Harrisburg University LTMS 600.05Final Project

Lesson Modification Presentation

Course: HU LTMS 600.05Professor: Ms. Lisa ButlerStudent: Mr. Jan MinnichAssignment: Class Lesson Modification

(American History, Chapter 19 – Cold War)Due Date: August 15, 2012

Please Engage

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Alternative Education Overview at Manheim Township High School Generally employs independent learning curriculum / strategies Program is currently in its 12th year Team consists of:

◦ One teacher-facilitator◦ One teacher-aide◦ One guidance counselor◦ One administrator

8th administrator (in those12 years) to be named next week Program serves

◦ Students, grades 9-12◦ All learning profiles (many behavioral, school phobic)

All 4 core subjects offered, plus a significant list of electives Curriculum has always been a challenge

◦ Keystone National High School (from Bloomsburg) has been essential

◦ However…slowly phasing out KNHS

Overview - continued All in-house SS delivered via Moodle CMS (SS dept. written)

◦ Except for Sociology/Psychology (can be electives) Math – 3 years ago we implemented the Aleks on-line Math

program◦ Pre-assessments identify what content areas students need to grasp.

The program instantly creates a tailored individualized curriculum◦ Not cheap but our district buys licensing for remediation, Alt Ed.,

summer school, etc. New initiative OPEN CAMPUS (joint venture with Manheim

Township, Hempfield and Penn Manor)◦ English 11 and 12 this year - Implementation challenges

Latitude in implementing and evolving program Many problems and challenges remain:

◦ PDE’s “highly qualified” parameters, transition issues, ideal learning methodologies, engagement

Lesson targeted for improvement

Chapter 19, Kennedy and the Cold War, (Chapter 19, Section 1) Moodle Module 12

Original Lesson• Original Objectives:• Information to be read and reviewed

primarily via textbook• Respond to Reading Guide and Vocabulary worksheet

prompts

Typical Text Page

Prior Instructional Methodology

Students gain knowledge from textbook content

Students then gain feedback from assigned lesson via returned paperwork

Students are subsequently “tested” on content and may use open note format

Rationale for Change• Research• Retention

• Engagement• Blooms Learning Taxonomy & hierarchy

supports research• Web 2.0 tools are fundamental to

(higher) Bloom

Background and Prior Knowledge

From prior units students are aware of routine expectations

Historically significant eventsKey concepts from within American

History Units◦Presidential administrations (key players)◦Important events, policies◦Foreign affairs◦Domestic breakthroughs social, industrial

standards

New Improved Lesson

Students will demonstrate their understanding summary of a topic or event using 2 components of from personal research◦A visual introductory piece using Bighugelabs (visual

poster of topic / event)◦Another multimedia component (Animoto, Voicethread,

or Pixton)Student prompt:

◦Student(s) will select a topic to research and demonstrate knowledge gained and understood via a means of digital production using an Introductory Visual Aid (Using bighugelabs) and one other media production medium

Student Parameters:

Students will submit a multimedia project according to project guidelines and associated rubrics

Students will adhere to school’s AUP and abide by appropriate copyright policies

Students will have 5-10 minutes to showcase their project upon completion

Topics of SelectionBay of Pigs Invasion (April 1961)Invasion Vienna Summit Conference (June

1961)Berlin Wall gets erected (July 1961)Showdown at Checkpoint Charlie (October

1961)Cuban Missile Crisis (October 1962)Operation Mongoose Minuteman Missile or ICBMNuclear testing

Project ResourcesTextbookInstructors (as facilitator/coach)Web ResearchMultimedia Tools (must use 2)

◦Bighugelabs (mandatory)◦Animoto (recommended)◦Voicethread◦Pixton

Model LearningIdeally use a screencast

◦But to save time this evening I have not included the screencast of how to use tools

Show students example of introductory Visual Aid, final product using Bighugelabs (from unit but not a topic choice)

Animoto Example: If tech issues arise we might have to go to wiki (Jan’s page) to view (2.5 minutes)

http://animoto.com/play/5A7DzGd6srgXgBp4hCTJvQ#share?utm_source=trigger&utm_medium=email&utm_campaign=mp4_ready

Sample to give students a projection of (their own) final project◦but this particular sample was from a previous

unit and as such they should have greater appreciation based on prior knowledge.

Did not include other examples of all available tools, but students can lobby for selection and preference

Learning Standards AddressedPA standards:

◦8.3.C◦8.4.C◦8.4.W

NETS standards:◦Creativity and Innovation◦Communication and Collaboration◦ Information Fluency◦Critical Thinking◦Digital Citizenship◦Technology Operations

Blooms Taxonomy

While students produce their multimedia projects they will be: ◦Creating: designing, constructing, planning,

developing, publishing ◦Evaluating: critiquing, collaborating,

postulating◦Analyzing: comparing, organizing, outlining,

researching

AssessmentChosen topic and whyWhat students used as a multi-media medium

and whyPhysically demonstrate and present to class (5-

10 minutes) your project. Include project details:Introduce topic using introductory visual

(produced with creation tool: bighugelabs)Rubric samples for Introductory Visual Aid (#1)

and Amimoto Multimedia Project (#2) (used RubiStar rubric creation tool) next slide:

Assessment -ContinuedAdditionally, multiple measures gauges to

determine success of new improved lesson◦The rubric will be a means to determine whether

objectives were met, but it may not be the final vehicle used to determine growth, for example:

◦Unit test – Two component measures of the traditional unit test may be analyzed: Current unit tests may be measured against past tests Current unit tests can be measure against other topics

within same testStudent feedback, parent feedback

Rubrics (created using Rubistar)

Outcomes

Through our improved and more comprehensive approach, students will most certainly be able to demonstrate a much more appreciative understanding of their chosen topic of interest pertinent to that particular period of The Cold War

Questions

• Thanks in advance for your comments & feedback via backchannel Chatzy and Wallwisher