Planning Document Guided Questions:
April: Blue
Elizabeth: Pink
Marcus: Purple
Jeffrey Mitchell: Dark Red 1
Dane Richardson
Brandon Stumon
What process will you use to solve the scenario-based problem?
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I believe it is best to use good collaboration among the whole group. We need to be able to give input about the various differentiation techniques we can use to touch every child in our lesson design while still providing the teacher with an environment they are comfortable with (don’t do so much that the teacher is overwhelmed and not comfortable teaching the tools provided). We will use google hangouts and this document to process the lesson design, give input, and write a successful lesson.
Goals for the lesson to be successful:
I agree that collaboration is going to be a big part of making this lesson successful.
We will be working with our teacher during conference time along with updating our own site for the teacher to use.
yes, our group website for this project will be available for all concerned parties to use and collaborate about.
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What skills will you need to possess to successfully solve this problem?
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Group collaboration, a knowledge of the UDL lesson design, understanding of the age group teaching and the TEKS required for the lesson, and good teamwork skills. I have the most experience in both the TEKS addressed for the lesson and finding technology tools to complete the activities in the lesson.
I believe that we all need to be familiar with the needs of the students we are addressing in our lessons.
The technology person needs to be well versed in lesson planning to know where everything would appropriately fit in.
We will need to be familiar with the different brain networks: recognition, strategic, and affective in order to make sure we are differentiating according to learning styles and abilities.
As someone helping the classroom teacher, it is also good to keep in mind that we don’t want to overwhelm the teacher; they only have one class period. We need to concentrate on differentiation, not diversification which can leave the classroom teacher trying to deal with a million things at once.
Prior knowledge to working with each group of students in the classroom or resources to help you develop differentiation for these students.
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What types of experiences do you have with special needs students?
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My first year I had one student who was wheel car bound. He also had trouble seeing and writing legibly. Also several SPED students.
I have taught a student who is hearing impaired. I have also had many special ed students in my classrooms with the assistance of an aide. I feel as if one of the most important strengths I have with these type of students is building a relationship of trust.
I have had some Sp. Ed. Students in class in previous years, I have worked with life skills briefly last year and actually had them in our P.E. classes. I haven’t had any w/ physical disabilities. I agree with Dane that relationship building is top priority with these kids.
I currently have three students with auditory disabilities. One has a microphone which I use when instructing him. The other two are simply seated where they can hear me.
I currently have a student with a visual learning disability. He requires all font to be in size 28 or larger. He has his own dictionaries that he is allowed to use on assessments, and he often uses different apps on our iPads to help with his physical disability. I have also had several students with auditory disabilities. They all use microphones during instruction time.
I do not have currently any student with severe learning disabilities. I do have a few 504 and SpEd students. Mostly, I have them work with a peer tutor in class and give them modified assignments. We do not have access to classroom computers on a daily basis.
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How will you assure the development, implementation, and assessment of the program?
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To assure the development, I will aid the teacher in preparing the lesson for her classroom and give her a tutorial on how to use the tools in the classroom. On the day of the lesson I will begin the day with her to provide any assistance she may need with the implementation of the lesson. When she has completed the lesson and does a final unit assessment, we will look over the data and compare it to a previous year to assess how the students did.
I will begin by trying to make sure that the students have some prior knowledge or experiences that they can use to connect with the lesson. Upon completion of the lesson we will evaluate the data from students assessment to check for their understanding.
I will assure development by collaboration with co teachers and lesson planning. My lesson plan will help with the implementation and making sure the lesson runs smoothly. Also I will assure assessment by creating some type of informal or formal assessment checking for mastery.
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How will you ensure the technology-based learning activities are research-based?
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We will adhere to the NETS standards for integrating technology as well as utilize the many tech resources we have learned about and applied in our courses.
By using technology tools taught in personal developments at school, and resources shared from other teachers.
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What grade level and content area(s) will you address?
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We are gearing this lesson design for a middle school audience, more specifically 7th grade. Our lesson will be based around the Texas Revolution (The battle and significant events leading up the Texas Independence.
I agree with all above.
The content area would be Texas History.
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What will the learning activities look like?
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I feel that in order to reach every child you have to provide activities that reach every learning style and accommodate any that need modifications. Our activities need to be collaborative, creative, have visuals, hands-on activities, and have an environment that allows for student input and discussion. We would like to be able to have access to technology (ipad cart).
Technology assisted learning as well as peer and group collaboration will be a big part of differentiating the activities in the classroom.
Collaborative and more of a constructivist style classroom where the students have freedom to take ownership in their learning.
I agree with the above. Collaborative and Independent working. The teacher in this learning environment is more of a facilitator.
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How will you model examples for the teacher?
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I feel that teachers are like our students, they need visuals and hands on experience as well. I would like to create short tutorial videos on how to get started with the technology tools being introduced. I would then walk her through the different activities in the lesson and how to design examples for the class. The best way for the lesson to be successful is to make sure the teacher is comfortable teaching the tools for the lesson.
I would like to use our PLC time to discuss examples and model those examples for our teacher. Our current literacy coach does with our ELAR team each time we are introduced to a new teaching strategy or program.
I agree that PLC time would be the best time to model examples for the teachers. At my campus we meet for PLC three times a week to collaborate on lesson plans and ideas for activities in class.
PLC is a great option for modeling. We could also ask to come in and teach a lesson in the classroom using the different types of technology to familiarize the students with it before the teacher has to teach the scenario lesson.
PLC could also give us an opportunity to discuss with the teachers what technology they have used and what they would like to do. That could definitely give us a starting point; plus the teacher will have a better idea of what may fit with his/her students.
PLC sounds great.
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How will you assess the effectiveness of the learning activities?
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I think there could be both informative and formative assessments. I think we could assess the knowledge gained through group discussions or peer-to-peer teaching for informative and for formative normal end of lesson test, peer review and critical reflection, or even a project that requires a multi-step process.
I think a follow up meeting with the classroom teacher would help with this since he/she will be the one who sees the effects first hand. Also, a student survey via google forms or Survey Monkey could be beneficial as well. It’s always good to see what the kids think since they are the ones directly affected. I agree both informal and formal assessments.
I agree that both informal and formal assessments are the way to go. I also like the idea of having a follow up meeting with the teacher to see where the teacher is at.
I agree that both formal and informal are necessary for assessing the effectiveness of the lesson.
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What technology tools will be included in the -Google site format you will use for the final delivery of your scenario solution? Will it include video, documents, and other technology project samples?
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I would like to provide a small sample of what the tools look like that we are introducing in the lesson (short lesson tutorial videos and maybe 1 or 2 examples). We will also have sample of our ebooks. I would also like to provide resources on where to gather information for creating their products too (online resources). I believe that it will include videos, documents, samples of projects, and maybe a little bit about our group.
I think it should definitely include project samples so the teacher and the students know the end results - backwards design if you will.
I like the project samples also.
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Where will you publish your work and to which free sites such as TeacherTube, Google Videos, Flickr, or others wiki/Web site?
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Well all lessons will be published through our google website, but if the team would like for certain video or activities samples to be posted somewhere else, that would be a team decision. How to videos for technology tools could be posted on youtube.
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