Lisa Rogers

Lesson Plan 

Teacher Name: Carol Campbell

Lesson Title: Do you want to Moodle?

Subject(s) and Grade Level: Staff development for all teachers

MTT Domain-Competencies 
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.
V. The Master Technology Teacher 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.
VI. The Master Technology Teacher demonstrates knowledge of how to communicate in different formats for diverse audiences.
VII. The Master Technology Teacher demonstrates knowledge of instructional design, development, and assessment in a technology-enhanced environment.
VIII. The Master Technology Teacher knows how to implement and assess technology-enhanced instruction to meet the diverse needs and abilities of all students.
IX. The Master Technology Teacher knows how to collaborate with colleagues to facilitate the implementation of appropriate, research-based, technology-enhanced instruction.
X. The Master Technology Teacher knows how to provide professional development and support through mentoring, modeling, coaching, and consulting.

SBEC Standards for All Teachers

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.

Cognitive Goals:

Adult learner goals:

1. Understand what Moodle is and what it can and can't do.

2. Navigate through an online Moodle class to learn the basics of an online class.

3. Create their own practice online class using Moodle

 
Teacher Goals:

1. The trainer will create a shared library of student centered online classes.

2. The trainer will design and deliver staff development that is engaging and relevant.

Mentor Professional Goals

1. Improve mentoring skills by employing questions strategies with colleagues.

2. Help mentee discover technologies what will facilitate adult learning

Learning Connections: 

Each adult learner will learn about Moodle. Moodle can be used to create "hybrid" courses, one that incorporate the best part of instruction with the best part of technology. These lessons will create engaging lessons that our students, be the kids or adults, will enjoy taking. 

Procedures for Learning Activities/Tasks: (Please number each procedure.)
Address Bloom’s Taxonomy

1.       The lesson will begin with a teacher created PowerPoint detailing What Moodle is and how it can be used to improve student learning. 
(Cognitive -  Knowledge, Analysis, Psychomotor-Acquiring knowledge)

2.     The adult learners will navigate through an online teacher created Moodle class to learn how Moodle works. They will create an account and practice using Moodle as a vehicle to deliver online instruction.
 (Cognitive -  Knowledge, Analysis, Psychomotor-Acquiring knowledge)

3.     The adult learners will create a practice online class using Moodle. They will create the online class and manage the content of the class.
 (Cognitive - Knowledge, Comprehension, Analysis, Synthesis) 

Assistive and Diverse Learners   

1.        Activities will be varied for distractible teachers. Peer coaching will take place for any teachers who need it. Any assistive technology devices can be discussed and check out what the  Special Ed Department. 

 
Teaching/Instructional Strategy:

Instructional groups strategies, group management strategies, extensions for diverse needs of learners, accommodations and modifications for learners IEP correlated when needed, variety of technologies, variety of uses of technologies.

Presentation, discussion, cooperative groups, collaboration, questioning and reflecting are strategies to be used in presenting this unit. The teacher has taken all types  of learners into consideration. She will appeal to visual learners by presenting concepts in multimedia presentations. Cooperative groups will assist reluctant students to finish a task. The adult learners who grasp the concepts and finish tasks quickly become helpers and facilitators. This allows the teachers to get help from classmates. The facilitator will implement a variety of technologies during the unit. She will present concepts using a presentation stations in PowerPoint. She will create an online practice Moodle class. 

 Student Work Samples:

Authentic digital images, scanned images, video clips, audio clips, multimedia, charts, graphs, web pages

The adult learners will first create a practice Moodle class. This  one will be used to  teach the basics of online instruction and how to manage an online class. After the adult learners are used to the basics of Moodle they will create an online lesson to be used by their students back in their classroom. 

Technology Connection:

Developmentally appropriate hardware, software, peripherals, classroom technology arrangement, software customized to support diverse needs, adaptive/assistive technology to support special needs

Instructor will present some material through direct instruction.. The instructor will then become the facilitator monitoring students' progress creating a practice Moodle class. The instructor will act as mentor/coach to facilitate the lesson-planning and implementation process. The instructor will meet with the Integration Specialist to plan materials. The Integration Specialist will present any needed material. 

Technology Management Strategy:

Each Since the Instructional Technologists will be dealing with most of the technology, management will not be much of an issues. All sessions will take place in the professional development lab. The only issue will be connecting to the network.  

Materials:

The Professional Development Lab with projector and computers will be needed. The software needed will be Microsoft PowerPoint and access to the Moodle Server.  A network technician will need to make sure the Moodle server is up and running correctly prior to the start of class. Handouts and emails will also be necessary. 

Assessment:

Portfolio, demonstration, self-assessment, peer assessment, checklist, rubric, process and product

Informal:   

Questioning and discussion between the classmates. 

Formal:  

The participants will use self assess their online created class using the rubric.
 

Reflection:

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

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

_____    Technology instruction was effective and students/educators achieved curricular goals.

_____    Technology instruction was effective and students/educators or I achieved targeted goals.

_____    Technology instruction was effective and I achieved my professional goals.

_____    Students/educators were motivated by the use of technology.

_____    Technology was critical to the success of this lesson.

_____    Varying abilities of students/educators was 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.

Reflection Time: Use the following questions to reflect on your lesson.

Questions to Ponder: 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?

Date   09/04/2007

Participant Signature 

Date 09/04/2007

Coach Signature