Week+3+-+Harris+&+Hofer+Activity+Types

**​​​​​​​​​​​Instructional Planning Activity Types Chart**
//**Make sure you have read the article for this week by Harris and Hofer! For this assignment you will think about an activity that you do in your class and consider some technologies that may support that activity in a different way based on your TPACK understanding. Some examples are provided below in different styles, you can decide how you will enter your contribution to the knowledge being constructed in the chart!**//

Click on the ** EDIT THIS PAGE ** to get started...remember to click ** SAVE **when you are finished! Revist this page to see what others have contributed! If all the rows have been used, click in the last row and then click on the table icon. Then, choose **Row**, **Add Row**, **Add below** to add another row for your entry. Kathleen McDermott GMHS || Multimedia presentation of a biome || Students will work in teams to create a multimedia presentation of one of the major biomes. Students will teach the class about their biome, creating an activity and assessment for their peers || VoiceThread, PowerPoint, SmartNoteBook, Google Earth, Paint, MovieMaker, Internet || Cheryl Ward
 * Participant Name**
 * Participant Name**
 * Activity Type**
 * Brief Description**
 * Possible Technologies**

Danielle Passmore || Listen to Audio || Students listen to recordings of speeches, music, radio broadcasts, oral histories, and lectures; digital or non-digital

This would be a great activity for those students that are at-risk or Special Ed. A great way of Multiple Intelligence and Technology. || Podcasts (“Great Speeches in History,” etc.), Audacity, Garageband, Odeo, Evoca, Podcast People || Teacher || Peer Feedback || In my class students give each other peer feedback on a writing project, but it would be great to do this electronically. || I may consider a wiki where they would post their writing and then others could comment sort of non private? Could use Google Docs and peers could comment using the comment option and it would be more private. || Aric Thomas -Groveport Madison HS || Create a team mural || Students in the Freshman Academy will do independent team projects that will exemplify who they are as a team. Then, student leaders will work with the other 3 teams to merge the three ideas into one mural. Finally, students will paint the mural in the freshmen hallway. || Paint, Photoshop, Wordle. Students could also use cameras or camera phone to capture images that could be used in the mural. || Kelly Wells/CMS

D. Bossie || Create a map || Students will create a fictiticious map of a town read about in the book __A Long Way from Chicago.__ Must have 15 items on the map, each labelled, a scale, and a key.

I like this. It is a good way to connect Math with English || PowerPoint; Google Earth; ZeeMaps; Paint || Diana Bossie || Create a puzzle || Students use tanagram shapes to create pictures of object found in nature. They will trace the shapes they used, cut them out, and scan them into a picture file to be transferred to a SmartNotebook document where other students can try to recreate their pictures. || Tanagram shapes, scanner, SmartNoteBook 10 and a Smart Board || Rick Lambert/CMS || Generate an Historical Narrative || Students will create a history of the Cambridge City Schools -Presentation/ Movie to post to the Disctrict Website- Resources will include interviews, websites, newspaper articles || Word, PowerPoint, Movie Maker, Adobe Applications || Jeremy Powell Barnesville

K. Wells || History of Barnesville || Students will choose a specific building in Barnesville and tell the history of it. this can be compiled to form a book or put up on its own website.

Neat idea. Like how each student would have a separate building and them come together to create a history of the whole town. || PowerPoint, VoiceThread, Movie Maker, Word, GoogleEarth || Justin Sparks Focus Learning Academy

A. Marburger || Connect various themes in literature to music, poetry and art || Students will pick a theme in literature (ex. love, hate, death, hope, faith, happiness, loneliness, etc.) and find a song, poem and piece of art that connects or shows their theme. They will then create an oral presentation using a program like PowerPoint, Final Cut Pro or Movie Maker to show the class. They will use Word to answer a series of questions that explains just how their song, art and poem fits with the theme they picked. If time permits, students will take the song they picked and create their own music video for their song using Final Cut Pro or Movie Maker.

