https://padlet.com/alliebhart2/sllpf5zcxbd5 Made with wonder en-us 2017-09-23 02:13:34 UTC 2017-09-23 02:23:50 UTC hello@padlet.com alliebhart2 https://padlet.com/alliebhart2/sllpf5zcxbd5/wish/190325960 Element 21 is Organizing Student for Cognitively Complex Tasks. Our textbook states, “Element 21 involves the teacher splitting students into small groups to facilitate their work on problem-solving, decision-making, experimental-inquiry, and investigation tasks” (Magana & Marzano, 2014). There are multiple strategies that are used with this element and they are student-designed tasks, cooperative learning, think logs, journals, and peer tutoring. ]]> 2017-09-23 02:15:16 UTC https://padlet.com/alliebhart2/sllpf5zcxbd5/wish/190325960 alliebhart2 https://padlet.com/alliebhart2/sllpf5zcxbd5/wish/190326055 For this strategy, teachers will ask the students questions to help them generate and test hypotheses. Then, the students use their answers to design cognitively complex tasks that go along with the learning goal or goals. 

Technology can enhance Student-Designed Tasks by using Interactive WhiteBoard software to help the students to come up with and test their hypotheses. Our textbook states, “Students create interactive problem-solving or decision-making templates that can scaffold or guide the process they use to solve problems, make decisions, examine concepts, or generate and test hypotheses” (Magana & Marzano, 2014). ]]> 2017-09-23 02:16:14 UTC https://padlet.com/alliebhart2/sllpf5zcxbd5/wish/190326055 alliebhart2 https://padlet.com/alliebhart2/sllpf5zcxbd5/wish/190326146 For this strategy, students are working in group settings, doing different structures that implement group and individual accountability. Kagan structures are major structures that are well-known cooperative learning structures. 

Technology can enhance Cooperative Learning by using random selector software to select students for different groups and to pick random numbers to assign students various team roles. 

]]> 2017-09-23 02:17:22 UTC https://padlet.com/alliebhart2/sllpf5zcxbd5/wish/190326146 alliebhart2 https://padlet.com/alliebhart2/sllpf5zcxbd5/wish/190326265 Our textbook states, “Think logs are journals that allow students to reflect on their development of cognitive skills (for example, classification, drawing inferences, creative thinking, self-regulation, and decision making) during cognitively complex tasks” (Magana &Marzano, 2014).  Teachers can easily use cognitive thinking prompts to have students reflect as they are writing in their think logs. 

Technology can enhance using speech-to-text apps to keep their rough drafts and then can be converted to text. Students will then keep extending once the audio file converts over to text. Students could also use digital video recording tools to create the think logs. ]]> 2017-09-23 02:19:04 UTC https://padlet.com/alliebhart2/sllpf5zcxbd5/wish/190326265 alliebhart2 https://padlet.com/alliebhart2/sllpf5zcxbd5/wish/190326368 According to the textbook, “Journals are similar to think logs because it captures the student reflection; however, they differ in that they focus on the cognitively complex tasks itself rather than on the cognitive skills the student has developed” (Magana & Marzano, 2014). 

Technology can enhance Journals by having the students get onto word software to create templates with the students’ reflections on declarative tasks. I really liked the idea of students using the multimedia tools with Journals. I would do just what the middle school suggested, then used W-N-H chart to scaffold the students reflection about cognitive tasks. ]]> 2017-09-23 02:20:05 UTC https://padlet.com/alliebhart2/sllpf5zcxbd5/wish/190326368 alliebhart2 https://padlet.com/alliebhart2/sllpf5zcxbd5/wish/190326496 The strategy of peer-tutoring is where an advanced-level will help a peer that is struggling. Our textbook states, “However, teachers should avoid pairing tutors with severely struggling students. Those students will benefit most from teacher instruction” (Magana & Marzaon, 2014). For the most part, students seem to hear and understand things better when it comes from a peer’s mouth instead of the teacher. Students really do learn from each other. 

Technology can enhance Peer-Tutoring by creating multimedia problem-solving tutorials that demonstrate complex cognitive tasks with the screen capture tools in IWB software or screencasting  software.  ]]> 2017-09-23 02:21:48 UTC https://padlet.com/alliebhart2/sllpf5zcxbd5/wish/190326496 alliebhart2 https://padlet.com/alliebhart2/sllpf5zcxbd5/wish/190326603 Magaña, S., & Marzano, R. J. (2014). Enhancing the Art & Science of Teaching With Technology. Bloomington, IN: Marzano Research Laboratory.

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