Tech course lesson plan
- 1. Lesson Plan for Implementing NETS•S—Template I (More Directed Learning Activities) Template with guiding questions Teacher(s) Name David Spencer, Ben Hammond and Sheryl Damon Position Teacher School/District SPU Pretend School District E-mail david.sheryl.ben@thisiswaycool.com Phone 206-555-5555 Grade Level(s) 9-12th grade students functioning between 1st and 10th grade levels Content Area Transitions LifeSkills Self-Contained Class Time line The skill online is practiced daily with weekly goals and daily/weekly self assessments. Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Content Standards: Grade 10 Communication EALR: 4. The student analyzes and evaluates the effectiveness of communication. Component: 4.2. Sets goals for improvement. Grade Level Expectation: 4.2.1. Applies strategies for setting grade level appropriate goals and evaluates improvement in communication. NETS*S Standards: Grade 10 Technology EALR: 2. Digital Citizenship: Students demonstrate a clear understanding of technology systems and operations and practice safe, legal and ethical behavior. 2.3 Select and Use Applications: Use productivity tools and common applications effectively and constructively. Grade Level Expectation: 2.3.2 Select and use online applications. Overview (a short summary of the lesson or unit including assignment or expected or possible products) We will be teaching students how to self-direct their own learning using Raz-Kids.com, an online leveled book library and an excel spreadsheet to track their daily and weekly progress. The purpose of this exercise is for students to self-monitor and self-assess as they begin to track their daily activities. These self-direction and self-assessment skills will be useful in the post-secondary environment as they prepare for their future careers and life after organized scholastics. Essential Questions (What essential question or learning are you addressing? What would students care or want to know about the topic? What are some questions to get students thinking about the topic or generate interest about the topic? What questions can you ask students to help them focus on important aspects of the Page 1 of 3
- 2. topic? What background or prior knowledge will you expect students to bring to this topic and build on?) Students will build their reading comprehension and reading fluency. Additionally, students will self-monitor their learning and learn valuable “life skills” in the process. They will make a goal, work toward that goal, self-access, practice, and document their progress. Assessment (What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do? How will you differentiate products?) As each student will have specific reading goals on their IEPs, some formative assessment will have already been done. The student will be observed throughout the lesson on participation and staying on task through direct observation and computer monitoring using SynchronEyes and by weekly checks of their excel spreadsheets. Their progress will also be tracked in Raz-Kids.com. Students will illustrate their learning by finishing a book, taking the quiz, self-assessing and tracking their progress in the excel spreadsheet. Resources (How does technology support student learning? What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact with the content? What previous technology skills should students have to complete this project?) Students have several ways in which they will learn from this process. Each week they will be assigned a book list at their individual reading level. Students will read aloud (either with or without supports provided) and then take a quiz. They will track their own reading progress on a task by task basis using the provided excel spreadsheet. Students will have the necessary tools and background knowledge to access this program online at www.raz-kids.com and maintain their progress on excel. Instructional Plan Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?) This is a self-driven and self-monitored individual reading program. It is designed to encourage self-reflection and motivation. Students may have difficulty staying on task or may indulge in surfing the web rather than working on their reading program. There will be specific teacher monitoring (as previously discussed) and overall teacher direction/instruction. Management (How and where will your students work? Classroom, lab, groups, etc? These self-directed lessons will take place in a self-contained Special Education classroom where the students spend the majority of their academic time in the LRE (Least Restrictive Environment). Students will use classroom computers to log into Raz-Kids.com to access online books and quizzes as assigned. Instruction and Activities (What instructional strategies will you use with this lesson? How will your learning environment support these activities? What is your role? What are the students' roles in the lesson? How can the technology support your teaching? What engaged and worthwhile learning activities Page 2 of 3
- 3. and tasks will your students complete? How will they build knowledge and skills? Will students be expected to collaborate with each other and others? How will you facilitate the collaboration?) ITIP lesson for expected behaviors with their Excel rubrics, appropriate school web etiquette, and use of Raz-Kids.com. Using SynchronEyes, teacher will first model the expected outcome in real- time on the student’s desktop from their own computer. Students will then work with the model provided by the teacher in the form of a screen-cast video taken by Jing of the tutorial done by the teacher. Students will reference the model when needed independently after being shown where it is stored on the computer. Independent practice will take the form of tracking and monitoring progress and setting goals independently through Raz-Kids.com. Students will gain functional knowledge of Excel as well as improved phonemic awareness, fluency, vocabulary, and reading comprehension. My Role: Working with each student on a goal of stories they aim to complete and those they actually complete on a week by week basis. Monitoring student online behaviors and creating digital interventions via SynchronEyes. Teaching the basics of both Raz-Kids.com and Excel. Students can take the knowledge learned about Excel and track, monitor, and organize their functional lives. Collaboration: Students will collaborate with peer mentors trained on the basics of Excel and internet navigation. Peer mentors will sit with a student on each side and help guide them through the process as needed. Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment? What assistive technologies will you need to provide?) Individualized and differentiated instruction is the foundation of a well-functioning Special Education program. Each student’s computer station will be ergonomically designed with specific accommodations (such as a roller ball or a one-click mouse) for that child. This may include assistive technology such as an AAC device or sensory adjustments as outlined in the student’s IEP. Closure and Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions? • Did students find the lesson meaningful and worth completing? • In what ways was this lesson effective? • What went well and why? • What did not go well and why? • How would you teach this lesson differently?) At the end of the reading period, students will have finished reading the assigned book (s), will have taken the online quiz and will have documented their own progress in their excel spreadsheet. This lesson will prove effective as students learn to self-monitor, evaluate their own progress and improve their reading skills. Page 3 of 3