Melinda Smith-Woods
Lesson Plan

Lesson Plan

Teacher Name: Laura Gatlin

Lesson Title: Introduction to DNN Webpages

Subject(s) and Grade Level: MIS/HPMS Faculty & Staff

Standards:

MTT Domain-Competencies

Domain 1-001 Demonstrates respect for intellectual property and understands the ethical acquisition and use of digital information (e.g., citing sources using established methods).

Domain 1-002 Knows how to define the design attributes and requirements of products created for a variety of purposes (e.g., posters, stationery, brochures, slideshows, Web pages, multimedia presentations).

Domain 1-003 Demonstrates knowledge of mechanisms for navigating, accessing, transferring, sharing, and storing Web-based information across networks (e.g., intranets, the Internet).

Domain 1-003 Knows how to create and edit Web pages using appropriate tools, design principles (e.g., size and type of graphic files, font size and color, backgrounds), and page elements (e.g., hyperlinks, HTML tags, alt tags for accessibility).

Domain 2-005 Knows how to create specifications and instructions (e.g., hardware/ software requirements, instructions for use) for technology-based tasks.

Domain 2-006 Demonstrates knowledge of criteria for evaluating the design and functionality of interactive media (e.g., intended audience, content delivery, ease of navigation and interaction).

Domain 2-006 Knows how to publish information in a variety of formats (e.g., printed copy, monitor displays, Internet documents, video).

Domain 2-008 Knows how to collaborate with classroom teachers and other staff to link learner needs and abilities with appropriate technologies.

Domain 2-009 Collaborates with colleagues who have varying levels of skill, experience, and/or diverse philosophical approaches related to technology integration.

Domain 2-009 Collaborates with colleagues to develop strategies for integrating technology-enhanced instruction into diverse learning environments and for implementing a system for monitoring the effectiveness of integration efforts.

Domain 3-010 Knows features of effective professional development that promote sustained application of technology-enhanced instruction in classroom practice (e.g., demonstration, modeling, guided practice, feedback, coaching, follow-up).

Content ISTE

I. TECHNOLOGY OPERATIONS AND CONCEPTS

B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES

E. plan strategies to manage student learning in a technology-enhanced environment.

III. TEACHING, LEARNING, AND THE CURRICULUM

A. facilitate technology-enhanced experiences that address content standards and student technology standards.

V. PRODUCTIVITY AND PROFESSIONAL PRACTICE

A. use technology resources to engage in ongoing professional development and lifelong learning.

B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

C. apply technology to increase productivity.

D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES

A. model and teach legal and ethical practice related to technology use.

B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

Content and Cognitive Goals:

1.    Learn the basic skill involved in developing a webpage in the DotNetNuke management system.

2.    Continue to grow a webpage that is appropriate for your needs.

Learning Connections:

1.       Learn how to log into the system

2.       Learn how the WYSIWYG works

3.       Learn how to upload files and images

4.       Learn how to add new pages and link pages together

5.       Maintain the information on the webpage

6.       Attend future sessions to learn new skills to improve the website

Procedures for Learning Activities/Tasks:

Address Bloom?s Taxonomy:?

Application: Learn how each of the four basic steps ties in to the development of their webpages.

Analysis: Make decisions about weather they should use tables or not.? Make determinations of the size on images they can use and why files need to be posted.

Evaluation: Look at other sites, and see what things they are doing.? Figure out how to apply those techniques to their page.

Assistive and Diverse Learners

Since our teachers are just as diverse in the students with learning abilities, we have to make sure everyone is successful at this activity.? We provided the handout in electronic format, and had printed copies for those that felt secure enough to move ahead.? We took each section in little bits.? The steps were modeled, talked about and then there was time for the teachers to work.? This was also the time that individual questions were answered, and technical problems were addressed.?

Teaching/Instructional Strategy:

This will be a lesson that involves modeling and hands on training.? For each of the four basic steps, there is a time of basic instruction where the trainer shows the learner how the process works.? Once that is done, the students will be given 10 to 15 minutes to practice the skill.? At this time the trainer will answer questions, and assist learner as needed.? She will walk around the room to monitor everyone?s progress.

Learner Work Samples:

Learners will develop pages that will have basic contact information such as e-mail, room number, phone number and courses taught.? The hope is that learners will be so excited about the potential that they are ready to try new things.

Technology Connection:

Learners will be introduced to basic web design skills.? They will learn about file types and sizes.

Technology Management Strategy:

The Trainer will manage the class by walking around the room, answering question, fixing errors and encouraging the learners to go on.?

Materials:

Learner has access to school website. There is a? folder on server to upload files and basic graphic editing techniques.

Assessment:

Informal: Trainer will observe the learners to see if there is any obvious frustration from teachers.? She will attempt to assist those learners, or make plans to meet in a less intimidating environment to move forward.

Formal: Websites will be viewed by administrators, parents, students and other teachers.? Learners will judge themselves based on how their site compares to other teacher sites.

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Reflection:

Please rate the following indicators using a scale of 1-5.

(1=Poor, 5= Excellent, NA if not applicable)

Questions to Ponder:

Was this lesson worth doing? Yes.? We were a little worried at first because creating a website was not an optional change for this year, but the teachers really liked having a bigger hand in the designing of their site.

In what ways was the lesson effective? ?All of the teachers created sites that went far beyond what the basic requirements were.? They now have sites that not only give basic information, but they are interesting and fun.

What evidence do you have for your conclusion? The basic site was only supposed to have contact information and basic lessons for the week.? Teachers are posting powerpoints and PDF versions of handouts so that students and parents now have access to all the materials used in class.? And, they are even exploring some of the modules that the trainers have not fully explored or developed training for.

How would you change this lesson for teaching it again? I would have been a little more conscious of the setup steps.? I had a little burp with access rights to folders, and was able to work it out, but it took a little time away form the instruction of the class.? ?

Did your students/educators find the lesson meaningful? Yes.? They were all a little upset at having to do the webpage at first, but once they saw the potential, they were excited.? The teachers are looking for images to use, developing handouts and trying new things.? They were really excited about how a table helps layout the page, and how much nicer the table looks using them.

Did the lesson motivate your students/educators to ?go beyond? what was required? Yes, they are so ecited that they are juming ahead of the trainers and learning how to implement other modules in the DNN system.? They are anxious to post podcasts, and vodcasts and can not wait to get the blogging going.? It is also interesting to see how much they are sharing with each other.? They are really enjoying learning all at once and learning form each other.

Did you achieve your goals met/in progress in the required criteria? 100%

Date September 4, 2007
Participant Signature

Date September 4, 2007
Coach Signature

Date September 4, 2007
Coach Signature