Gless-+Educreations

Early Adopter: Inquiry & Design Challenge
My Destination Postcard: 

**I am right here in achieving my technology goal.**

>> >> Read more: [|http://www.bukisa.com/articles/16138_teach-and-learn-medical-terminology-using-cartoons-and-mnemonics#ixzz2jycpZ0RO] >> Follow us: @bukisa on Twitter | bukisa on Facebook
 * Name: **
 * =====** Campus:Spring Branch Middle School **=====
 * =====** Grade Level(s):6,7,& 8 **=====
 * =====** Discipline: math **=====
 * =====** Topic: Powtoons **=====
 * =====** What will the students be learning? **=====
 * ** What evidence shows that the student is learning? **
 * =====** Resources: //s// **//**earch for existing resources** (articles, websites, blogs, videos, etc.) - please be sure to add them to our [|Diigo] //=====
 * **Connecting Your Thinking** //- please copy, paste & respond on your personal page, under Resources//
 * Who else is thinking about your topic? []
 * Who else is grappling with this element of practice? doctors and nurses
 * What are they finding? Teaching medical terminology using cartoons is a great way to ingrain the term in your brain. Many people including nurses and doctors learn the terminology using funny and interesting cartoons or mnemonics. As we know a picture speaks a thousand words, it is best to picture a cartoon or figure that you can remember when recalling a certain word from your medical vocabulary.
 * How are they sharing?

>> >> Working on the Work
 * ===== Activity: =====
 * 1) Individually, design a student resource, activity type, or mini-challenge to try in the classroom over the next month to test. Then, get feedback from partners.
 * 2) Try out resource, activity type, or project during the month(s), documenting plan, process, execution and reflection and collect student work samples.
 * 
 * < // please add link to Round 2 activity // >
 * < // please add link to Round 3 activity // >


 * Walking the Walk
 * How are you prepared to //Walk the Walk// this year?My students have many opportunities to use different web based sites. How will your journey reflect //action research// ? Throughout each unit I teach, I embed an activity from the computers to produce a product.
 * Identify your Goals & Objectives My goal is to have a project per unit.
 * What Obstacles/Problems do you anticipate? making sure that I have everything planned
 * What Strategies will you use to overcome these obstacles? use my time wisely and use ideas from my colleages
 * Pre-assessment - //how will you determine the base-line of your students in your target area//? Is the project math language enriched?
 * How will you measure success? Did they met the technology and math goals?
 * How will you know if you have succeeded? They met the technology and math concept goals.
 * What will you collect as evidence of success? i assess the projects as i walk around and they present them

//Please create a page for your activities that will help others understand the steps you are taking in your inquiry and design process.//

**Creating Your Activity Page [[image:InqDesign.png align="right"]]**

 * 1) Please make a new page:
 * Title: 
 * Template: activity design
 * Tag : design, campus
 * 1) SAVE your page
 * 2) Check to be sure your page appears at the top of our Activity Share page

//example:// Jennifer F. Round 1
 * Mining the Effort**
 * What artifacts of your personal learning have you been collecting? my own reflections
 * What process shifts do these suggest in your practice? be patient


 * What artifacts of student learning have you been collecting? the videos that they have made
 * What process shifts do these suggest in their practice? more details

How is your journey like that of a storyteller? Of a researcher?
 * An Opportunity in Overalls **

What question did you start out to find answer(s) to?
 * What tweaks, edits, modifications have you made to your focus question?
 * What question(s) remain?
 * What new questions have surfaced as a result of your exploration this far? how to implement it

As a researcher:

What are you measuring?
 * What patterns are surfacing?
 * What themes are emerging?
 * What does your data suggest?

As a learner:
 * Where have you allowed yourself to be vulnerable in this process?
 * How are you allowing yourself, your professional learning to be 'seen'?
 * In what way(s) have you found the courage to be 'imperfect'?
 * What //a-ha!// moments, elements of a 'spiritual awakening'/"breakdown" have you experienced? What might these insights suggested to you?

What story is unfolding from your research?
 * (//just bullet point notes for now//)