Using+the+Smartboard+to+access+higher+learning+levels

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Introduction Lesson 1: Graphic Organizers Lesson 2:Linking Applications Lesson 3:PowerQuests

= Introduction=

In this section, I will walk you through a few examples of Smartboard lesson, and attempt to describe how they can be used in learning and instruction, as defined by Bloom's Taxonomy.

(NOTE: These lessons are prepared using a variety of software programs. Some teachers prefer to use Microsoft products over the SmartBoard Notebook software, due to constraints of Hebrew language handling. (see Judaic Challenges). However, the ideas in these lessons can be applied to any software product with which the teacher feels at ease.)

Bloom uses a [|list of verbs] which are aligned with student-centered tasks. The verbs are divided into six categories, based on the level of higher thinking skills required to complete the task. Smartboard technology can be used as a tool to create content conguent with some of the lower as well as the higher cognitive skills on Bloom's hierarchy.

Lesson 1: Graphic Organizer
This lesson can be used for almost any topic and across multiple grade levels. This particular lesson was used in a sixth grade Chumash class. It requires students to analyze text and organize it into predefined categories. In this lesson, students are asked to access the Tanach database of [|מאגר ספרות התנך] and drag text from the linear format into an organization chart.


 * [[image:ss_bamidbar3.gif width="474" height="357"]]

How this lesson aligns with Bloom's Taxonomy:** Knowledge: identify appropriate passage Application: demonstrate understanding of textual structure Analysis: diagram the text in an organized form Synthesis: rearrange text to fit categories Evaluation: reframe ideas into concepts

Lesson 2: Linking Applications to Assess Learning
Smartboard technology is an excellent tool when one lesson can be structured using a variety of media. For example, in a Hebrew Language class, the students learn new words by reading a story. The emphasis of the lesson may be reading comprehension, or it may be auditory comprehension. To evaluate the students understanding of the text, the students may be asked to rephrase, to draw a picture, to reorganize the text sequentially, or to verbalize their understanding. All of these can be effectively accomplished by using a variety of readily available Smart software and linking them together in a SmartBoard lesson.

The following are three screen shots from such an activity, on the life story and accomplishments of Eliezer Ben Yehuda.
 * Screen 1**- Students are asked to draw a passage of the story. The file links directly to the **Windows Paint** application.

Screen 2: Students click on the question to the answer. This type of interactivity is called a **trigger** in **PowerPoint** and can be created using the advanced options in Custom Animations:

Screen 3: Students are asked to pose a question to the answer displayed on the screen: The green record button is linked to Windows **Sound Recorder** application. Students record their answers verbally.

You can view and interact with the entire file here:

An alternative to this activity can be created using the Notebook software, using the flash interactive gallery. This sample file includes a gallery item called **//Note Reveal//** tool in the **//Lesson Activity Toolkit//**. Since the Flash files do not support Hebrew font, I put the Hebrew text next to the Flash file so that they can be be used,together. Notebook file: [|eliezer notebook file.notebook]. I recommend that you download the **//SBL Hebrew font//** to view this file. This font works well for typing and copying and pasting Hebrew into Notebook. You can download the font from [|here].


 * How this lesson aligns with Bloom's Taxonomy:**
 * Knowledge**: record your understanding of the passage
 * Comprehension and Application:** convert and transfer information into various media.
 * Analysis:** Illustrate textual understanding through drawing
 * Synthesis:** reconstruct information verbally

Lesson 3: PowerQuest
I call this type of lesson a PowerQuest. It is designed to use PointPoint (or Notebook) to empower the students to research a topic, individually or as a class, using external links to the web, and to think critically about what they have learned. The screenshot below is part of a PowerQuest activity designed as a Hebrew Language lesson to teach about the need for water in Israel (grade 7-9). On each slide, the class examines an aspect of the topic and links to external dynamic information, to analyze actual statistics related to the issue of water in Israel. You can click on each screenshot to see how the activity is linked to an external site for further depth and analysis of the topic. In the slide above, students discuss the imaginary red line which marks critical low levels of water in the Kinneret, Israel's main water source. The slide leads to a link graphing the water levels for recent months. Students can then examine real-time data to evaluate Israel's need for alternative water sources and resources.

In the slide above, students study weather maps in real-time, and then record a weather forecast for Israel using Hebrew vocabulary words introduced in the lesson. The slide links to Israel's weather forecast site. For the complete file of Water in Israel, select your preferred format below. PowerPoint: [|water in Israel.pps] Notebook:

Knowledge**: Identify problems of Israel's water sources
 * How this lesson aligns with Bloom's Taxonomy:
 * Comprehension:** locate and report rainfall patterns on a map
 * Application:** dramatize and report weather conditions.
 * Analysis:** research and examine raw data
 * Evaluation:** interpret statistics and assess problem and possible solutions