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Subject/Level:
Grade 5, Language Arts extension
activity
Teachers: Margie Manning
and
Sandy Allison, Technology Applications
and Mentor
I.
Standards
A.
MTT Domain and
Competencies:
Standard I.
The Master Technology Teacher
effectively models and applies classroom
teaching methodology and
curriculum models that promote active
student learning through the integration
of technology and addresses the
varied learning needs of all students.
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.
B.
State Content
Standards TEKS
21) Writing/inquiry/research. The
student uses writing as a tool for
learning and research. Students will:
(A) frame questions to direct research
(4-8);
(B) organize prior knowledge about a
topic in a variety of ways such as by
producing a graphic organizer (4-8);
(C) take notes from relevant and
authoritative sources, periodicals, or
internet searches
(D) summarize and organize ideas gained
from multiple sources in useful ways
such as:
outlines, conceptual maps, learning
logs, and timelines (4-8);
(E) present information in various
forms using available technology (4-8);
and
(F) evaluate his/her own research and
raise new questions for further
investigation (4-8).
C.
State Grade
Technology Standards
126.3. Technology Applications, Grades 3-5. 11) Communication. The student delivers the product electronically
in a variety of media, with appropriate supervision. The student is expected to: A) publish information in a variety
of media including, but not limited to, printed copy, monitor display, Internet documents, and video; and B) use
presentation software to communicate with specific audiences.
II.
Content and Cognitive Goals
Demonstrate comprehension of the idea of
a career by identifying the career,
creating a rough outline of training required,
and consider wage
range and possible changes of 10 years.
Create a “map of success” in MS
Publisher that includes major events and
possible challenges student may
encounter to reach identified career
goal. Present findings to class using the map
as a guide, explaining personal career
goal, inherent challenges and long-term
rewards of reaching the goal. Student
developed maps will be compiled into a
composite "Atlas of Our Future"
|
Content & Cognitive Goals |
Thinking Skills |
Content Knowledge & Concepts |
Content Skills & Concepts |
Technology Knowledge
& Concepts |
Technology Skills & Concepts |
|
Student |
Create a “map of success” in MS
Publisher that includes major events and
possible challenges student may
encounter to reach identified career
goal.
Communicate using graphics, color, and
text to enhance the factual information.
|
Develop deeper understanding of
what a career is and how to
begin to plan for a career in
the future. |
Will practice researching on the
internet and analyze and apply
information to current
situation. |
Will gain experience using
software to produce an original
piece that is part of a
collaborative effort.
Will gain experience in
documenting sources and honoring
copyright rules. |
Will gain experience using
software creatively by
experimenting with layout
options of font, color,
inserting images, changing
images, and deciding on an
overall product to fit into the
collaborative book. |
|
Teacher |
Utilize skills of planning,
problem-solving, guided thinking
to guide student to choose and
research a career and then
create the "Map" |
Guide
students to define and explain
their career choice to include
criteria as developed. Use
questioning strategies and roll
playing to present concrete
models for thought.
Guide
students as they put their ideas
on paper in map form.
Troubleshoot cognitive
limitations and give students
ideas to help the project meet
objectives. |
Prepare technology sequence that
will result in a finished
product as defined. Monitor
students and troubleshoot on
equipment. Enlist assistance and
support throughout from
technology support person to
assure success for student
project. |
|
Mentor |
Apply positive mentoring
strategies to allow teacher to
communicate freely and build an
excellent lesson easily. |
Gain knowledge of the content
and learning strategies teacher
uses successfully to incorporate
strengths into bridging the
technology use smoothly. |
Know teacher’s affective
concerns. Take notes and
follow-up in a timely manner
with technology support and
helps as needed. |
Be ‘on call’ during initial
implementation of the lesson to
help teacher as needed for
student success. |
III.
Learning Connections-Activating
Prior Knowledge
|
Prior Knowledge |
Curricular Connections |
Possible Confusion |
Theories & Factors |
|
Content
Students will be familiar with
the concept of a career and will
understand they will explore
possible careers with identified
criteria. |
Prior and future creative and
critical thinking abilities
mature with experience and age.
Allow students to establish a
baseline understanding of the
adult issues. Maturation depends
upon developing these skills to
create the scaffold for
decision making. |
Student IEP’s and Tier levels
affect the degree of mastery
required by each student.
Teacher is knowledgeable of
individual student abilities and
expected participation. Teacher
monitors and provides helps per
IEP. |
This lesson employs activities
from student-centered learning
models. This lesson employs
ideas of scaffolding of learning
concepts that allow students to
grow by building on prior
learning and providing support
and concepts to allow for future
learning. |
|
Technology
Students will be able to
navigate in a MS Windows
environment.
