Lesson Plan

SBEC Educator TA TEKS Standards

I. All teachers use technology-related terms, concepts, data input strategies, and ethical practices to make informed decisions about current technologies and their applications.

II. All teachers identify task requirements, apply search strategies, and use current technology to efficiently acquire, analyze, and evaluate a variety of electronic information.

III. All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that supports the work of individuals and groups in problem-solving situations.

IV. All teachers communicate information in different formats and for diverse audiences.

V. All teachers know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.

Content and Cognitive Goals:

Adult (teacher) Learning Goals

— — Adult learners (teachers) will integrate into a lesson and successfully use video conferencing to enhance student learning.

Mentee (trainer) Learning Goals

1. My mentee will enhance her skills as a video conferencing site manager and facilitator by focusing on adult learning characteristics.
2. My mentee will communicate information in different formats for diverse audiences of adult learners.
3. My mentee will demonstrate classroom management skills when training her adult learners (teachers).

Learning Connections:

In the training, teachers will make a connection from what they have learned and experienced using this type technology to how it can be applied to enrich their curriculum. They will draw on prior knowledge and communicate (share) what they know and want to know about video conferencing. Experiencing video conferencing with the possibility of visiting people from all over the country is a real-world skill that adult and students enjoy, while at the same time, meeting TA TEKS.

Motive teachers: Welcome teachers and thank them for coming. Tell them that video conferencing is an experience that most of their students have never before done! Add that video conferencing meets their TA TEKS standards for educator as well as TA TEKS 8A, 8B, 8D for their students.

Various Factors: The various teaching experiences and technology skill levels might complicate learning methods that they have been taught throughout their years. I will capitalize on this factor by letting teachers share and learn from each other. There is a diversity of ages but young and old can learn from and help each other. By planning for diverse learners, adults attending the video conferencing training have the opportunity to learn and be successful in their own way.

(I will support the trainer as a mentor, technical assistant, facilitator, and team teacher. The teacher will be in charge of her class and in charge of her lesson. She will be the primary teacher. I will be her support system.)

Procedures for Learning Activities/Tasks:

Bloom's - Knowledge, Comprehension, Understanding

1. Introduction: Motive teachers: Welcome teachers and thank them for coming. Tell them that video conferencing is an experience that most of their students have never before done! Add that video conferencing meets their TA TEKS standards for educator as well as TA TEKS 8A, 8B, 8D for their students. Ask if they have experienced video conferencing before and to please explain it to the others. Ask if they have seen video conferencing in a movie, on a talk show, or on the news, and to explain what it looked like and how they think it works.

State the training goal and objectives directly and specifically.

Ask if they have other learning desires to add to the training lesson.

* * *

Bloom's - Knowledge, Comprehension/Understanding, Application

2. Equipment: Show video conferencing in action by connecting with Region XI. Explain how the equipment work. Allow teachers to handle the equipment.

Trainer Questions...
What would you guess this equipment costs?
Why do you think the district purchased such equipment?
How does using this equipment prepare students for the business world?

Etiquette: Demonstrate proper microphone usage, body language and posture, gestures, and speaking etiquette.
Allow teachers to handle the equipment again.

Trainer Questions...
What do you think a teacher should do if they see or hear a student say or do something that is inappropriate on the air?
So far, does video conferencing seem like something you want to do with your students?

* * *

Bloom's - Knowledge, Comprehension, Application

3. Website: Trainer will introduce teachers to the Connect2Texas website. (Distribute documentation about the Connect2Texas site.) Guide teachers in searching techniques while in the programs area. (Vision impaired teacher will sit at the computer with 800x600 resolution.)

Time Management: Trainer will visit with the teachers about the need for flexibility because of the various parties who are involved that makes their video conference (distance learning) event a possibility. Suggest that they allow at least a week between their registration day and their event date.

Show an example of an integrated video conference (distance learning event) lesson.

***

Bloom's - Analysis, Synthesis, Evaluation

4. Independent Work: The trainer will allow time for teachers to search and visit about the database of programs. Each teacher should locate at least one program that meets their curriculum needs and write it into their lesson plan. Assist teachers when necessary. Teachers can collaborate to create an interdisciplinary lesson.

* * *

Bloom's - Application, Synthesis, Evaluation

5. Share: The trainer will ask each teacher to share their lesson plan, including a description of the video conference (distance learning) event that they integrated into it.

6. Discussion: The trainer will ask questions to see how teachers feel about using this technology and try to suppress any reservations that they might have.

7. Evaluate and Conclude: The trainer will present an assessment survey to the teachers (prepared ahead of time).

Thank teachers for coming and distribute business card or any other contact or reference information.

