Collaborative Lesson Plan Using Technology to Impact Student Achievement

Part 1. The Collaborative Lesson Plan
Subject Area:        Language Arts  
Grade Level:          7

Lesson Goals
Students will seek meaningful, coherent representations of knowledge.  This lesson is designed, implemented and engage students to improve learning experiences.  It is also designed to enrich professional practice.

1.   Strand:                       Reading Process
2.   Standard:                 Reading Comprehension
3.   Benchmark:            LA.7.1.7.3
4.   Benchmark Description:    The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details.

Students will genuinely care more about the environment by analyzing and applying learned knowledge.

1.   Strand:                       Literary Analysis
2.   Standard:                Nonfiction
3.   Benchmark:            LA.7.2.2.1
4.   Benchmark Description:    The student will locate, use, and analyze specific information from organizational text features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words).

Students will share information about the environment in which they have learned with others.

1.   Strand:                       Information and Media Literacy
2.   Standard:                 Reading Process
3.   Benchmark:            LA.7.6.2.2
4.   Benchmark Description:    The student will assess organize and check the validity and reliability of information in text, using a variety of techniques by examining several sources of     information, including both primary and secondary sources.

1.   Strand:                       Communication
2.   Standard:                 Listening and Speaking
3.   Benchmark:            LA.7.5.2.1
4.   Benchmark Description:    The student will use effective listening strategies for informal and formal discussions, connecting to and building on the ideas of a previous speaker and respecting the viewpoints of others when identifying bias or faulty logic.

1.   Strand:                      Communication
2.   Standard:                 Listening and Speaking
3.   Benchmark:           LA.7.5.2.3
4.   Benchmark Description:    The student will organize and effectively deliver speeches to entertain, inform and persuade, demonstrating appropriate language choices, body language, eye contact, gestures, and the use of supporting graphics and technology.

Objectives:
1.    Students will investigate the causes of, impact and solutions for, a serious environmental     problem like the BP Oil Spill on the Internet.
2.    Students will use technology to locate, evaluate, and collect information from a variety of Internet sources.
3.    Students will use technology tools to research data and report results.

A. Instructional Standard
The instructor will apply technology to develop students’ skills and creativity.  The following are learning and performance strategies in which consistently evoke higher order skills, based on instructional standards:
1.   Students will be encouraged to consider alternative explanations as means of evaluating
and follow-through on evaluations.
2.   The Question-Answer Relationships (QARs) technique teaches children to label
the type of questions being asked and then to use this information to assist them in
formulating the answers. Two major categories of question-answer relationships are
taught: (1) whether the answer can be found in the text — “In the Book” questions, or (2)
whether the reader must rely on his or her own knowledge — “In My Head” questions.
3.   Students will be encouraged to make a visual representation of what they are learning.
4.   Students will engage in conceptual mapping by means of drawing diagrams of the
concept and its crucial features as well as its relationships to other concepts.  Graphic
Organizers, iPads and computers will also be employed during this time.
5.   Students will practice their oral language, listening and writing skills in an effort to cooperatively learn together.  Practice amongst group members will help students to better develop their speaking, listening and writing skills.
6.    Students will explore real-world issues and solving authentic problems using digital tools
and resources.

B.   Planning:
1.   Each group will be provided with an informational passage with regards to the BP Oil spill.
2.   Each group member will be given a specific job to complete in order to answer the essential question effectively and cohesively.  However, all students will be participating in the completion of all tasks.

a.   Presenter – This student will need to review the information to ensure he/she can confidently present their groups findings to the class in a 2 minute presentation.
b.   Researcher – This student will need to do research on the Internet
c.   Writer – Working with other group members, this student must analyze, synthesize and evaluate the information found on search engines in an effort to cohesively write a 2 page report.
d.   Creative Engineer – This person will work with other group members
to construct a PowerPoint presentation with information denoted in the 2
page report.

2.   What can you do to help your environment?

a.   Learning Outcome
1.   Students will analyze this question in groups in an effort to come up with ways in which people can help their environment.
2.   Students will work together as a team in order to engage in cooperative learning.
3.   Students will rotate roles for this activity.

b.   Planning:
1.    In groups, students will create a clever slogan in an effort to persuade others to help the environment.
2.   Materials – Students will have access to the following:
a. Computer workstations/iPads with Internet access
b. Bookmark for websites
c. Graphic Organizers
d. Internet sites
e. You tube Videos
f. Promethean Board
g. Microsoft programs/PowerPoint
h. Pencil/Pens
i. Writing paper

Websites:

http://www.dosomething.org/tipsandtools/11-facts-about-bp-oil-spill#

http://www.nwf.org/What-We-Do/Protect-Habitat/Gulf-Restoration/Oil-Spill/Effects-on-Wildlife.aspx

http://www.whitehouse.gov/deepwater-bp-oil-spill

http://www.time.com/time/interactive/0,31813,2006455,00.html

Videos:

3.   What are the effects of environmental catastrophes as it pertains to society?
a.   Learning Outcome
1.   Students will analyze this question in groups in an effort to come up with several ways in which environmental catastrophes effect the environment.
2.   Students will work together as a team in order to engage in cooperative
learning.
3.   Students will rotate roles for this activity.
b.   Planning:
1.   Students will have time in the Student Center/Media Center to use different search engines in order to create talking points for a classroom discussion.
2.   Each group will be responsible for introducing a new topic point.

