DCCGame

Cohort 1/2 ||< This game allows four individuals to discuss their own answers given to CFF teachers to increase the academic rigor, cross curricular integration or 21st century skills in the CFF classrooms. || The group will discuss all possible answers. We need about 10 solid with three answers. || We want discussion on answers to increase the capiticyof our C1/2. || ||~ **Summary of Scenarios** ||~ **Answer** ||~ **Comments for development** || Using Skype ||< AP Civics teacher tries "Skype" by having an interaction with another School District's Civics teacher in on the Presidential Candidates. Students in both schools research the answer to specific questions and created a written response. Student then answer the other school. Teachers led the interaction over Skype. The session takes place and teacher is happy about the use of the technology. __His questions is how to improve student interaction ?__
 * ~  ||||< Deepening Critical Conversations ||
 * Goal
 * ~ **Topic**
 * A Example:

(Prompt for follow-up lesson) (Prompt to Analyze student work)  (Prompt for follow-up lesson) (Prompt to Create ways to deepen study ) (Prompt to shift the control of learning to the students) || Y__ou took on a real challenge__. I am very proud of your first try.

1) Could you have the students highlight the different answers that each school shared? Could you have students analyse answers for likes and differences. Could you give students examples of open ended questions instead of questions with specifice answers to give room for elaboration. If you shared the different answers, what skills would students use? (Prompt to Analyze student work) 

2) Could you have a debate as a follow-up activity? What skills would you want students to use, what would the criteria for success be? Could you and your colleague at the other school create a rubric? <span style="color: rgb(127, 24, 220)">(Prompt for follow-up lesson)

3) What did you notice about the interaction between the schools? Could you develop a way they could share their analysis? What can we do to take the interaction of your students from fact to fact and to compare and contrast? How can we restructure the activity to students make predictions and show evidence for making those predictions. <span style="color: rgb(157, 16, 157)">Prompt to Create ways to deepen study || Team A and team B will each have a different scenario and a set of responses to the other team's scenario.

NO right answers.. All will be good choices plus room for new choice written by team.

In the summary of the session we would review the scenario ask for a show of hands or use phones for the picked responses 1,2 or 3.

Create a score card for each table team a/b each person does the choice and then the team chooses their choice. One page or index card handout. || Google Earth and the Election ||< A civics teacher uses Google Earth to identify the Red and Blue states for the Federal election. The students spend most of their time looking at their own homes on Google Earth.<span style="color: rgb(113, 48, 232)"><span style="color: rgb(102, 30, 184)"> __<span style="color: rgb(77, 36, 198)"><span style="color: rgb(0, 0, 0)">He ask how to keep more students on task and how to make it richer? __ || Y__ou took on a real challenge__. I am glad you used Google Earth.
 * B

1) Research tells us that everyone needs to play with a new gagit. So let's add play time on Google Earth for all the students in your lesson. How about suggesting they go look at a site like their home before you begin? What could we do to make this richer study? From Google Earth, you might want to take students to Google Sketchup where they can create the states in another demension. <span style="color: rgb(157, 16, 157)"> (Prompt to Create ways to deepen study )

2) Let's look at the students results? As we compare the results what do we notice? Could you ask student's to use hypothetical thinking.... as what would cause the red states to become blue and vis a versa. Then ask them to "unpack their thinking" by describing how they arrived at an answer. <span style="color: rgb(157, 16, 157)"> <span style="color: rgb(126, 33, 196)"><span style="color: rgb(33, 182, 32)">Prompt to Analyze student work) <span style="color: rgb(33, 182, 32)">

3) Are there other sources <span style="color: rgb(157, 16, 157)"> students can use on the Internet? Maybe we could give them options to use more than one or Maybe they could try another outside of class and report back? Could students interview local, state or even federal politicians and write a newspaper article as a result of those interviews. Student-constructed questions would have to be created. Questions could be created collaboratively.<span style="color: rgb(157, 16, 157)"> <span style="color: rgb(33, 182, 32)"><span style="color: rgb(127, 24, 220)">(Prompt for follow-up lesson) <span style="color: rgb(157, 16, 157)"> Over the past few years CFF has been discussing the 21st Century learners. Have you considered having the students research sites on the web that support this learning objective.What was the learning Objective?? Maybe if we look at the SAS in Civics it can provides resources on this topic. Let's look at the Ed Hub together. <span style="color: rgb(157, 16, 157)">(Prompt to Create ways to deepen study ) || They need to experience the tool to play. || Paper crafts ||< Students spend time reporting out their conclusions from reading a paperback of Homer's "lliad". The charge was to make shield representing the author's interpretation of Achilles' shield. The students were to think outside the box, but they all continued in a craft mode, due to the examples shared by the teacher. __<span style="color: rgb(94, 0, 255)">She is hesitant to make more changes.
 * C

