At first, the thought of trying to get different technologies integrated in a lesson plan seemed outrageous. Why? Don't the old tried and true teaching methods work anymore? I had reservations about even trying to attempt the task. However, as I familiarized myself more thoroughly with the many tools we have used and abused this semester, it became easier to envision what I needed to do.
In looking through the standards, and the requirements for the lesson, I think that Standard #2 best applies to what I am doing in the lesson plan. It best describes the items that a teacher needs to consider when writing a lesson plan with technology included.
As the teacher goes through the curriculum and tries to visualize how the lesson will flow, they must try different tools to enhance the learning process. This means that a lot of thought and preparation go into discovering new and interesting ways to present the materials. This lesson plan was written and prepared with several tools in mind. The students must use an online slide-show program, a blog, and have access to the class website to upload the URL of the finished project.
The main problem I had in doing this assignment is the fact that it assumes that we MUST use technology in the classroom. Many schools (most on Guam) do not have computers in the classroom for the students to use, and most new teachers cannot afford to buy the equipment required to provide the learning experience of using the tools to the students. All that being said, I did learn that technology used in the classroom, and in every lesson plan, even in small ways, can greatly increase the amount of learning that goes on in your class.
Wednesday, April 29, 2009
Wednesday, April 22, 2009
My Ramblings on AAT
The hardest part about using AAT in the lesson plan, is to know the exact limitations of the technology. That means a lot of extra time on the teacher's part doing research on the technology. Once the limits are established then the teacher is able to write up a plan that allows the student to use the technology to it's fullest potential in successfully completing the assignment.
The revised plan should be as comparable to the original lesson plan as possible, given the limits of the technology. Here, you now must include the limitations of the student, and sometimes it's hard to come up with a 4th grade version of an 11th grade content area.
Once you have identified the limitations of the student, you need to identify how you will need to change your teaching, and your plan to include lesson components that will allow the student to succeed at the lesson. This may include using a variety of multimedia in the classroom to accommodate various learning styles.
At this point, you have to make sure you are meeting the learning needs of all of your students, not just the disabled ones. To include the disabled students, you may want to make sure they are grouped with other students who can ensure they are included in group work, and understand what they are working on.
Lesson plans must be revised to include disabled students to ensure that they can receive the same educational opportunities as students who are not disabled.
That being said, I disagree with giving a high school diploma to a student who will never advance beyond a third grade level of maturity and understanding, or a student whose one-on-one aide actually has to do the lessons for the student because the student is incapable of doing so. At some point the only reason to have the student continue on in school is for the socialization. The student can still receive a certificate of completion, but I don't believe it's fair to the student or their classmates to give them a Diploma for successfully completing high school. The school system has become so paranoid about lawsuits, that they will automatically advance even mildly disabled students, ie. ADD or ADHD, even if they do not complete the minimum required by their IEP or miss twice more instructional time than allowed. This attitude allows students to manipulate the system and not even try and do better. I fully believe that this is something that needs to be fixed before the disabled students teach the regular students how to manipulate the system.
As long as the student is capable of understanding the material, and can participate in some constructive way, I believe that they should be included in the planning of every lesson.
To ensure that your lesson plan is appropriate, the assessment should take into consideration the technology involved, and the capabilities of the student. The assessment should stay within the limitations of the technology, but should allow you to push the student's capabilities and get them to stretch themselves, to reach out a little farther than they are capable of now. That is true success, to get the student, through various means, to accomplish a task that was previously beyond their capability. In short, the same task you give the other students to stretch them, should also stretch your disabled students.
The revised plan should be as comparable to the original lesson plan as possible, given the limits of the technology. Here, you now must include the limitations of the student, and sometimes it's hard to come up with a 4th grade version of an 11th grade content area.
Once you have identified the limitations of the student, you need to identify how you will need to change your teaching, and your plan to include lesson components that will allow the student to succeed at the lesson. This may include using a variety of multimedia in the classroom to accommodate various learning styles.
