Designing Integrated Lessons
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The document discusses designing integrated lessons that meet academic standards. It provides guidance on examining standards to determine key ideas and skills, creating standards-based lesson templates, and instructing students in an interactive classroom setting. Additional sections cover locating and organizing web-based resources and developing formative and summative assessments, including task assessments and scoring rubrics, to evaluate student proficiency.
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Designing Integrated Lessons
- 1. Designing Integrated Lessons Exceeding Standards in an Interactive Classroom The University of Akron 5500:475
- 2. Participants Will Learn To… Design integrated standards-based lessons. Locate and organize web based resources. Develop formative and summative assessments.
- 3. Design Integrated Standards-Based Lessons
- 4. 1. Examine Academic Content Standards What’s the BIG IDEA? General subject to address Not always stated in indicator What ACTION do students need to take? Look for verbs. In what MANNER do they need to act? by, according to, with, using, through, about, more than/less than/the same as, involving, etc.
- 5. Kindergarten Social Studies Indicator Distinguish between land and water on maps and globes. BIG IDEA ACTION MANNER MAP SKILLS
- 6. 1 st Grade Science Indicator Classify objects according to the materials they are made of and their physical properties. BIG IDEA ACTION MANNER MATTER
- 7. 2 nd Grade Mathematics Indicator Identify, describe, compare and sort 3-D objects according to the shape of the faces or the number of faces, edges or vertices. BIG IDEA ACTION MANNER
- 8. 3 rd Grade Mathematics Indicator Model, represent and explain multiplication using repeated addition, skip counting or rectangular arrays. BIG IDEA ACTION MANNER
- 9. 2. Design Standards-Based Template Electronic document Saved to network location or individual computers Objects locked into place Read-only Easy to view and use Entire document fits on the screen Drag and drop Minimal keyboarding Colorful
- 10. 3. Instruct in an Interactive Setting The POINT and KLiC P upils O perating I nteractive N etwork T echnologies (Pre-K to 1) KL eckner i nteractive C lassroom (2 & 3) 24 Workstations Presentation System Networked Printer Standards-based lessons
- 11. 3. Instruct in an Interactive Setting Students log in and locate the template. Requires teacher direction Teacher reviews content. Teacher gives explicit directions. Share expectations Model Foreshadow problems Practice together.
- 12. Locate & Organize Web-Based Resources
- 13. 1. Locate Web-Based Resources Before You Begin… Consider Academic Content Standards Review the ACTION and MANNER in which students will be expected to demonstrate proficiency.
- 14. 3 rd Grade Mathematics Indicator Model, represent and explain multiplication using repeated addition, skip counting or rectangular arrays. BIG IDEA ACTION MANNER
- 15. Use Reliable Search Engines [email_address] http://www. aolatschool .com/ Educator’s Reference Desk (formerly AskEric) http://www. eduref .org/index. shtml MarcoPolo http://www. marcopolo-education .org/ Gateway to Educational Materials http://www. thegateway .org/ OhioRC (ORC) http://www. ohiorc .org/ Kathy Schrock’s Guide for Educators http://school.discovery. com/schrockguide/
- 16. 2. Evaluate with Indicators in Mind As you find resources, think about student proficiency. Find 1 Find 2 Find 3 Find 4 repeated addition skip counting rectangular arrays Model Represent Explain MANNER ACTION
- 17. 3. Organize Resources Favorites/Bookmarks Stored and accessible on individual computers May be organized in folders by content area Must be updated on each computer
- 18. 3. Organize Resources Save lists in Microsoft Word web files Stored and accessible on a network/intranet May be organized in folders by content area Update on the network
- 19. 3. Organize Resources Online site manager Bookmarks are links on a web page Accessible with any internet connection May be organized by content area
- 20. Online Site Managers Del.icio.us Furl iKeepBookmarks Bookmark Commando LinkaGoGo MyBookmarks Save Your Links SiteJot
- 21. Assessing Proficiency Task Assessments Scoring Rubrics
- 22. 1. Categories of Assessment Diagnostic (before formal instruction) What can students do already? How proficient are they at this point? Formative (during instruction period) What have students learned so far? How proficient are they to this point? Summative (post-instruction, hopefully) What did students learn? Are they proficient?
- 23. Integrated Assessments and Web-Based Resources Diagnostic and Formative Very few web-based resources are appropriate for summative assessment.
- 24. 2. Determine How to Assess Determine current level of proficiency. Look at the indicator again . Consider an appropriate assessment. Student level (grade level, aptitude) Best use of resource
- 25. 3. Develop the Assessment Guiding Principles Students should benefit academically. Teacher should achieve recordable feedback. Teacher should be able to determine proximity to proficiency.
- 26. 3. Task Assessments Template for students to complete electronically Recording Sheet to accompany a web-based activity
- 27. 4. Scoring Rubrics Examples of student work Student Rubric—self assessment Teacher Rubric based on indicators Option 1 Option 2