How would you respond to.."All I get are traditional paper craft sheilds?__ || Y__ou took on a real challenge__. I am very proud of your first try. <span style="color: rgb(126, 33, 196)"><span style="color: rgb(33, 182, 32)"> The grouping of the student is a great place to start. They seemed to work well during the work time, but lacked ideas.

1)How often do you see your students use the laptops to access more information? How to move this paper making activity to the 21st Century learning? <span style="color: rgb(126, 33, 196)"><span style="color: rgb(33, 182, 32)">Prompt to Analyze student work

<span style="color: rgb(33, 182, 32)"> 2) What ways can I support you to expand the engagement? <span style="color: rgb(33, 182, 32)"><span style="color: rgb(157, 16, 157)">Prompt to Create ways to deepen study 3) The think out-side the box is a learnng stratigy and on blooms is the highest level, what else could you do to engage the students and using 21st., Centrury skill, move to So what technologies could you use to expand this traditional thinking? Where could you take this teacher? The CFF Wiki for English? <span style="color: rgb(33, 182, 32)">Prompt to shift the control of learning to the students) ||  ||
 * <span style="color: rgb(126, 33, 196)"><span style="color: rgb(33, 182, 32)"> D Math and White Boards ||< One day as I was walking down the math hall wing, I was stopped by two math leaders in the High School. They had just been talking about CFF and their math course work. In fact, they made references to the CFF and using the white boards. They think it is great! || ( needs a rewrite) How do you get the math teachers to go beyond the use of whiteboards to embedded the use of their laptops?

2) Your use of the white boards is a great place to start, but we have all these wonderful brand new laptops. What help can I provide to get them in your students hands? programs on the Internet that can take you beyond <span style="color: rgb(33, 182, 32)"><span style="color: rgb(157, 16, 157)">(Prompt to Create ways to deepen study )

3) We could work together to help you fine other opportuneties where you can use some math examples tried by other math teacher. CFF has a wiki that math teachers have loaded the exemplar lessons?<span style="color: rgb(126, 33, 196)"><span style="color: rgb(33, 182, 32)"> (Prompt to Analyze student work) <span style="color: rgb(33, 182, 32)"> <span style="color: rgb(127, 24, 220)">  ||   ||


 * E

Time and PSSA ||< <span style="color: rgb(28, 2, 2)"><span style="color: rgb(255, 12, 0)"> <span style="color: rgb(28, 2, 2)"><span style="color: rgb(255, 12, 0)"><span style="color: rgb(255, 0, 121)">Say some more about that... Increasing student performance on the 11th grade PSSA is important. Grant, that time to do all that we as educatiors are expected to do is not an abundant commodity. Can you think of tools that might help you with time? <span style="color: rgb(28, 2, 2)"><span style="color: rgb(255, 12, 0)"> || <span style="color: rgb(126, 33, 196)"><span style="color: rgb(33, 182, 32)">(Prompt to Analyze student work)  <span style="color: rgb(33, 182, 32)"> <span style="color: rgb(127, 24, 220)">(Prompt for follow-up lesson) <span style="color: rgb(157, 16, 157)">(Prompt to Create ways to deepen study ) (Prompt to shift the control of learning to the students) <span style="color: rgb(28, 2, 2)"><span style="color: rgb(255, 12, 0)"> 1<span style="color: rgb(23, 8, 8)">) I hear you concern. With all of the PD you've experienced with differentiated instruction, you'll be able to see the benefit of integrating technology into PSSA Preparation because of the opportunity to differentiate your classroom with technology. That use of multimedia tools will provide another avenue to move your "bubble" students. <span style="color: rgb(15, 5, 5)">   <span style="color: rgb(23, 8, 8)"><span style="color: rgb(15, 5, 5)"><span style="color: rgb(28, 2, 2)"><span style="color: rgb(21, 6, 5)">2. Have you reviewed any of the Flip Charts created in Promethean Planet. Those Flip Charts allow students to visualize, conceptualize and analyse the eligible content assessed on the PSSA. I see you are working on the Algebraic standard: Analizing a given set of dat afor the existence of a pattern and represent the pattern algebraically and graphically. There are already over 30 innovative lessons on Promethean Planet already created for you that will allow for analysis and synthesis in those PA Anchors. Can we look at one of those flip charts. <span style="color: rgb(28, 2, 2)"><span style="color: rgb(255, 12, 0)"><span style="color: rgb(23, 8, 8)">2.Turning you classroom into a 21st Century learning environment will motivate your students, and have a positive influence on student learning which will ultimately support the development of the PA Anchors. Have you seen that student engagement has increased and students taking more control over their own learning when using technology? ||  || Special Needs Teacher works with students ||< Teacher has taken on more students special needs in her classes. She set up the machines, has worked with the students over a three week period. Her instructional style does not include the use of the laptops. Nothing has really changed except her use of the white boards as answer sheets for students to walk up to and respond publicly. __This whole CFF idea scares me?__ || Y__ou took on a real challenge__ by just the idea having your students work with laptops. I am very proud of your first try to use of the white board.
 * F