What a great idea to help students understand theme! I might try this next year! || PowerPoint, iTunes, Final Cut Pro, Movie Maker, Word, Photoshop, CDs || Ruth Ault Franklin Local Community School || Complete a Review Activity || Students will review a mathematical concept through the use of game shows like Jeopardy. || Powerpoint, word || Aimee Marburger Groveport Middle North || Do a presentation || Students will share researched information with their classmates and adults; their presentation can be oral, multimedia, or a combination of both. They will follow the Ohio Indicators for presenting, such as clear diction and tone, volume, and tempo. || Powerpoint, SMARTBoard slides, MovieMaker, Flip Camera video, Voice Thread || Tim Taylor - Philo Junior High

D.Passmore || Create a Science Trading Card || Students will select and research a scientist. They will create a drawing of the person on one side of the "trading card". On the opposite of the card, the student will information about the scientist including name, date of birth, education career, greatest contribution to science, interesting facts, etc. Great Idea! I love this idea of a trading card. The trading card idea could be used across curriculum. || Powerpoint, Voicethread, Video camera, Word, scanner, Photoshop || Teresa Malloy - Groveport Middle North || weather disaster presentation || Students research a specific weather disaster that has occurred in the United States (tornado, hurricane, drought, flood, blizzard). Students create a presentation to share with classmates that reflects their research. || Movie Maker, SMARTBoard Lesson, PowerPoint, On-line Video Clips, video camera || William Bartels Barnesville Middle School || //Learning Procedures// Making a video || Students learn and demonstrate mastery of laboratory safety rules and procedures by producing videos that present common safety issues encountered in Life Science class, and demonstrate how they should be handled. || Digital video camera, digital still camera, microphone, computer, video editing software, podcast creation software, iPod/mp3 player, VoiceThread, SchoolTube || Nicole Johnson-Groveport Middle North || Complete a review Activity || Students create their own games to share with the class at the end of a unit in order to review the content as opposed to only doing paper-based testing. They may also create their own song or video to post on YouTube. || Digital Camera or Flip Camera, SmartBoard Software, Word, PowerPoint || Rhonda Dickinson, Pleasant View MS || Summarize a fictional piece read independently || After reading a fictional piece, students write a summary of the piece to share with the class, giving them ideas about further independent reading choices...could also be a book review, advertisement, any type of written reaction to what was read.
 * Procedural Knowledge Building:**

Love those summaries! Have you tried any of these. I am always lookig for new ideas. I have never used Timeliner. || Use Word to create trading card or bookmark to share w. classmates; Timeliner to sequence main storyline; video of themselves presenting their summary;audio podcast; PowerPoint slide of summary bullet points || Caitlin Jones Focus Learning Academy || Conduct an Interview || Students will pick a career/job of interest and will have to set up an interview with someone who holds that job in the community. Students can conduct a face to face interview, over the phone interview or even email interview and record the interview if possible. Students can then edit the interview and turn it into an iMovie or some other presentation. || Movie Maker, iMovie, Power Point, video camera, digital camera, email. || Julie Miller Philo Junior High School

D.Passmore || Conduct research || Students will join the ePals/Nat Geo collaborative "Global Warming" project. This project focuses on the effects of global warming on our planet. Students will collaborate with students around the world developing solutions for making a global difference.

I am unaware of ePals/Nat Geo. Sounds interesting, I will have to check it out. Have you ever done this with your students? || ePals, Nat Geo-online Google Earth, Internet for research, podcast, video camera, e-mail || Sheryl Wise Philo Junior High School || Note taking/Graphic organizers || Students can take notes individually and then collaborate in teams for review of materials. The teacher can share resources electronically. || Smart board for collection of classnotes that can be uploaded to a wiki site or collaboration site like PBworks. Podcasts of classroom lectures can be included for review. If students have access to software like OneNote they could also share files and organize their notes. || ​Kat Wheeler PVMS

