Technology Enhanced Lesson Plan

Here is an example of a lesson I planned, and then I revised it using the technology standards and resources I had available.

Items in Black were in my original plan and remain in my revised lesson plan.

Items in Blue were added to my lesson plan.

Items in Red have been completely removed from my lesson plan.

Items in Purple are an explanation of my lesson changes.

Learning Objective: I can explain the difference between comets, meteors, and asteroids.

Materials:

            -Science Textbooks

            -Blank paper  

            -5 Student iPads

            -1 Teacher iPad with Apple TV and Class Dojo app

            -Document camera/ projector

            -Assessment clickers

Anticipatory Set:

1) Have students turn and talk about what they already know about asteroids, meteors, and comets.

1) Using the teacher iPad and Apple TV, play the Brain Pop video on Asteroids.

I decided to change the turn and talk to a short video. Any kind of video gets my students really excited, engaged and ready to learn. I also like using the Brain Pop videos because the students get to see me modeling using the technology of my iPad, Apple tv, and projector.   

Lesson:

            2) Explain the learning objective for the lesson.

                        -Marzano Setting Objectives

                        -UDL Checkpoint 6.1 - Guide appropriate goal-setting

3) Put students into small groups.

4) Pass out blank paper and have students create a graphic organizer about as much asteroid, comet, and meteor information as possible using their background knowledge and information from the Brain Pop video.  

They can now include information they learned in the Brain Pop video in this initial draft of their graphic organizer.

-Marzano Note Taking

-UDL Checkpoint 3.3 - Guide information processing, visualization, and manipulation

-21^st Century Skills 2.1.2 Organize Knowledge so that it is useful

5) Have students read the pertaining chapter from the textbook and fill in more information on their graphic organizer.

5) Have students research the Internet on their iPads for pertinent information to add to their graphic organizer.

-21^st Century Skill 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry

I switched from researching in the textbook to researching on the iPads. It touches on more technology standards. The iPads are automatically more engaging than the textbooks, and while I believe that there is a time and place for book research, I thought this was an excellent opportunity to use iPad technology.  

6) Students should also draw pictures of an asteroid, a comet, and a meteor on their graphic organizer.

            -Marzano Nonlinguistic Representations

                        -UDL Checkpoint 1.3 - Offer alternatives for visual information

I added the drawing aspect of the graphic organizer to cater to different styles of learners. It adds a visual and artistic aspect.

7) As students are working, I will monitor their behavior using the iPad app Class Dojo.

            -Marzano Rienforcing Effort

                        -UDL Checkpoint 8.3 - Foster collaboration and community

Class Dojo is a fantastic app that I have recently started using. It gives students a monster avatar that they get to customize and it quickly allows me to give or take away points throughout the school day. Parents can monitor their students’ behavior online in real time, so it aids in school/ home communication.

8) Hold up good examples of student work.

8) Show exceptional student work on the document camera.

            -Marzano Providing Recognition

I added a simple piece of technology here to showcase student work and provide recognition to students that have done an exceptional job.

9) Using the Apple TV and Teacher iPad, play the music video What is a      Shooting Star? by They Might Be Giants

            -Marzano Nonlinguistic Representations

                        -UDL Checkpoint 1.3 - Offer alternatives for visual information

I added this music video because I think music helps students memorize information and it is a good end to the lesson.

Assessment:

10) Exit Slip- Students need to list 3 facts they learned about comets, meteors, and asteroids on a small piece of paper to be turned in.

10) Use clickers to have students answer 5 multiple choice questions about asteroids, meteors, and comets. This is a formative assessment that gives me a good idea of which students have mastered the content or not.

            -Marzano Practice

-UDL Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and performance

Either form of assessment I used would have hit standards and allowed me to formatively check for understanding. Using clickers is a really cool piece of technology that gives me feedback of student results instantly and with less work than grading exit slips.

Reflection: 
Students will create a poster to compare and contrast asteroids, meteors, and comets. They will need to draw detailed pictures of each type of heavenly body. I will be looking for distinct differences between the drawings to prove student understanding.

Finally, students will turn and talk about our lesson’s learning objective: I can explain the difference between comets, meteors, and asteroids. They will discuss their learning with their partner and self-assess if they can accurately explain the difference between the different heavenly bodies.

Closure:

11) Have students turn and talk to a neighbor about what they learned.

11) Address the learning objective and ask students to self assess if they have met the objective or not.

                        -UDL Checkpoint 9.3 - Develop self-assessment and reflection

                        -21^st Century Skill 2.4.3 Recognize new knowledge and understanding

I switched from a simple turn and talk to a discussion of the learning objective, which is a very good best practice and allows students to self assess their understanding of the material.  

12) Assign Homework Reading Worksheet about Asteroids to solidify concepts learned in class.

            -Marzano Homework

-UDL Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and performance

13) Recognize the highest Class Dojo point holder by awarding them with a mechanical pencil.

            -Marzano Reinforcing Effort

                        -UDL Checkpoint 8.3 - Foster collaboration and community

This is great buy-in for students to stay on task during the lesson.  