1) Would you consider having a trial run with me and a few of your students? Have you asked your students if they have access at home? <span style="color: rgb(126, 33, 196)"><span style="color: rgb(33, 182, 32)">(Prompt to Analyze student work) <span style="color: rgb(33, 182, 32)"> 2) Let' try an educational game and them move them slowly to use the machines? <span style="color: rgb(33, 182, 32)">(Prompt to shift the control of learning to the students) <span style="color: rgb(157, 16, 157)">

3) What can help you feel less scared? Pilot an actively use a laptop with the a few students? Do you feel a lack of confort level on the computer? <span style="color: rgb(157, 16, 157)"> <span style="color: rgb(126, 33, 196)"><span style="color: rgb(33, 182, 32)"> <span style="color: rgb(33, 182, 32)"> <span style="color: rgb(157, 16, 157)"> ||   || English Macbeth Ralph ||< An inexperienced English teacher invites you to visit his class. He is proud that all his students are using laptops to write their essays on "The Major Theme of Macbeth." When you visit, all the students are busy typing their documents and printing them out. What do you say to the teacher? || Y__ou took on a real challenge__. <span style="color: rgb(126, 33, 196)"><span style="color: rgb(33, 182, 32)">  <span style="color: rgb(157, 16, 157)"> 1) As a follow up, perhaps the students can store their essays on a class wiki, and they can then engage in peer editing in line. You as a teacher cna then do some analysis. <span style="color: rgb(126, 33, 196)"><span style="color: rgb(33, 182, 32)">(Prompt to Analyze student work) <span style="color: rgb(33, 182, 32)"> <span style="color: rgb(157, 16, 157)"> 2) Perhaps the teacher can break the class into groups and assign a real life dictator to each group to investigate online. Following the investigation, each group reports on its dictator's "rise to power," and compare it to Macbeth's. Finally the groups can create and describle the differences in their description of dictatorial power. <span style="color: rgb(33, 182, 32)"><span style="color: rgb(157, 16, 157)">(Prompt to Create ways to deepen study )
 * G

3) Would it be interesting to see if all the themes the students wrote about possessed commonalities? A online matrix could help them analysis of their work. Perhaps all the themes could be listed in class and students vote on the top three themes in terms of relevance to modern living. <span style="color: rgb(33, 182, 32)"><span style="color: rgb(127, 24, 220)">(Prompt for follow-up lesson) <span style="color: rgb(157, 16, 157)"> ||   || Chemistry Power Point Ralph ||< An experienced chemistry teacher breaks her class into groups and assigns each group the task of creating a powerpoint on a section of the periodic table. The powerpoint is to include the atomic number, mass, etc. of each element in the assigned section, and the final product will be presented to the class. What do you say to the teacher? || Y__ou took on a real challenge__. I am very proud of your try. Have your used PP before? How many years ago? Have you seen the Visual Periodic table? Maybe we can get some ideas here... I need help here Beth??? 1) Could you consider taking this to "how these elements are used in our materials today"? <span style="color: rgb(33, 182, 32)"><span style="color: rgb(157, 16, 157)">(Prompt to Create ways to deepen study )
 * H

