Professional Development Lesson Plan

Professional Development Lesson Plan

Name: Christie Cutshall

Title:	Getting to know the Technology Standards
Content Area: Elementary		Grade: K-5 Teachers	Duration: 1 hour
Standards and Benchmarks:	NETS Standards for Teachers 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
Objectives:	Can I use the 21st Century Skills, NETS, and Information Literacy Standards to plan technology instruction in my classroom by working with my grade level team?
Resources and Materials:	-Comparison Matrix of all 3 technology standards -List of NETS-S -List of 21st Century Skills -List of Information Literacy Standards -Exit Slip Paper -Pencils -iPads (one for every group)
Differentiation:	-Have teachers broken into groups by their grade level. That way they can take what they are researching and directly apply it to the grade of students they teach. -There is a technology team member on every grade level team. However, there are a few technology specialists on the 3rd, 4th, and 5th grade level teams. I will spend my time working with the K, 1st, and 2nd grade level teams to assist them during their independent work time.
Teaching the Lesson Teaching the Lesson	·      Preparing for the lesson -Have teachers take a wiggle break, so they are ready to sit and listen. -Have teachers (students) sit in groups with their grade level teams so they can have discussions during the lesson. -Explain what we will be talking about in this professional development class. ·      Motivation/Anticipatory Set ·      (10 minutes) -Have students get into their grade level teams. Give each team an iPad. Direct each group to open the app Simple Mind, which is a web making app. Tell the class to create a web about the information they are currently teaching in science. (For example, I am currently teaching astronomy in science, so I would create a web about basic astronomy information.) -Explain how by using that app and completing that simple activity, they have just addressed 2 different technology standards.              2.1.2: Organize knowledge so that it is useful 2.1.1: Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. (21st Century Skills) -Review learning objectives ·      Pre-Assessment/Activating Background Knowledge ·      (10 minutes) -60 Second Write: What are technology standards? (In a 60 Second Write, students must write for a full 60 seconds (or different lengths of time depending on your learners) about the given prompt. They must be writing the whole time. This activates their background knowledge and allows them to Write to Learn. They can write on whatever they have handy. It will not be turned in.) -Have students get into groups with their grade level team. Pass out lists of all the different technology standards. Have them explore the standards as a group and make observations about what they notice for 7 minutes.   -60 Second Write: What are the technology standards? Have students discuss what they wrote about in both 60 second writes. Then call on a few students to share what they wrote. ·      Teacher Input, Modeling, & Checking for Understanding ·      (10 minutes) -I will explain the three different technology standards (21st Century Skills, Information Literacy Standards, or NETS) and the similarities and differences between them. I will then pass out the comparison matrix and explain how I organized it. -I will model selecting a skill from one of the standards that I think will be applicable to my third graders. I will then do a think aloud of different activities and technologies I could incorporate into my classroom based on that standard. -I will then model selecting a skill that I cannot think of any lesson ideas to go with. I will proceed to search the internet to find ideas and resources to help me plan.  ·      Guided Practice ·      (5 minutes) -I will walk through the process I want students to go through in independent practice, having them “help” me and show me what to do to find lesson ideas online that match the technology standards. ·      Independent Practice ·      (20 minutes) -Have students sit in grade level teams. Tell them they have 20 minutes to sift through the technology standards and try to come up with several different lesson ideas using technology based on the standards. They should work together, use the comparison matrix, and use the internet to help them.  This should be productive work time where they can plan meaningful lessons that apply to what they are teaching right now. ·      Closure ·      (5 minutes) -Refer back to learning objectives -Pass out assessment exit slips
Assessment:	As an exit slip, students must write down one of the technology standards (21st Century Skills, Information Literacy Standards, or NETS) and write an idea of how they want to integrate that standard into their classroom and the technology they can use with it.
Notes & Reflections:	I find that teachers can be very cynical towards professional development of this kind, so I will try to keep my professional development lesson short, sweet, and to the point. I made sure in my planning to make the lesson as applicable to the teachers as possible, so they feel like they are walking away with something really useful.

Common Strands

Here is my matrix comparing the 21^st Century Skills, the Information Literacy Standards, and the NETS. I began with the 21^st Century Skills and then aligned the Information Literacy Standards and the NETS to the 21^st Century Skills List.

Christie Cutshall	Skill from the standards (The 21st Century Skills)	21st Century Skills	Information Literacy Standards	NETS
1. INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE.	Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.	1.1.1	1.5	3a, 4a
	Use prior and background knowledge as context for new learning.	1.1.2	3.2	1a, 6d
	Develop and refine a range of questions to frame the search for new understanding.	1.1.3	1.3	3a, 4a, 4b
	Find, evaluate, and select appropriate sources to answer questions.	1.1.4	1.1, 1.4, 1.5, 2.4	3c
	Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.	1.1.5	1.2, 2.4	3c
	Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.	1.1.6	1.4	1c, 3b
	Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.	1.1.7	1.2, 2.2, 2.3, 2.4, 7.1	4c, 5a
	Demonstrate mastery of technology tools for accessing information and pursuing inquiry.	1.1.8	1.5	3b
	Collaborate with others to broaden and deepen understanding.	1.1.9	9.3	None
2. DRAW CONCLUSIONS, MAKE INFORMED DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE.	Continue an inquiry based research process by applying critical-thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.	2.1.1	None	4c, 5a
	Organize knowledge so that it is useful.	2.1.2	None	3b
	Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-word situations, and further investigations.	2.1.3	5.2
	Use technology and other information tools to analyze and organize information.	2.1.4	9.1	2a, 2b
	Collaborate with others to exchange ideas, develop new understanding, make decisions, and solve problems.	2.1.5	9.1, 9.3	1d, 4b, 4c
	Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.	2.1.6	5.3, 6	1b, 2d, 3d, 6d
3. SHARE KNOWLEDGE AND PARTICIPATE ETHICALLY AND PRODUCTIVELY AS MEMBERS OF OUR DEMOCRATIC SOCIETY.	Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.	3.1.1	None	3d
	Participate and collaborate as members of a social and intellectual network of learners.	3.1.2	9.4	2c
	Use writing and speaking skills to communicate new understanding effectively.	3.1.3	3.4, 5.3,6, 9.1	None
	Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.	3.1.4	9.1	2a, 2b
	Connect learning to community issues.	3.1.5	None	None
	Use information and technology ethically and responsibly.	3.1.6	7.2, 8.1, 8.2, 8.3	3b, 5a
4. PURSUE PERSONAL AND AESTHETIC GROWTH.	Read, view, and listen for pleasure and personal growth.	4.1.1	3.4, 4.1, 5.1	5c
	Read widely and fluently to make connections with self, the world, and previous reading.	4.1.2	4.1, 5.1	None
	Respond to literature and creative expressions of ideas in various formats and genres.	4.1.3	7.1	5c
	Seek information for personal learning in a variety of formats and genres.	4.1.4	4.1, 7.1	5c
	Connect ides to own interests and previous knowledge and experience.	4.1.5	5.2	None
	Organize personal knowledge in a way that can be called upon easily.	4.1.6	3.4, 6	None
	Use social networks and information tools to gather and share information.	4.1.7	9.4	1b, 2a
	Use creative and artistic formats to express personal learning.	4.1.8	9.2	1b