Lesson Plan

Lesson Implementation Form

 

Teacher Name: LeeChel Ondracek collaborating with Jayne Germany

Lesson Title:  Laptop Study Groups--Focusing on Student-Centered Learning

Subject(s) and Grade Level:  Teachers from all subjects, 6th-8th grade

 

Standards:

MTT Domain-Competencies

DOMAIN 1-001:  DIGITAL TECHNOLOGY KNOWLEDGE AND SKILLS

The Master Technology Teacher 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.

 

DOMAIN 2-005: TECHNOLOGY-ENHANCED TEACHING AND LEARNING

The Master Technology Teacher 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.

 

DOMAIN 2-006: TECHNOLOGY-ENHANCED TEACHING AND LEARNING

The Master Technology Teacher demonstrates knowledge of how to communicate in different formats for diverse audiences.

 

DOMAIN 2-007: TECHNOLOGY-ENHANCED TEACHING AND LEARNING

The Master Technology Teacher demonstrates knowledge of instructional design, development, and assessment in a technology-enhanced environment.

 

DOMAIN 2-008: TECHNOLOGY-ENHANCED TEACHING AND LEARNING

The Master Technology Teacher knows how to implement and assess technology-enhanced instruction to meet the diverse needs and abilities of all students.

 

DOMAIN 3-009: COLLABORATING AND MENTORSHIPING

The Master Technology Teacher knows how to collaborate with colleagues to facilitate the implementation of appropriate, research-based, technology enhanced instruction.

 

DOMAIN 3-010: COLLABORATING AND MENTORING

The Master Technology Teacher knows how to provide professional development and support through mentoring, modeling, coaching, and consulting.

 

SBEC Standards for All Teachers

Standard I. All teachers use technology-related terms, concepts, data input strategies, and ethical practices to make informed decisions about current technologies and their applications.
Standard II. All teachers identify task requirements, apply search strategies, and use current technology to efficiently acquire, analyze, and evaluate a variety of electronic information.
Standard 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.
Standard IV. All teachers communicate information in different formats and for diverse audiences.
Standard 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.

 

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Content and Cognitive Goals:

At the completion of session, mentor will be able to

1. improve my mentoring and collaboration skills with colleagues.

2. collaborate to create effective andragogical strategies designed to model student-centered leaning with teachers.

3. aid teachers in the process of independently implementing technology in their classrooms.

At the completion of session, teacher trainer will be able to

1. Foster collaboration between teachers so they can see each other as shared experts.

2. Create a shared library of study group activities implemented on other campuses.

3. model student-centered teaching strategies in study groups.

At the completion of study group sessions, teachers will be able to

1. Understand their role in supporting a successful study group, and therefore be supportive of other adult learners on their campuses.

2. Reflect on their learning as a guide for themselves as teachers and learners.

3. Integrate technology as a tool for learning, not as an end to itself.

4. Create opportunities for Constructivist experiences in their own classrooms.

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Learning Connections:

Jayne Germany and LeeChel Ondracek met on a continual basis for six weeks to improve Jayne’s ability to fulfill the responsibilities of a technology mentor and Jayne's and LeeChel's ability to change the focus of laptop study groups in the district. These study sessions are mandatory for teachers who have completed Level 1 Technology Competencies and received a laptop computer. They felt the study groups had several strikes against them. First, the mandatory nature of the study groups created a high number of reluctant learners. Second, when teachers were given carte blanche to choose topics, they did not have the scaffolding to choose wisely; they oftentimes decided on the most obvious choices. The groups quickly deteriorated into technical training sessions with no thought to pedagogy, therefore making little or no impact on teachers' instructional practices. Together they designed activities designed to increase active teacher participation and model student-centered learning.

 

Jayne received cognitive coaching from her MTTC classmates Sandra Hines and Jodie Ingram throughout the mentoring process.

 

In the first session, teachers will examine their own ideas about technology experts. They will examine their own comfort zones and feel more comfortable about teaching with technology. In later sessions, teachers will set goals for themselves, discuss group norms and roles, and learn about the aspects of constructivist classrooms by viewing district case studies. They will be encouraged to design their own constructivist lessons incorporating technology and share them with the group, who will help them through a debriefing process: What worked? What didn't? What can be changed? What did the students think?

Because teachers have earned laptops by passing level 1 technology competencies, we will focus on using the software with which they are familiar to gain new knowledge. We will not move on to new software until we have tackled our goals of experimenting with new instructional practices. Once teachers are comfortable about integrating technology with their current skill levels, then they will be encouraged to learn new technology tools.