Students will understand basic
terminology of desktop
publishing such as text box,
font, insert, picture, layout,
save, print, etc.
|
Teacher understands nature of
technology TEKS to be an
experiential model and mastery
level criteria is not
applicable. The goal is for
students to use technology to
support their content
experience, not to demonstrate
mastery of technology for
technology sake. |
Student IEP’s and assistive
devices identified need will be
provided for. This isn’t a
confusion as much as it is a
concern that needs are correctly
identified and provided for
before the lesson. |
The basic understanding of
educators and this lesson is
that all students can learn, all
students learn in their own way,
and the job of an educator is to
provide parameters, a positive
environment, helps as needed,
and support as needed, always
keeping cognitive growth of the
child as the goal. |
IV.
Procedures: Learning Activities
and or Tasks:
Address: build knowledge and skills,
work: independently or cooperatively,
demonstrate knowledge & skills
creatively, be challenged, address multidisciplinary connections, tech
support enhance learning
|
|
Prior to this Lesson |
Content |
Technology |
|
Teacher |
Students decide on a short list
of possible careers. Written
sample will be brought to this
lesson. |
Using knowledge of Tier level of
students in the class, samples
will be indicative of the
ability and decisions of the
students. |
Supports for technology are
ready to include click-by-click
lesson guide, a help sheet with
basic tech helps, and peer
tutoring has been established as
a resource. |
|
Student |
Students can work in cooperative
groups or by themselves to
gather career information. Teacher
oversees the documentation of
ideas and resources. |
Students choose their career,
defend it, plan to achieve the
goal, and sketch the rough draft
of the map. |
Lesson is open-ended to allow
student creativity and tech
skills to be challenged and
advanced. Students can use
multiple programs to complete
the project if desired (ie.
graphics). |
Lesson Sequence:
1. Students enter lab with a rough draft
written copy of the career topics to be
researched.
2. Students organize work area and begin
to explore their career interests by
visiting predefined sites.
3. Teacher facilitates classroom
learning as students work independently
or in pairs.
4. Students are redirected to get setup
to make a decision on the career choices
(order them according to interest.)
Choose career to make a map. A rubric and sample
page is presented for example
purposes. (whole group)
5. Students begin making their project
page. (independent with some peer or
teacher assistance) Teacher monitors lab
and assists as necessary.
6. When finished, teacher has students
save file in grading folder and will
print from networked color printer upon
assessment. Teacher will
evaluate student work and compile the
maps into a "Atlas of our Future"
Concern
|
Consideration |
|
Bloom’s Taxonomy
What levels and how engaging? |
·
Researching possible careers:
comprehension, analysis,
and evaluation
·
Making the page in desktop
publishing: knowledge,
application, analysis, synthesis
and evaluation |
Accessibility and Diverse
Learners
|
·
IEP considerations of students
are embedded in the level of
helps and the assessment rubric
·
Classroom arrangement, student
seating, time allotted, and
sequence of lesson and
reteaching are embedded in the
lesson to accommodate Tier
students and especially honor
IEP’s of the students. |
|
Modifications
Assistive Tech |
·
Teacher will provide mentor with
assistive needs and will address
student seating prior to the
lesson. |
VII.
Teaching/Instructional Strategies
The student-centered lesson will involve
whole group instruction, individual guidance and
independent learning with peer
assistance. Students enter the room with
required documents and begin the
internet search to gather data.. When
students have become comfortable
deciphering information and begin to
make decisions about their career of
choice we will transition to the
software to make the map. I
will be provide assistance for the
classroom teacher in whatever role
required. I expect it may
technology-specific questions and
problem solving during the lesson. I
will also monitor students as the
teacher asks me to as the nature of her
class is IEP driven. Technology enhances
this lesson by providing tools for
grammar and spell-check, allows
creativity for how the student’s work
will look based on the tools the student
uses, levels the playing field by
providing the same tools to all students
so a product will not be dependent on
student’s motor skills alone. The
teacher and I have decided to allow the
students to make their page for grading
purposes without the assistance of spell
check and other grammar tools. The map
used in the "Atlas of Our Future."
VIII. Work Samples
Students will have a printed map. The teacher will have a
sample of an individual student’s
ability gather and communicate
information, edit, and
produce a product that suggests the
student understanding of a career. This product also may
demonstrate the cognitive abilities of
the student as demonstrated in the final
page produced. Finally, the
collaborative product, the atlas, is
a product that provides insight to a
teacher of the problem-solving abilities
and sophistication of these students.
This information is useful as reference
for a teacher in future lesson planning.
IX.
Technology Connections
MS Publisher, Paint, Photo Editor
(option), Inspiration,
Color Printer
Binding machine
Projector and laptop
X.
