needs assessment - kent state universitypersonal.kent.edu/~kamster/website/complete id...

Do You Have the HOTS

For Technology?

Instructional Design Project

Karen AmsterHolly Cain

Jedidiah Rex

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Table of Contents

Needs Assessment..........................................................................................................................3

Instructional Analysis.....................................................................................................................5

Learner and Context Analysis........................................................................................................6

Performance Objectives.................................................................................................................8

Student Assessments Pretest .......................................................................................................................................12

Practice Test..............................................................................................................................17 Post-test.....................................................................................................................................21

Design Document.........................................................................................................................25

Instructional Materials & Learner Handouts ...............................................................................30

Formative Evaluation.......................................................................................................................................50

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NEEDS ASSESSMENT

The International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) and Performance Indicators for Teachers state:

III. Teaching, Learning, and the Curriculum Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:

(C) apply technology to develop students' higher order skills and creativity.

http://www.iste.org/inhouse/nets/cnets/teachers/t_stands.html

1. Preservice teachers must be able to confidently use technology and be able to understand and apply national educational technology standards in order to be effective educators. It is important that technology be integrated into the instruction in a manner that fosters creativity and higher order thinking skills in their students. In doing so student learning will be maximized. Many exemplars of teaching with technology to foster HOTS and creativity can be found across the internet. One of these can be found at www.edutopia.org, the website for the George Lucas Educational Foundation (GLEF). The ISTE has an excellent example of such a lesson at http://www.iste.org/inhouse/nets/cnets/students/pdf/PreK-2AwesomeAuthors.pdf

2. From our observations, it is our belief that technology is used intermittently and not to its fullest potential (i.e. to enhance student creativity in classrooms). When technology is used it is often for research or classroom management purposes (communication (emails), record keeping, or grade reporting). When technology is used for instruction it may be in place of an outline on the chalkboard (PowerPoint slides to accompany a lecture). In student assignments computers serve merely as an alternative to encyclopedias. Rarely is technology employed, and when it is used it is rarely used to spark student creativity or develop high order thinking skills. We feel that while every student has probably experienced technology in the classroom, we feel more can be done to assure that technology use is in line with standards and can simultaneously develop student creativity and higher order skills.

In order to find data to support our observations we would conduct observations of classrooms in various districts and demographics. This would provide a more accurate picture of how technology is being used in different classrooms. We would conduct two surveys, one for current teachers and one for their students. The teacher survey would rate the perceived amount of technology rich assignments against the total amount of assignments. It would also rate the perception of how well the teachers' assignments fostered creativity. The student survey would gauge the students' perception of how technology rich their experience is and how well these experiences foster creativity. We could also monitor school websites to find occurrences of creative projects (movies, podcasts, PowerPoint presentations) to determine how often they occur, what technologies were used, and what caliber of creativity is expected.

3. Many teachers do not understand that there is a difference between basic technology use and effective technology use. Teaching preservice teachers how to create assignments that include technology and foster creativity will help to close the need gap between the actual status and the exemplar. These new teachers will be able to model their skills in the schools where they begin their teaching careers. Our hope is that their co-teachers will see the benefit and may begin to include more technology based creative assignments for students as well.

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http://www.edutopia.org/

http://www.iste.org/inhouse/nets/cnets/teachers/t_stands.html

We feel that with some instruction and guidance, teachers would be willing to add technology to their instruction and focus more on creativity and higher order skills. If teachers present assignments that leave the door open to increased student creativity, innovative thinking and results are more likely to occur, and this will benefit the student in problem solving throughout life.

4. Goal: Preservice teachers will create activities which 1) align with National Educational Tech standard IIIc, 2) foster higher order thinking skills and 3) use technology effectively.

Definitions:

Creativity: innovative solutions and applications that help students generate new ideas and products; not standard or ordinary Higher Order Skills: problem solving – type of skills found towards the top of Blooms Taxonomy Technology: any device that allows for the application of specialized knowledge: i.e. computer, computer applications (MS word, Photoshop, etc.) camera, webcam, smartboard, ipod, etc. Preservice Teachers: students of education who have not yet entered the teaching field

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INSTRUCTIONAL ANALYSIS

Primary Type of Learning: Intellectual Skills – identifying/creating activities that foster HOTS with technology

Applying Tech Standards Instructional Analysis:

Goal: Preservice teachers will create activities which 1) align with National Educational Tech standard IIIc, 2) foster higher order thinking skills and 3) use technology effectively.

1.0 Understand Lesson Plan 1.1 Identify core issue of the lesson 1.2 Identify content standard(s) 1.3 Identify objectives or goals of lesson / assignment 1.4 Identify how students will be assessed at the end of the lesson1.5 Identify method of instruction (group or individual) 1.6 Identify characteristics of student population (grade level, gender, ethnicity, SES, special needs, learning styles)

2.0 Choose Media and Technology 2.1 Determine materials needed to meet needs of learners and lesson content requirements

2.1.1 Identify Tech Standard 2.1.2 List technology available/familiar with 2.1.3 Determine which technology/media is compatible with lesson 2.1.4 Match technology to student skills and learning outcomes and time constraints

2.2 Choose technology that will be effective by determining if technology is beneficial and enhances the overall goals of the lesson:

2.3 Identify technological difficulties 2.3.1 Do students need to know how to use the technology? 2.3.2 Can you teach them within the context of curriculum? 2.3.3 Is it accessible to all students?

3.0 Design Activity3.1 Understand the 6 levels of Bloom’s Taxonomy

3.1.1 Identify levels 3.1.1.1 Knowledge3.1.1.2 Comprehension3.1.1.3 Application3.1.1.4 Analysis3.1.1.5 Synthesis3.1.1.6 Evaluation

3.1.2 Determine level of Bloom's for given activities3.2 Determine actions of teachers during activity to facilitate student learning that fosters high levels of

Bloom's Taxonomy3.3 Determine actions of students during activity that fosters higher levels of Bloom's

3.4 Design end product/assessment that allows student to demonstrate knowledgeLEARNER AND CONTEXT ANALYSIS

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Category Data Source

Learner Characteristics Implication(s) for Instruction

Learners

Entry Behaviors

Course Syllabus

Professor Interview

Learners are computer users familiar with MS Word, PowerPoint, Excel, Windows, Movie Maker, scanners, digital cameras and the Internet.