TPCK Lesson Planning Tool

Below is the link to the Pinterest Board I created containing links to many helpful websites. These include school technology resources and technology standards.

http://pinterest.com/teacherchristie/instructional-technology/

Educational iPad Apps

ABC Phonics Rhyming Words Lite
ABC Phonics Sight Words
ABC Sight Words Writing HD
All About Castles
American Presidents for Ipad
Atlas for iPad
Beginning Sounds Sound Sorting
Boxed in 2
Brain Thaw
Chicken Coop Fractions Game
Cimo Spelling
Clock Pro HD
Cloud Chart
D. Bones
Dictionary.com
DriveLine Dispatch
Exploriments:Electricity-Simple Circuits
FlashToPass Free Math Flash Cards
Follett Shelf
Fraction Time! Pocket
Freefall Money
Geometry 4 Kids
GoodReads
Google Earth
History Line
IBooks
Long Multiplication Drills
Math App - Geometry 1
Mathoku  
Mathoku Jr
Mee Genius
Middle School Math Pro 7th Grade
Music Sparkles
My Spelling Test
NASA App HD
National Geographic Explorer
National Geographic Kids
Number Line
Phonics Awareness 1st Grade
Phonics Tic-Tac-Toe Interactive Game
PopMath Maths Plus
Pow Word
Prezi
Puzzle Plates
Rhyme Zone
Rover
Science360
Sentence Reading Magic
Simple Science for Little Minds
SkyView Free
Sock Puppets
Spelling Bug 2 Free
Storia
Story Mouse
StoryKit
Sudoku
The Revolution Interactive Guide
Typing Class for IPad
Vault Breaker: Full & Free logic puzzle game
VideoScience
Whiteboard Lite
Word Avalanche
Word Games for Kids
Word Teaser

Colorado Technology Standards

Colorado Technology Standards for Students

I.    Creativity and Innovation 

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.  Students:

A.  apply existing knowledge to generate new ideas, decisions, processes, products or solutions.
B.  create original works as a means of personal or group expression.
C.  use models and simulations to explore complex systems and issues.
D.  identify trends and forecast possibilities. 

II.   Communication and Collaboration 

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.  Students:

A.  interact, collaborate, and publish with peers, experts or others employing a    variety of digital environments and media.
B.  communicate information and ideas effectively to multiple audiences using a variety of media and formats.
C.  develop cultural understanding and global awareness by engaging with learners of other cultures.
D. contribute to project teams to produce original works or solve problems. 

III.   Research and Information Fluency  

Students apply digital tools to gather, evaluate, and use information.  Students:  

A.  plan strategies to guide inquiry.
B.  locate, organize, analyze, evaluate, synthesize, and ethically use information
C.  evaluate and select information sources and digital tools based on the appropriateness to specific tasks.     
D. process data and report results.        

IV. Critical Thinking, Problem-Solving & Decision-Making          

Students use critical thinking skills to plan and conduct research, design and manage projects, solve problems, engineer solutions and make informed decisions using appropriate digital tools and resources.  Students:       

A.  identify and define authentic problems and significant questions for investigation.    
B.  plan, design and manage activities to develop a solution or complete a project.
C.  collect and analyze data to identify solutions and/or make informed decisions.
D.  use multiple processes and diverse perspectives to explore alternative solutions.  

V. Digital Citizenship          

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.  Students:       

A.  advocate and practice safe, legal, and responsible use of information and technology.    
B.  exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.    
C.  demonstrate personal responsibility for lifelong learning.    
D.  exhibit leadership for digital citizenship.     

VI. Technology Operations and Concepts       

Students demonstrate a sound understanding of technology concepts, systems and operations.  Students:       

A.  understand and use technology systems.    

B.  select and use applications effectively and productively.    
C.  troubleshoot systems and applications.    
D.  transfer current knowledge to learning of new technologies