Learner Characteristics
As mentioned previously, each student will have an opportunity to play each role in an effort to ensure students experience each task entirely.  The instructor will customize learning activities to address students’ diverse learning styles, strategies, and abilities to use digital tools and resources.  The instructor will rotate roles from lead instructor while students are in whole group.  The instructor will then rotate to the role of facilitator in order to facilitate the cooperative learning process amongst each group.  Within this task, the instructor will be fully engaged in the coaching process of each student task and help to mentor or guide the students in a better direction as it pertains to synthesizing the information provided.  Students with specific needs or who are culturally and or linguistically diverse will be provided with the following strategies to foster academic growth:
1.     The instructor will make the information more relevant to the student.
2.   The instructor will build on students’ strengths.
3.   The instructor will continuously build on students’ abilities to make connections with the lessons.
4.   The instructor will model and promote digital etiquette and responsible social behavior between students with the use of technology.

Instructional Materials, Methods and Technology
Graphic Organizers and Visuals
Students will use original graphic organizers to help facilitate the thinking process.  Students will be encouraged to “think outside of the box” and create their own graphic organizers.  Students will also be provided with media from the internet by means of search engines.

Student Centers: Computer stations/iPad stations
Floor plan of learning environment:
Networked Computers will be available for each student in the 7th grade class.  Additional computers in the Computer lab will also be available for any student who needs. The teacher will have a computer at her desk in the front of the room with a projector and Promethean Board.  Students will sit 4 to a desk at a round table with a computer stationed in front of each chair.  Adjustments will be made during lessons for individual or group activities.  Access to the Internet will be available to the 7th grade students with the acceptable use of the Internet policy.

The diverse needs of all learners will be addressed by using learner-centered strategies and providing equitable access to appropriate digital tools and resources.  A teacher lead station will be created with whole group discussions.  Students will be provided with individual tablets in order to participate and respond to the lesson projected on the Promethean board.  The next student center will be the computer station.  This station will allow students to research information in relation to the subject focus.  Students will be provided with the opportunity to explore several computer-based activities in relation to the assignment.  There will also be an iPad station.  This station will allow students to practice reading fluency while discovering interesting facts about the concepts being taught.

Students will be provided with the opportunity to create a PowerPoint presentation in order to properly present their information and findings to the class.  Students will be provided with time and a brief tutorial on how to create PowerPoint slides in the computer lab.  The classroom projector (Promethean Board) will be used in order for students to view each group’s PowerPoint presentation in the classroom.

Informational/Expository Passage about the Environment
Students will be provided with an expository passage in which denotes to current state of the environment.  Several facts, statistics and hypothetical questions will be presented in this text.  The text will be grade level text.

Use of Materials, Methods and Technology
All of the materials, methods and technologies will be frequently employed in an effort to expand the 7th grade students’ thinking abilities evident in the group activities.  Each student will be guided and provided with an opportunity to evaluate diverse points of views by means of participating in each group role and participating in group activities.  All students will expose to all materials, methods of learning and technologies in an effort to ensure students’ have an explicit learning experience with the lesson. Instructors will facilitate the use of technology for students to communicate and collaborate in groups in order to nurture student learning and increase performance as it regards to effectiveness and/or efficiency.

Part 2. Description of Planning

Rationale

The environment is an important element in today’s society for all cultures.  The purpose of this lesson is to provide students with current information as it pertains to the environment in an effort to become more conscientious about the environment surrounding them.  The learning goals were carefully crafted to ensure students first developed a hunger for seeking meaningful, coherent representations of knowledge secondly genuinely cared more about the environment by analyzing and applying learned knowledge and ultimately shared information about the environment which they have learned.

The instructional standards were identified in order to be aligned with the learning goals of the lesson.  The strands, standards and benchmarks mentioned above specifically targeted skills in which students could be successful with regards to the learning outcomes and goals.  The instructor will plan strategies to manage student learning in a technology enhanced environment.

The learner characteristics were crafted to ensure all students were provided with an equal opportunity to practice literacy skills.  The instructional materials, methods and technologies were produced and employed in order to ensure students were exposed to every possible facet in order acquire a complete understanding of the concept presented in class.  The instructors will facilitate technology enhanced experiences that address content and technology standards

Part 3. Work Sample
Below (see Figure 1-3) is the first three slides of sample group work on the Power Point presentation “Why should we care about the environment we live in?”