Most learners have experience with other forms of technology: cell phone, video games, e-mail, text messaging, P2P networks (AIM), text messaging, MySpace and Face Book.

We do not need instruction in this technology because the learners are familiar with it.

The instruction must be flexible to allow learners to draw upon and give answers based on experience outside of the Educational Technology class.

Prior Knowledge

Professor Interview

Professor Interview

Syllabus

The learners have little knowledge about creating lesson plans and/or creating rubrics.

The learners are unfamiliar with learning theories such as Bloom’s Taxonomy.

The learners have been exposed to, but have not mastered state content standards or NETS.

The learners will be given a basic lesson plan. They will not be expected to develop their own lesson plans or rubrics.

The instruction will discuss Bloom’s Taxonomy and the learners will be given a reference chart displaying Bloom’s Taxonomy.

We will provide a source (Internet and manual) for this information because our instruction is focused on the application of the standards, and we will not cover this as a topic.

Attitudes Professor Interview

Most learners realize the importance of technology in education.

For those learners who do not realize the importance of technology in education, we must clearly demonstrate its value.

Motivation Discussion

ProfessorInterview

The learners have been students in the K-12 school environment, and they will empathize with their students, realizing the importance of stimulating lessons.

These learners have chosen to be education majors and are motivated to be present.

Our instruction must include methods to create engaging lessons.

The instruction can focus on the content.

Education and Ability

Professor Interview

The learners are college freshmen or sophomores with a 3.5 grade point average.

The instruction should be at a freshman college level.

Learning Preferences

Professor Interview

20-30% independent learners, 50-60% rely on the professor. The rest of the learners want to complete the work the easiest way. The learners prefer step-

Design self-paced programmed learning modules. There could be a variety of instructional methods: independent PSI, CBT, text. Less desirable methods would

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by-step instructions and individual work.

be group PBL or seminar.

Category Data Source

Learner Characteristics Implication(s) for Instruction

ContextPerformance

Physical Aspects Observation

K-12 classrooms with 20-40 students, possibly several computers in the classroom, laptop carts available or access to a computer lab.

The instruction must address varied technology and be adaptable to different technology. The instruction must practice skills as similar to the K-12 schools as possible i.e. the use of PC computers.

Social AspectsAssumption

Assumption

These learners will serve as models as they enter the workplace.

The learners will be teaching independently in their own classroom.

The instruction will include this as a motivating factor.

Independent learning during the instruction phase makes sense because it mirrors how they will eventually teach.

Relevance CustomTeachers are required to teach by standards. New teachers are observed and rated on their lessons.

There should be an emphasis on the direct application of our instruction to the learners’ teaching.

Learning

Compatibility with the Workplace

Professor Interview

The Ed. Tech. class is hands-on and meets in a computer lab on the Kent campus.

The instruction should include hands-on application of the material and take advantage of available technology.

Ability to Simulate Workplace

Observation The college classroom can be set up in configurations similar to K-12 classrooms.

The instruction should ask the students to arrange technology in a manner that is most conducive to teaching and learning.

Design and Delivery Constraints

Professor Interview

Professor Interview

Professor Interview

There are 75 minute blocks of instruction.

There is no additional direct support in the computer lab.

The professor is willing to administer pre and post-tests.

The instruction must fit in this time frame.

The instruction must be self-explanatory.

Pre and post-testing are possible.

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PERFORMANCE OBJECTIVES

Terminal Objective: Given a previously prepared lesson plan and a chart of Bloom’s Taxonomy, learners will be able to generate an activity that fosters higher order thinking skills and uses technology effectively.

1.0 Understand Lesson Plan

Given a previously designed lesson plan, learners will be able to correctly identify key components of the lesson plan.

1.1 Identify core issue of the lesson

Given a previously designed lesson plan, learners will be able to correctly circle and label the core issue of the lesson.

1.2 Identify content standard(s)

Given a previously designed lesson plan, learners will be able to correctly circle and label the content standards.

1.3 Identify objectives or goals of lesson / assignment

Given a previously designed lesson plan, learners will be able to correctly circle and label the objective of the lesson.

1.4 Identify how students will be assessed at the end of the lesson

Given a previously designed lesson plan, learners will be able to correctly circle and label the student assessment.

1.5 Identify method of instruction (group or individual)

Given a previously designed lesson plan, learners will be able to correctly circle and label the method of instruction.

1.6 Identify characteristics of student population (grade level, gender, ethnicity, SES, special needs, learning styles)

Given a previously designed lesson plan, learners will be able to correctly list any given characteristics of students.

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2.0 Choose Media and Technology

Given a lesson plan and a list of possible technologies, the learners will be able to choose at least two appropriate technologies that will enhance student learning.

2.1 Determine materials needed to meet needs of learners and lesson content requirements

Given a lesson plan and a list of possible technologies, learners will be able to choose at least two technologies that are compatible with the lesson content.

2.1.1 Identify Tech Standard

Given a previously designed lesson plan, students will be able to correctly circle and label the tech standard.

2.1.2 List technology available/familiar with

Given a list of technology and devices which are a) according to the Ed Tech syllabus covered in the class, b) available in the Kent State computer lab, c) commonly found in K-12 schools, d) recommended that teachers be familiar with, and e) identified by the instructor of the course as being commonly used by the students as a stimulus, the learners should create a list of all the technologies he or she is most familiar with.

2.1.3 Determine which technology/media is compatible with lesson

Given a lesson plan and their created list of possible technologies, learners will choose and list at least five technologies that would be compatible with and might be used with the lesson.

2.1.4 Match technology to learning outcomes and time constraints

Given the learning outcomes, time constraints and the list of compatible technology, learners will correctly indicate whether each technology matches the particular learning situation.

2.2 Choose technology that will be effective by determining if technology is beneficial and enhances the overall goals of the lesson:

Given the learning outcomes and the learner produced list of technology, learners will list at least two ways the technology enhances student learning.

2.3 Identify technological difficulties

Given the characteristics of the learners and the learner produced list of technologies, learners will correctly identify any possible technological difficulties and provide ways of overcoming these difficulties.

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2.3.1 Do students need to know how to use the technology?

