116 Village Blvd., Suite 300 Princeton, NJ 085420 609-252-25839 toll free 1-866-268-3980 One Tool at a Time: The SCAN Tool From

116 Village Blvd., Suite 300 Princeton, NJ 085420 609-252-25839 toll free 1-866-268-3980 www.TregoED.org

One Tool at a Time:

The SCAN ToolFrom TregoED.org

2

Howdo you

get your students

to……

3

Problem Solve?

Who owns history? Where do Egyptian artifacts belong?

4

See different perspectives?

Archeologist

US Museum

Egyptian Citizens

Zahi Hawass, Director of Egyptian Antiquities

Photos by Capture the Uncapturable, Michael Gwyther, ones, Valdiney Pimenta and Vintage Dept

5

Practice Civil discourse

Those artifacts

were made by our

ancestors and

should remain in

our country

Good point, but we

invested a lot of

money into finding

them and keeping

them safe. Will you

be able to keep

them safe?

6

Write persuasively?

6/29/11 Copyright © 2011 TregoED, Inc. All Rights Reserved. 20-TEF138711

7

Participate in class discussion?

Photo by Lisahumes


The Answer!

SCAN®

is


What

SCAN®?is

10

Give your students a jumpstart!

8/25/11 Copyright © 2011 TregoED, Inc. All Rights Reserved. 20-TE141211

Huh? Really? So what?


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What is the SCAN tool?

date doc # Copyright © 2013 TregoED, Inc. All Rights Reserved.

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Built into a web 2.0 discussion tool

SCAN guides the discussion

!

Web 2.0 online discussion tool with a twist!

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Step by Step Process


15date doc # Copyright © 2013 TregoED, Inc. All Rights Reserved.

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Authentic and Relevant Scenarios


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With different perspectivesselect a point of view.

US Archeologist

Egyptian Citizen

Dr. Zahi HawassMetropolitan Museum of Art

Curator

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Online Discussion Format


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How can you use this tomorrow?


Simple for Teachers

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www.tregoED.org


Register

21

Select From a Wide Variety of Lessons

Locker Search and the Fourth Amendment Cyberbullying Facebook and Privacy Nuclear Energy A Revolutionary Tea Party Should there be zoos? Art or Grafitti? The Homework Debate

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Students write their own part Narrative Writing Tie in research with perspective Teachers write for teachable moments Ripped from the headlines, textbook tie-ins

Write your own!


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Easy to set up at TregoED.org


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Automatically Generated Worksheet!

8/25/11 Copyright © 2011 TregoED, Inc. All Rights Reserved. 20-TE141211

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Easy - get on and go!

Private URL from worksheet http://www.tregoed.org/session-XXXX-XXXX

No student registration

Select a screen name, avatar, and provide initials

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It’s Simple!

No Emails

No student registration

No Passwo

rds

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Select a point of view

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Get “Everyone’s Take”

• Read the issues written by other students with the same perspective.

• Comment on the other issues to add to the discussion.

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Clarify: What do you mean?

Support your issues by adding quotations and statistics from the resource materials.

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Ask - What’s important? At this step students must evaluate and

rank all of the issues.

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Now what’s the plan?plan

After reviewing “everyone’s take,” students create a solution.

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Quick Assessment


34

Teacher View


35date doc # Copyright © 2013 TregoED, Inc. All Rights Reserved.

36

My SCANS


37

Easy to monitor


38

Let’s Get this Party Started


39

“2.0 tools without content are like Coco Puffs—kid’s go cuckoo for it, but it does not have much nutritional value.”


40

Talk about Issues


41

Practice Digital Citizenship Skills


http://www.tregoed.org/teachers

42

Students use avatars to maintain privacy online.

43

Promoting Equity


44

Increase Participation


45

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Michelle Cook - 2012

46

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

47

Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

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Write arguments focused on discipline-specific content.

a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

e. Provide a concluding statement or section that follows from and supports the argument presented.


49

4 Step Process to Writing a Research Paper

Stop and think = Read and Outline

Clarify = Take Notes

Ask = Collaborate with others

Now what? = Thesis

50

Nonfiction text: CCSS.ELA-Literacy.RI.6.10


http://www.corestandards.org/ELA-Literacy/RI/6/10/

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Highlighting and Note-taking


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Connects learning


53

Sandra Wozniak [email protected]

@sanwoz

Questions?


mailto:[email protected]

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Not Your Typical Debat


Students work to resolve problems by maximizing positives and minimizing negatives.

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Scenario


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Worksheet


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Integrate: Social Studies, Art, and Language Arts


Art HistorianBusiness Owner

Police Officer

Graffiti Artist

Art or Not?

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How do rules protect individual rights as well as meet the needs of society?

What are the responsibilities of a good citizen?

What are the responsibilities of our leaders? What are the lessons that can be learned

from current events? What role does social media or the media, in

general, play in our perspective of events?

Should we decriminalize graffiti?


59

Problem: Should graffiti be decriminalized? Content: Social Studies, Language Arts, Art Customize to different reading levels

Art or Not?


60

“Bullied: Victim or Threat” Relevant

Distinct perspectives

Content

Sample Scenario

11/01/10 Copyright © 2010 TregoED, Inc. All Rights Reserved. 20-TE129110C

61

Scenario


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With your group, read the short scenario and information for your role. Discuss what is important from your point of view.

Highlight the issues. Write in any additional issues you think might be important.

See The Issues-What issues are important to think about? What concerns do you have?


63

Parents


• Jake is a victim

• Bullying has to

stop

• Want problems

kept

quiet

64

Guidance POV


• Counseling can

help

• Matt’s

confidentiality

• Don’t know kids

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Principal’s POV


• Safety

• Inform

Staff

• Privacy

Issues

66

Friend -POV


• Don’t want to lose

friend

• Scared

• Don’t want Jake in

trouble

67

Jigsaw and explain your issues to the other points of view

Clarify: What do you mean by….?


68

Sticky notes Marker dots

Ask what’s important-prioritize


69

Come up with a plan of action for your plan

Now What’s the PlanSynthesis- Consider all pov’s and propose a solution


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Different rooms take different points of view, use Smartboard or projector.

Students work in groups – 4 computers Each student takes a role – 1

computer/student No computers? Do it the good old fashioned

way!

How to Use SCAN- What about computer access?


71

Why Use the SCAN tool?

Engaging! Screen names encourage 100% participation Proven problem-solving process Simple to set up and use Lessons are provided or you can write

your own! Easy to modify for your classroom


Documents

116 Village Blvd., Suite 300 Princeton, NJ 085420 609-252-25839 toll free 1-866-268-3980 One Tool at a Time: The SCAN Tool From