Lesson Plan

 

Teacher/Trainer Name: Howard Lee McNutt III (Math/Tech. Apps. Teacher)

Mentor Name: Joy Hooker 

Lesson Title: Creating TAKS Handout with WebCCAT

Subject(s) and Grade Level: Middle School, Core Areas (Math, Science, Social Studies, Reading/Language Arts)

Goal Statement: Teachers will learn how to use Webccat to search, select, and print appropriate TAKS problems for their students to use in class. 

MTT Domain-Competencies

Standard II - The Master Technology Teacher selects and administers appropriate technology-related assessments on an ongoing basis and uses the results to design and improve instruction.

 

Standard IV - The Master Technology Teacher serves as a resource regarding the integration of assistive technologies and accessible design concepts to meet the needs of all students.

 

Standard V - The Master Technology Teacher facilitates appropriate, research-based technology instruction by communicating and collaborating with educational stakeholders; mentoring, coaching, and consulting with colleagues; providing professional development opportunities for faculty; and making decisions based on converging evidence from research.

 

Standards: TA TEKS I-V

 

Students become fluent in using multiple software applications and applying them across the curriculum. They continue to build on the Grades 3-5 knowledge and skills. The students continue to demonstrate keyboarding proficiency in technique and posture while building speed. The TEKS can be taught integrated into other areas (such as English Language Arts, Reading, and Science), as a separate class, or both.

 

Content TEKS

Math, Science, Social Studies, Reading/Language Arts Grades 5-8 in English & Spanish

  

126.3. Technology Applications, Grades 3-5. 

-         b.1.b save and delete files, uses menu options and commands, and work with more than one software application

-         b.2.a use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen

-         b.2.b use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns

-         b.3.a follow acceptable use policies when using computers

-         b.3.b model respect of intellectual property by not illegally copying software or another individual's electronic work

-         b.7.a use software programs with audio, video, and graphics to enhance learning experiences;

-         b.7.c use a variety of data types including text, graphics, digital audio, and video

-         b.12.b evaluate the product for relevance to the assignment or task

 

Content Goals:

 

 

Teacher Learning Goals

1.      Log into WebCCAT

2.      Select TAKS objectives, view handout, save & print pdf handouts.

 

Mentor Learning Goals

1.    Develop skill in mentoring/coaching to facilitate teachers in effectively implementing WebCCAT into their classroom as supplemental materials.

2.   Develop comfort and understanding of software.

 

Learning Connections:

 

The lesson will integrate WebCCAT a TAKS prep software. The software will be extensions for helping the middle school teachers prepare their students for the upcoming TAKS test. The teachers will learn how to create custom assignments targeted to each student’s weaknesses. Also, the teachers will be able to monitor the students progress in their students weak areas via benchmark results using AEIS-IT program.

 

 

Procedures for Learning Activities and Tasks:  

Address Bloom's Taxonomy 

 

Teacher:

 

1.      Knowledge

a.      Teachers will have to decide what areas their students need assistance.

b.      Teachers will have to decide if their students should be placed in to TAKS remediation classes.

c.      Teachers will have to decide which report will produce the data they want for their students.

2.      Comprehension

a.      Taking notes

b.      Create student and create class rosters.

c.     Select day for tutorials

3.      Application

a.       Set up AEIS-IT program, run reports using software

4.      Analysis

a.       Teachers will analyze their students previous TAKS benchmark results and determine what areas their students need assistance.

5.      Synthesis

a.       The teachers will compile their students information in order to select appropriate TAKS objectives.

6.      Evaluation

a.       The students TAKS results will improve on their next practice TAKS test and the actual TAKS test.

 

 

 

Professional Goals:

 

  7.      Discussion (Analysis, Synthesis)

• What are the cognitive abilities of learners within the student population & how software can address these issues?

• Is there need for assistive technology within the student population?

• How can technology be used to address he diverse cognitive abilities within the student population?

8.      Reflection: (Affective Domain)

• Was the learner comfortable asking questions during the session?

• Was the learner comfortable asking follow-up questions?

 

 

 

 

Teaching/Instructional Strategy:

 

·  Need to see if all computers in the lab have internet connections and are working without any type of problems. 

 

Teacher Work Samples:

The final goal is for teacher to be able to create several TAKS handout that target their student weaknesses.

 

Technology Connection:

 

Have in place and/or in working order developmentally appropriate hardware, software, peripherals, classroom technology arrangement, software customized to support diverse needs, adaptive/assistive technology to support special needs, individual access to a computer.    

 

Technology Management Strategy:

1.            Reserve lab for days of use.

2.            Appropriate number of working computers with internet access.           

 

 

Materials:

Desegregated data from the last benchmark derived from using AEIS-IT program,  training handout, and example of handout.

 

Assessment:

Informal:

-         Implementation discussion

-         Oral reminders

-         Walking around room observing teacher progress

-         Teacher conversations

 

Formal:

-         Performing each task

 

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.

 

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 to make it better? Did your students/educators find the lesson meaningful? Did you achieve your goals met in the progress in the required data? Was the lesson effective in using WebCCAT as a tool to help out our students?

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© HLM3
For comments or more information, contact Howard Lee McNutt.