Given a lesson plan and the learner produced list of technologies, learners will be able to correctly determine if students will be required to understand how to interact with the technology during the activity.

2.3.2 Can you teach them within the context of curriculum?Given a lesson plan and the learner produced list of technologies, the learners will correctly determine if students will be able to learn to interact with the technology within an appropriate amount of time.

2.3.3 Is it accessible to all students?

Given the learner produced list of technologies and the student learner analysis, the learners will be able to correctly analyze whether the technology is accessible, or can be adapted to be accessible, to all students.

3.0 Design Activity

Given the lesson plan, a copy of Bloom's Taxonomy Levels, and their list of technologies, the learner will create a learning exercise that fosters higher order thinking skills through the use of technology.

3.1 Understand the 6 levels of Bloom’s Taxonomy

Given a chart of Bloom's Taxonomy, the learner will be able to recognize, analyze, and apply the 6 levels of Bloom's Taxonomy.

3.1.1 Identify levels

Given an outline of Bloom’s Taxonomy levels, learners will be able to list all 6 levels from lowest to highest.

3.1.1.1 Knowledge

Given an outline of Bloom’s Taxonomy, learners will be able to correctly list three action verbs that correspond to the knowledge level.

3.1.1.2 Comprehension

Given an outline of Bloom’s Taxonomy, learners will be able to correctly list three action verbs that correspond to the comprehension level.

3.1.1.3 Application

Given an outline of Bloom’s Taxonomy, learners will be able to correctly list three action verbs that correspond to the application level.

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3.1.1.4 Analysis

Given an outline of Bloom’s Taxonomy, learners will be able to correctly list three action verbs that correspond to the analysis level.

3.1.1.5 Synthesis

Given an outline of Bloom’s Taxonomy, learners will be able to correctly list three action verbs that correspond to the synthesis level.

3.1.1.6 Evaluation

Given an outline of Bloom’s Taxonomy, learners will be able to correctly list three action verbs that correspond to the evaluation level.

3.1.2 Determine level of Bloom's for given activities

Given a description of a classroom activity, learners will be able to match the activity to the correct level of Bloom’s.

3.2 Determine actions of teachers during activity to facilitate student learning that fosters high levels of Bloom's Taxonomy

Given the lesson plan, their list of technologies, and a Bloom's outline, learners will be able to fully detail the teacher’s proposed actions during the activity and identify which higher level of Bloom’s it incorporates.

3.3 Determine actions of students during activity that fosters higher levels of Bloom's

Given the lesson plan, their list of technologies, and a Bloom's outline, learners will be able to fully detail the students’ proposed actions during the activity and identify which higher level of Bloom’s it incorporates.

3.4 Design end product/assessment that allows student to demonstrate knowledge

Given the determined student centered learning, learners will determine the parameters of a culminating project with which the student will demonstrate his or her newly acquired knowledge on a higher level of Bloom’s.

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STUDENT ASSESSMENTS

Applying Technology Standards – Testing Document

PREREQUISITE: Learners should be maintaining at least a “C“ average in the Tech Ed class before engaging in this instruction. Learners who do not have this may not have some of the prerequisite knowledge needed and may struggle with the instruction.

PRETEST: Do you have the HOTS for Technology?

Instructions for Administrators: Learners are not allowed to look anything up or use any reference materials. They are only allowed a test and the writing utensil of their choice. The test should be completed within 15 minutes.

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PRE TEST: Do You Have the HOTS for Technology?

FULL NAME: _______________________________________________________

Instructions for students: The purpose of this test is to determine how much you, as a learner, know and understand about using technology effectively to help foster students' higher order thinking. Answer each question fully and to the best of your knowledge. Do not worry if you do not know the answer to a question. You should guess if you are unsure of an answer. Each question is worth 2 points and a partial credit of 1 point may be earned on certain questions. Zero points will be given for unacceptable or blank answers. You are allowed to use any writing utensil you wish. Spelling and grammar does not count. Please print neatly.

1. List the three highest levels of Bloom's Taxonomy:

2. Read the following passage and then answer questions a - d: Name of Activity : Area Code Math

Topic: Arithmetic: Addition, Subtraction, Multiplication, and Division

Grade Level : 4th – 5th

Content Standards : Grade Four – Number, Number Sense and Operations Standard – 12: Analyze and solve multi-step problems involving addition, subtraction, multiplication, and division, 14: Demonstrate fluency in adding, subtracting, multiplying and dividing whole numbers.

Leaner Attributes : 4 Female, 7 Male,1 Visually Impaired student, combined group of 4th and 5th grade students all of whom have learning disabilities

Materials Needed : Telephone Book, U.S. Map with area codes on it Description of Activity : The phone book’s listing of area codes provides a novel source of three digit subtraction, addition, multiplication, and division practices as well as promotes map – reading skills and knowledge of U.S. geography. -- Prepare a map of the United States with the area codes on it. Use the telephone book’s area-code map as a model. Also prepare a set of math problems based on the area codes such as:

· Western Nebraska minus Missouri equals? · Eastern North Carolina plus Colorado equals? · Northern Minnesota times Arizona equals?

-- Working individually, students will use their maps to find the numbers indicated by state and area names and will perform the operation specified. More sophisticated word problems can be based on area code information such as:

· If Mark in Cincinnati wants to talk to Rachel in Chicago, what state’s area code must he add to his own to get the right area code for Chicago?

· What city’s area code multiplied by 2 will give you the area code for Independence, MO?

Reference: Great Ideas: From Learning Volume One Math, PA:Springhouse Corporation. P. 21. Idea by: Carol Lauritzen, Kansas City, MO. (1986). Springhouse.

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2a. What is the core issue of the lesson?

b. What are the content standards for the lesson?

c. Is the method of instruction group or individual?

d. What are three characteristics of the students?

3. Read the following two scenarios, choose which shows the more effective use of technology and give reasons for the one you chose:

a. Have books, charts, and periodicals available in the science classroom. Research begins as students discover and identify their birthstones. Internet research is combined with traditional materials in studying the stones within the context of the earth sciences.

b. Create a phony site with misinformation. Point students in its direction, with the teaching objective that they learn to question and challenge the information they gather and its source.