Figure 1

Figure 2

Figure 3

Part 4. Conclusion
At the conclusion of the lesson, students will be assessed on their accuracy in research and group discussions.  Students will be assessed on how well their group collaborated together to investigated the causes of, and solutions for a serious environmental problem; also how well their groups used the Internet to research information to draw conclusions about the environment while employing the use of the technological devices.  Student will finally be assessed on accuracy, thoroughness, and design of their final group Power Point Presentation on the environment.  Instructors will then evaluate and reflect on the effective use of digital tools and resources used in the lesson to support of student learning.  Overall, instructors will manage students’ learning activities in a technology-enhanced environment to support the diverse needs of learners.

References
Florida Department of Education. (2010). (LA.7.1.7.8) . Retrieved April 23, 2013, from Florida Department of Education – Florida Standards: http://www.floridastandards.org/Standards/PublicPreviewBenchmark1150.aspx?kw=comprehension
University of South Florida – College of Education. (2009). ESOL Standards. Retrieved April 24, 2013 from College of Education – University of South Florida:  http://www.coedu.usf.edu/main/ESOL/ESOLStandards.html
Cpalms.org. (2013, April 22). Retrieved April 22, 2013, from Standards info and resources: http://www.cpalms.org/Standards/FLStandardSearch.aspx
Florida Department of Education. (2013, April 23). Bureau of curriculum and instruction. Retrieved April 23, 2013, from Florida Department of Education: http://www.fldoe.org/bii/curriculum/sss/
Florida Department of Education. (2013, April 23). Bureau of curriculum and instruction. Retrieved   April 23, 2013, from Florida Department of Education: http://www.cpalms.org/Standards/FLStandardSearch.aspx
Florida Department of Education. (2013, April 24). Bureau of Curriculum and Instruction . Retrieved April 24, 2013, from Florida Department of Education: http://www.cpalms.org/Standards/FLStandardSearch.aspx
Florida Department of Education. (2013, April 24). Bureau of Curriculum and Instruction . Retrieved April 24, 2013, from Florida Department of Education: http://www.cpalms.org/Standards/FLStandardSearch.aspx
Florida Department of Education. (2013, APRIL 29). Florida Teacher Standards for ESOL. Retrieved April 29, 2013, from Florida Teacher Standards for ESOL: http://www.fldoe.org/workforce/dwdframe/ad_frame.asp
The Florida Department of Education. (2013, April 29). Bureau of curriculum and instruction. Retrieved April 29, 2013, from The Florida Department of Education: http://www.fldoe.org/bii/

Introducing New Technology Into The Classroom

iPads

A new technology plan is needed at my school to service diverse families in this multi-cultural community of Florida.  My 7th grade Language Arts students are between the ages of eleven and fourteen.  Some are English Language Learners (ELL) and Students with disabilities (SWD) who can benefit from assistive technologies.  The students are culturally diverse students.  75% of the students read on grade level and 25% of the students struggle with reading on grade level.  These students will benefit from the use of iPads or tablets in my classroom.

Introducing iPads into my classroom can provide multiple advantages in addition to what I am already using.  An iPad is a portable computer with a touch screen, or is known as a hand-held computer.  It has all the capabilities as a computer and a camera for face time with each other or photo sharing.  iPads will provide collaboration between students for active learning.  These tablets can be projected onto an interactive projector via wireless capabilities.  My students can improve their typing skills amongst other things.

My 7th grade students will be able to read books, create a Google group account via the Internet; create, record and edit audio files using tablets; navigate the Internet; create virtual flashcards to utilize; create, edit, and save digital video technology such as computer based files and DVDs; and create blogs on the Internet.   iPads are lightweight and mobile with software of significant benefits for diverse learners and students with special needs.  These software applications can address special needs issues dealing with fine motor skills and other cognitive challenges for which traditional computers are ineffective. iPads can be customized to each student needs and gives them a sense of achievement.

iPads would definitely offer relative advantages in my classroom.  Utilizing iPads in my classroom can assist with me various teaching styles.  Instead of lecturing, these tablets can provide visuals for my students while reading and writing.   My students will be engaged and encourage to participate in class.  Home learning will be easier to submit to me thus, eliminating the need for me to physically grade papers by using the pen technology feature on the iPad.  These iPads are equipped with all the functions of a PC making the technology integration an easier one.  The interactive feature of an iPad provides assistive technology that will enable my 7th grade students with impairments or disabilities to perform difficult or impossible tasks.

The use of iPads in my classroom will be a tool to assist me with instruction once purchased and made available to my 7^th grade class for the upcoming school year.  There is a plethora of educational information found in the Internet to be accessed with the use of iPads.  Through the use of iPads, my students will be able to increase problem solving skills and gain new information in content area.  Other teachers can also benefit with the use of iPads in their classrooms.

Teachers can use the below Instructional Resources to assist with classroom management:

 

Tablets in the Classroom

Apple Education

The iPad & Mini iPad

The following videos are very informative guide for the use of iPads in the classroom.

 

Videos

iPads In The Classroom

Apple Education Learning With iPads

Apple TV and iPads in the Classroom