Teacher Name: Brenda Spain
Lesson Title: Digital Photography/Power Point
Subject(s) and Grade Level: Resource grades 6-8

Standards:
MTT Domain-Competencies
1-01 Demonstrates knowledge and application of technology-related terminology and concepts, hardware, software, data-input strategies, and ethical practices, and
knows how to acquire, analyze, and evaluate digital information from the
Internet and other sources.
2-05 Demonstrates knowledge of how to use task appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results to support the work of individuals and groups in problem solving situations.
2-06 Demonstrates knowledge o how to communicate in different formats for diverse audiences.
2-07 Demonstrates knowledge of instructional design, development, and assessment in a technology-enhanced environment.
2-08 Knows how to implement and assess technology-enhanced instruction to meet the diverse needs and abilities of all students.

Content TEKS ( all are modified per IEP)
English Language Arts and Reading (Teacher used Grade 6)
1.a Determine the purposes for listening such as to gain information, solve problems or to enjoy and appreciate
1.b Eliminate barriers to effective listening
1.c Understand the major ideas and supporting evidence in spoken messages
1.d Listen to learn by taking notes, organizing, and summarizing spoken ideas
2.a Interpret speaker’s messages
2.d Monitor his/her own understanding of the spoken message
2.e Compare his/her own perception of a spoken message with the perception of others
4.a Connect his/her own experiences, information, insights, and ideas with experiences of others through speaking and listening
5.b Demonstrate effective communication skills that reflect such demands as interviewing, reporting, requesting, and providing information
5.c Present dramatic interpretations of experiences, stories, poems, or plays to communicate
5.d Generate criteria to evaluate his/her own oral presentations and the presentations of others
10.a Use his/her own knowledge and experience to comprehend
15.a Write to express, discover, record, develop, reflect on ideas, and to problem solve
15.c Write to inform such as to explain, describe, report, and narrate
15.f Choose the appropriate form for his/her own purpose for writing, including journals, letters, editorials, reviews, poems, presentations, narratives, reports, and introductions
16.e Use resources to find correct spellings
19.b Respond in constructive ways to others’ writings
24.b Produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports

Content and Cognitive Goals:
Student
• Open file in Power Point
• Create new slide
• Insert photos from file
• Add transitions
Teacher
• Take digital photos of students on field trip
• Download images to a file for students to access
• Design lesson that encourages creativity and sparks interest
• Integrate technology to create a student-centered learning activity
• Address needs of diverse learners
Professional
• Ask appropriate questions to help mentee focus on lesson and desired outcomes
• Offer technical support as needed to ensure success of lesson
• Discuss appropriate management techniques
• Gain comfort with mentoring process

Learning Connections: - Activating Prior Knowledge
• Basic knowledge of computer hardware
• Basic computer skills
• Curriculum connections include reading, spelling and art
• Knowledge of sequencing of events, how to use a mouse and keyboard to enter text
• Varying ability levels (grades 1-3) may present need for additional modifications during the lesson
• The concept of importing graphics and creating transitions could possibly create confusion for some students due to learning disabilities
• Skill levels will be low
• Motivation for learning will be high

Procedures for Learning Activities/Tasks: (Please number each procedure.)
1. Students will open Power Point
2. Students will discuss the sequencing of events from the day
3. Students will determine collectively which design they wish to use
4. Each student will create a slide that will consist of a title, several photos from the field trip (already in a file) and a caption
5. Timings will be determined by the group to complete the project
6. Each student will be given a CD containing the final presentation
7. Students will use a rubric to conduct a self-assessment

Address Bloom’s Taxonomy
Student Goals:
1. Knowledge: Student will be able open software, use a keyboard and mouse
2. Application: Student will use Power Point to create a slide with photos and text
3. Synthesis: Student will design and create a basic slide to be used in the completed the final project
4. Evaluation: Student will assess & evaluate their final product using a rubric

Teacher Goals:
1. Knowledge: Learn basics of photography
2. Application: Take digital photos of students and download them to public file. Create a simple Power Point presentation using transitions. Save file to CD.
3. Synthesis: Utilize rules of good photo composition. Plan and design presentation utilizing photos taken on field trip.
4. Analysis: Create original presentation from scratch using design and layout templates.