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Pretest continued

4. For a - b, read the two given scenarios and then choose which scenario shows the better use of student higher order thinking skills, then give reasons for the one you chose:

a. i. Mr Barnhouse, a music teacher, directs his students to do the following: "Choose a melody from one of the two following songs: “Old MacDonald”, “Three Blind Mice”. Using the melody from that song create a new song with new lyrics."

ii. A music teacher Ms. Howler instructs her music class that after they listen to "Peter and the Wolf," they are to write a summary of the story.

b.i. Ms. Jones is teaching a unit on leaves. She has each student choose two different leaves and then evaluate the similarities and differences between the two.

ii. Mr. Curtis has each student create his or her own tree by choosing and mismatching the characteristics of trees discussed in the lesson. Each student then presents the tree to the class detailing which characteristics he/she chose.

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Pretest continued

Pretest Scoring:

1. For each of 3 Bloom’s levels - no answer - 0 points,

answered but incomplete - 1 point,

answered fully - 2 points

2. For a-d - no answer/incorrect answer - 0 points,

answered correctly - 2 points

3. no answer/incorrect answer - 0 points,

correct answer but unsubstantiated - 1 point,

correct answer that is fully supported- 2 points

4. For a & b - no answer/incorrect answer - 0 points,

correct answer but unsubstantiated - 1 point,

correct answer that is fully supported- 2 points

Calculation:20 Points possible.

0-11 Points: F

12-13 Points: D

14-15 Points: C

16-17 Points: B

18-20 Points: A

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Pretest continued

PRACTICE TEST:

Instructions for Students: The purpose of this test is to give you practice in understanding the process of adding technology to a lesson in order to foster higher order thinking skills in students. You will be given a lesson plan and you will also be allowed to use a Bloom's Taxonomy chart. Answer each question fully and to the best of your knowledge making sure to give supporting evidence when required. You should guess if you are unsure of an answer. You may check your answers with given possible answers. You are allowed to use any writing utensil you wish. Spelling and grammar does not count. Please print neatly. Test should be completed before taking the POST TEST.

Instructions for Administrators: Each learner will be provided with a test and a prepared lesson plan, and will be allowed to reference a Bloom’s Taxonomy chart and their previously constructed list of technologies. Students can use a writing utensil of their choice. Student will also be allowed to reference the answer/example sheet as they work.

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PRACTICE TEST: Lesson Plan:

Create a New Amendment Lesson Plan Subjects: Language Arts, Social Studies - Government, Ed. TechnologyGrade Levels: 10th grade

Learners: These students are above-average readers who enjoy working in groups. They have developed skills in using productivity software.

Standards:BENCHMARK » Analyze the evolution of the Constitution through post-Reconstruction amendments and Supreme Court decisions.INDICATOR - Examine the U.S. Constitution as a living document by analyzing its evolution through amendments and Supreme Court decisions including: Plessy v. Ferguson; Brown v. Board of Education; Regents of the University of California v. Bakke INDICATOR - Explain why the 19th and 26th Amendments were enacted and how they affected individuals and groups.

Objectives: Students will gain a greater understanding of the amendments to the Constitution, demonstrate critical thinking & creative thinking skills, as they develop a new amendment

Procedure: Review and discuss with students the important points of the amendments to the Constitution.

Discuss the guidelines for adding a new amendment to the Constitution.

Tell students to imagine that they have been appointed to committees to create a new amendment. Have students brainstorm ideas for the new the amendment. Write their ideas on the board.

Divide the class into small groups. Have each group choose one of the ideas. Students work together to create a proposal for their idea and present it to the class. Have students create their proposals as PowerPoint presentations.

Assessment: After listening to the presentations, have each student write down the one amendment he or she thinks should be added to the Constitution with support. Tally the choices and note the top choice on the board.

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PRACTICE TEST: Do You Have the HOTS for Technology?

FULL NAME: _______________________________________________________


1. List the three highest levels of Bloom’s Taxonomy and list three action verbs for each.

2. Write out the following from the information on the given lesson plan:

a. What is the core issue of the lesson?




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3. Explain two technologies you would use in the learning experience of this lesson and then answer the following questions giving supporting reasons:

a. How is this technology compatible with the lesson goals?

b. How does this technology match to student skills and time constraints?

c. How do you know this technology is beneficial to the students’ learning of the lesson?

d. How could this technology be adapted to be accessible to all students in this learning population?

4. Write a paragraph detailing each of the following. Make sure to provide supporting evidence for each action:

a. What will be the teacher’s proposed actions during the instruction period and which level of Bloom’s does each action incorporate?

b. What will be the students' proposed actions during the instruction period and which level of Bloom’s does each action incorporate?

c. What will be the culminating project with which the student will demonstrate his or her newly aquired knowledge and which level of Bloom’s does it incorporate?

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Practice Test continued

Scoring: During the practice test students will be provided a sheet with all the answers/examples from the lesson plan and will be able to reference it as they progress through the lesson. They will also be given the grading rubric that will be used with the PostTest (below).

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POST-TEST: Applying Technology and Higher Order Thinking Skills to Lessons

Instructions for Students: The purpose of this test is to determine how much you, as a learner, understand about the process of adding technology to a lesson in order to foster higher order thinking skills in students. Answer each question fully and to the best of your knowledge making sure to give supporting evidence when required. You should guess if you are unsure of an answer. Each question is worth 2 points and a partial point of 1 may be earned. Zero points will be given for unacceptable or blank answers. You are allowed to use any writing utensil you wish. Spelling and grammar does not count. Please print neatly. Test should be completed before the end of the class. You will be given a lesson plan. You will also be allowed to use a Bloom's Taxonomy chart and your list of familiar technology.

Instructions for Administrators: Each learner will be provided with a test and a prepared lesson plan, and will be allowed to reference a Bloom’s Taxonomy chart and their previously constructed list of technologies. Students can use a writing utensil of their choice.

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POST-TEST: Do You Have the HOTS for Technology?

