| Factors
|
Description
|
Advantage
(+)
or Constraint
(-)
|
Initial
Ideas for Maximizing Positive Factors or Minimizing
Negative Factors |
| Age / Academic Range |
6th grade |
+ |
|
Students will be allowed to choose
the graphic, sound effect, and animation of their choice
as long as it is school appropriate. This freedom of choice
will create more ownership in the project. |
| Sex Distribution |
45 - Girls
48 - Boys |
+ |
|
Even distribution, shouldn't be
a factor. |
| Racial, Ethnic Diversity |
36 - White
19 - Hispanic
20 - Black
10 - Asian
8 - Middle Eastern
|
|
- |
Many of the students may not
have been exposed to the storys because of cultural
differences.
Check on possibility of using stories from other cultures.
Read several example stories as a prerequisite to the
lesson. |
| Educational Level |
Middle School |
+ |
|
Students are new to middle school
setting and still excited about being there. |
| Disability or Impairment |
10 - Learning Disabled
1 - Cerebral Palsy |
|
- |
LD students are more easily
frustrated and care will have to be taken to ease their
frustrations.
Cp student lesson will have to be modified to allow
for limited physical capabilities. |
| Developmentally Appropriate |
Students are new to the middle
school setting and may feel overwhelmed. |
|
- |
Use of humor is important in this
instance to make the lesson more fun and less stressful. |
| Prerequisite Knowledge |
The stories should be at a
comfortable reading level.
The students have had exposure to PowerPoint in 5th
grade.
Some new or transfer students may not of had the exposure
to PowerPoint. |
+ |
- |
The stories we will be using
are written for much younger students and shouldn't
pose any readibility problems.
The students will build on the PowerPoint knowledge
they obtained in 5th grade.
Some students will need basic instruction in PowerPoint. |
| Related Experience |
Students have studied point of
view in a previous story. |
+ |
|
Transfer knowledge from previous
lesson to this story. |
| Perception of Role as Student
|
Creative leeway will be appealing
to most students |
+ |
|
Students will learn how the use
of PowerPoint can enhance presentations. |
| Motivation for Learning |
TAKS Reading preparation, Seeing
the other students funny and creative presentations, |
+ |
|
The students will be eager to
see the other presentations. |
| Attitude Toward Subject |
disinterested or unmotivated students |
|
- |
The students may have been bored
with conventional reading lessons. |
| Expectations from Session |
Students will learn the importance
of point of view in a story.
The students will be able to create a PowerPoint presentation. |
+ |
|
An example story will be presented
at the beginning of the lesson. The example will have
the original story and the rewritten one. |
| Competitiveness |
Student will want to outdo the
others. |
+ |
|
Reinforce to the students that
they will get to see all the other presentations. |
Environment factors that may impact
learner-centered instruction.
Analyzing the environment is a means to identify the
issues that will impact the (a) process of the design
and production, (b) implementation, and (c) outcomes
of the learning experience |
| Factors |
Description |
Advantage or Constraint |
Initial Ideas
for Maximizing Positive Factors or Minimizing Negative
Factors |
Design and Production
Factors:
|
Budget Available
|
N/A |
|
|
|
Materials Required
|
Students will need paper and pencil
to write draft. |
|
- |
Students are "turned off"
by paper and pencil assignments. |
Production Equipment Available
|
Computers with internet access,
MS PowerPoint, and printer access.
Laptop attached to projector for demonstration and
presentation. |
+ |
|
A lab with 30 PC's all with
internet access and PowerPoint networked to two printers.
A Laptop connected to a LCD projector and a screen. |
Time for Research and Production
|
7-10 days |
+ |
|
Use 3 days to find a story
and rewrite it.
Specific web pages will be bookmarked by the instructor.
Use remaining days to create presentation. |
Technology Department Requirements
|
AUP's from students and seating
charts in the lab |
+ |
|
All student's have been checked
for AUPs prior to lesson and seating chart is made before
coming to the lab. |
| Implementation Factors: |
Class Size
|
6 classes |
+ |
|
Labs has 30 computers and all
the classes are less than that. |
Class Period Length
|
45 minutes |
+ |
|
Students will be given an example
schedule to use to help with time management. |
Location
|
Computer Lab |
+ |
|
Classes will meet in lab the whole
lesson duration. |
Seating Arrangement
|
Computers aligned along outside
wall so all screens are visible.
Students are assigned computer to help prevent vandalism
and to separate petentially problematic students |
+ |
|
Teacher and support personnel
can easily monitor all the screens. |
Lighting
|
Lighting arrangement allows for
lights over projector screen to be turned off to darken
the screen |
+ |
|
Lighting can be adjusted as needed. |
Temperature
|
Thermostat is easily adjusted
to keep a comfortable temperature. |
+ |
|
Slight delay in temperature changes
but room is kept at a comfortable temperature. |
Noise
|
Door to lab is closed and students
wear headphones. |
+ |
|
Ambient sound is easily kept to
a minimum. |
Equipment
|
All computer equipment is available
for use. |
+ |
|
More than sufficent equipment
available. |
| Technology Support |
Technology Integration Specialist
(me) is available for all the classes. |
+ |
|
Technology support is available
throughout the lesson. The teacher will teach the actual
lesson. |
| Outcome Factors: |
| State Requirements |
TEKS for Reading and Technology |
+ |
|
TEKS are met in both areas. |
Employer Needs
|
N/A |
|
|
|
Co-worker Needs
|
N/A |
|
|
|
Student Needs
|
Completed presentation with student
presenting to the class |
+ |
|
Students will give presentations
that meet all the requirements. |
| Other Factors: |
Collaboration |
+ |
|
Encourage collaboration in future
lessons |