2) How do you work with their presentation skills and content? The students could create a rubric to increase their understanding of the qualities you are looking for as they make the presentations. <span style="color: rgb(126, 33, 196)"><span style="color: rgb(33, 182, 32)">Prompt to Analyze student work)

3) Could they take an element and research their findings on the web and come back with the best three web sites and why they choose them? <span style="color: rgb(33, 182, 32)">(Prompt to shift the control of learning to the students) <span style="color: rgb(157, 16, 157)"> <span style="color: rgb(33, 182, 32)"> <span style="color: rgb(33, 182, 32)"><span style="color: rgb(157, 16, 157)"> <span style="color: rgb(157, 16, 157)"> <span style="color: rgb(157, 16, 157)"> ||   || Civil War Ralph ||< An experienced social studies teacher divides his honors class into groups and assigns each group a general from the American Civil War. Each group prepares a powerpoint on the its general's role at the Battle of Gettysburg. Within the presentation is the group's consensus of what their general contributed to the success or to the failure of the battle. What do you say to the teacher? || Y__ou took on a real challenge__.<span style="color: rgb(157, 16, 157)"> <span style="color: rgb(157, 16, 157)">
 * I

As a follow up, ask the groups to choose from all the generals the general who should be the recipient of a ticker-tape parade and the general who should be court martialed.

<span style="color: rgb(126, 33, 196)"><span style="color: rgb(33, 182, 32)">(Prompt to Analyze student work) <span style="color: rgb(33, 182, 32)"> <span style="color: rgb(127, 24, 220)">(Prompt for follow-up lesson) <span style="color: rgb(157, 16, 157)"> 1) Have you had the opportunity to identify the websites you would like them visit? maybe they could do some research and rank the sites based on the knowledge provided from the site. <span style="color: rgb(33, 182, 32)">(Prompt to shift the control of learning to the students)

2) Ask groups to create a scenario in which the decision a general made dramatically changed the outcome of the battle. How would history have been changed? <span style="color: rgb(33, 182, 32)"><span style="color: rgb(157, 16, 157)">(Prompt to Create ways to deepen study ) 3) The generals in World War I argued that there was not much to learn from the American Civil War militarily. Ask the groups to investigate 19th century military tactics and postulate if the generals in World War I were right. <span style="color: rgb(33, 182, 32)"><span style="color: rgb(157, 16, 157)">(Prompt to Create ways to deepen study ) ||  || Geometry Slides Ralph ||< An inexperienced geometry teacher develops a unit on identifying triangles. He has prepared a group of slides, each slide containing a type of triangle (isosceles, equilateral, obtuse, etc) and displays each one at a time on his Activboard. Students are to sit at their desks, and, on an answer sheet, write the type of triangle for each slide. What do you say to the teacher? || IS THIS REALLY HIGH SCHOOL??? Y__ou took on a real challenge__.
 * J

Maybe you need to visit the Curriculum Director first and then work as team wit this teacher.

1)Let's look at your lesson plan? Where are the standards and anchors identified? Is this a pre-test? Then you would know the students who don't know and you can work with them individually.

<span style="color: rgb(33, 182, 32)"><span style="color: rgb(157, 16, 157)">(Prompt to Create ways to deepen study )

2) Do you think we could relate this construct to the real world? Could students research on the web actual objects that have these triangles in their design or shape. Example: Researching highway bridge designs has a cable expansion bridge that has equilateral triangle and obtuse triangles in it's design. <span style="color: rgb(126, 33, 196)"><span style="color: rgb(33, 182, 32)">(Prompt to Analyze student work) <span style="color: rgb(33, 182, 32)"> 3) Would like to see that other CFF Math teachers are doing in Geometry? CFF has IU exchange days. Let's see if the District will release you to jion your fellow CFF math teachers. Want to join us at the regional exchange day? Their will be lots of ideas for you? <span style="color: rgb(33, 182, 32)"><span style="color: rgb(157, 16, 157)">(Prompt to Create ways to deepen study ) <span style="color: rgb(126, 33, 196)"><span style="color: rgb(33, 182, 32)"> <span style="color: rgb(33, 182, 32)"><span style="color: rgb(127, 24, 220)">  <span style="color: rgb(157, 16, 157)"> ||   || Pre-Calculus Ralph ||< An experienced pre-calculus teacher asks his students to write the answers to three problems using the Standard Equation of a Circle formula. When they complete the problems, the teacher calls on certain students to write their answers on the board. He argues that he hasn't time to do anything "creative" with his students. He must prepare them for Calculus and that means getting through the textbook. What do you say to this teacher? || Y__ou took on a real challenge__. <span style="color: rgb(126, 33, 196)"><span style="color: rgb(33, 182, 32)">(Prompt to Analyze student work) <span style="color: rgb(33, 182, 32)"> <span style="color: rgb(127, 24, 220)">(Prompt for follow-up lesson) <span style="color: rgb(157, 16, 157)">(Prompt to Create ways to deepen study ) (Prompt to shift the control of learning to the students)
 * K