Instructions For Students:The purpose of this test is to determine how much you as a learner understand about the process of adding technology to a lesson in order to foster higher order thinking skills in students. Answer each question fully and to the best of your knowledge making sure to give supporting evidence when required. You should guess if you are unsure of an answer. Each question is worth 2 points and a partial point of 1 may be earned. Zero points will be given for unacceptable or blank answers. You are allowed to use any writing utensil you wish. Spelling and grammar does not count. Please print neatly. Test should be completed by typing the answers to each question, saving the file, and then emailing the file as an attachment to the email address provided by the instructor. You will be given a lesson plan. You will also be allowed to use a Bloom's Taxonomy chart and your list of familiar technology. You have two days to work on this, and must have it submitted before 9pm on the second day. Check with the instructor for the exact date.

Lesson Plan:

LESSON: Frontier Wars of the 1790s

(A lesson plan for Grades 4 and 5. Can be adapted for Grade8)© 2006 Ohio Historical Society, Museums Division, 1982 Velma Avenue, Columbus, OH 43211-2497 www.ohiohistoryteachers.org www.ohiohistorycentral.org www.ohiokids.or

Lesson Summary:In this lesson students will learn about the frontier wars of the 1790s. They will gain an understanding about the causes and effects of these wars through individual or group research, create informational or editorial broadsides, and share their research and the broadsides they have made with the rest of the class.

Procedures:Explain to the students that they will research one of the battles of the frontierperiod then prepare a report. Singly, in pairs, or teams, have the students research their choice of battle, then write their report for turn in or oral delivery. Discuss life in the 18th century with the students. Remind them to keep in mind that times were different without electricity, electronic communication, and mechanical transportation. How would daily activities then compare to those today? How was information passed about in the populated East? How was the news relayed on the frontier? Could everyone read?

Content Standards:Benchmark B. Describe the cultural patterns that are evident in North America today as a result of exploration, colonization, and conflict.

Grade 4 - Indicator 3. Explain the causes and effects of the frontier wars of the 1790s, including the Battle of Fallen Timbers, on American Indians in Ohio and the United States.

Benchmark B. Analyze examples of interactions between cultural groups andexplain the factors that contribute to cooperative conflict.

Grade 4 - Indicator 2. Describe the impact of the expansion of Europeansettlements on American Indians in Ohio.

Learner Info: 22 4th graders all with high knowledge of technology, no gifted students, no students with learning disabilities, two ESL students, and one deaf student who can read lips and works with an interpreter

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TEST: 1. Write out the following from the information in the given lesson plan:

a. What are the content standards?

b. What are the objectives of the lesson?

c. What is one characteristic of the students in this population?

2. Explain two technologies you would use in the learning experience of this lesson and then answer the following questions giving supporting reasons:



c. Why do you think this technology is beneficial to the lesson?

d. How could this technology be adapted to be accessible to all students in the defined student learner population?

3. Write a paragraph detailing each of the following, make sure to provide supporting evidence for each action:

a. What will be the teacher’s proposed actions during the instruction period and which higher level of Bloom’s does each action incorporate?

b. What will be the students' proposed actions during the instruction period and which higher level of Bloom’s does each action incorporate?

c. What will be the culminating project with which the student will demonstrate his or her newly acquired knowledge and which higher level of Bloom’s does it incorporate?

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Do You Have the HOTS for Technology? Post-test CRITERIA/SCORING:

Criteria: 0 1 2

Question 1-Lesson PlanListed

IncorrectlyListed

Correctlya. Listed Content Standards correctly Xb. Listed Objectives of Lesson correctly Xc. Listed student end product correctly XCOMMENTS:

Question 2-Technology

Not answered Technology is unacceptable or no support

given

Technology is acceptable and well supported

a. Technology is compatible with lesson goalsb. Technology matches skills/time constraintsc. Technology is beneficial to lessond. Technology is adapted to all studentsCOMMENTS:

Question 3 – Bloom’s Taxonomy

Knowledge or comprehension

level

Application or analysis level

Synthesis or evaluation

levela. Teacher’s actions level of Bloom’sb. Students’ actions level of Bloom’sc. Culminating project level of Bloom’sCOMMENTS:

Question 3

No answer or does not take into account lesson plan

Writes paragraph but does not give

enough supporting evidence, or takes little of lesson plan

into account

Writes paragraph,

gives supporting

evidence and takes all of lesson plan

into account

a. Teacher’s actionsb. Students’ actionsc. Culminating projectCOMMENTS:

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Calculation: 0-15 Points: F; 16-18 Points: D; 19-21 Points: C; 22-23 Points: B; 24-26 Points: A

Cluster A Bloom’s Taxonomy

Cluster B Understand Lesson plan

Cluster C Choosing Media & Technology

Cluster D Create Learning Activity

Gain Attention (Attention)

Opening screen – “Do You Have the HOTS for Technology?” (“Napoleon Dynamite” Music)

"Before you can implement technology (picture) you need to do this (lesson plan)"

Explain benefits of application of technology-rich activities that foster HOTS for K-12 students.

Mental Challenge to student: Now that you’ve got this great technology and understanding of HOTS, let’s put it to use to design an effective activity.

Inform Learner of Objective (Relevance)

Related to goals in life Focus on what need to know

State on screen: Development of Higher Order Thinking Skills helps students construct knowledge and solve problems.

Bloom's will help to decipher what is on a higher level of thinking.

Explain how each part of an effective lesson plan serves to add structure and improve student learning.

Technology-infused instruction is effective, beneficial to learning, interesting and engaging for students. Learners will be creating a list of tech, analyzing problems and identifying benefits of tech.

Learners will design an activity which incorporates HOTs and Tech.

Stimulate Recall of Prior Knowledge

Learners have no prior, or limited knowledge of Bloom’s. However, they will be aware that there are different ways to approach teaching a subject and will be shown that some methods are better than others.

Recall of instructional planning they completed for Ed Tech class assignments

Remind students that they are familiar with many types of technology from class and everyday use. Stimulus list with tech in computer lab, studied in class, common every-day.

Review the items in clusters A-C. Each part builds upon the other

Present Stimulus Material

Written handout / instructional manual, Bloom’s chart showing 6 level hierarchy and action verbs associated with each level, illustration of activity at each level of Blooms, one sample of higher order Bloom’s identified.

The examples provided in this instruction will be self-directed.

Provide definitions of lesson plan components and label the components within a lesson plan.

( Part to whole instruction)

Present information about compatible, beneficial, effective, and assistive technology and show examples of good technology that matches a lesson plan

(Students are given problem to solve with additional instruction provided during the discussion of possible solutions.)