Thom Gamertsfelder || Generate and Share Questions

Great Idea || Students develop questions related to course material/concepts. In my current classroom, I frequently ask if there are any questions. Many middle school students are not comfortable asking in front of peers or do not think of the question at the time, so I often ask them to write further questions in a designated place on a written assignment that I will be grading. An electronic collaborative document could provide many benefits. Students could pose questions at any time. Students can read questions written by other students to see if there are similar questions among the class. The teacher can type in responses, or other students can offer answers. The original "any questions?" could transform into a deep and relevant discussion. I truly like the idea of having students question electronically. You can save student questions for later use. Additionally, you can specify categories for question type and content - helping students to manipulate the content as well as familiarize themsleves with higher order questions. || Wikispaces or Google Docs (to  track contributions from multiple  authors). Accessible during class (if students have laptops or computer lab), studyhall, or from home. || Carolyn Arnold FLCS || Conduct research || Students will conduct research on a living author including contacting the author through their website or blog, They will record their conversation or email with the author and present it along with their other research. Your post is making me think! Research is something we need to make fun for kids. No longer are we in the time of numbered note cards. || Students will use Powerpoint, Podcasts and several online research sites to conduct and present their research. || W.Alan Baker || Detailed Directions || To show the knowledge and thought process used to solve a multi-step problem in Alegebra, I have had students explain aloud, in writing, and even recorded their voices. I like to make them explain every little detail; I tell them to act like they were explaining to a small child and you can assume nothing. I try to get across to them to actually teach someone how to do a task, you must first have mastered it yourself. || Students could use Powerpoints and wikis to discuss and/or critique each other. || Danielle Eubanks Cambridge Middle School

Alan Baker || Create a game || Students will create a reveiw game, digitally or on paper, for a review of our Geometry unit in groups. Students must use all geometry vocabulary. The game must have clear rules and steps, a time limit of 20-30 minutes, and a scoring system. Students will present game and then play the game of another group.

My kids like playing a "jepordy" like game done on construction paper, I bet if we make a digital version, it would go over great. || Word, Imaging Tools, Paint

Power Point or Voicethread for presentation || || Thelma Leese-Graham Philo Junior High School || Conduct Research || Students are given a type of pollution, they research the leading sources for that pollution, countries / industries that pollute the most, countries /industries that have found a solution for that type of pollution. Then they chart each on a map, creating a legend that defines which is a source and which is a solution. || Google Earth, the web, CIA World Factbook, Power Point, MovieMaker, Virtual Field trips, Excel ||   || Jamie Carpenter Barnesville Middle School || Create the Game MATHVIVOR || The students will divide into teams. They then will create review material for the class over the chapter. Then we will play Mathvivor. The students will digitaly create a team name. We will then play the game based off of th t.v. show Survivor. The students will be eliminated through activities until there is only one Mathvivor left. That student will receive bonus points. || Survivor.com, Smartboard, Touchpads, Voicethread ||  || Jane Burton Pleasant View

Derek Downs FLICKS || Create the next page of the novel __Bronx Masquerade__

Webquest || The students will write their "story" and a poem to go with it in the style of the novel. Many students are afraid to read in front of the class, but want others to know about their situation. If they could post their stories in a wikispace or in a photostory I think they would feel less threatened and they could connect with each other.

The students will follow a webquest designed by myself to get the best quality information. The students can access the webquest and then follow through and answer questions or write a paper on the material. You can view an example that I have made up at [] there is also a teachers page so that they can see the instructional use of this type of technology! || wiki, photo story ||  || Jennifer Carpenter Cambridge MS || Conduct research and prepare for publication presentation. Cite sources properly || The students will complete research on a project entitled "My Perfect Vacation", Students will use appropriate websites to complete an entire trip including mileage, accomodations, activities on vacation, etc Students will organize their research into their choice of presentations including power point, prezi, voice thread, video, etc. || Google Earth, Internet, Voice Thread, Power Point, Prezi ||  || Heather Houseberg GMHS || Create a game || Students will create a game of their choice or use the Jeopardy! PowerPoint template I currently use to review facts and vocabulary at the end of the unit. || PowerPoint, SMARTboard, clickers ||  || Denise Lutz Facilitator || Record an Event Visually || Using a digital camera or even cell phone camera, upload pictures to Animoto and create a quick movie short complete with sound and animation in a matter of a few minutes. App for iPhone is free too for documentation on the fly. || Cell phone camera, camera, account with Animoto. ||  || Jodi Neff Cambridge Middle School || creating a time line || Students will research world events from the years they have been alive. The top tier of the timeline will reflect events in their own lives, and the bottom will include important world/national events from those same years. Students will then decide how to share the information from their timelines with the class. I think it would be interesting to set up voice threads(for specific years) so that students could share their world events (could lead to great discussions). This could be a good introduction for creating and sharing the information on multi-tier timelines. || for presentations, use power point, SMARTboard, camera, voice thread ||  || Kerry Hurd GMHS

