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Rogelio Ramos
Page history
last edited
by Janice Wilson Butler 15 years, 10 months ago
Hello my name is Rogelio Ramos. This page is where you will find all my projects to my 6340 and 6341.
My Education Wiki
My Education Blog
Table of contents
1.) Design Challenge 2
2.) Design Challenge 3
3.) Video Project
4.) Lesson Ch 45
5.) Lesson Design Version II
Design Challenge 2
The Efficiency Model
A Learning Design
Top 10 Principles of the Efficiency Model
1.Individual learning 2. Print and Textbook main source of information 3.Teacher centered 4.Information taught in small sequential steps 5.Broad over depth 6.Knowledge independent of situation 7.Data driven 8. Time factor for learning.. more time more learning 9.standardize testing 10.Repetition
Top 10 Challenges to the Efficiency Model
1.Collaboration in the workforce 2.Thematic lessons 3.Explosion of the information "highway" 4.Industrial shift to technological 5.Detracts from the ability to participate in society 6.Move to cognitive problem solving 7.Same standards for every student 8.No authentic knowledge 9.No tool manipulation 10.Teacher success measured with a standarized test.
Step One: Define a Learn Goal
The students will learn the multiplication tables.
Step Two: State Objectives
Given a worksheet with 50 multiplication tables(b).the student should answer all 50(a), under 3 mintues(c)
Step Three: Sequence Instruction
1.The students will make flash cards with all the multiplication facts 2. The students will review the facts on their own using their flash cards. 3.The students will be given the worksheet and given 3 minutes to answer 50 quetions.
Step Four: Determine Learning Success
The students should get all 50 multiplication facts correct. The students will write each fact they miss 20 times. The students will be tested again.
A Reflection and Critique of the Design
The strenghts of the design is that the multiplication facts can be memorized in the way it was taught. The students will know right away which ones they missed. With the consant teach and reteach all multiplication facts will be memorized. When a student gets a question wrong, he only needs to write it, which might not help him remember it. It is not learning but more of a punishment for getting a question wrong. It is consisten in some ways, for example, a computer program can be used in the same fashion as the test. If the student gets a question wrong, a computer program can just give the student more multiplication facts. Only one way was used to teach the facts and didnt take into consideration different learning styles.
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Design Challenge 3
The FACTS Model of Design
Teachers as Designers: A Cinquain Poem
Teacher
Facilitator, Mentor
Creating, Building, Motivating
Passion, Excitement
Designer
Teachers as Designers: A Diamente Poem
Teacher
Considerate, Reverent Motivating,
Encouraging, preparing
Pedagogy, trainer, Pupil, Scholar
Studying, Learning, Succeeding
Playful, Young
Student
The FACTS Model: A Summary
Teachers will be design lesson that prepare students to be problem solvers through activities that can be applied to the real world.
The F is for Foundations
Students need to be problem solvers that can take what is taught to them and link it to the real world.
The A is for Activity
Design activities that engage students and help them become problem solvers.
The C is for Content
The content must be essential to the subject and useful for developing lifelong learning.
The T is for Tools
Tools should be used to manipulate the world and understand the content.
The S is for Systems of Assessment
A variety of assessment tools need to be used depending how the content was taught: for example, rubrics, portfolios, peer critiques and performance assessment.
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Video Project 1
Rogelio Ramos photo story poject 1
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Version II
Foundations
Literacy: 
Symbols: There are many symbols that students will need to differentiate when building their bridge. They will need to know many math symbols in formulas, working with degrees, measuring, and knowing what X and Y mean on a coordinate plane. Students will need to know what information they have and what information they are trying to find to use the appropriate formulas.
Discourse: Students will need to navigate web pages to find information on the topic. They will need to use a computer program to sketch their bridge drawing in 3D. They will need to translate their drawing into a physical model.
Cognitive Process: Students will need to research information, analyze different forms of data, hypothesis what is the best bridge design, create their bridge using computer software, build their bridge physically and present their information to an audience.

ProblemSolving: 
Authentic Problem: Donna is ready to build a bridge that will cross the Rio Grande River into Mexico. As an engineer, it is your job to research, plan and build a model that could be used to build the bridge across to Mexico.
Strategies: Students will research, analyze, hypothesis, design and create.

Knowledge: 
Structures:A designer,tools,shapes,enviroment math, science, art, engineering, measurement, geometry, patterns.
Processes: research, build, learn, collaborate, problem solving, innovation, reasoning.
Discourse: varied forms of bridges: truss, suspension, beam, arch.

Using Information: 
Searching for Information: Students will search for information using the school library and internet. There are many books in the school library that have information about bridges and the internet can be used to supplement that information. Students will need to use the internet to get information from news papers, magazines, journals and other resources about the region where the bridge is being built.
Sorting and judging information: Students will need to sort what information they will need to construct their bridge. The primary subject that will be judged in the project will be math; students will need to sort between factual relevant information that will help their bridge construction and political, environmental and bias opinions on the subject.
Creating and Communicating: Students will be able to test their information by creating a 3D drawing on Sketch up and building a physical bridge. They will need to communicate why they chose their design, why they think it is the best choice and what potential problems they may face.

Activities
Authentic Activities: 
A1. Students will work in groups and select a name for their construction company.
A2. Research who constructs bridges, how and why.
A3. Use Google SketchUp to draw a bridge in a 3D space
A4. Build a physical representation of their bridge.
A5. Compete with classmates to see what bridge will hold the most weight.

Background Building Activities: 
B1. Students will research who builds bridges and what subjects the use to build them.
B2. Students will complete a vocabulary search for different definitons about bridges.
B3. Complete research on types of bridges and what they are used for.
B4. Learn about different geometry used in bridges.
B5. Learn about forces that affect bridges.
B6. Learn about different angles that are used in bridges.
B7. Guest speaker (engineer, architect or other professional)

Constructing Activities: 
C1. Students will create a report on what kind of bridge they will build and why.
C2. Plan their bridge design.
C3. Build their bridge with provided materials.

