Jenni Keith

Teacher Name: Jenny Keener
Lesson Title: Foreign Student Exchange Project - French Website
Subject(s) and Grade Level: French I, 9th

Standards:

MTT Domain-Competencies
1-001 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.
1-003 Knows and applies basic strategies and techniques related to Web site mastering.
2-005 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.
2-006 Demonstrates knowledge of how to communicate in different formats for diverse audiences.
2-007 Demonstrates knowledge of instructional design, development, and assessment in a technology-enhanced environment.
2-008 Knows how to implement and assess technology-enhanced instruction to meet the diverse needs and abilities of all students.
3-009 Knows how to collaborate with colleagues to facilitate the implementation of appropriate, research-based, technology enhanced instruction.
3-010 Knows how to provide professional development and support through mentoring, modeling, coaching, and consulting.

Content TEKS
114.22 Languages Other Than English, Levels I and II
(2) Cultures. The student gains knowledge and understanding of other cultures. The student is expected to: (A) demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied; and (B) demonstrate an understanding of the products (what people create) and how they are related to the perspectives (how people perceive things) of the cultures studied.

(3) Connections. The student uses the language to make connections with other subject areas and to acquire information. The student is expected to: (A) use resources (that may include technology) in the language and cultures being studied to gain access to information; and (B) use the language to obtain, reinforce, or expand knowledge of other subject areas.

(4) Comparisons. The student develops insight into the nature of language and culture by comparing the student's own language and culture to another. The student is expected to: (B) demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures studied.

Content and Cognitive Goals:

Student Learning Goals

1. Process information and develop a deeper understanding of cultural aspects of France that drew them to study the language and a region of France and its various cultural aspects and traditions.
2. Synthesize information into a well-designed comprehensive website format.

Teacher Learning Goals

1. Develop confidence in facilitating student created web pages.
2. Use instructional strategies that support diverse learners and address classroom management strategies.

Mentor Learning Goals

1. Ensure teacher develops needed skills to implement lesson next time on her own.
2. Ensure learner-centered instruction takes place to maximize positive impact on students.

Learning Connections:

Team members will choose a cultural topic to research and publish on their website. They are to reflect upon the reasons they chose to study the French language and select a topic that influenced their choice. Curriculum connections are made by the attention spent on information literacy, research skills, technology application skills, and social studies.

Student's negative attitudes toward traditional research projects and group work in which every member of the group receives the same grade may be a factor in their learning. These factors will be addressed through the unique problem-based approach, the alternative method (website) of presenting the research, team member choice selection, topic choice selection, and individual team member accountability.

Procedures for Learning Activities/Tasks: (Please number each procedure.)

Address Bloom’s Taxonomy

1. Instructor will introduce problem scenario, project scope and sequence, and accountability requirements and instruments. Students will observe, listen, take notes, and ask questions when necessary.
2. Teacher will be observing, asking probing questions, and providing feedback throughout the session. Students will form their own teams based on potential cultural choice topics. Each collaborative team of 4-5 students will research one cultural aspect of France and one region of France.
3. Teacher will be observing, asking probing questions, and providing feedback throughout the session. Students will negotiate and compromise to determine member roles, cultural topic, and areas of region topic to be researched. In addition to researching, each member will have an additional role (webmaster, editor, specials tech). Team develops four research questions. Application, analysis, and synthesis will be used to formalized plans will be submitted as project proposal.
4. Librarian will lead students in a brainstorming session, using Inspiration, to access their prior knowledge of factors to consider when determining if a source is credible. Misconceptions will be cleared up using guiding questions and direct information. Instructor will be available as a resource for the students while they find credible sources. Students will brainstorm to create an Inspiration diagram that includes all prior knowledge suggested in order to determine if a source is credible. They will determine the important criteria and delete the unimportant from the diagram and then use the diagram created to find credible sources (one online and one print).
5. Teacher will be observing, asking probing and guiding questions, and providing feedback throughout the session. Students will research using online, print materials, and Notestar <http://notestar.4teachers.org/> to gather data. Notestar is teacher monitored for accountability. They will collect relevant graphics, sound, and video clips to accurately represent research to be presented. Finally, they will need to paraphrase and summarize information collected for web presentation.
6. Instructor will apply skills learned by introducing webpage design criteria, home page, and template, and basic web editing techniques. Web work sessions will be facilitated by asking guiding questions based on the web design criteria presented. All member research will be synthesized to create cohesive presentation of cultural element and region of France. Information collected will be presented in a cohesive website format based on project and web design criteria.
7. Teacher will evaluate projects based on rubric. Peer and self-evaluations will be conducted based on project rubric.