Step-by-step guidance to help students develop an activity that goes along with the lesson plan that uses tech and HOTS. -teacher’s actions -students’ actions -culminating project

(Experiential, student-centered learning)

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Provide Learner Guidance (Confidence)

Bloom’s chart provided, multiple examples

Examples with provided answers

Instruction provided with prepared examples

Show optimal examples of how this is done

Elicit Performance

Students answer questions on the practice test which are embedded into the instruction.

Learners choose the better example of HOTS teaching activity and write level action verbs.

Students write answers to practice test on provided handout.

Learner will create own list of familiar tech and work through embedded practice test, writing answers on handout

Small-group discussion.

Learner will create learning activity and detail it in the practice test.

Provide Feedback (Satisfaction)

Embed practice tests into instruction

Interactive, branching PowerPoint quiz gives students immediate feedback.

Provide correct answers to questions n handout and give rationale for answers provided.

Learners will be told that they will have the opportunity to discuss answers with other students and an instructor in a small group at the end of the power point.

Give answers along with explanation.

Learners will be told that they will have the opportunity to discuss answers with other students and an instructor in a small group at the end of the PowerPoint.

Give possible answers and have learners check to see if their answers on the practice test are similar. Learners will be told that they will have the opportunity to discuss answers with other students and an instructor in a small group in next module.

Give possible answers and allow for comparisonLearners will be told that they will have the opportunity to discuss answers with other students and an instructor in a small group in next module

Assess Performance

In the post-test learners will be asked to incorporate and analyze the use of HOTS in lessons.

Post test requires learners write each lesson plan component

Post-test requires students analyze use/benefits of technology in activity

Post test requires students outline their instruction

Enhance Retention and Transfer

Students are told that they will use Bloom’s in their teaching.

Examples are many, and varied, and present the information in different contexts.

In final module of this unit. Learners will need to use this information in

The lesson plan components will be referred back to throughout the lesson.

Many different lesson plans from various curriculum areas are presented.

The activities students will be thinking about and designing parallel what they will do as teachers.

Follow-up activity we will ask students to evaluate our instruction.

Student elaboration

By presenting the instruction in a computer lab setting with technology, we are setting example for using tech and HOTS to stimulate learning.

Ask: If students where doing this instruction, how would they do it differently?

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designing activity. Follow-up activity will ask students to evaluate our instruction.

Follow-up activity we will ask students to evaluate our instruction.

during small group discussion will relate individual experiences to the topic for meaningful learning.

Student elaboration during small group discussion.

Post-test rubric serves as advanced organizer.

Applying Tech Standards Design Document

Overview

The Applying Tech Standards instruction teaches first-year education students how to use Bloom’s Taxonomy along with technology-infused instruction to create classroom activities which align with NETS (National Educational Technology Standards) and foster students’ creativity and higher order thinking skills (HOTS).

Method and Delivery

The instruction is delivered though a self-paced narrated PowerPoint presentation with a learner hand-out packet which is followed by a small-group discussion and take-home post-test assessment. The first part of this training is expository in nature. It describes Bloom’s Hierarchy of Cognition, explains the components of a lesson plan, and defines what is meant by compatible, effective, beneficial and assistive technology. The second part of the instruction is more experiential. It guides students by showing ways that they can apply their knowledge and then asks them to use HOTS to synthesize original classroom activities using technology and to evaluate the training. Because we realized that learners will come to the instruction with different types of tech experiences, we designed open-ended learning exercises. We thought this would promote transfer by allowing learners to creatively draw upon their backgrounds, much as what they will do in the performance context as a teacher in their own classroom.

After completing the self-paced portion of the instruction, students are directed to enter into small-group discussions where they will have the opportunity to talk with others students about the material presented, ask the instructor questions to clear up any misconceptions, and share their unique solutions to the exercises. (Student workbooks will have discussion guidelines and suggested topics to facilitate the discussion process. Attitudinal questions asking for student reaction to the instruction will be included in the trials.) These discussions will increase the learner confidence and help students to learn the material in greater depth. By listening to other’s ideas and seeing different ways that technology and HOTS can be applied to classroom activities, it is more likely that learners will be able to transfer the information and use it outside of the instructional setting. Students’ retrieval, rehearsal and elaboration of the material during the discussions will help them to organize and store the information in a manner which will facilitate retrieval later on.

Clusters and Sequencing:

Our instructional analysis contains three major steps. During the instructional strategies design phase, we decided that since our audience is comprised of beginning education students, who are unlikely to be familiar with Bloom’s Taxonomy and who have little experience with lesson planning, it would be wise to present the instruction in four chunks, or clusters, placing practice and feedback after each chunk. In this way, each cluster

27

will be focused on a particular topic, and the students will not be overwhelmed with the amount of instruction presented at one time, and they will feel more comfortable and confident in their learning. We also decided that we should present the Bloom’s Taxonomy cluster first, so students will have HOTS in the forefront of their minds and be able to relate it to all the subsequent aspects of the instruction.

The instructional objectives fall quite naturally into four topic areas which are our clusters:

Cluster A: Bloom’s Taxonomy : Objectives 3.1, 3.1.1, 3.1.1.1, 3.1.1.2, 3.1.1.3, 3.1.1.4 3.1.1.5, 3.1.1.6, 3.1.2

Cluster B: Understand Lesson Plan: Objectives 1.0, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6

Cluster C: Choosing Media & Technology : Objectives 2.0, 2,1, 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.2, 2.3, 2.3.1, 2.3.2, 2.3.3

Cluster D: Create Learning Activity: Objectives 3.2, 3.3, 3.4

Each cluster builds upon the one that came before it, and in the final cluster, all the units are reviewed and students integrate all the knowledge into a learning activity.

Within the different clusters of the instruction, the sequencing of the information varies, which helps to hold the students’ interest. In the Bloom’s cluster, the six levels of the hierarchy are presented sequentially in a tutorial format with interactive quizzes. The next cluster breaks the lesson plan into its parts and uses part to whole sequencing. The last two clusters presents a few definitions and then proposes a learning problem which the student must creatively solve. Later, additional instruction and learner guidance is provided when the students compare their answers to the problem with possible solutions which include explanatory rationales. Quick assessments, in the form of embedded the practice tests between clusters, signal to students that we’re ready to move on and that something new is coming up.