At this point, you have to make sure you are meeting the learning needs of all of your students, not just the disabled ones. To include the disabled students, you may want to make sure they are grouped with other students who can ensure they are included in group work, and understand what they are working on.
Lesson plans must be revised to include disabled students to ensure that they can receive the same educational opportunities as students who are not disabled.
That being said, I disagree with giving a high school diploma to a student who will never advance beyond a third grade level of maturity and understanding, or a student whose one-on-one aide actually has to do the lessons for the student because the student is incapable of doing so. At some point the only reason to have the student continue on in school is for the socialization. The student can still receive a certificate of completion, but I don't believe it's fair to the student or their classmates to give them a Diploma for successfully completing high school. The school system has become so paranoid about lawsuits, that they will automatically advance even mildly disabled students, ie. ADD or ADHD, even if they do not complete the minimum required by their IEP or miss twice more instructional time than allowed. This attitude allows students to manipulate the system and not even try and do better. I fully believe that this is something that needs to be fixed before the disabled students teach the regular students how to manipulate the system.
As long as the student is capable of understanding the material, and can participate in some constructive way, I believe that they should be included in the planning of every lesson.
To ensure that your lesson plan is appropriate, the assessment should take into consideration the technology involved, and the capabilities of the student. The assessment should stay within the limitations of the technology, but should allow you to push the student's capabilities and get them to stretch themselves, to reach out a little farther than they are capable of now. That is true success, to get the student, through various means, to accomplish a task that was previously beyond their capability. In short, the same task you give the other students to stretch them, should also stretch your disabled students.
Wednesday, April 15, 2009
MultiMedia Lesson Plan - Lesson Plan #2
Multimedia Lesson Plan
Lesson Plan #2
Objectives: By the end of the semester, the students will be able to
1. Operate a digital camera for recording art project progress from beginning to end.
2. Demonstrate how to use a computer to download photos from the camera to a slideshow program online.
3. Register for a blog online.
4. Embed a slideshow from a project in a blog entry.
Methods - Lecture, demonstrations, and hands-on participation
Media - A blog will be created for each project with an embedded slideshow of at least six photos, showing the progression of steps in the project.
Materials – Each student will need a flash drive, a digital camera and a computer will be available for students to use in the classroom on a sign up basis.
The instructor will ensure that the students can utilize media and materials correctly by:
1. Reviewing rules and procedures for using the digital camera at least once per project, during the semester.
2. Demonstrating the procedures for transferring pictures to the online slideshow account at least once per project, during the semester.
3. Verifying that all students can demonstrate procedures for embedding the slideshow in their blog.
Assessment will consist of several short quizzes, one before the first project is entered in the blog, one at the halfway point, and a reflection paper at the end of the semester that will be posted on their blog.
Evaluation will also include the quality of the content, and the quality and creativity of the projects.
Lesson Plan #2
Objectives: By the end of the semester, the students will be able to
1. Operate a digital camera for recording art project progress from beginning to end.
2. Demonstrate how to use a computer to download photos from the camera to a slideshow program online.
3. Register for a blog online.
4. Embed a slideshow from a project in a blog entry.
Methods - Lecture, demonstrations, and hands-on participation
Media - A blog will be created for each project with an embedded slideshow of at least six photos, showing the progression of steps in the project.
Materials – Each student will need a flash drive, a digital camera and a computer will be available for students to use in the classroom on a sign up basis.
The instructor will ensure that the students can utilize media and materials correctly by:
1. Reviewing rules and procedures for using the digital camera at least once per project, during the semester.
2. Demonstrating the procedures for transferring pictures to the online slideshow account at least once per project, during the semester.
3. Verifying that all students can demonstrate procedures for embedding the slideshow in their blog.
Assessment will consist of several short quizzes, one before the first project is entered in the blog, one at the halfway point, and a reflection paper at the end of the semester that will be posted on their blog.
Evaluation will also include the quality of the content, and the quality and creativity of the projects.
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