Pedagogy Strands

Pedagogy Strands Matrix

Marzano’s Instructional Strategies	Universal Design for Learning Guidelines	Classroom Implementation Examples	Learning Theory
Identifying Similarities and Differences	Principle I. Provide Multiple Means of Representation Guideline 3: Provide options for comprehension Checkpoint 3.3 - Guide information processing, visualization, and manipulation	Introduce graduated scaffolds that support information processing strategies Chunk information into smaller elements	Constructivism Cognitivism
Summarizing	Principle I. Provide Multiple Means of Representation Guideline 3: Provide options for comprehension Checkpoint 3.3 - Guide information processing, visualization, and manipulation	Give explicit prompts for each step in a sequential process Progressively release information	Constructivism Cognitivism
Note Taking	Principle I. Provide Multiple Means of Representation Guideline 3: Provide options for comprehension Checkpoint 3.3 - Guide information processing, visualization, and manipulation	Give explicit prompts for each step in a sequential process Chunk information into smaller elements Introduce graduated scaffolds that support information processing strategies	Constructivism Cognitivism
Reinforcing Effort	III. Provide Multiple Means of Engagement Guideline 8: Provide options for sustaining effort and persistence Checkpoint 8.3 - Foster collaboration and community	Create school-wide programs of positive behavior support with differentiated objectives and supports	Behaviorism Constructivism Cognitivism
Providing Recognition	III. Provide Multiple Means of Engagement Guideline 9: Provide options for self-regulation Checkpoint 9.3 - Develop self-assessment and reflection	Offer devices, aids, or charts to assist individuals in learning to collect, chart and display data from their own behavior for the purpose of monitoring changes in those behaviors	Behaviorism Constructivism Cognitivism
Homework	Principle II. Provide Multiple Means of Action and Expression Guideline 5: Provide options for expression and communication Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and performance	Provide scaffolds that can be gradually released with increasing independence and skills	Constructivism Cognitivism
Practice	Principle II. Provide Multiple Means of Action and Expression Guideline 5: Provide options for expression and communication Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and performance	Provide differentiated models to emulate Provide scaffolds that can be gradually released with increasing independence and skills Provide differentiated feedback	Constructivism
Nonlinguistic Representations	Principle I. Provide Multiple Means of Representation Guideline 1: Provide options for perception Checkpoint 1.3 - Offer alternatives for visual information	Provide auditory cues for key concepts and transitions in visual information Use touch equivalents (tactile graphics or objects of reference) for key visuals that represent concepts	Constructivism Cognitivism
Setting Objectives (Goal Setting)	Principle II. Provide Multiple Means of Action and Expression Guideline 6: Provide options for executive functions Checkpoint 6.1 - Guide appropriate goal-setting	Provide models or examples of the process and product of goal-setting Post goals, objectives, and schedules in an obvious place Provide guides and checklists for scaffolding goal-setting	Constructivism Cognitivism
Providing Feedback	III. Provide Multiple Means of Engagement Guideline 8: Provide options for sustaining effort and persistence Checkpoint 8.4 - Increase mastery-oriented feedback	Provide feedback that encourages perseverance, focuses on development of efficacy and self-awareness, and encourages the use of specific supports and strategies in the face of challenge	Behaviorism Constructivism Cognitivism
Generating and Testing Hypotheses	III. Provide Multiple Means of Engagement Guideline 7: Provide options for recruiting interest Checkpoint 7.1 - Optimize individual choice and autonomy	Allow learners to participate in the design of classroom activities and academic tasks Provide learners with choices	Constructivism
Questions	Principle I. Provide Multiple Means of Representation Guideline 3: Provide options for comprehension Checkpoint 3.3 - Guide information processing, visualization, and manipulation	Provide interactive models that guide exploration and new understandings Provide multiple entry points to a lesson and optional pathways through content	Constructivism
Cues	III. Provide Multiple Means of Engagement Guideline 7: Provide options for recruiting interest Checkpoint 7.3 - Minimize threats and distractions	Create an accepting and supportive classroom climate Involve all participants in whole class discussions	Constructivism Cognitivism
Advance Organizers	Principle II. Provide Multiple Means of Action and Expression Guideline 6: Provide options for executive functions Checkpoint 6.2 - Support planning and strategy development	Provide checklists and project planning templates for understanding the problem, setting up prioritization, sequences, and schedules of steps	Constructivism Cognitivism

Technology Inclusion

How are schools you have observed addressing the issue of inclusion for all students?

In most of the schools I have observed there has not been a high population of students with special needs. What students there have been were greatly included in the classroom. They got pulled out throughout the day to go work with different specialist teachers, but the main instruction they got was in the mainstream classroom.

One school I observed in was the deaf and hard of hearing (D/HH) school for the whole district. They made a very great effort to include these students in the mainstream classroom. At every grade level there was one classroom with all of the hard of hearing students and there was a sign language interpreter in that classroom all day. There were a few students that could not be placed in the mainstream classrooms and they had self-contained classes. There was one class for kindergarteners, one for first and second grade, and one for third through fifth grade.

How are teachers utilizing technology with different student groups throughout the school?

   At the deaf and hard of hearing (D/HH) school, because of their high population of students with special needs, they had more funding for the D/HH department. The majority of the technology was in special education. They did have a lot of really great resources such as iPod touch carts, mimio boards, and smart carts.

What student groups are accessing the technology at your school?

   At my school, the mainstream classrooms have the best access to technology. We are a fairly new school and technology is a top priority for us. The specialists and the specials teachers do not have the same access as classroom teachers. We each have projectors, doc cams, iMacs, and 4 iPads in every mainstream classroom.

In the schools, which groups have the "best" technology, and which groups have the "old" technology?

   In my school all of our technology is new. However the classroom teachers, and especially the classroom teachers on the technology team, have the best access to the newest resources.

   In some of the other schools I have seen, the newest technology goes to the newest teachers, because the older teachers have been there and their technology just stays with them, and oftentimes they do not want to upgrade because of all the work that goes with it.

How can schools make access to technology equitable for all students in their schools?

That is an excellent and very difficult question. I think the schools really need to sit down and come up with an action plan for the sharing of all technologies. My school is starting off on a good foot by having a technology team whose main priority is the purchase and distribution of technologies.