Jeremy Jameson

Lesson Plan

Teacher Name:  Tim McPherson

Lesson Title:  Website or Web-sight

Subject(s) and Grade Level: Staff Development – High School

Standards:

Master Technology Teacher Framework
Domain-Competencies:

1-001: Demonstrates an understanding of the appropriate use of hardware

components and software applications.

 

2-005: Knows how to use and integrate appropriate technology-based

productivity tools; Knows how to use technology applications to facilitate the evaluation of

work, including both process and product; Knows how to create rubrics to evaluate technology-based processes and products against established criteria

 

2-006: Knows how to select, format, and present media activities and projects

appropriate for the content, purpose, audience, and environment; Knows how to select and use various presentation formats to communicate effectively

 

2-007: Knows how to use formal and informal assessments to evaluate students'

technology proficiencies; Knows how to facilitate ongoing student self-assessment in the use of

technology, including both process and product; Knows and applies effective classroom-management strategies in technology-enhanced environments

 

2-008: Knows how to collaborate with classroom teachers and other staff to link

learner needs and abilities with appropriate technologies; Demonstrates knowledge of assistive technology as defined by state and federal regulations; Knows how to plan and design activities and products that are accessible to learners with diverse needs and abilities.

 

3-009: Knows the roles of the Master Technology Teacher as teacher,

collaborator, and mentor in the school community; Collaborates with administrators, colleagues, families/caregivers, and other members of the school community to ensure ongoing

communication related to technology-enhanced teaching and learning

 

3-010:  Knows how to use formal and informal methods to assess educators'

technology proficiencies and instructional strategies; Knows how to support educators' assessment of technology-enhanced learning; Knows how to support ongoing educator self-assessment in the use of technology-enhanced instruction, including both process and product.

 

Technology Standards for Teachers (SBEC)

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.

 

Content and Cognitive Goals:

Adult Learning Goals:

1. Understand and Analyze the elements of good design.

2. Discover what makes a website effective.

3. Create an effective and attractive teacher website for Duncanville ISD

Teacher(Mentee) Learning Goals:

1. Explain clearly and accurately the elements of good design

2. Create and implement instruction on effective web design

3. Keep the learners engaged and excited about incorporating technology for their(and other’s) benefit.

Mentor Learning Goals:

1. Develop the skills necessary to help implement a staff development for technology

2. Refine coaching and mentoring techniques through proper questioning and relationship building

Learning Connections:

Adult learners will work in groups to identify what makes a website effective and to discuss good design elements.  Learners are involved to to “tangible” result is functional and provides a deliverable that is required by the district.

Learning Activities & Tasks:

Bloom’s Taxonomy
  1. Define elements of good design
  2. Relate websites to design principles
  3. Contrast good and bad design

      4.   Justify their group selection

5.  Plan design

6.  Reproduce good design

7.  Defend their design to group members

Knowledge

Application

Analysis

Evaluation

Knowledge

Synthesis

Evaluation

 

Teaching/ Instructional Strategy:

Learner-centered learning, peer research and collaborative project.  Learners will work together to define functional websites and good design.  The groups will record and present to the instructor. The group will have to explain their reasons for the choices they have made.  The instructor will direct the flow of discussion and point out design topics that are not covered.

Adult Learner Work Samples:

Complete or framework of “working” website

Technology Connection:

The teacher will use the laptop/desktop and projector to lead discussion.  The learners will follow along and research on the lab computers.  Software for web design and graphics as well as internet browsing will be used. 

Technology Management Strategy:

Instructor will need a mac lab with Adobe Photoshop and GoLive installed on all learner computer.  There will need to be an instructor computer and projector.  Technology issues will be handled by technicians as needed.

Materials:

Instructional Materials:

Technical Resources:

Project Guidelines
Project Rubric
Whiteboard,                 

Laser pointer,

Handouts

 

Hardware

Computer Lab (Apple), Projector, Remote

Software

Adobe Creative Suite, Frontpage, Keynote(Powerpoint), Safari, Mousepose, Remote desktop



Assessment:

Informal: Class Discussion, Q&A Session, Observation, Questioning

  Formal: Peer Evaluations, Group Evaluations, Presentation Rubric

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

____ Technology instruction was effective and learners/educators achieved curricular goals.
____ Technology instruction was effective and learners/educators or I achieved targeted goals.
____ Technology instruction was effective and I achieved my professional goals.
____ Learners/educators were motivated by the use of technology.
____ Technology was critical to the success of this lesson.
____ Varying abilities of learners/educators was supported through the use of the technology.
____ Equipment was sufficient for the number of learners/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?