 |
| Day Two Agenda: Organizing Instruction |
8:00-8:30 Hello, Sign-in, Nameplates
- Please Welcome Back a Familiar Face
- Sign in on the E-Teach sheet (There may be one for your school, also)
- Fold the blank sheet of paper lengthwise and write your first name in large letters
- Welcome and Overview of the Day
- Visit the E-Teach bookmark or favorite in your browser labeled, “Chat”
- Activity—Day Two Chat Topic: “The Integration Lesson I Plan to Teach”
- Sharing Your Portfolio—“What You’ve Done So Far”
- Organizational Strategies Using Single-Software
- Activity—Organizing the TEKS
- What the Research Says
- Assess Your Stage of Development
- Discussion—How Stages of Technology Development Affect Planning and Organizing a Lesson
10:15-11:30 A Survey of Lesson-Organizing Frameworks
- Ability versus Need: Finding a Balance, Meeting a Challenge
- Easy-to-Use; Real-World Experiences; Project-Driven; Research-Based
- Activity—Creating A Tour: A Collaboration (5 sites, 2 questions each) oral instructions by trainers
12:30-2:00 Choosing Your Organizational Framework
- No One Perfect Choice
- Activity—Sharing Your “Tours”
- Discussion—Your Choice of Organization and Why (could be a chat) better to share?
- Announcing Your Lesson
- Formatting Options
- Activity— Building the Framework
- What Works, What Doesn't
- The Portfolio
- The Assignment: Tools for Delivering Instruction
Description
The E-Teach Integration Workshops
are five days of training designed for a hands-on, interactive environment
that
will offer teachers specific strategies
for planning, organizing, delivering, evaluating, and managing their curricula
using current technology applications.
Objectives:
- After completing the E-Teach Integration Workshops, you will be able to:
- Produce a portfolio that displays your experience and accomplishments
- Plan for lessons and units using technology applications
- Understand the benefits of organizing curriculum using technology applications
- Design lessons and activities that promote collaborative environments
- Assess student work within a project-based unit
- Develop a lesson or unit to teach in the classroom during the workshop series
- Apply appropriate content and technology TEKS
- Apply the SBEC Technology Applications Standards to new and existing curriculum
- Satisfy the specific objectives in Standard V of the SBEC Technology Applications
| 8:30-8:50
If you want a printable
copy of this training, click on the
Welcome and Overview of the Day Visit the E-Teach Portal Chat with a Colleague about, “The Integration Lesson I Plan to Teach.” Standard II. All teachers
identify task requirements, apply search strategies, and use current technology
to efficiently acquire, analyze, and evaluate a variety of electronic information.
8:50-9:45
Sharing Your Portfolio Rationale: (revisited) Chat capabilities in a safe environment can be productive. Often a student, who will seldom raise a hand in discussion, responds openly in a chat or messaging forum. Connected University has this capability available for you on their site. Standard III. All teachers
use task-appropriate tools to synthesize knowledge, create and modify solutions,
and evaluate results in a way that supports the work of individuals and
groups in problem-solving situations.
9:15-9:45 Standard V. All teachers
know how to plan, organize, deliver, and evaluate instruction for all students
that incorporates the effective use of current technology for teaching
and integrating the Technology Applications Texas Essential Knowledge and
Skills (TEKS) into the curriculum.
Note: In essence,
the morning agenda items are interwoven, showing how the TEKS might be
formatted on a lesson plan which has been added to your Portfolio.
Electronic Portfolio
Examples
Additional Links to
aid with questions you may have about portfolio creation
9:45-10:00
Assess Your Stage of Development Discussion— How Stages
of Technology Development Affect Planning and Organizing a Lesson
Standard II. All teachers
identify task requirements, apply search strategies, and use current technology
to efficiently acquire, analyze, and evaluate a variety of electronic information
10:00-10:15
10:15-11:30
Ability versus Need: Finding a Balance, Meeting a Challenge Easy-to-Use;
Real-World Experiences; Project-Driven; Research-Based
Activity— Creating
A Tour: A Collaboration (5 sites, 2 questions each) oral instructions by
your trainer
Standard I. All teachers
use technology-related terms, concepts, data input strategies, and ethical
practices to make informed decisions about current technologies and their
applications.
Standard V. All teachers
know how to plan, organize, deliver, and evaluate instruction for all students
that incorporates the effective use of current technology for teaching
and integrating the Technology Applications Texas Essential Knowledge and
Skills (TEKS) into the curriculum.
11:30-12:30
12:30-2:00
Rationale: There is
no substitution for the time investment necessary to learn a new tool.
However, when the tool will inevitably save time and enhance learning,
it becomes a wise investment.
