Ed451 Educational Games
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Saturday, February 28, 2009
Saturday, February 14, 2009
Connecting Standards and Lessons with Technology
(Reflective Essay #1)
As this lesson is geared toward changing the perspective of technology with teaching, it also withheld many other frameworks such as the Modeling of Digital-Age Work and Learning (ISTE 2008), which aligns with the Standard in which it models and facilitates effective use of current and emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning.
I have learned that when integrating technology into your lesson you must have a purpose. There cannot just be a task to use it, and then have no specific reason for using it. The example used in this lesson planning was that we effectively use a digital spreadsheet as an end result to our lesson. With the digital spreadsheet data our task was to have our students evaluate something specific. If the students were unable to evaluate something then our integration of the digital spreadsheet towards our lesson plan would be useless, thus without a purpose.
The new technology I learned had broaden and made my activity experience less tedious. I learned that there are more than one Browser and one Search Engine. I used a newly downloaded Browser, FireFox, to help with my searching and multi-Web tasking, using Tab Browsing. I also used a more tapered search engine for faster results rather than the traditional Google. All of which helped make my lesson activity much easier. The task of creating a blog and posting our lesson plan and reflective essay was probably the easiest and exciting part of the lesson, because then my lesson is posted for others to see (Blogger).
What I liked least about the activity was coming up with a lesson that would have an outcome with the spreadsheet, and then incorporating it with my content area, young learners, and being creative all at the same time was a bit challenging. What I liked most about the activity would be learning that you have to have a purpose to the technology you are integrating in order for your students to fully understand the uses of that specific form of technology, because if your students do not know the reason behind the technology then you would not effectively be teaching anything but to obtain data and post it. I have learned through this lesson that not only can we connect Standards to our lessons but we can also incorporate Technology.
International Society for Technology in Education. (2008) The ISTE- National Educational Technology Standards (NETS*T) and Performance Indicators for Teachers.(2008)Website:http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Blogger. Amber- Connecting Standards and Lessons with Technology. (February 2009). Website: http://atajalle.blogspot.com/
As this lesson is geared toward changing the perspective of technology with teaching, it also withheld many other frameworks such as the Modeling of Digital-Age Work and Learning (ISTE 2008), which aligns with the Standard in which it models and facilitates effective use of current and emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning.
I have learned that when integrating technology into your lesson you must have a purpose. There cannot just be a task to use it, and then have no specific reason for using it. The example used in this lesson planning was that we effectively use a digital spreadsheet as an end result to our lesson. With the digital spreadsheet data our task was to have our students evaluate something specific. If the students were unable to evaluate something then our integration of the digital spreadsheet towards our lesson plan would be useless, thus without a purpose.
The new technology I learned had broaden and made my activity experience less tedious. I learned that there are more than one Browser and one Search Engine. I used a newly downloaded Browser, FireFox, to help with my searching and multi-Web tasking, using Tab Browsing. I also used a more tapered search engine for faster results rather than the traditional Google. All of which helped make my lesson activity much easier. The task of creating a blog and posting our lesson plan and reflective essay was probably the easiest and exciting part of the lesson, because then my lesson is posted for others to see (Blogger).
What I liked least about the activity was coming up with a lesson that would have an outcome with the spreadsheet, and then incorporating it with my content area, young learners, and being creative all at the same time was a bit challenging. What I liked most about the activity would be learning that you have to have a purpose to the technology you are integrating in order for your students to fully understand the uses of that specific form of technology, because if your students do not know the reason behind the technology then you would not effectively be teaching anything but to obtain data and post it. I have learned through this lesson that not only can we connect Standards to our lessons but we can also incorporate Technology.
International Society for Technology in Education. (2008) The ISTE- National Educational Technology Standards (NETS*T) and Performance Indicators for Teachers.(2008)Website:http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Blogger. Amber- Connecting Standards and Lessons with Technology. (February 2009). Website: http://atajalle.blogspot.com/
The Food Pyramid & Me!
(Lesson Plan #1)
ANALYZE learners
Learners General Characteristics
The instructional unit is for fifth grade students enrolled in a general Health class geared toward the average learner. The students range in age from 10 to 11 years. None of the students have learning disabilities but they are culturally diverse. They come from various socioeconomic environments; however, the majority of the students are local students. Some are Asian and from the Marianas islands. Generally, the students behave well when the lesson integrates interactive activities that focus on topics of interest.
Entry Competencies
The fifth graders have received prior instruction and have working knowledge in:
1. Working with the World Wide Web
2. Conducting a Research using search engines
3. Keyboarding
4. Using MS Word, MS Power Point, MS Excel
5. The updated Food Pyramid
Learning Styles
The students dislike reading from textbooks. They prefer updated material of real-life issues. They appear to learn best in cooperative team settings. They like to work on projects and conduct oral presentations. Some of them do not test well on paper-and-pencil assessments. Therefore, rubrics allow them to know in advance the objectives and expected outcome of their performance.
STATE Objectives
The objectives for the instructional unit:
1. Students will record for one week the foods they eat.
2. Students will sort their data into the categories of the updated Food Pyramid using a digital spreadsheet.
3. Students will evaluate their data to see if the food they ate within that week met the total servings on the Food Pyramid per day according to the USDA.
SELECT Methods, Media, and Material
The teacher will develop instructional materials and evaluation guidelines. The method chosen was large group discussion with individual outcomes. The lesson will begin with a brief introduction on the Food Pyramid. This lesson will include the integration of technology with the use of a digital spreadsheet (MS Excel) so the students can sort out their data per day per category on the Food Pyramid. Then compare each day with the actual total servings to see if they have met the required food servings according to the USDA.