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Procedures for Learning Activities/Tasks:

Mentoring/Cognitive Coaching

1. Mentor and Cognitive Coaches meet for a pre-observation conference. (Knowledge, Comprehension, Application, Synthesis)

3. Teacher and mentor meet to discuss factors that affect student learning. (Comprehension, Application, Synthesis, Evaluation)

5. Teacher and mentor meet to discuss assessment and technology tools. (Application, Synthesis, Evaluation)

6. Teacher and mentor meet to plan out materials for 1st session. (Application, Synthesis, Evaluation)

7. Cognitive Coaches observe each other’s mentoring sessions and record pre-established data. (Comprehension)

Unit/Lesson

 

1. Teacher Trainer/Facilitator begins by putting a premise up on the Presentation: Teachers won’t use computers until they are comfortable with how they work. True or False? (Knowledge, Comprehension)

2. The premise is discussed. (Application, Analysis, Evaluation, Synthesis)

 

3. Facilitator asks teachers to visualize someone they think is an expert computer user. Then they are asked to visualize a novice user. (Knowledge, Comprehension, Application)

4. Teachers are asked to create a continuum and to list the characteristics that fall in between novice and expert. (Knowledge, Comprehension, Application, Analysis)

5. Teachers discuss their continuums. Facilitator leads them to the conclusion that "novice" and "expert" are relative terms, and we are always learning and becoming more expert. (Evaluation, Synthesis)

6. Teachers are asked to pick from their continuums the basic skills/experiences that they need in order to use computers with students. (Analysis, Evaluation, Synthesis)

7. Teachers tend to list technical skills first, which take up the top of the pyramid. When prompted, they then they list management skills, which comprise the middle of the pyramid. When really pushed, teachers start listing teaching practices, which is the foundation of the pyramid. The goal of the discussion is to get teachers to realize that teaching practices are the most improtant factor in successful technology use in the classroom. (Analysis, Evaluation, Synthesis)

8. Teachers are given the task of creating a list of hints or steps that will help teachers on their technological level be more successful with technology. They may work in groups. (Application, Synthesis)

 

9. Teachers reflect on their learning by journaling in an email to themselves. Journal entries will be put into a folder in Groupwise and reread on a regular basis. (Evaluation, Synthesis)

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Assistive and Diverse Learners

Students with cognitive or learning disabilities, dyslexia, and hearing impairments are the diverse learners that the teacher trainer can expect to have in her study groups next year. Teachers with hearing impairments will be given preferential seating, and the facilitator will stand near her and look at her while she is speaking. Activities will be varied for distractible teachers. Peer coaching will take place for any teachers who need it. Any assistive technology devices can be discussed and check out with the Special Ed Department Chair or designated AT personnel on campus.

 

Teaching/Instructional Strategies:

Instructional groups strategies, group management strategies, extensions for diverse needs of learners, accommodations and modifications for learners IEP correlated when needed, variety of technologies, variety of uses of technologies.

 

Presentation, Writing tasks (word processing, email), discussion, cooperative grouping, collaboration, questioning, and reflecting are the grouping strategies that the teacher will use throughout the unit.

 

The teacher has taken all types of learners into consideration.  She will appeal to visual learners by presenting concepts in multimedia presentations.  In addition, she will encourage teachers to choose a variety of media in which to express their ideas (Word, Inspiration, Publisher, etc.).  Cooperative groups will assist reluctant writers throughout the tasks.  Each teacher will have a personal laptop that is customized to fit their learning needs (larger fonts, icons, choice of task bars, screen resolution, etc.).

 

Teachers who grasp concepts and finish tasks quickly become helpers and facilitators.  the Facilitator will use the strategy of peer teaching, allowing teachers to get help from classmates in cooperative groups or with technology.

The facilitator will implement a variety of technologies during the unit.  She will present concepts using a presentation station in PowerPoint and Inspiration.  Teachers will use email and other programs of their choice to complete tasks..

 

Learning Goals and Instructional Strategies

1. Understand their role in supporting a successful study group, and therefore be supportive of other adult learners on their campuses.

2. Reflect on their learning as a guide for themselves as teachers and learners.

3. Integrate technology as a tool for learning, not as an end to itself.

4. Create opportunities for Constructivist experiences in their own classrooms.

 

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Student Work Samples:

Authentic digital images, scanned images, video clips, audio clips, multimedia, charts, graphs, web pages

 Helpful Hint Cards

Technology Connection:

Developmentally appropriate hardware, software, peripherals, classroom technology arrangement, software customized to support diverse needs, adaptive/assistive technology to support special needs