Selection of Media and Delivery Systems

The chosen delivery method is a self-paced, narrated PowerPoint slideshow accompanied by printed student handouts. We felt that a PowerPoint slideshow was simple enough for us to produce and yet robust enough to permit us to incorporate a variety of teaching aids including tables, diagrams, advanced organizers, digital photos, video clips, audio narration, interactive quizzes with feedback, hyperlinks to Internet resources for enrichment, and navigation buttons to allow the learner to replay and review a part of the instruction. Members of our target population, pre-service teachers in the Ed. Tech class, would be familiar with PowerPoint and would be able to use it successfully. Further we felt that since the focus of the Applying Tech Standards instruction is using technology in education, it was incumbent upon us to set the example by teaching with technology. We realized that in addition to teaching cognitive skills, we also had the opportunity here to model technology-use in a way that could positively influence students’ attitudes toward using technology in their future teaching careers.

The Ed. Tech professor had told us that her students prefer step-by-step instruction and individual work. Our PowerPoint instruction is self-paced, individual training, so students can start the training according to their own schedule, proceed at their own pace, go back to review information, study the additional links provided, and take time to think about and complete the examples without feeling rushed. With PowerPoint we were able to present the material in a stimulating manner using up-beat musical interludes and color and animation to gain and maintain student attention. Further, since we could combine visual presentation together with audio narration, students’ meaningful learning is strengthened.

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During the instruction, students also refer to printed charts and write answers to practice test questions in a student workbook. Reference materials are provided so students will be able to do more complex thinking without having to memorize definitions, and the handouts give students a chart that they can keep to refer to during other classes, thus enhancing their transfer of knowledge to other settings. Writing answers in the handbook keeps students engaged in the lesson and is a form of enactment that strengthens student retention. We envisioned the students doing the instruction in one of the Kent computer labs, where the learning context would be similar to the K-12 performance contexts that these Ed. Tech students will encounter when they become teachers. This will also enhance transfer. Assessments

Student practice is distributed throughout the instruction. The practice test is embedded within the instruction so the students can try-out what they are learning and receive feedback with explanations. We feel that the questions are challenging, yet easy enough that success rate should be quite high to ensure learner confidence. In Cluster A, students are presented with examples and non-examples of activities requiring higher order level of thinking, and they are to select the one that demonstrates the higher Bloom’s level. Dick, Carey, and Carey point out that learning is facilitated by showing learners examples and non-examples. To facilitate learner transfer, the practice problems vary widely in their approach and content. In clusters C and D and in the post-test, the practice includes authentic, real-life examples i.e. preparing student learning activities, which replicate what learners will be doing as teachers. These authentic exercises will assist in retention and transfer.

We decided that the student will be allowed to take the post-test home and email the results back to the instructor within two days. This serves several purposes. First it ensures that the student will receive personalized feedback on his responses. This will motivate the student to do his best and will improve his overall confidence and satisfaction in the course. Second, we feel that the PowerPoint instruction and discussion will probably just about fill an entire 70-minute instructional block. We do not want the student to feel rushed to finish the instruction and post-test, or feel inconvenienced if the instruction runs long. Third, asking the student to complete the post-test later allows time for consolidation of the knowledge, which helps with later retrieval of the information.

ARCS model

Throughout the instructional design we have integrated the ARCS model for student motivation. In order to gain and maintain learner attention, mental challenges, real-life lesson plans, catchy music, and colorful slides with animation are used. To ensure relevance and to relate the instruction to learners’ goals, references are made throughout the presentation reminding pre-service teachers that they will be able to use this information in planning effective, engaging activities in the classroom. To ensure that the learners remain confident in their ability to master the topic, objectives for each cluster are clearly and concisely stated. Material is presented in manageable chunks with testing after each chunk, and the opportunity to discuss the material with other students and the instructor in a small-group setting is provided. The activities and exercises are challenging, yet easy enough that college freshman should be able to successfully complete them. To ensure that the learners derive satisfaction from the learning experience, multiple and varied examples are presented and reinforcement in the form of feedback with explanation is used. At the end of the instruction, learners should feel the intrinsic satisfaction gained from being able to successfully apply new knowledge about technology and HOTS to a learning activity.

INSTRUCTIONAL MATERIALS

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Do You Have the HOTS

For Technology?

LEARNERHANDOUTS

30

Bloom’s Taxonomy of Cognitive Processing Description Higher Level Verbs projects

Eva

luat

ion Make judgments about value

Compare and discriminate between ideas

Use of definite criteria for judgments

appraiseargue assesscompareconcludeconvincecritiquedecidediscriminateevaluate

explain

gradejudgejustifymeasurerankrecommendselectsummarizesupporttest

Decide which person would best fill a position.

Decide which proposed plan is best.

Justify the actions of your favorite historical figure.

Sy

nthe

sis

Putting old ideas together to create new ones

Relating knowledge from several areas

Communicating an idea in a unique way.

Predicting and drawing new conclusions

Creating new and original things

blend buildcreatecombinecompilecomposedevelopdesignform

formulateinventintegratemakemodifyplanreconstructrewrite

Create a new song for the melody of “Mary Had a Little Lamb”

Combine elements of drama, music and dance into a stage presentation.

Create a model of a new game that combines thinking, memory and chance equally.

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Ana

lysi

s Breaking information or concepts into parts to understand it more fully

Seeing patterns in the organization of parts

Recognition of hidden meanings

analyzearrangebreak downclassifycompare/contrastconnectdistinguishdivide

explaininferorderselectseparate

Think of a problem situation facing our country. Identify several real problems that made up this situation.

Search through a painting to uncover as many principles of art as possible.

Inspect a house for poor workmanship.

Bloom’s Taxonomy of Cognitive ProcessingLower Levels

Description verbs projects

App

licat

ion

Applying concepts and principles to new situations.

Constructing charts and graphs

Applying laws and theories to practical situations

apply calculatechangeclassifycompletedemonstrate discoverexamineexperiment

illustrate modifyorganize predict prepare relate show solve

Put this information in graph form

Compare and contrast attitudes toward space exploration today and in the 1940s.

Organize the forms of pollution from most damaging to least damaging.