Using MS Word the teacher will create a set of handouts providing each student with the list of objectives, instructions, grading rubric and samples for the spreadsheet.
UTILIZE Media and Materials
Preview the Materials
The teacher will view the World Wide Web to verify that the information the students need are readily available.
Prepare the Materials
The teacher prepares student handouts and rubrics, as well as examples of what the students should accomplish. The teacher will make sure there are other means of digital spreadsheet access in the case that a student could not access one.
Prepare the Environment
The teacher gives the students a brief run through of what the students will have to do in order to complete the lesson and is available for any questions.
Prepare the Learners
To prepare the students, the teacher presents the overall plan and objectives for the lesson. Each student receives the required handouts, objectives, rubrics, etc. The teacher conducts a whole class discussion of the evaluations guidelines using the large screen projector with the teacher’s laptop.
REQUIRE Learner Participation
Once all students have completed the assignment, the class as a whole will get into mini groups and answer, note and share with others questions which would be available at that time. The questions will ask them to evaluate their digital spreadsheets to see what they noticed. The answers for their questions will be taken brief note of and turned in after group discussion.
EVALUATE and Revise
Assessment of Learner Achievement
The following rating will be used to evaluate students’ knowledge and performance of the assigned lesson.
(Total possible points: 50 pts.)
1. Recording of Food student ate for one week (10pts.)
2. Student’s sorting of their data into the categories of the food pyramid using a digital spreadsheet (20pts.)
3. Student’s thorough evaluation of their data. (20pts.)
Evaluation of Media and Methods
The teacher will evaluate his/her students based on the assessment of each student and find any similarities s/he sees through the assessment. The teacher will evaluate the lesson to see if all students were able to access a digital spreadsheet.
Evaluation of Overall Instruction
The teacher will do a review of the Food Pyramid and the lesson to see if the students understand the concept. If the student feedback is the same as before the lesson the approach was ineffective thus a re-teach of the lesson and a different approach is needed.
ANALYZE learners
Learners General Characteristics
The instructional unit is for fifth grade students enrolled in a general Health class geared toward the average learner. The students range in age from 10 to 11 years. None of the students have learning disabilities but they are culturally diverse. They come from various socioeconomic environments; however, the majority of the students are local students. Some are Asian and from the Marianas islands. Generally, the students behave well when the lesson integrates interactive activities that focus on topics of interest.
Entry Competencies
The fifth graders have received prior instruction and have working knowledge in:
1. Working with the World Wide Web
2. Conducting a Research using search engines
3. Keyboarding
4. Using MS Word, MS Power Point, MS Excel
5. The updated Food Pyramid
Learning Styles
The students dislike reading from textbooks. They prefer updated material of real-life issues. They appear to learn best in cooperative team settings. They like to work on projects and conduct oral presentations. Some of them do not test well on paper-and-pencil assessments. Therefore, rubrics allow them to know in advance the objectives and expected outcome of their performance.
STATE Objectives
The objectives for the instructional unit:
1. Students will record for one week the foods they eat.
2. Students will sort their data into the categories of the updated Food Pyramid using a digital spreadsheet.
3. Students will evaluate their data to see if the food they ate within that week met the total servings on the Food Pyramid per day according to the USDA.
SELECT Methods, Media, and Material
The teacher will develop instructional materials and evaluation guidelines. The method chosen was large group discussion with individual outcomes. The lesson will begin with a brief introduction on the Food Pyramid. This lesson will include the integration of technology with the use of a digital spreadsheet (MS Excel) so the students can sort out their data per day per category on the Food Pyramid. Then compare each day with the actual total servings to see if they have met the required food servings according to the USDA.
Using MS Word the teacher will create a set of handouts providing each student with the list of objectives, instructions, grading rubric and samples for the spreadsheet.
UTILIZE Media and Materials
Preview the Materials
The teacher will view the World Wide Web to verify that the information the students need are readily available.
Prepare the Materials
The teacher prepares student handouts and rubrics, as well as examples of what the students should accomplish. The teacher will make sure there are other means of digital spreadsheet access in the case that a student could not access one.
Prepare the Environment
The teacher gives the students a brief run through of what the students will have to do in order to complete the lesson and is available for any questions.
Prepare the Learners
To prepare the students, the teacher presents the overall plan and objectives for the lesson. Each student receives the required handouts, objectives, rubrics, etc. The teacher conducts a whole class discussion of the evaluations guidelines using the large screen projector with the teacher’s laptop.
REQUIRE Learner Participation
Once all students have completed the assignment, the class as a whole will get into mini groups and answer, note and share with others questions which would be available at that time. The questions will ask them to evaluate their digital spreadsheets to see what they noticed. The answers for their questions will be taken brief note of and turned in after group discussion.
EVALUATE and Revise
Assessment of Learner Achievement
The following rating will be used to evaluate students’ knowledge and performance of the assigned lesson.
(Total possible points: 50 pts.)
1. Recording of Food student ate for one week (10pts.)
2. Student’s sorting of their data into the categories of the food pyramid using a digital spreadsheet (20pts.)
3. Student’s thorough evaluation of their data. (20pts.)
Evaluation of Media and Methods
The teacher will evaluate his/her students based on the assessment of each student and find any similarities s/he sees through the assessment. The teacher will evaluate the lesson to see if all students were able to access a digital spreadsheet.
Evaluation of Overall Instruction
The teacher will do a review of the Food Pyramid and the lesson to see if the students understand the concept. If the student feedback is the same as before the lesson the approach was ineffective thus a re-teach of the lesson and a different approach is needed.
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