Assistive and Diverse Adult Learner

         — One of Mrs. Petty's teachers has a vision impairment. She will change the resolution on one of the laptops to 800x600 for this particular teacher. ZoomText will be available to the teacher, if necessary. Laptops are Windows XP so Windows Magnifier is also available, if needed. Mrs. Petty will provide color overlays and an enlarged font handout as well. (After visiting with the district AT Specialist, Mrs. Petty borrowed the color overlays from the SPED department.)

Teaching/Instructional Strategy:

—This lesson follows the dual-centered model of instruction. The trainer will take the lead in guiding teachers in the correct handling and use of the video conferencing equipment, as well as guiding them in correct etiquette. She also wants teachers to apply what they learn by integrating a video conferencing event into a lesson. Skills the adult learners need to acquire to effectively engage in the dual-centered model include communication skills (listening, speaking, encoding, decoding, etc). Other processes include remaining alert, performing, and engaging actively with resources. Visual enhancement of instructions will be provided by enlarging the resolution on the computer screen, using Windows magnifier and supplying documentation with large font . Verbal instructions will be provided when needed for understanding. The dual-centered model seems like a good fit for what she is wanting to do. With this type model, learners expect direct instruction and questioning during the instructor-centered part, and collaborative learning, sharing of ideas, discussions, and independent practice during the learner-centered part.

—The trainer's role will take several forms. To meet adult learners' needs, she will welcome attendees, 'hook' their interest and address her goals and objectives early on. She will demonstrate and explain how a live connection works, demonstrate proper lab etiquette and proper handling of equipment, and demonstrate how to access and navigate through the Connect2Texas website. However, her primary role will be as a facilitator of adult learning and in mentoring them when integrating video conferencing into a lesson plan. She will provide a formal accountability measure (a survey) for individual attendees, and she will serve as a resource for them throughout the entire process.

—As stated above, the purpose of this training is to teach teachers about video conferencing and to have them integrate the technology into a lesson to enhance student learning. Technology skills for the trainer include operating the equipment, contacting RETN (Region XI) to establish a live connection, navigating through the Connect2Texas website and registering events for teachers. Teacher technology skills includes operating the camera and sound features of the video conferencing equipment, navigating to Connect2Texas, using strategies to search for events, and contacting the trainer to schedule the event.

Instructional strategies include:

Class Discussion to assess prior knowledge and to 'hook' the learner
Direct Instruction during the teacher lead instruction.
Discussions and Questioning at various time throughout the lesson
Demonstration of the equipment, and of its proper usage
Active Participation while handling the equipment and using the website
Group Collaboration to share ideas and address concerns
Collaboration to create an interdisciplinary lesson.
Feedback throughout the training
Discuss before you fuss

Work Sample:
Handout for teachers
Here is a simplified lesson plan that has video conferencing integrated into it.

Technology Connection:

—Prior to training, the trainer will make a test connection with Region XI. If the connect is unsuccessful, technicians, the trainer and I will trouble-shoot the problem. An evaluation survey will also be made prior to the training at www.SurveyMonkey.com.
The video conferencing equipment can not be moved to another area of the room, but the attendee's tables and chairs can so if the trainer wishes, she can rearrange the tables and chairs. The laptops are IBM's with Windows XP operating system.
—Since teachers record their lesson plan on district web-based software, they will have access to this software and to the Connect2Texas website because wire- and wireless Internet access is available in the lab. StarOffice is also available if a teacher wishes to use it. Special needs learners will benefit from modifications (detailed above under teaching/instructional strategies) in addition to any specific needs that have been or will be addressed through conferences with the special education teacher(s) or the learner themselves.

Assessment:

Informal
Observations, sharing, questioning, body language, watching laptop screens as teachers are working, listening to group discussions and teacher presentation of lesson plan
Formal
survey evaluations

Teacher Reflection:
Please rate the following indicators using a scale of 1-5.
(1=Poor, 5= Excellent, NA if not applicable)
N/A (We have not taught this lesson yet.)

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

Use the following questions to reflect on your lesson.
Was this lesson worth doing? In what ways was the lesson effective? What evidence do you have for your conclusion?

N/A (We have not taught this lesson yet.)

How would you change this lesson for teaching it again?

N/A (We have not taught this lesson yet.)

Did your students/educator find the lesson meaningful? Did the lesson motivate your students/educator to “go beyond” what was required?

N/A (We have not taught this lesson yet.)

Did you achieve your goals met/in progress in the required criteria?

N/A (We have not taught this lesson yet.)

Signatures:


Gail Marlin, Teacher Mentor



Cynthia Petty, Peer Mentor

Cindy Brock, Peer Mentor