Professional Goals:
1. Synthesis: Ask clarifying questions
2. Synthesis: Facilitate by addressing concerns with technology integration
3. Synthesis: Help develop a learner centered lesson by focusing on desired outcomes
4. Synthesis: Discuss ways the lesson could be adapted to address diverse learners (this is a resource class)
5. Analysis: Identify tools needed to complete the lesson.
6. Synthesis: Gain comfort with mentoring/coaching process.

Assistive and Diverse Learners

Modifications: Extra time to complete assignment, peer/aide assistance
Collaboration: This lesson has been planned with modifications to address the Learning Disabled, Mildly Mentally Retarded, Dyslexic, and Dysnomia. There will be a lot of support from an instructional aide, the teacher, and myself.

Teaching/Instructional Strategy:
• Teacher will facilitate the project by providing objectives for the lesson and providing students with a rubric for assessment
• Active learning
• Students will work collaboratively to complete a project-based assignment
• Provide instructional aide to address needs of diverse learners

Student Work Samples:
Due to privacy issues, I was unable to post a sample of the actual project. I am providing a mock-up of the assignment to demonstrate the project.
To see an example of what the students created, click here.

Technology Connection:
• Power Point
• Insert digital images from file
Technology Management Strategy:
• Students will work in the computer lab
• Students will be assigned seats, but will also be working as a team to create the final project
• Students will be provided the assistance of an aide
• Modifications to address individual learning needs can be accomplished through teacher assistance, technical support personnel and instructional aide
Materials:
• Networked computer lab
• Folder containing digital images that all students will have access to
• Power Point
• CDs for saving presentation
• Teacher-created rubric

Assessment:
Informal:
Teacher observation will be an ongoing process through the activity. Continuous monitoring and feedback will provide teacher with the opportunity to make modifications or adjustments as warranted. This will also allow the teacher the opportunity to keep students actively engaged.
Formal:
Formal assessment will be done with a rubric. Students will discuss the areas of assessment with the teacher before beginning the lesson. After the lesson is completed, students will be asked to assess their work.

Reflection:

Please rate the following indicators using a scale of 1-5.
(1=Poor, 5= Excellent, NA if not applicable)

5 Technology instruction was effective and students/educators achieved curricular goals.
5 Technology instruction was effective and students/educators or I achieved targeted goals.
5 Technology instruction was effective and I achieved my professional goals.
5 Students/educators were motivated by the use of technology.
5 Technology was critical to the success of this lesson.
5 Varying abilities of students/educators was supported through the use of the technology.
5 Equipment was sufficient for the number of students/educators completing the activity.
5 Equipment and software functioned properly.
5 Overall rating of lesson.

Reflection Time: Use the following questions to reflect on your lesson.

Questions to Ponder: Was this lesson worth doing? In what ways was the lesson effective? What evidence do you have for your conclusion? How would you change this lesson for teaching it again? Did your students/educators find the lesson meaningful? Did the lesson motivate your students/educators to “go beyond” what was required? Did you achieve your goals met/in progress in the required criteria?

This lesson was definitely worth doing. The students and their teacher were so eager to complete this project and I was very impressed with their level of participation. The lesson was effective because 1) the teacher learned to take quality digital photos that she could use with her students; 2) the teacher learned how to create a new Power Point presentation from scratch using design and layout templates; and 3) the students learned to work cooperatively, using technology to create a digital “scrapbook” of their field trip. The successful execution of the lesson by the teacher and the completed presentation both serve as evidence of the success. If I did this lesson again, I think it might be fun to let the students take the pictures. (Due to the level and disabilities of the students this time, the teacher determined that they should not handle the cameras). I think the students and their teacher found this to be a meaningful lesson and they were highly motivated. The teacher and her students are excited about exploring other ways of integrating technology to make their lessons more exciting and meaningful; therefore, I feel that I did achieve my goals.