Shawn Smith

Lesson Plan

Teacher Name: Nikki Martin
Lesson Title: ESL Training
Subject(s) and Grade Level: Adult Learners

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  The Master Technology Teacher 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  The Master Technology Teacher 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.

Student Learning Goals

    1.  Understand the process required in identifying a Limited English Proficient student.

    2.  Understand the responsibilities of the district and campus toward LEP students.   

    3.  Understand how to effectively search for information in a print format or a pre-selected website.

Teacher Learning Goals

1. Develop innovative and creative ways to present required information to diverse adult learners in time constrained environment.

2. Encourage camaraderie and collaboration with faculty and staff while delivering required training in a positive and supportive learning environment.

This lesson will be taught to campus staff and faculty to meet a state and district requirement.  The ESL teacher, tasked with providing this training, does not like to speak formally to groups of adults.  In order to facilitate a learner-centered environment, as well as to address the sensitivities of the teacher, this lesson will be taught using a teacher-designed guide of information, to be implemented in a game format.  Prior to the activity, the ESL teacher will talk to the group about the relevancy of this training, specifically addressing the required nature of the training as well as offering anecdotes designed to help the adults relate the required nature of the training with the educational needs of the students.  The instructor will then divide the teachers into pre-selected teams, designed to mix teachers of different grade and experience levels.  Each team will be given hardcopy guides, and two members of each team will be given a laptop. The librarian will deliver a very short lesson on finding information using the organization of the guide, emphasizing skimming and scanning as well as keyword searching.  The librarian will also demonstrate using the "find" feature on the electronic form of the guide to locate information .   Some teachers may struggle with this electronic "finding" due to lack of experience with the feature.

Each team will receive a question card and will be responsible for finding the answer to their question using the resources they were given. Using this game format will facilitate collaboration among faculty and staff, will allow for friendly competition, and will provide a method for adult learners to construct knowledge and practice their "finding" skills. 

Assistive and Diverse Learners

1. Prior to lesson, meet with principal to determine if there are any assistive technology needs for faculty or staff members.  
2.  Adapt information delivery to allow for hands-on activities to accommodate ADD/ADHD participants.

This lesson will be taught to campus staff and faculty to meet a state and district requirement.  The ESL teacher, tasked with providing this training, does not like to speak formally to groups of adults.  In order to facilitate a learner-centered environment, as well as to address the sensitivities of the teacher, this lesson will be taught using a teacher-designed guide of information, to be implemented in a game format.  Prior to the activity, the ESL teacher will talk to the group about the relevancy of this training, specifically addressing the required nature of the training as well as offering anecdotes designed to help the adults relate the required nature of the training with the educational needs of the students.  The instructor will then divide the teachers into pre-selected teams, designed to mix teachers of different grade and experience levels.  Each team will be given several hardcopy guides, and two members of each team will be given a laptop, to be able to access the guide through a pre-selected website.  The librarian will deliver a very short lesson on finding information using the organization of the guide, emphasizing skimming and scanning as well as keyword searching.  The librarian will also demonstrate using the "find" feature on the electronic form of the guide to locate information . 

Game will begin with each team receiving a printed question card.  Team members will need to find the answer to the question, come to a consensus on the correct answer, and then will have their answer checked by the ESL teacher, the librarian or the principal.  Upon answering correctly, the team will get a token correlating to the point value of the question, and will receive another question card.   Object of the game is for the cumulative total of all points collected by the teams to beat a number score posted on the board.  If, at the end of the game, the class beats the number score, some incentive (approved by the principal) will be rewarded.

    ADD/ADHD:

• Create "hands-on" activity with movement.  
• Involve students in lesson presentation.

LPAC Question cards;   LPAC Guide; LPAC Presentation;  Question card samples;

Software to be used in this unit will be Star Office and Star Impress.  A data projector will be used to present rules and agenda, and teachers will use laptops to access the ESL guide electronically on the library website, in addition to printed copies for each groups.  Question cards will be created using StarWriter or Star Impress.  

This project will last 45-minutes.  During this time, teachers will work in pre-assigned groups in the library, using laptop computers running on a wireless network.  A minimum of 1 laptop computer will be assigned to each group.  Teacher, librarian, and cluster instructional technologist will meet prior to the training to review any necessary technology requirements.

Following table lists various materials needed for successful completion of this project:

Informal
Observation through body language of students during direct instruction and group project time.  Obvservation of body language during discussion of questions during and following game.  Questioning during class discussions and activities.  

Formal
Analysis of final score of game; analysis of completed surveys.

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

Technology instruction was effective and educators achieved curricular goals.
Technology instruction was effective and educators or I achieved targeted goals.
Technology instruction was effective and I achieved my professional goals.
Educators were motivated by the use of technology.
Technology was critical to the success of this lesson.
Varying abilities of students/educators were 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? 

Absolutely!  The teachers liked this much better than when I just used a PowerPoint to go over the information.   A lot of the teachers came up and complimeted me on how the lesson had gone.  Plus, I am having more teachers than normal review the students' cumulative folders to identify them to me for LPAC testing.



How would you change this lesson for teaching it again? 

I would have more time so the teachers did not feel so rushed.


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

Yes they did.  The teachers were reading parts of the manual they had never read before.


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

 Yes.  

Shawn Smith (Mentee):  

Ellen Zimmerman (Peer Coach):