Learning Goals and Instructional Strategies	Target Technologies or Desired Tool Functions could support your planned strategies (possible assistive technologies in parentheses)
1. Understand their role in supporting a successful study group, and therefore be supportive of other adult learners on their campuses.
Presentation/discussion	PowerPoint and Presentation Station--computer with LCD projector or television monitor Inspiration to brainstorm goals with group. (PPT loaded on teacher computer with screen magnifier for visual impairment)
Pen and paper tasks--defining goals	Pen, paper; most teachers will actually prefer to use Word or email goals to themselves (Large print text for visual impairment)
Discussion/questioning	Inspiration at Presentation Station (Inspiration notes loaded on teacher computer with screen magnifier for visual impairment) Notes emailed to group after completion
Reflecting/journaling/questioning	Groupwise email (email settings can be adjusted for visually impaired teachers--bacground color, font, size of text)
2. Reflect on their learning as a guide for themselves as teachers and learners.
Presentation/discussion	PowerPoint and Presentation Station--computer with LCD projector or television monitor (PPT loaded on teacher computer with screen magnifier for visual impairment ppt notes printed out)
Reflecting/questioning	Groupwise email (email settings can be adjusted for visually impaired teachers--bacground color, font, size of text)
3. Integrate technology as a tool for learning, not as an end to itself.
Presentations	PowerPoint and Presentation Station--computer with LCD projector Digitized videos for case studies, speakers Digitized lessons for spotlights (PPT loaded on teacher computer with screen magnifier for visual impairment ppt notes printed out)
Discussion	Presentation Station--computer with LCD projector) Inspiration or Word to document discussion points (monitor and Word settings can be adjusted for visually impaired teachers--bacground color, font, size of text)
Reflecting	LoTi subscription Groupwise email (email settings can be adjusted for visually impaired teachers--background color, font, size of text)
4. Create opportunities for Constructivist experiences in their own classrooms.
Presentation	PowerPoint and Presentation Station--computer with LCD projector Constructivism ppt (PPT loaded on teacher computer with screen magnifier for visual impairment ppt notes printed out)
Discussion	PowerPoint and Presentation Station (computer with LCD projector) Constructivism video Speakers Word or Inspiration to document discussion (PPT loaded on teacher computer with screen magnifier for visual impairmen ppt notes printed out)
Reflecting	Groupwise email (email settings can be adjusted for visually impaired teachers--background color, font, size of text)
Collaboration	Word for lesson planning Software of each teacher's choice Laptop

 

Technology Management Strategy:

Since the Instructional Technologists will be dealing with most of the technology, management will not be much of an issue. Most sessions will take place in campus libraries or classrooms, so the IT's will have to make sure all equipment is portable. Since teachers will come with their own laptops loaded with software, the only issue will be connecting to the network. The IT will need to make sure that the session location has a strong wireless signal or plenty of LAN wires with ports. The plethora of technology makes the varied session activities easy to manage, by both facilitator and teachers.

 

Materials:

Instructional materials:  Handouts, email, George Lucas, Apple, and district videos, LoTi materials, convergent research/professional articles

 

Comfort Zone PPS

Constructivist Video

Hardware:  Participant/facilitator laptops, LCD projector, (Pocket PC's, Interwrite schoolpad when available)

 

Software: 

Participants:  Inspiration, Word, Groupwise, software of their choosing

Facilitator:  Inspiration, Dreamweaver, PowerPoint, Groupwise, (Discourse when available)

 

Support personnel:  Coaching team of IT's, Campus Technology Facilitator,  Librarian, Campus Administrators

 

Assessment:

Portfolio, demonstration, self-assessment, peer assessment, checklist, rubric, process and product

Performance Task Product Descriptor

LoTi Questionnaire

	What? Tasks, Strategies, Instruments	How? Processes, How often?	Why?
To enable continuous/frequent feedback between the teacher and the students	Informal Facilitator will monitor participation in discussions, use questioning strategies to check for understanding, confer with teachers individually using mentoring strategies, and check for understanding often during group activities Formal A suggested product descriptor from LoTi will be given to teaches so they may self-assess the technology lessons they create. They may use this product descriptor as a guide throughout the lesson-planning process.	Discussions, questioning strategies at key points during discussions, Ask questions during concept presentations (after every slide) Ask for feedback at debriefing session which concludes every study group meeting--What helped? What should we change next time? What did you have difficulty with? How can I help you with that?	Discussions, questioning strategies at key points during discussions, Ask questions during concept presentations (after every slide) Ask for feedback at debriefing session which concludes every study group meeting--What helped? What should we change next time? What did you have difficulty with? How can I help you with that?
To encourage the students to reflect on their learning progress and achievement	Discussions, debriefings, and reflections Self-assessment in the form of email journals to themselves	Discussions after every activity Journal entries at every study group Sharing lessons with each other	Self-assessments will lead to change in thought and behavior, empower teachers to think for themselves, and lead to creative problem-solving.
To determine your students' learning progress and achievement	LoTi Questionnaire will be given midway through the semester.	Once a year, online, during teacher conference period.	Questionnaire will give results in 3 areas--Personal Computer Use, Classroom Instructional Practices, and Levels of Technology Implementation--all areas we are striving to improve!

 

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.
NA	Equipment was sufficient for the number of students/educators completing the activity.
NA	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?

 

Although the teacher has not had a chance to implement the lesson, this mentoring experience has been incredibly worthwhile.  I have learned so much and gained so many tools to help me as I make the journey from technical teacher to skilled technology mentor.  Seeing a team of IT's work together to focus on a problem and brainstorm viable solutions to that problem has been extremely gratifying. We hope to truly see the study group sessions transcend mere technical training to become ocmmunities of inquiry where teachers are challenged to change their ways of thinking and find creative classroom solutions to the ever-increasing pressures to teach kids more and more.

 

 

 

 

 

_____________________ Date____August 31, 2004___________

Participant Signature

 

 

 

_____________________ Date_____August 31, 2004__________

Coach Signature