Sharing Activities: 
S1. Students reports will be presented to the class.
S2. The students will have their bridges displayed.
S3. The students will compete to see what bridge is the best.

Contents
Contents: 
Math
(6.4) Patterns, relationships, and algebraic thinking. The student uses letters as variables in mathematical expressions to describe how one quantity changes when a related quantity changes. The student is expected to: (A) use tables and symbols to represent and describe proportional and other relationships such as those involving conversions, arithmetic sequences (with a constant rate of change), perimeter and area; and (B) use tables of data to generate formulas representing relationships involving perimeter, area, volume of a rectangular prism, etc.
(6.5) Patterns, relationships, and algebraic thinking. The student uses letters to represent an unknown in an equation. The student is expected to formulate equations from problem situations described by linear relationships.
(6.6) Geometry and spatial reasoning. The student uses geometric vocabulary to describe angles, polygons, and circles. The student is expected to: (A) use angle measurements to classify angles as acute, obtuse, or right; (B) identify relationships involving angles in triangles and quadrilaterals; and (C) describe the relationship between radius, diameter, and circumference of a circle.
(6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and angles. The student is expected to: (A) estimate measurements (including circumference) and evaluate reasonableness of results; (B) select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight; (C) measure angles; and (D) convert measures within the same measurement system (customary and metric) based on relationships between units.
Technology
Technology ยง126.12.Technology Applications (Computer Literacy), Grades 68. (a) General requirements. Districts have the flexibility of offering technology applications (computer literacy) in a variety of settings, including a specific class or integrated into other subject areas. (7) Solving problems. The student uses appropriate computerbased productivity tools to create and modify solutions to problems. The student is expected to: (A) plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings; (B) create and edit spreadsheet documents using all data types, formulas and functions, and chart information; (C) plan, create, and edit databases by defining fields, entering data, and designing layouts appropriate for reporting; (D) demonstrate proficiency in the use of multimedia authoring programs by creating linear or nonlinear projects incorporating text, audio, video, and graphics; (E) create a document using desktop publishing techniques including, but not limited to, the creation of multicolumn or multisection documents with a variety of textwrapped frame formats; (F) differentiate between and demonstrate the appropriate use of a variety of graphic tools found in draw and paint applications; (G) integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge; (H) use interactive virtual environments, appropriate to level, such as virtual reality or simulations; (I) use technical writing strategies to create products such as a technical instruction guide; and (J) use foundation and enrichment curricula in the creation of products.

Tools
Tools: 
Internet
Google SketchUp
Print/books
Web sites

Lesson Design Ch 45
Gathering Thoughts
Students are taught math and usually have no idea what it will be used for. They also have many subjects but very little is done to connect them together. In the real world, all the subjects are used in many projects. For example, if we are building a bridge across two countries, there are political, enviromental, mathematical, and artistic issues arise.
Deisgn:
Grade level: 68th grade
Subjects: Math and Science
Time Frame: 1 week +
Foundations
Literacy:
Symbols: There are many symbols that students will need to differentiate when building their bridge. They will need to know many math symbols in formulas, working with degrees, measuring, and knowing what X and Y mean on a coordinate plane. Students will need to know what information they have and what information they are trying to find to use the appropriate formulas.
Discourse: Students will need to navigate web pages to find information on the topic. They will need to use a computer program to sketch their bridge drawing in 3D. They will need to translate their drawing into a physical model.
Cognitive Process: Students will need to research information, analyze different forms of data, hypothesis what is the best bridge design, create their bridge using computer software, build their bridge physically and present their information to an audience.

ProblemSolving:

Donna is ready to build a bridge that will cross the Rio Grande River into Mexico. As an engineer, it is your job to research, plan and build a model that could be used to build the bridge across to Mexico.

Knowledge:

Structures: A designer,tools,shapes,enviroment math, science, art, engineering, measurement, geometry, patterns.
Processes: research, build, learn, collaborate, problem solving, innovation, reasoning.
Discourse: varied forms of bridges: truss, suspension, beam, arch.

Activities
Authentic Activities:

A1. Students will work in groups and select a name for their construction company.
A2. Research who constructs bridges, how and why.
A3. Build a physical representation of their bridge.
A4. Compete with classmates to see what bridge will hold the most weight.

Background Building Activities:

B1. Students will research who builds bridges and what subjects the use to build them.
B2. Students will complete a vocabulary search for different definitons about bridges.
B3. Complete research on types of bridges and what they are used for.
B4. Learn about different geometry used in bridges.
B5. Learn about different angles that are used in bridges.
B6. Learn about forces that affect bridges.

Constructing Activities:

C1. Students will create a report on what kind of bridge they will build and why.
C2. Plan their bridge design.
C3. Use computer software to draw their bridge.
C4. Build their bridge with provided materials.

Sharing Activities:

S1. Students reports will be presented to the class.
S2. The students will have their bridges displayed.
S3. The students will compete to see what bridge is the best.

Contents
Contents:

6.2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve problems and justify solutions. The student is expected to: (A) model addition and subtraction situations involving fractions with objects, pictures, words, and numbers; (B) use addition and subtraction to solve problems involving fractions and decimals; (C) use multiplication and division of whole numbers to solve problems including situations involving equivalent ratios and rates; (D) estimate and round to approximate reasonable results and to solve problems where exact answers are not required; and (E) use order of operations to simplify whole number expressions (without exponents) in problem solving situations. (6.11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to: (A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics; (B) use a problemsolving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) select or develop an appropriate problemsolving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.

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Rogelio Ramos

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