Discussion
2:00-3:00
Your choice of Organization
and Why
3:15-3:30
The Portfolio
The Assignment
|
The Integration Lesson I Plan
to Teach
Again, as in Day One:Where to Begin! this exercise gives you the opportunity to visit the E-Teach web portal to see additional resources, announcements, calendar changes, and examples of work being produced. The site is designed to support all aspects of the integration training. Begin today by revisiting the “Chat” page and signing in. Today’s topic is “The Integration Lesson I Plan to Teach.” Find someone you know or choose someone you don’t know, and tell them about the lesson you decided on, why it’s of interest to you, when you plan to teach it, the format it’s in, etc. Day One focused on planning a technology-based lesson as you would any traditional classroom lesson, using the same familiar elements and processes. However, you saw the emphasis shift in Day One discussions because common planning elements and processes encompass additional aspects, today. The National Educational Technology Standards (NETS) For Teachers project states it clearly: “Work is different, tools are different, communication is different, information is different, kids are different, and learning is different!” It seems it’s not that our planning processes and strategies have changed, as much as have our awareness and acceptance to the new possibilities offered by new technology. In today’s training you will use the additional planning elements available through technology to better organize the lessons you create. Based on research models and popular lesson-organizing frameworks, you will have, by the end of the day, decided on your framework model and, begun to develop your lesson. A series of discussions and activities will help you: format the TEKS, content and technology, into your work; understand how your “stage” of technology development impacts lesson organization, and; choose the lesson framework from five that teachers are using today.
The Portfolio: A Picture of You You’ve had some time to think about the portfolio project. In this second module you can discuss what you’ve done so far, share ideas and concerns with others, view additional examples, and discuss building your portfolio using a single-software format. Also, there are FAQ’s at the end of this module that may answer questions you may have. As stated in Day One, the portfolio can be a snapshot of your teaching career to include the highpoints of your accomplishments, or it can be an extensive project about you as teacher: teaching philosophy, your “style” of teaching, education background, exhibits of students’ work, how you use technology to enhance learning, etc. You may want to include your resume and a well-written cover letter outlining your accomplishments, talents, and interests. You may consider using a thematic approach such as, “In My Own Words…” or “A Day in the Life of a Teacher” or “A Day in the Life of a Lesson.” Themes may sound silly; however, administrators, parents, and future employers may reward such creativity in light of your many talents! Remember, the portfolio will be digitally produced (files saved on a computer) and saved onto your school’s new CD burner. As new ideas and works develop, newer versions will be made. The grant also provides each school with a digital camera and scanner to enhance the project. You may want to consider using “common tools” software when formatting your portfolio. Microsoft Office, AppleWorks, and Netscape Composer offer excellent choices for assembling and viewing your portfolio. All are commonly found in most schools. Any one of these programs can be used to produce your portfolio. Activity In this activity you will practice
building a web page as a possible single-software option for displaying
files in your portfolio. All aspects of your portfolio can be produced
using one application. The web page—an html document—is very well suited
for the project since it is an application that can be opened with any
web browser, on either platform. Pages created for this purpose can range
from simplistic to sophisticated. The page will be an example lesson plan
in its initial stages to illustrate the following:
Web Page Examples (Multiple pages linked together) Organizing the TEKS The discussion today, and throughout the next three trainings, will emphasize the importance of the TEKS. As your lesson becomes more and more developed, it will be important to align each objective with students’ tasks. The Lesson Plan template above shows you an example which lists possible content and technology TEKS for an intermediate level geography lesson. Each lesson or unit you produce for this project needs to list the TEKS. These can be listed in one section of the lesson (as in the lesson plan in the above web page document), or listed throughout, next to the student task much like they are in this document. Below are listed various links to
the TEKS online. Click on the links to familiarize yourself with sections
you will most often need to use for lesson development.
See Note to the left… Many teachers design lessons to teach their students ways to collect and display their work in a portfolio format. Click on the links below to see teacher as well as student portfolio examples. Click on the links below to view
examples of teacher and student portfolios:
Miscellaneous Portfolio Questions
Videotapes for Portfolio Entries
Teachers’ Stages of Technology Development Assessing your stage of development is something you must consider as you begin to develop ways to organize your lesson/unit and portfolio for this project. Many teachers see powerful lessons that have been taught at training workshops and created by fellow colleagues that use the Internet and new technology tools,. For some this is the needed motivation to launch into new challenging areas using technology to teach. For others, this process can be frustrating if it involves trying to move to stages in development beyond their capabilities. Apple Classrooms of Tomorrow (ACOT) researchers found that teachers evolve through identifiable steps or stages as they use technology in the classroom. They call this stage-by-stage process, “the Evolution of Thought and Practice.” The following site outlines teacher behaviors at various stages in the process. http://www.techtamers.com/followup/stages.htm Other models have been developed to identify stages of Technology use development. It is important to understand there is often movement between stages depending on the task. You may be exhibiting an Appropriation Stage behavior during one project you’re working on and suddenly find, due to a new learning process, you are having to “adapt” to a new software you have not used before. As you challenge yourself, this is a typical shift in the development process. The additional research below discusses barriers you will encounter, important questions you must ask yourself and, as outlined in Day One, the nuances technology has brought to light so quickly. Your ability to assess your stage may free you from unnecessary frustrations as you meet new challenges. When you find success integrating your curriculum with technology within your appropriate level of expertise, you’ll return for new challenges. One of the most widely recognized reports outlining stages of technology development for teachers is found in the Professional Competency Continuum: Professional Skills for the Digital Age Classroom, Dimension 3, published in the series, Technology in American Schools: Seven Dimensions for Gauging Progress, by the Milken Exchange on Education Technology. The complete document is found in the first link below. Each stage—Entry, Adaptation, and Transformation—lists core technology skills outlined in six areas of technology available to most teachers, today. http://www.mff.org/pubs/ME159.pdf
Review
of the Professional Literature
Break
A Survey of Lesson-Organizing Frameworks Discussion
We will begin by reviewing the sites
and discussing their organizational frameworks. Most have been developed
after considerable trial and research. Think about the stages of development
we discussed earlier. The goal is to find an organizational framework that
works for you. As you and your partner set out investigating the links
below, discuss areas important to your type of planning and organizational
needs. Do your students connect to assignments with real-world experiences?