T. Malloy || do a presentation || Students will create a multimedia presentation of an advertisment they have created for a "new" product or service that utilizes several rhetorical strategies/persuasive techniques. Students will share their presenation with the teacher and students in a virtual community and/or in class. Students can post feedback and evaluate their peers' presentations.

I like this idea of creating a advertisement of a new product. This a standard for our middle school science students and I see how this multimedia advertisement could be applied. || internet, movie maker or voice thread, Smart Board, online community or wikispaces ||  || Don Bell Philo Junior High || Conduct Research on a particular Biome then Report back to the class. || Student will be given a biome to research given certain criteria to find (area found, vegitation, animals, and climate). After finding and aranging there information however they like (poster, powerpoint, word, movie maker, etc). Student will then report back to the class teaching other students about thier specific biome. || internet, movie maker, word, powerpoint, podcast, voice thread. ||  || Danielle Passmore/ Barnesville Middle School || Assessments || Students demonstrate their knowledge through computer-based assessments created by the teacher. || www.proprofs.com ||  || Frank Van Kirk FLCS || Research || Students create a survey that deals with their perception of the school climate/culture. Students will be responsible for developing the questions and charting the results to share with the school Leadership Team to implement change. || powerpoint, excel, word ||  || Carolyn Rankin PVMS || Construct a multi-tiered timeline || Per our content indicator, students will group events by a broadly defined historical eras and enter onto multiple-tier time lines. We use this project after our study the ancient and classical civilizations. Our students work collaboratively to create their timelines, selecting significant events from the eras. In the past the students have created their project with paper and pencil. This year the group will be assigned early in the year and students can being to collect their information in a Google Doc in preparation for the eventual construction. It would also be interesting if the students had to choose their method of demonstrating their understanding of the multi-tier timeline through an authentic digital means. || possibly: wikis, Google Doc or Google Sites, timeliner, video podcast, voice thread... ||  || Wiliam Miller GMHS

Aric Thomas || " Bill & Teds "Excellent Adventure Only one of my favorite movies as a kid. || Project based upon 80's movie, Students will research a historical character and complete a historical bio activitiy which could be posted on line an enable students submit and share with others. Individually or in groups students will create a story about their character visiting them in present day. Stuents cn work together to create odd stuations or go on solo adventure. Story should present how these characters react and think of our current world. I would love to do this project as a student. || wikis, Google Sites,powerpoint, noebook, smarboard, video camera, moviemaker, etc ||  || Denise Leach Barnesville MS || __The Outsiders__ || Students will create a comparison of the book and the movie. Think Venn diagrams with tech. Then they will make and defend their choice of the book or the movie being better using VoiceThread. They will also have to respond to at least one other person's choice. || SmartBoards, PPT, Prezi, flipcams.. just to name a few. ||  || Kelley Straight Focus Learning Academy || Math Chapter Review || The students will create a VoiceThread explaining concepts and vocabulary from a particular Chapter in their textbook. We will watch/listen for a review. The students will then play a game in teams using the student response system "clickers" to review for the test. || VoiceThread, Student ResponseSystem ||  || TJ Wiseman, Focus Learning Academy || Political campaign || Students will chose a political candidate and work in teams to create their candidates campaign. After researching a particular candidate students can create a wikispaces page highlighting their candidates views on particular topics. Students will also be responsible for creating a 30 second tv commercial for their candidate. || wikispaces, video camera, moviemaker ||  || Thom Gamertsfelder || Thinking while reading,writing, and collaborating || Electronically (perhaps via google docs) provide student groups with untitled poems. Students read and write about the meaning of each line of the text. Student comments are written in another color ink directly under the line. Students then comment on and question one anothers comments. As such students are manipulating the text to gain and make meaning in a collaborative manner. Individuals then decide on a title for the poem. Students must explain and defend the reasoning behind their title selection. Finally have students write a definition of poetry and its relationship to communication and making meaning. The collaborative sharing via google docs slows the process of reading and responding down. Additionally all students are provided an equal opportunity to respond as opposed to reading aloud and responding orally. They get to spend time with each others ideas. || ggolge docs, notebooks. ||  || Kari Winhoven MSN Groveport || Research, create video, then present || In the 6th and 7th grade reading special ed classroom, our next Read 180 unit will involve research on Edgar Allen Poe, looking at his life, the aspects of his writing (poetry and short stories). Then students will record each other speaking about the paragraph they have researched and present on the SmartBoard. || SmartBoard, SmartNotebook, google, flipcam ||  || Jennie Hayden FLCS || Research || With my 10th grade American History class immigration to America is a large theme. When discussing this indicator I have the students choose a nation in Europe their family ancestors may be from, or one they are interested in learning more about. The students then use the internet as well as library books I provide to find information about their country and foods their country produces. Then as a class we create a salad from all the different coutnries to show how the "American" culture was created. Each student then provides one ingredient to the salad that makes up America. || internet, word, powerpoint(to share findings with class) ||  || Mollie Earich FLCS || Research social issue, create visual element and present || This can span through all grades 7-12, but with each grade, levels of creativity should be more indepth. Students would select a social issue of local, state, national, or world concern. (i.e. off shore oil drilling and the hazzards to the environment). Students would work in collaborative groups with shared responsibilities. A rubric for specific components would be given to each group. Research would be conducted on the Internet. Students could use a variety of media to display their findings and establish their point of view as to why this is an issue of global concern and what can be done to resolve it. || Internet, word, wikis, voicethread, e-mails, powerpoint ||  || Julie Erwin || Announcements, student feedback, prent broadcasting || I am already brainstorming how i better relate to each student. I cold use technology to do the morning announcements, do weekly parent updates on what's happenig in the buiding, create blogs or wikis where students can chat with me bout questions, concerns, or problems they are having. || podcast or vodcast, voicethread, wikis, blogs ||  || David Whanger || Generate Questions (about recycling) Creatively Share musings using a digital expression such as Design an Exhibit, Craft a Poem, or Create a Report || Students would begin by generating the questions and sharing them in a common post. They would next choose two or three questions they find most intriguing. Next, they would choose a digital means to share their musings through creative expression. This could be a poem, an exhibit, a report or any other digital form available and approved by the teacher. || Word, Wikispaces, Google Docs, PowerPoint, Excel, VoiceThread, Photostory, Moviemaker, iMovie or other available tech resources appropriately supportive to the form of creative expression a student chooses ||  || Thea Patrick || Demonstrate understanding of Ancient Chinese culture || At the completion of the Ancient China unit students will present their understanding of the unit. In place of traditional paper test assessments, students will choose from a variety of communication methods: raps/songs, brochures, commercials, Smart Board review lesson. || Word, Flip Cameras, Movie Maker, Notebook 10 and Smart Response software. ||  || Eric Pressler || Research project || Students will work collaboratively to create an original film set in the past. They will research the clothing, music, historical events, etc...from the chosen year to ensure that their film is historically accurate. || Google docs, Movie Maker, iTunes, Wikispaces, Powerpoint, Flip Cameras, Cell phones, audio recording equipment, film equipment. ||  || Kathy Weiser

Scott Sabino || Staff professional growth/development || Develop and maintain a Wikispace for the purpose of providing a fourm for teacher collaboration which will include the sharing of ideas, high yield strategies, lessons, discussions which build and enhance vocabulary and familiarity with technology integration. Crucial to build in staff development in which use of the wiki will be modeled and also provide support on an ongoing basis. This is a great idea. I can see this being a tool that teachers will need to be reminded and encouraged to use until it becomes habit. || Internet, Wiki ||  || Scott Sabino || Science-Connect classrooms in different geographic locations || Using Skype and/or VoiceThreads to connect with other classrooms to compare climates, impacts on environment, current weather patterns, etc., and keep track of data/observations. Relate it to culture, events, etc. || skype, voicethread, smartboard, prezi ||  ||