<span style="color: rgb(157, 16, 157)"> ||  || Physics Ralph ||< An inexperienced physics teacher requires his students to write down and memorize formulae on the Laws of Motion. At the end of the school week he gives them problems to solve using those formulae. He explains that there is no way that students can solve the problems without memorizing the formulae first. What do you say to this teacher? || Y__ou took on a real challenge__. <span style="color: rgb(157, 16, 157)"> <span style="color: rgb(126, 33, 196)"><span style="color: rgb(33, 182, 32)">(Prompt to Analyze student work) <span style="color: rgb(33, 182, 32)"> <span style="color: rgb(127, 24, 220)">(Prompt for follow-up lesson) <span style="color: rgb(157, 16, 157)">(Prompt to Create ways to deepen study ) (Prompt to shift the control of learning to the students) <span style="color: rgb(157, 16, 157)"> 1) If we want the students to store the formulae in long term memory, perhaps we can ask them to do the work by using successful pneumonic devices. Divide the class into groups and assign each goup a different formula. The group is to devise a jingle and an image that will help their classmates remember the formula. 2) Create five real life problems and ask students to decide which formula would be most useful in solving the problem.
 * L

3) Create three real life problems and ask students to list what information they need to solve those problems. Provide them with the formulae without comment and ask them to solve the problems. ||  || English Honors Class Ralph ||< An experienced English teacher assigns her honors class the reading of The Adventures of Huckleberry Finn. He assigns the class the task of logging on to Google Earth and tracing Huck's trip down the Mississippi River and marking on the map where certain incidents in the novel occurred. The teacher is proud of her "infusion of technology" into the classroom. What do you say to this teacher? || Y__ou took on a real challenge__. I am very proud
 * L

<span style="color: rgb(126, 33, 196)"><span style="color: rgb(33, 182, 32)">(Prompt to Analyze student work) <span style="color: rgb(33, 182, 32)"> <span style="color: rgb(127, 24, 220)">(Prompt for follow-up lesson) <span style="color: rgb(157, 16, 157)">(Prompt to Create ways to deepen study ) (Prompt to shift the control of learning to the students) <span style="color: rgb(157, 16, 157)"> ||  || Google Sketch Ralph ||< An experienced math teacher asks his class to use Google Sketch Up to design a house using only three shapes. The house is to be aesthetically appealing. What do you say to the teacher? || Y__ou took on a real challenge__.
 * M

<span style="color: rgb(126, 33, 196)"><span style="color: rgb(33, 182, 32)">(Prompt to Analyze student work) <span style="color: rgb(33, 182, 32)"> <span style="color: rgb(127, 24, 220)">(Prompt for follow-up lesson) <span style="color: rgb(157, 16, 157)">(Prompt to Create ways to deepen study ) (Prompt to shift the control of learning to the students) <span style="color: rgb(157, 16, 157)">1) Ask students to vote on the top 3 aesthetically pleasing houses. Then ask them to compose a rubric for "aesthetically pleasing." 2) Ask students to design a home that is the most efficient to heat using only 3 shapes.

3) Using the same 3 shapes they used to design an "aesthetically pleasing" home, ask students to design an office building, or school, or sports arena. ||  || This is so stressful and CFF is just another thing added to my class. ||
 * ||< Needs Story...
 * ||< Needs Story...
 * < This is my classroom, I don't wan others, including you to tell me what to do? ||
 * < What happens if I depend to using all this CFF equipment and it doesn't continue? ||  ||

Needs story... Stay out of my class

Needs story... What did I don't measure up to the other CFF teachers?

Needs story... This is not in my confort zone?