Have you taught them to work independently—defining their own timelines
and tasks? Do you need to structure each assignment for them to have a
synthesized final product?
Activity: The Tour--What’s Out There You should now have an idea of the various frameworks outlined in the prior discussion. The links to these sites have been listed below. Bookmark (add to your favorites) each of the sites for quick reference. Since this activity is designed as a collaborative effort, decide with your partner(s) the software you want to use to build this tour. An example from the Day One tour below can be used as a guide. Since most of you will use the sites given—if you are familiar with other organizational framework sites you are welcome to develop your tour around them—try to find areas that you feel are important to the ways you plan and the needs of your students. Make notes when those issues arise so you can remember to mention them to us this afternoon when you show us what you’ve found. Everyone in your group should be prepared to tell us why you like a particular organizational framework. Tour Example from Day One
You must remember these frameworks are for organizing lessons you create in light of current technology use and the Web. As you are planning, organizing, delivering, assessing, and managing instruction there are elements used in the past that are not needed; and, inevitably there are additional elements with which to consider. When you look at Apple’s Unit of Practice, you see considerable attention paid to time, place, and space—logistics; In Webquests, this area of organization carries less emphasis because the framework itself incorporates this aspect—Webquests have more built-in structure. Search Engines and Web Guides are sites where many teachers begin lesson development. Searchopolis, Ask Jeeves, Super-Kids, and Yahooligans are popular and offer a myriad of materials beyond safe(r) search capabilities.
Lunch
Choosing Your Organizational Framework The intention of the Tour activity is to generate an interest and “hook” you into finding an organizational framework that works best for you. As you may have noticed, each framework in the list lends itself to less and less structure. Teachers who are new to the web and developing lessons online may be attracted to a framework with specific planning elements and tutorials or templates with fill-in-the-blank options. If this works for you, you win! And you especially win, if this development falls within a complementary stage of your development. Activity Depending on the easiest format for viewing the Tours, take a look at what others have found at each of the sites. There will inevitably be overlap, however, this should only reinforce what other participants found to be powerful within sites. Many of the sites may be attractive because of the large support pages, lists of examples, or tutorials and templates. After viewing the tours and seeing the possibilities for organizing a lesson, you must now decide how you will proceed this afternoon, and throughout the rest of the year during the Integration Training series, to begin to build a lesson or unit that will use the technology tools available in your school. Organizing Your Lesson or Unit The rest of the afternoon you will have time to begin work on the lesson you brought in today! (Finally) Throughout the year you should have plenty of time to work on this, adding as you go, learning new sites and techniques, and collaborating with others to develop new strategies for creating the very best lessons possible with the E-Teach resources. An hour is not much time. Some of you may immediately jump into one of the frameworks you investigated today and begin to develop the ideas and materials you brought with you today. Most of you should feel successful if you leave here with specific notes that allow you enough information to begin your planning process at home or school. Use the trainers and your colleagues to “sound out” ideas, especially those ideas for units where collaboration is inherently a major element. Reflections and Expectations Day Two: Oh, So Organized! has focused on Instructional Frameworks that find merit as you plan lessons that use technology and tools associated with them. Because the five days of Integration Training are spread throughout the 2000-2001 school year, there are many opportunities and resources to support the creation of a “best of the best” unit that integrates those filing drawers of powerful lessons into new available technology. Successful integration of technology
into your curriculum impacts all areas of instruction. In subsequent E-Teach
training you will focus on the following areas to further improve the integration
process, make your teaching more effective, and find continued rewards—using
technology.
Ultimately, at the end of the five
days of integration training (or before), you should have a lesson or unit
that you would feel comfortable teaching. The Day Three will cover ways
to deliver the instruction you have planned and organized. The emphasis
will be on elements of delivery that allows sharing of what you and your
students are learning.
eteach@esc13.txed.net  |
