Before You Get Comfortable
Write you name: chosen content area, and grade level on the chart paper. You may find that a classmate is interested in the same content and grade level as yourself. This person could be your peer reviewer on this project.
Commercial Wrap Up
Let’s give our attention to a few additional communication and collaboration commercials.
TLAT from Wednesday
We started working on the first Think Like a Teacher activity during our last class. There are a few things I’d like to review from Wednesday. Let’s make sure everyone is able to save a copy of the Lesson Design Guide in your Google Docs. Also, check that you have a copy of the regular education class roll and the special education class roll in Google Docs.
Let’s look at the class rolls – you’ll see headings that relate to what we discussed during our Teacher Boot Camp a few weeks ago. The information on these rolls will help inform your decisions on the Lesson Design Guide.
For homework, you completed Step 1: The Context Analysis. We’ll work through steps 2-3 in class today and start step 4 in class on Monday.
Your Lesson Design Guide will be evaluated using these 4 criteria:
- The lesson activity should engage students in content learning by addressing Georgia Performance Standards or other learning standards.
- Technology should be used to promote one or more types of communication and/or collaboration described by the National Educational Technology Standards.
- The lesson activity should allow every student to participate in and contribute to their group work with clearly defined roles.
- The lesson activity should address all questions posed and reflect clarity of thinking as the lesson activity is developed.
When teachers plan learning activities for their students, they determine what to teach (curriculum standards). Then, they look at their students’ strengths and weaknesses (learner profiles) to determine how best to teach the curriculum (teaching strategies). Instructional problems can be student weaknesses or concerns: students might be confused by the topic, unmotivated to learn it, likely to forget the important details, etc. Good teachers try to anticipate these instructional problems to help them plan their learning activities.
Take 5- 10 minutes to search for lessons that you can use to teach the standard(s) you selected for Step One. Explore existing lesson activities online (there is a link in the guide) and the samples in the textbook to come up with ideas for this project. (This will obviously take more time, but I want you to get an idea of what is available.) Also, feel free to browse this Route 21 site for ideas.
After you search, find other students in the class with similar grade levels/content areas and discuss the “big picture” you created in Step One. If you can create a visual for your classmates it would be helpful.
What lesson activities have you already found for Step Two? Which resources did you use to find them? Share these ideas with your classmates and ask them for suggestions on improving the activities.
Let’s look at some other resources for using technology to promote communication and collaboration. There are many other places teachers can go to get ideas for instructional strategies: lesson plan sites, ideas from other teachers, and information from national organizations (National Council for Teachers of Mathematics: NCTM, American Speech-Language-Hearing Association: ASHA, etc.) Additionally, Aderhold has a curriculum library, located in room 207.
Introduction to Step Three
Once you’ve come up with 5 possible learning activities, it’s time to look at Step Three. This is the step where you take your 5 ideas and select the best one. Why do you need criteria to make this choice?
There are already 3 criteria in your evaluation chart (in Step 3). Use your “Big Picture” from Step 1 and come up with 2 additional criteria to use to select the best activity.
Once you’ve selected your 5 criteria you can rank each of your 5 activity ideas based on how well each one meets the criteria. You will rank them 1-4: 1=Not met, 2=Somewhat met, 3=Met, 4=Met adequately. The activity with the highest overall score is the one you should select to move on to Step 4.
1. Finish Steps 2 and 3. Continue brainstorming with the input from your peers and the resources available to you. The more ideas you get, the better decisions you are going to make. Remember, activity ideas don’t have to be original – they just have to have your “fingerprints” on them.
2. On Monday you will talk with peers about your decision-making process and start developing the lesson. Step 4 will be explained Monday.
3. The Chapter 3 Reading Guide is due by Monday’s class.