I’d like to start off by showing a quick example of technology in K12 classrooms. Here’s an example of students using blogs and podcasts (start at minute 2).
Today we will share your section 4 stories with someone who has a similar grade level or subject. Then we can work on section 5 in class.
Think like a teacher tips.
You were supposed to work on sections 3 and 4 over the weekend. If you had trouble with these sections, here's some things to help you out
Once you’ve come up with 5 possible learning activities it’s time to look at Step 3. 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). These criteria are from the grant letter you read on Monday. 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.
Section 4 asks you to tell the story of your lesson. Please note that this is NOT a lesson plan. You should write this in first person: “I introduced the activity by asking my students if they had ever written a story with someone before. Then I shared a story I created using Storybird . . .” You can make your story better by keeping in mind the characteristics of a good lesson detailed in your book and from our class discussion today. Try and use names of your students in describing what happened during your lesson so your story sounds more authentic.
**Please note that section 4 should be the longest section of your write-up.
Things to keep in mind while completing section 4: What are some characteristics of a lesson that make it a good one? When you design your lesson – what components does it need to make it a good lesson? How will the tool you have chosen support communication and/or collaboration? Here are the characteristics of effective technology supported communication tasks listed in your book.
Section 5 simply asks you to reflect on your work. Step 5.1 asks you to evaluate your lesson activity, identify the weakness, and make improvements. You don’t need to go back and revise the lesson activity in Step 4, just list the weakness and possible ways to improve. Step 5.2 and 5.3 are the take-aways from this project. These steps are very important because it’s where the learning really happens.
For the student sample – you’ll need to create a sample or describe it in detail. It depends on what it is that students are creating. If it will take you less than 30 minutes to create a sample – create it. If it will take longer or if studetns are communicating with someone but not actually creating anything – write a very detailed description of what students will do/create/accomplish. This section is made even better if you connect it directly to one of your students.
FOR Wednesday:
1. Complete all sections of your lesson design guide. It is due on Wednesday, September 29 at 12:20 am. Please embed the google doc into a new page on your website.
2. As you are working on your grant proposal – don’t forget to continue to use all of the resources from the CML (rm 207 Aderhold), the blog posts from this past week, your textbook, and even your course instructor.
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