Thursday, June 27

Check-in (8:30 – 9:00)

Two tasks for today’s check-in:

1.) Settle on Year 2 sharing at first cross share this Friday!

2.) The first of TED Thursdays


Willingham Book Club – Chapter 2 (9:00 – 10:30)

In Chapter 2, Willingham discusses the importance of a strong factual information foundation… In fact – on page 25 – Willingham states “factual knowledge must precede skill.” Why is factual knowledge important?

Now that we discussed some of the value of factual knowledge, let’s consider the intersection of developing or practicing faculty knowledge and technology. For this activity, we would like you – working in small groups – find apps – focused on a content area (i.e., tried to place you in content area groups) that allow students to develop or practice factual knowledge. Once you find and evaluate a few different apps that teach a particular skills – i.e., focus on faculty knowledge – you need to write a formal review on the purchasing page for the apps you reviewed. You are to provide specific feedback on (a) what the app does well, (b) what could be improved, and (c) whether it is worth the investment. Please mind your time to balance between finding, evaluating, and commenting. At the end, we will come back together and present your assessment of the best app and why.

GROUPS: Ryan, Bobbi Jo, Jess
Lauren, Susan, Jessie
Holly, Becky, Janine
Danielle, Jillian, Kat
Desi, Emily
Blair, Laura
Katie, Daniel, Steve
Annie, Liz, Suzanne

In light of evaluating apps, we wanted to take a moment and share a response for doing as such. There are many different models out there for evaluating educational apps. Here is a checklist rubric that helps evaluate different categories of apps.  This website as well as this doc provide you with several… you may find one, parts of different ones, or none are useful to you… Just another tool for your toolbox.

Google docs – app review sheet

Concluding conversation to Willingham Chapter 2 Book Club:

• Let’s test out some of the aspects of cognitive theory discussed in chapter 2 – please try at your own lesiure:

• Let’s end on a little schema theory humor:


Work Time and Group Check-in (10:30 – 12:00)

This is time for you to work on what you choose.  Emily and Sean will be meeting with each group to discuss progress with Conference (as a group – 1, 2, 3, 4, and 4 as well as individuals/groups working on the nuances of the conference) and individually as needed with regards to Dream-IT Projects.  Please refer to the resources found under “Kind of a Big Deal” on the class web site.


LUNCH (12:00 – 1:00)


Understanding Understanding Project (1:00 – 3:00)

We will start by considering what does it mean to understand something? How do we know our students understand something? How do we know when our students misunderstood something?

Before we get into the fine details of the project, lets take a step back and watch a documentary that gets at the ideas of Understanding Understanding or understanding misunderstanding: A Private Universe.

Understanding Understanding – is a group-based Video Research Project. There are many elements to this project: (a) a website that needs to be developed, (b) a video that needs to be created, (c) a mini research that needs to be undertaken, (d) etc…

Taking a step back… what is research? What are the different ways to do research?

New, jumping back in… Let’s break Understanding Understanding down:

1.) In your groups you need to decide upon a topic… each group needs to select a certain topic and document student understandings of these topics. Within your topic, you need to frame what is/are your research question(s).

2.) You then need to determine background information on this topic… in a research paper this is typically referred to as the literature review. In other words, what does the literature (i.e., prior research) say about conceptions or misconceptions on this topic.

3.) You need to develop an interview protocol – how can you tap into people’s understanding?

4.) You need to gather your sample. In other words, You need to interview people… each group member needs to interview at least one person

5.) You need to edit the videos to showcase people’s understanding of the topic… and at the end summarize the understanding and/or misconceptions and of course the correct answer

6.) You will develop a website to showcase the project. The website – linked from everyone’s eportfolio – is to include the past research, the interview protocol, the video, and the summary or synthesis.

Here are possible topics [not exhaustive list]:

  • How does the Internet work?

  • What causes weather events such as thunder, lightning, or wind?

  • How do people learn/think?

  • What causes a sunrise and sunset?

  • How can you distinguish between things living or nonliving?

  • What causes shadows?

  • What is democracy?

  • What is justice?

  • Why do droplets of water form around a cold can of coke?

  • Where does most of the mass of a tree come from?

Here are previous examples of the project from the Overseas program:

Other examples from MAET – Overseas or EL:

Spot Reduction by The DAASH

Where do shadows come from?

Understanding Justice

Tongue Map: Myth or Reality

Electoral College

What is the color of blood?

Misconceptions of Condensation

How do airplanes fly?


* Please remember to check in on the website about intermediate project deadlines…


Work Time: ePortfolio (3:00 – 3:30)