Assistive and Diverse Learners

1. Meet with the instructional technologist and the content mastery teacher and/or special education teacher of students who will be participating in the project.
2. Discuss and decide upon specific techniques and assistive technologies which will support the students.
3. Implement techniques and technologies.

Teaching/Instructional Strategy:
Student-centered, problem-based learning will be used as a basis for this unit. Students will be working in teams to create websites that will eventually be combined into a complete class website on French Regions and Culture. The teacher's role will take several forms. She will demonstrate software and provide knowledge of basic web-editing skills. However, her primary role will be as a facilitator of the student learning. She will provide accountability measures for individual team members and for total teams, and she will serve as a resource for teams as well.

Although the student make-up of the classes are not known at this time, this unit will affect approximately 90 students and will most assuredly contain students with ADHD. Most of the strategies listed below will benefit all students and have been included for those that may have ADHD.

• Assignments will be broken down into smaller, less complex parts that include objectives and tasks due for each class session
• Visual enhancement of instructions will be provided by using Inspiration diagram, software handouts with screen shots, etc.
• Verbal instructions will be provided when needed for understanding.
• Having students work in groups can aid attention to the task at hand.
• Knowing what to expect is important and an activities schedule will be given to each student at the beginning of the unit, posted on the class website and referred to frequently.
• Attempts will be made to avoid over-stimulation.

Students that may have a special interest in video production or need extensions during this lesson will be encouraged to self-produce and edit video clips which can be incorporated into their websites.

Student Work Samples:

Inspiration diagram, Notestar files, potential video clips, webpages

Technology Connection:
Several software packages will be used throughout this unit including: MS Word, FrontPage, PowerPoint, Pinnacle Studio, and Inspiration. The interwrite schoolpad and multimedia projector will also be used throughout the unit for emphasis of important information, large display of material, and presentation. Notestar <http://notestar.4teachers.org/> will be used to gather and cite data sources. Students will search for other credible internet and print resources to solve problems and support their research. Special needs students will benefit from modifications (detailed above under teaching/instructional strategies) in addition to any specific needs that will be addressed through conferences with the special education department chair and content mastery teachers.

Technology Management Strategy:
Throughout this 7-90 minute unit, students will work in their classroom with six computers, the library with 12 computers and the computer lab with 30 computers. The teacher will secure equipment, lab, and library reservation and checkout in a timely manner, as well as effectively manage team rotation on classroom computers. Students will work within teams of 4-5 students and complete individual as well as group tasks. Leaders from each team will meet with the teacher at the beginning and end of each session to conference regarding progress, successes, and difficulties. ADHD students will benefit from modifications (detailed above under teaching/instructional strategies) in addition to any specific needs that will be addressed through conferences with the special education department chair and content mastery teachers.

Materials:

Assessment:

Informal
Observation, Notestar files, Team leader sessions
Formal
Project proposals, Notestar files, Teacher rubric evaluation, Fellow teams' rubric evaluation

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

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?



How would you change this lesson for teaching it again?



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



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

_____________________________________ Date: July 5, 2004
Participant Signature

_____________________________________ Date: July 5, 2004
Coach Signature