball player has to shoot the ball to get it through the basket 10 feet off the ground from 12 feet away. Determine the height of light poles surrounding the football field Student centered lesson for each group’s problem 	Lesson: Develop a multi-media presentation that shows a football player throwing a football through a hoop. Lesson: Develop a multi-media presentation that shows a basketball player scoring a basket from 8 feet or further away. Lesson: students will use trigonometry to determine the height of a light pole on the football field Lesson steps using NTeQ model 	Students will work in groups of 3 	Students will work in groups of 3 	Students will work in pairs One student will be responsible for putting together the multi-media presentation, another will be responsible for setting up the formulas in the spreadsheet, third student responsible for entering angle data into the spreadsheet. The group will be responsible for selecting the correct angle to make the ball to go through the hoop. One student will be responsible for putting together the multi-media presentation, another will be responsible for setting up the formulas in the spreadsheet, third student responsible for entering angle data into the spreadsheet. The group will be responsible for selecting the correct angle to make a basket. Using a 100 foot tape measure and a sextant students will generate data by shooting the angle of elevation to the top of the light pole from two different distances from the base of the pole. Students will need to prepare the formulas correctly to be put into spreadsheet. They will need to decide what multi-media displays to use; visual, auditory, combination of all. They will have to determine what range of angles they will put into their spreadsheet. Students will need to prepare the formulas correctly to be put into spreadsheet. They will need to decide what multi-media displays to use; visual, auditory, combination of all. They will have to determine what range of angles they will put into their spreadsheet. Students will need to perform underlying algebra and use computer tools for calculations of the trigonometry functions. Students will review results from spreadsheet to determine at which angle to throw the ball. Students will review results from spreadsheet to determine at which angle to make the basket. Students will conduct experiment, record data and perform algebra using the computer to calculate results. Students will use spreadsheets as well as multi-media programs to complete the final presentation. Students will use spreadsheets as well as multi-media programs to complete the final presentation. Students will use computer/calculators to provide numerical results for algebraic calculations Students will post their final multi-media presentation on a teacher approved wiki	Students will post their final multi-media presentation on a teacher approved wiki	Students will post their original data, algebraic calculations and final results on a teacher-approved wiki In order to complete this lesson, students will have participated in sequential activities prior to performing the lesson and after completing the lesson. In order to complete this lesson, students will have participated in sequential activities prior to performing the lesson and after completing the lesson. In order to complete this lesson, students will have participated in sequential activities prior to performing the lesson and after completing the lesson. Assessment; Will be based on a rubric to include overall presentation including both visual and auditory multi-media, successfully selecting the correct angle to throw the ball through the hoop and the design and accuracy of their spreadsheet. Assessment; Will be based on a rubric to include overall presentation including both visual and auditory multi-media, successfully selecting the correct angle to make a basket and the design and accuracy of their spreadsheet. Assessment; students will analyze whether they think their answer is reasonable. They will explain why it is or is not. Assessment will be based on a rubric to include the methods, the formulas and the correct calculation as well as the students’ own assessment of their answer.