Technology Management Strategy
See inserted chart to show how classroom
management is addressed in the lab.
|
Domain |
Teacher behavior or action |
Goal or reason |
Avoid |
|
Classroom Environment
·
Room Arrangement
-
Seating
-
Peer Interaction
-
Teacher Interaction
|
1st priority: as much
as possible I see all screens |
Place students so I can
discreetly ask others if all ok |
It is much easier to eliminate
ability to be sneaky than to
stop it |
|
Initially, students sit as they
choose
I change as needed |
Earn independence
Natural consequences |
Allowing clicks to form that
exclude a student |
|
Try to speak to each child each
day in a positive manner |
Build trust between me and
student, build trust between
students |
Getting too busy to acknowledge
students, they notice and
respond well |
|
Routines
|
I am at the door-from the moment
they enter until they leave,
calm, reasonably quiet, and
respectful behavior is the norm |
Students need to feel safe, both
physically and emotionally
I talk a lot about trust to the
students, trust in intent and
trust in actions |
If I intimidate a student, we
have lost learning ground
Playing power games. Some
students don’t live in a
trusting environment, perhaps
they can learn it at school |
|
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Proximity: I am physically near
their working environment
I encourage verbally and
nonverbally |
While working, often they mutter
a question as they hit a snag, I
can gently guide by helping or
asking someone near to take a
look |
Allowing frustration to build
where students make a scene |
|
I will stop them, gather the
group, make a few points, and
send them back to the task |
Maintain a working dialogue
during the lesson, allow
students to verbalize quietly |
Allowing dialogue to get off
task, students love to disrupt
and get attention. In middle
school, negative attention is
just fine with them |
|
Encourage discussion of topic,
learning, and thoughts about it. |
Low key intellectual discussion
is good modeling for all
students |
Allowing ANY comment by ANY
student that thwarts the attempt
of the dialogue |
|
|
Wrap up lesson, check work area,
check neighbors work area, all
ok? |
Students learn habit of cleaning
up and assessing her space |
Allowing the bell to dismiss
students |
|
Dismissing by the row that has
the best behavior |
Students learn to respond to
social cues |
Allowing the social setting to
become competitive or
mean-spirited |
|
I am at the door and students
hand me their checklist to show
what they completed and list any
problems encountered |
By making daily notes on a
checklist, the student knows
where to start when they return,
they learn to be cognizant of
their school work |
Allowing sloppy or incomplete
work records as this becomes a
source of personal pride for the
student |
|
Next class does not enter until
current class has exited |
Model social manners and
awareness |
Allowing |
|
Lesson Planning Details
-
15 minute cycles
-
Teacher Role
-
Proximity to students
-
Teacher Attention
|
Students begin work with daily
update: spending chart, weather
recording, etc |
Learn habit of working from bell
to bell, and it is fun to be
busy and on task |
Cutting this time too short.
Allow discussion between
students about the data they are
recording |
|
Travel the room handing out
student checklists |
I can speak to each child
personally at this time, make it
positive and work oriented |
Cutting this short, listen to
the child respond |
|
Monitor the students |
While students work, I may work
on a project near them, I may be
helping or listening to a peer
help, they know I am tuned in |
Allowing off-topic discussions
or comments, do redirect
conversations |
|
Allowing unsupervised work
periods as it is easier to avoid
the environment of cheating than
fixing it |
|
Make positive observations on
work attempts |
Pointing out mistakes so others
can hear, some students are very
sensitive and emotionally shut
down |
|
Check completed work before
printing or saving to grading
location. Have grading drive
destination projected on the
wall and comment on each entry |
Gives students a moment of
celebration when finished. Slows
attempts at cheating for fear of
a public reprimand and ‘being
found out’ |
Creating environment for
cheating by personalizing
assignments and knowing and
responding to students’
challenges |
A.
Materials
Internet
Form for guiding research
2 reams of mid-weight paper
Binding rings
Teacher created technology helps:
Publisher and Paint
Assistive devices per student need.
Secure network drive to save work for
grading
B.
Assessment
Success or a degree of success will be
determined during the lesson and after
the lesson. During the lesson, formative
assessments such as questioning,
monitoring, and adjusting will be
recorded in a reflective journal.
Assessment tools to formatively assess
student learning include structured
items such as checklists and
observations and unstructured items such
as probing questions, guided thinking,
and free written response. Students will
self-assess to the degree that they will
check their product against established
criteria and consider their work
finished when it meets their
satisfaction. Judging the final product
against the rubric or the IEP
modifications will give the teacher
insight into the validity and usefulness
of the lesson as a whole. This summative
evaluation will be used for future
lesson planning.
XI.
Teacher Reflection
|
Rate the following indicators on
a scale of 1 – 5. 1=poor, 5=
excellent, NA if not applicable |
|
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Technology instruction was
effective and students/educators
achieved curricular goals. |
|
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Technology instruction was
effective and students/educators
or I achieved targeted goals |
|
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Technology instruction was
effective and I achieved my
professional goals. |
|
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Students/educators were
motivated by the use of
technology. |
|
|
|
|
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Varying abilities of
students/educators was supported
through the use of the
technology. |
|
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Equipment was sufficient for the
number of students/educators
completing the activity. |
|
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|
|
|
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XII.
Reflection Time: Use these
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/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? |
|
Type response here.
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_____________________________________
Date__________________________________
Coach Signature
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