Planning1

Integrating Technology into Teaching and Lesson

Planning

Prepared by Carla Piper, Ed. D.

What is Teaching?

CurriculumWhat do you teach?

Instruction How should you teach it?

AssessmentHow do you determine if you’ve taught it successfully?

How do you know students learned?If learning is not the result, adjust instruction.

What is Curriculum?Experienced Curriculum “Curriculum is what happens.”What the student experiences and perceives

during the dayPlanned or unplanned

Planned Curriculum – Based on Academic Content StandardsPlanned learning experiencesKnow what to teach – CONTENTKnow how to teach it - PEDAGOGY

Three Elements of Curriculum

“WHO?” The Learner

“WHAT?” The Content Subject Matter

“HOW?”The Process of InstructionKinds of Planned Learning Opportunities

WHO?

WHAT? HOW?

From “Who Am I in the Lives of Children?”

Feeny, Christensen, Moravick

What do we teach?Educational Values Based on Vision of Society

What do you believe is worth knowing?

What do you know about the learners and their development?

What do you know about subject matter?

What is the best way to promote student learning?

Feeny, Christensen, Moravick

InstructionHow do you plan your lessons?

Steps to Lesson Planning1. What content standard will be met?2. What are your learning objectives?3. What is the activity?4. What is the sequence or timing.5. Who will participate?6. What is the overall purpose of the lesson?

7. How will you measure student learning?

Planning Instruction

What do you need to teach this lesson? Materials Space Time Resources

What do you do? How? When? Introduction – How do you get them interested? Procedure – What will you do and say (step-by-step

guide) Closure – How will you help students make a transition

to the next activity?

Assessment

What will students say or do to show you objectives were met?

What will you collect to show student’s learning (portfolios, observations, work samples, photographs, etc.)?

How will you evaluate student work?How will you be objective in your

assessment?

ReflectionHow will your assessment guide your

teaching practice? What needs to be “re-taught” and how can you teach

it differently when assessment demonstrates that some students did not learn the material?

Is there a better way to teach this material?

What will you do differently next time? How could you extend this activity for another

lesson? Was your instruction effective in promoting student

learning?

Traditional 5-Step Lesson Plan Format

1. Anticipatory Set • “The Hook” to get students interested, curious,

motivated.• Setting the stage - providing frame of reference• Scaffolding – tapping in to previous knowledge

2. The Instruction – Step by Step Learning of Concept

3. Guided Practice – Individualized? Drill?4. Assessment 5. Closure – Transition to New Topic

Why Teach with Technology?

Do we really need to know how to use technology?

What was good enough for me ought to be good enough for my students!

Used as a tutor - Student answers questions or solves problems in sequenced learning

Used to explore - Student discovers through interactive information, demonstration, or simulation

Applied as a tool for accomplishing tasks and expressing creativity

Used to communicate - Student retrieves and sends information electronically

Classifications of Educational Technologies

Barbara Means

Using Instructional Software or Interactive Multimedia Websites

How will you structure your class so students can use this software or website effectively?

• Whole class? One computer displayed on LCD or TV? Smart board?

• Computer lab or library?• Cooperative groups?• Small computer learning center?• Work on computer at home?• Tablet, ipad, android?

Using Instructional TimeIs using this software or website a good use of instructional time?Will using this software or website result in student learning?Is there a better way to teach these concepts than through technology?

Using Technology in Lesson Planning

How is this technology going to help students meet subject matter content standards?When will you use an electronic learning resources of website in your lesson plan?Select content-rich software or interactive, multimedia curriculum websites

Stage 1: Use technology to do things we can already do but more convenient: Typing vs. word processingCalculator vs. spreadsheets

Stage 2: Use technology to improve on tasks we already do: Track student progressCreate more professional looking products

How do Teachers Decide to Use New Technologies?

Use technology to do things that were not previously possible

Real-time manipulation of data - graphs/charts

Professional publishing and graphics

Multi-media presentations

Instant global communication

Help with students who have special needs

Writing Measurable Instructional Objectives

Learning objectives connect instructional planning with curriculum content as measured by assessment.By participating in this activity students will: Learn about…? Gain greater understanding of…? Practice…? Develop an awareness of…? Express understanding of…? Develop skill in…? Begin to be able to…

How will you measure learning outcomes?

Learning Objectives Must Include:

A measurable verb

The important condition (if any) under which the performance is to occur and

The criterion of acceptable performance.

The MagicTriangleLearning

Activities

Objectives

Evaluation

ABCD's of Learning Objectives

Audience - Who will be doing the behavior?

Behavior - What should the learner be able to do?

Condition - Under what conditions do you want the learner to be able to do it?

Degree - How well must it be done?

Writing Learning Objectives for your Lesson Plan

Audience: The learners Who is doing the performance? (not the instructor).

Behavior (Performance): What the learner will be able to do? Can this performance be seen or heard?

Condition: The conditions under which the learners must demonstrate their mastery of the objective: What will the learners be allowed to use? What won't the learners be allowed to use?

Degree (or criterion): Common degrees include: Speed, Accuracy, Quality HOW WELL the behavior must be done?

Benjamin Bloom

Taxonomy of Educational Objectives (1956)Learning outcomes within the cognitive domain Objectives reflect learner

behavior Hierarchical relationship Lower to Higher Level

Thinking Domains

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Kinds of Lesson Objectives

Cognitive Thought or knowledgeObjectives describe: "what the student is

able to do" (an observable)

Affective Feelings or choicesObjectives describe: "how the student

chooses to act"

Psychomotor Physical skills Objectives describe: "what the student can

perform"

Bloom’s Learning Taxonomy

Higher order thinking – critical thinkingThree overlapping domainsCognitive – Knowledge, recall,

comprehension, analyzing/synthesizing data, problem solving, etc.

Psychomotor – physical skills, fine or gross motor skills, coordination, dexterity

Affective – attitudes of awareness, interest, attention, concern, responsibility, respect, enjoyment, appreciation, motivation

Bloom’s TaxonomyHigher Level Thinking

KNOWLEDGE: define, list, name, memorize

COMPREHENSION: identify, describe, explain

APPLICATION: demonstrate, use, show, teach

ANALYSIS: categorize, compare, calculate

SYNTHESIS: design, create, prepare, predict

EVALUATION: judge, assess, rate, revise

Ask Students to:

Know - recall information in original form

Comprehend - show understanding

Apply - use learning in a new situation

Analyze - show s/he can see relationships

Synthesize - combine and integrate parts of prior knowledge into a product, plan, or proposal that is new

Evaluate - assess and criticize on basis of standards and criteria

Understanding

Applying

Analyzing

Evaluating

Creating• Creating – designing, constructing, planning,

producing, inventing, devising, making

• Evaluating – checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring

• Analyzing – comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating

• Applying – implementing, carrying out, using, executing

• Understanding – interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying

• Remembering – recognizing, listing, describing, identifying, retrieving, naming, locating, finding

Action Verbs from Bloom’s Revised Taxonomy

Remembering

References“Pedagogy: A Primer on Education Theory for Technical Professionals” – Brahler & Johnson. Washington State University – Download from Microsoft Higher Education Website

“Multiple Intelligences and Technology” – Edwards (no longer available)

Bloom’s Digital Technology - http://www.techlearning.com/techlearning/archives/2008/04/AndrewChurches.pdf

Constructivism - http://www.thirteen.org/edonline/concept2class/constructivism/index.html

Bloom’s Taxonomy - http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm