Wednesday, May 13, 2009
Wednesday, April 29, 2009
Localizing my lesson
“Localizing My Lesson”
I made a multimedia lesson plan on “Community Helpers on Guam”. I was so unsure of what multimedia tools I would be using for my lesson plan. I had many ideas that I wanted to do, but I didn’t know how I will go upon doing so. So I decided to make a lesson plan on a digital story book for fifth graders. I choose the topic “Community helpers on Guam”. I chose this topic so that students could make up a story and localize it from the island. The multimedia tool that I used was a digital camera and windows movie maker. The children will make a digital story on the computer in small groups. There are many different ways to integrate computers in the classroom to promote a different learning experience.
In the standards teachers should “design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity”(NETS*S). With this lesson plan, children will be able to create a digital story book. The students will learn the elements of a story, writing a story, and they will be able to learn different community helpers on Guam. I feel that all my students will have fun working on the project for the digital story book.
I made a multimedia lesson plan on “Community Helpers on Guam”. I was so unsure of what multimedia tools I would be using for my lesson plan. I had many ideas that I wanted to do, but I didn’t know how I will go upon doing so. So I decided to make a lesson plan on a digital story book for fifth graders. I choose the topic “Community helpers on Guam”. I chose this topic so that students could make up a story and localize it from the island. The multimedia tool that I used was a digital camera and windows movie maker. The children will make a digital story on the computer in small groups. There are many different ways to integrate computers in the classroom to promote a different learning experience.
In the standards teachers should “design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity”(NETS*S). With this lesson plan, children will be able to create a digital story book. The students will learn the elements of a story, writing a story, and they will be able to learn different community helpers on Guam. I feel that all my students will have fun working on the project for the digital story book.
Sunday, April 26, 2009
Tuesday, April 14, 2009
Community Helpers on Guam!
Assure Model Multimedia Lesson Plan
Analyze learners
General Characteristics
The Lesson is planned for 18 fifth grade Social Study students. The class consists of 9 females and 9 males. The students come from a diverse background. The class consists of 6 Filipinos, 5 Chamorros, 2 Palauan, and 2 Pohnpeian. 3 Americans.
Accomodations. One student is hearing impaired. One student is paraplegic
Entry Competencies
Students are able to read, write and speak in complete sentences. All students are 5th grade level in regards to reading and writing. Students are able to work with windows movie maker with no assistance. The hearing impaired student is one grade level below class.
Learning Styles.
The students demonstrate little interest when given individual seat work or routine work. However, students are highly motivated more when it comes to working in groups. Students' participation level is at a high. A sign language interpreter will be accompanying and assisting the student in class.
Select, modify, design Methods, Media, & Materials
II: State Objectives
Fifth grade students will be able to:
A. Identify community helpers with 90% accuracy (differences and similarites).
B. Create a story about a community helper in a group.
C. To use a digital camera to take pictures of community helpers off campus.
D. To upload all photos and story by using windows movie maker to tell their story.
Utilize Methods, Media, & Materials
Method
• Individual learning
• Small group learning
Media for Teacher
• Internet
• Projector
Media for Students
• Digital camera
• Windows Movie Maker
Materials
• Notebook or paper
• Pencils, pens, etc
A. Preview Materials
Teacher must make sure that the computers and programs (Windows movie maker) are working properly.
B. Prepare Materials:
- The teacher will inform the students of the lesson a week before they begin.
- The teacher will create the groups. Students will be grouped into six’s. Grouping will be based on the student's social skills. The moderate to socially high student will be group with little to the non social student.
- Teacher will make sure that all camera are charged and ready to use.
C. Prepare Environment: - Desks will be arranged in groups of four. Laptop and projector will be in the center of the classroom with the theater screen on the board down. Other computers will be against the wall on one side of the room.
D. Prepare Learners:
- This lesson is a part of a one week unit.
- The students will be informed of the lesson one week prior
.- The students will be informed of the groupings.
In their groups students will:
o Decide a team leader, and all group members will collect information about the community helper, and pictures.
Information should include:
The basics elements of a story:
- title, cover page, characters, setting, beginning, middle, and ending.
Who is the community helper?
What do they do?
What kind of people do they help?
What kind of uniform do they wear?
What do kind of vehicle do they drive?
o Create a story and take pictures that relate to the story.
o Download the pictures and insert them by using windows movie maker.
o Create a story board on windows movie maker.
o Will practice the timing on their story input it in windows movie maker.
Learner Participation
- Review rules and procedures of the Internet
o Students will practice inputting their pictures and story on windows movie maker.
- Day for presentation
o Before presentation, students must prepare what they are going to present such as: Data collected from the researching online and pictures.
- Students will give examples of the similarities and/or differences of the community helpers.
E. Provide the learning Experience: - The teacher will provide open ended questions to generate prior knowledge and stimulate critical thinking.
Require learner participation
A) Practice: Allow the students to get acquainted with the instructional materials;-Using the camera and windows movie maker, the instructor will demonstrate how to input data into windows movie maker, and/or change color of the font, etc...
B) Do: Small-group activities- The students will need to work together to plan, gather data, discuss and/or input their pictures and story on windows movie maker
.- The students will utilize the computer to conduct their research.
C)Feedback: Presentation- The students will record their own thoughts, feelings, and conclusion about the activities.- The students can form a debate about the differences and similarities they have found.
-Ask questions/provide feedback.
Evaluate and Revise
A) Assessment of learner achievement: Students will be assessed based on the artifacts produced during the week leading up to the presentation. They will meet the objectives by the teacher evaluating their performance based on windows movie maker produced and the presentation.
B) Evaluation of media and methods: Evaluating the computers as our choice of media depends on whether the computers have any fluctuations or power outages which will disrupt the completion of the lesson.
C) Evaluation of instructor/instruction: The teacher's evaluation will be based on the preparation of the lesson as well as providing “Plan B(s)” should the media fail.
E) Revise: The revision to this lesson plan will be produced by the teacher which will include an alternate media or tool should the teacher encounter technical difficulties.
Analyze learners
General Characteristics
The Lesson is planned for 18 fifth grade Social Study students. The class consists of 9 females and 9 males. The students come from a diverse background. The class consists of 6 Filipinos, 5 Chamorros, 2 Palauan, and 2 Pohnpeian. 3 Americans.
Accomodations. One student is hearing impaired. One student is paraplegic
Entry Competencies
Students are able to read, write and speak in complete sentences. All students are 5th grade level in regards to reading and writing. Students are able to work with windows movie maker with no assistance. The hearing impaired student is one grade level below class.
Learning Styles.
The students demonstrate little interest when given individual seat work or routine work. However, students are highly motivated more when it comes to working in groups. Students' participation level is at a high. A sign language interpreter will be accompanying and assisting the student in class.
Select, modify, design Methods, Media, & Materials
II: State Objectives
Fifth grade students will be able to:
A. Identify community helpers with 90% accuracy (differences and similarites).
B. Create a story about a community helper in a group.
C. To use a digital camera to take pictures of community helpers off campus.
D. To upload all photos and story by using windows movie maker to tell their story.
Utilize Methods, Media, & Materials
Method
• Individual learning
• Small group learning
Media for Teacher
• Internet
• Projector
Media for Students
• Digital camera
• Windows Movie Maker
Materials
• Notebook or paper
• Pencils, pens, etc
A. Preview Materials
Teacher must make sure that the computers and programs (Windows movie maker) are working properly.
B. Prepare Materials:
- The teacher will inform the students of the lesson a week before they begin.
- The teacher will create the groups. Students will be grouped into six’s. Grouping will be based on the student's social skills. The moderate to socially high student will be group with little to the non social student.
- Teacher will make sure that all camera are charged and ready to use.
C. Prepare Environment: - Desks will be arranged in groups of four. Laptop and projector will be in the center of the classroom with the theater screen on the board down. Other computers will be against the wall on one side of the room.
D. Prepare Learners:
- This lesson is a part of a one week unit.
- The students will be informed of the lesson one week prior
.- The students will be informed of the groupings.
In their groups students will:
o Decide a team leader, and all group members will collect information about the community helper, and pictures.
Information should include:
The basics elements of a story:
- title, cover page, characters, setting, beginning, middle, and ending.
Who is the community helper?
What do they do?
What kind of people do they help?
What kind of uniform do they wear?
What do kind of vehicle do they drive?
o Create a story and take pictures that relate to the story.
o Download the pictures and insert them by using windows movie maker.
o Create a story board on windows movie maker.
o Will practice the timing on their story input it in windows movie maker.
Learner Participation
- Review rules and procedures of the Internet
o Students will practice inputting their pictures and story on windows movie maker.
- Day for presentation
o Before presentation, students must prepare what they are going to present such as: Data collected from the researching online and pictures.
- Students will give examples of the similarities and/or differences of the community helpers.
E. Provide the learning Experience: - The teacher will provide open ended questions to generate prior knowledge and stimulate critical thinking.
Require learner participation
A) Practice: Allow the students to get acquainted with the instructional materials;-Using the camera and windows movie maker, the instructor will demonstrate how to input data into windows movie maker, and/or change color of the font, etc...
B) Do: Small-group activities- The students will need to work together to plan, gather data, discuss and/or input their pictures and story on windows movie maker
.- The students will utilize the computer to conduct their research.
C)Feedback: Presentation- The students will record their own thoughts, feelings, and conclusion about the activities.- The students can form a debate about the differences and similarities they have found.
-Ask questions/provide feedback.
Evaluate and Revise
A) Assessment of learner achievement: Students will be assessed based on the artifacts produced during the week leading up to the presentation. They will meet the objectives by the teacher evaluating their performance based on windows movie maker produced and the presentation.
B) Evaluation of media and methods: Evaluating the computers as our choice of media depends on whether the computers have any fluctuations or power outages which will disrupt the completion of the lesson.
C) Evaluation of instructor/instruction: The teacher's evaluation will be based on the preparation of the lesson as well as providing “Plan B(s)” should the media fail.
E) Revise: The revision to this lesson plan will be produced by the teacher which will include an alternate media or tool should the teacher encounter technical difficulties.
Wednesday, March 25, 2009
Assitive Technology
After watching the video titled “Enabling Dreams”, I learned many new things about assistive technology. In the movie children were given a great opportunity to voice themselves by using assistive technology. In my previous class we learned about many different assistive technology tools but, I have only seen them in action. Lessons are modified for the students help the student voice their opinion and it helps them be more independent.
In the movie there were many different tools that were introduced to me. I seen an electrical wheel chair and it is a great tool to help people get around. The one that I was interested in was the tool that teaches the boy. The boy only had partial movement in his body which was his eyebrows. Having different tools for students to use in the classroom was a great idea for the student. I would modify my whole lesson to accommodate the disabled student in the classroom, with all the tools shown in the video will help me in the future.
Assistive technology gives students all around the world an opportunity to communicate and voice their own opinion with these tools. Some students could even make their own music with a special tool. I think that every teacher should revise their lesson plan to accommodate the disabled children in the classroom. So the student will not feel left out and will be included in all the activities in the classroom. Teachers should really observe the student and see how they work and what they could work with, and the teacher will take action and find certain tools to help the students.
In the movie there were many different tools that were introduced to me. I seen an electrical wheel chair and it is a great tool to help people get around. The one that I was interested in was the tool that teaches the boy. The boy only had partial movement in his body which was his eyebrows. Having different tools for students to use in the classroom was a great idea for the student. I would modify my whole lesson to accommodate the disabled student in the classroom, with all the tools shown in the video will help me in the future.
Assistive technology gives students all around the world an opportunity to communicate and voice their own opinion with these tools. Some students could even make their own music with a special tool. I think that every teacher should revise their lesson plan to accommodate the disabled children in the classroom. So the student will not feel left out and will be included in all the activities in the classroom. Teachers should really observe the student and see how they work and what they could work with, and the teacher will take action and find certain tools to help the students.
Tuesday, February 17, 2009
Lesson Plan
Fast Food: Healthy or Unhealthy
Analyze learners
General Characteristics
The Lesson is planned for 18 ninth grade Social Study students. The class consists of 11 females and 7 males. The students come from a diverse background. The class consists of 7 Filipinos, 6 Chamorros, 3 Palauan, and 1 Pohnpeian. 4 Americans.
Entry Competencies
Students are able to read, write and speak in complete sentences. All students are 9th grade level in regards to reading and writing. Students are able to work with excel spreadsheet with little to no assistance. The hearing impaired student is one grade level below class.
Learning Styles.
The students demonstrate little interest when given individual seat work or routine work. However, students are highly motivated more when it comes to working in groups. Students' participation level is at a high. A sign language interpreter will be accompanying and assisting the student in class.
Select, modify, design Methods, Media, & Materials
II: State ObjectivesA. Sixth grade math class study students will be able to identify and record the (differences and similarities in calories) of all of all the six fast food restaurants with 90% accuracy.
B. Sixth grade math students will be able to use an Excel spreadsheet tocreate graphs that represent the mean, median, mode andrange with 90% accuracy of the data they recorded.
C. Sixth math students will be able to use the internet to exploresimilarities and/or differences in calories of a value meal between different restaurants.III: Select instructional methods, media, and materialsA. Methods: Guided instruction, scaffolding, and open ended question. Methods will be used throughout the lesson.B. Media and Materials: Computer, Internet, Pencil, and Paper.- Student will use the Computer for the following for the Internet and Excel program. The Internet will be used to gather information on calories that are different from each fast food restaurant. The student will use Excel spreadsheet to generate data such as median, mode, and average of a value meal.- The students will use paper to document the information gathered from the internet.
Utilize Methods, Media, & MaterialsA. Preview Materials
- Teacher must make sure that the computers and programs (Excel and Internet) are working properly.- Teacher must make sure the site chosen that students will be gathering information from is safe and appropriate.
B. Prepare Materials: - The teacher will inform the students of the lesson a week before they begin.- The teacher will create the groups. Students will be grouped into six’s. Grouping will be based on the student's social skills. The moderate to socially high student will be group with little to the non social student.C. Prepare Environment: - Desks will be arranged in groups of four. Laptop and projector will be in the center of the classroom with the theater screen on the board down. Other computers will be against the wall on one side of the room.D. Prepare Learners: - This lesson is a part of a one week unit.- The students will be informed of the lesson one week prior.- The students will be informed of the groupings. In their groups students will: o Decide a team leader, and all group members will collect nutrients facts, brochures from the restaurants. o Create a table for the data collected.o Choose a restaurant to compare their data to.Require Learner Participation
- Review rules and procedures of the Interneto Students will practice inputting their data on Excel.
- Day for presentationo Before presentation, students must prepare what they are going to present such as: Data collected from the researching online.
- Students will give examples of the similarities and/or differences of the value meals of the six different restaurants.
E. Provide the learning Experience: - The teacher will provide open ended questions to generate prior knowledge and stimulate critical thinking.
V: Require learner participation
A) Practice: Allow the students to get acquainted with the instructional materials;-Using the overhead projector, the instructor will demonstrate how to input data into the spreadsheet, make a graph, and/or change color of the graph, etc...
B) Do: Small-group activities- The students will need to work together to plan, gather data, discuss and/or input data into a spreadsheet.- The students will utilize the computer to conduct their research. Encourage students to compare the calories differences and similarities they have find from other six different restaurants.
C)Feedback: Presentation- The students will record their own thoughts, feelings, and conclusion about the activities.- The students can form a debate about the differences and similarities they have found.
-Ask questions/provide feedback.Evaluate and Revise
A) Assessment of learner achievement: Students will be assessed based on the artifacts produced during the week leading up to the presentation. They will meet the objectives by the teacher evaluating their performance based on the spreadsheets produced and the presentation.
B) Evaluation of media and methods: Evaluating the computers as our choice of media depends on whether the computers have any fluctuations or power outages which will disrupt the completion of the lesson.
C) Evaluation of instructor/instruction: The teacher's evaluation will be based on the preparation of the lesson as well as providing “Plan B(s)” should the media fail.
E) Revise: The revision to this lesson plan will be produced by the teacher which will include an alternate media or tool should the teacher encounter technical difficulties.
Source for calories:
http://www.washingtonpost.com/wp-srv/flash/health/caloriecounter/caloriecounter.html
Analyze learners
General Characteristics
The Lesson is planned for 18 ninth grade Social Study students. The class consists of 11 females and 7 males. The students come from a diverse background. The class consists of 7 Filipinos, 6 Chamorros, 3 Palauan, and 1 Pohnpeian. 4 Americans.
Entry Competencies
Students are able to read, write and speak in complete sentences. All students are 9th grade level in regards to reading and writing. Students are able to work with excel spreadsheet with little to no assistance. The hearing impaired student is one grade level below class.
Learning Styles.
The students demonstrate little interest when given individual seat work or routine work. However, students are highly motivated more when it comes to working in groups. Students' participation level is at a high. A sign language interpreter will be accompanying and assisting the student in class.
Select, modify, design Methods, Media, & Materials
II: State ObjectivesA. Sixth grade math class study students will be able to identify and record the (differences and similarities in calories) of all of all the six fast food restaurants with 90% accuracy.
B. Sixth grade math students will be able to use an Excel spreadsheet tocreate graphs that represent the mean, median, mode andrange with 90% accuracy of the data they recorded.
C. Sixth math students will be able to use the internet to exploresimilarities and/or differences in calories of a value meal between different restaurants.III: Select instructional methods, media, and materialsA. Methods: Guided instruction, scaffolding, and open ended question. Methods will be used throughout the lesson.B. Media and Materials: Computer, Internet, Pencil, and Paper.- Student will use the Computer for the following for the Internet and Excel program. The Internet will be used to gather information on calories that are different from each fast food restaurant. The student will use Excel spreadsheet to generate data such as median, mode, and average of a value meal.- The students will use paper to document the information gathered from the internet.
Utilize Methods, Media, & MaterialsA. Preview Materials
- Teacher must make sure that the computers and programs (Excel and Internet) are working properly.- Teacher must make sure the site chosen that students will be gathering information from is safe and appropriate.
B. Prepare Materials: - The teacher will inform the students of the lesson a week before they begin.- The teacher will create the groups. Students will be grouped into six’s. Grouping will be based on the student's social skills. The moderate to socially high student will be group with little to the non social student.C. Prepare Environment: - Desks will be arranged in groups of four. Laptop and projector will be in the center of the classroom with the theater screen on the board down. Other computers will be against the wall on one side of the room.D. Prepare Learners: - This lesson is a part of a one week unit.- The students will be informed of the lesson one week prior.- The students will be informed of the groupings. In their groups students will: o Decide a team leader, and all group members will collect nutrients facts, brochures from the restaurants. o Create a table for the data collected.o Choose a restaurant to compare their data to.Require Learner Participation
- Review rules and procedures of the Interneto Students will practice inputting their data on Excel.
- Day for presentationo Before presentation, students must prepare what they are going to present such as: Data collected from the researching online.
- Students will give examples of the similarities and/or differences of the value meals of the six different restaurants.
E. Provide the learning Experience: - The teacher will provide open ended questions to generate prior knowledge and stimulate critical thinking.
V: Require learner participation
A) Practice: Allow the students to get acquainted with the instructional materials;-Using the overhead projector, the instructor will demonstrate how to input data into the spreadsheet, make a graph, and/or change color of the graph, etc...
B) Do: Small-group activities- The students will need to work together to plan, gather data, discuss and/or input data into a spreadsheet.- The students will utilize the computer to conduct their research. Encourage students to compare the calories differences and similarities they have find from other six different restaurants.
C)Feedback: Presentation- The students will record their own thoughts, feelings, and conclusion about the activities.- The students can form a debate about the differences and similarities they have found.
-Ask questions/provide feedback.Evaluate and Revise
A) Assessment of learner achievement: Students will be assessed based on the artifacts produced during the week leading up to the presentation. They will meet the objectives by the teacher evaluating their performance based on the spreadsheets produced and the presentation.
B) Evaluation of media and methods: Evaluating the computers as our choice of media depends on whether the computers have any fluctuations or power outages which will disrupt the completion of the lesson.
C) Evaluation of instructor/instruction: The teacher's evaluation will be based on the preparation of the lesson as well as providing “Plan B(s)” should the media fail.
E) Revise: The revision to this lesson plan will be produced by the teacher which will include an alternate media or tool should the teacher encounter technical difficulties.
Source for calories:
http://www.washingtonpost.com/wp-srv/flash/health/caloriecounter/caloriecounter.html
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