You are in charge of a 1970s Hall of Fame. Who would be in it and why?

Com

preh

ensi

on Understanding the meaning of material

Interpreting facts

Seeking relationships among things

associatecontrastdescribedifferentiatediscuss distinguishestimate

extend give examplesinterpretparaphrasepredictsummarize

Give reasons for the energy crisis

Interpret the chart showing the rate of inflation over the past ten years

Summarize the story

What were the underlying factors that contributed to the Revolutionary War?

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K

now

ledg

eRecalling previously learned material

Knowledge of dates, events, places and major ideas

←

collectdefinedescribeexamineidentifylabellistname

point to quote show tabulate tell when where who

←

←

Label the parts of a plant.List the freedoms in the Bill of Rights.Identify the food group each of these foods belongs to.Show the numerals one to ten in Roman numeral form

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Cluster A - PRACTICE TEST:


1. List the three highest levels of Bloom’s Taxonomy and list three action verbs for each:

Page 4

34

STOP

You Have Completed Cluster A Assessment

Please Return To The Powerpoint And Click To The Next Slide To

Check Your Answers And Continue With The Instruction

35

Cluster B - PRACTICE TEST: QUESTION 2Read over the following lesson plan and then answer the questions that follow:

Lesson Plan:

Create a New Amendment Lesson Plan

Subjects: Language Arts, Social Studies - Government, Ed. TechnologyGrade Levels: 10th gradeLearners: These students are above-average readers who enjoy working in groups. They have developed skills in using productivity software.

Standards:BENCHMARK » Analyze the evolution of the Constitution through post-Reconstruction amendments and Supreme Court decisions.INDICATOR - Examine the U.S. Constitution as a living document by analyzing its evolution through amendments and Supreme Court decisions including: Plessy v. Ferguson; Brown v. Board of Education; Regents of the University of California v. Bakke INDICATOR - Explain why the 19th and 26th Amendments were enacted and how they affected individuals and groups.

Objectives: Students will gain a greater understanding of the amendments to the Constitution, demonstrate critical thinking & creative thinking skills, as they develop a new amendment

Procedure: Review and discuss with students the important points of the amendments to the Constitution.

Discuss the guidelines for adding a new amendment to the Constitution.

Tell students to imagine that they have been appointed to committees to create a new amendment. Have students brainstorm ideas for the new the amendment. Write their ideas on the board.

Divide the class into small groups. Have each group choose one of the ideas. Students work together to create a proposal for their idea and present it to the class. Have students create their proposals as PowerPoint presentations.

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Assessment: After listening to the presentations, have each student write down the one amendment he or she thinks should be added to the Constitution with support. Tally the choices and note the top choice on the board.

Page 6Cluster B - PRACTICE TEST: Cont’d


2. Write out the following from the information on the given lesson plan:

a. What is the core issue of the lesson?



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Page 7

STOP

You Have Completed Cluster B Assessment



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Cluster C: Technology List

Please list any technologies with which you are familiar.

The list has been started for you and contains technologies from this class as well as some that you possibly may have encountered already.

MS Word MS Powerpoint Windows Movie Maker Internet Cell Phone Computer Video Games Digital Camera Scanner

(List technologies here)

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Cluster C - PRACTICE TEST: Question 3Read over the lesson plan and then answer the questions that follow:Lesson Plan:

Birthstone Project with a Multimedia Twisthttp://cnets.iste.org/students/pf/pf_birthstone_project.html

Link to PDF: http://cnets.iste.org/students/pdf/6-8BirthstoneProject.pdfGrade Range: Middle Grades 6-8

Subject: English/Language Arts

Purpose: English language arts, science, and technology come together in a meaningful way through research and writing about personal birthstones. Students focus on planning and pacing to build their study skills.

Description: This lesson sequence is designed to be an interdisciplinary project for an English language arts teacher, an earth science teacher, and if possible, a technology teacher. The lessons focus on English and language arts as the vehicle for expression and analysis of valid material. Students learn about their birthstones as well as the mineral industry through online research, writing, and development of an electronic presentation.

S T A N D A R D S

CURRICULUM/CONTENT AREA STANDARDS for English/Language Arts ELA 1, 3, 4, 5, 6, 7, 8, 10, 11, 12

NETS PERFORMANCE INDICATORSfor Middle Grades 6-8 2, 4, 5, 7, 8, 10

Activities

P R E P A R A T I O N

Develop a timeline to keep track of deadlines.

Distribute a traditional calendar to students and parents with all project deadlines clearly noted. All students cross-reference their research assignments and deadlines in their student planners.

Create a 'traveling folder' for students to hold their reports as they carry them from class to class. (This simple device cuts down on the 'I lost my paper' excuse.)

At the project's midway point, notify parents a second time via computerized phone call, e-mail, or message on the homework hotline.

Foreign Language Standards

NETS Perfomance Indicators

Grades PreK-2

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http://cnets.iste.org/students/s_profile-68.html

http://cnets.iste.org/currstands/cstands-ela.html

http://cnets.iste.org/students/pdf/6-8BirthstoneProject.pdf

SCIENCE CLASS PROCEDURE

1. Have books, charts, and periodicals available in the science classroom. Research begins as students discover and identify their birthstones. Internet research is combined with traditional materials in studying the stones within the context of the earth sciences.

ELA 1, 8 7

2. If possible, create a phony site with misinformation. Point students in its direction, with the teaching objective that they learn to question and challenge the information they gather and its source.

ELA 11 10

3. Students fill in their research outline for an essay to be written later. As part of the research phase, emphasize taking notes for a bibliography.

ELA 5, 6, 8

ENGLISH LANGUAGE ARTS PROCEDURE

1. Students write a narrative essay titled 'Circumstances of My Birth.' This autobiographical piece requires students to do some basic research, and its purpose is to generate interest in and enhance the success of the research writing task. This piece will act as a prologue, in each student's own voice, to the formal research paper and is particularly effective when recorded in the writer's voice as part of a multimedia presentation. Students write the first drafts of their introductions in class, stressing their personal connections to their birthstones. Following the research outline helps students learn the basic report format.

ELA 4, 5, 8

8

TECHNOLOGY INTEGRATION PROCEDURE 1. Students word process their handwritten research outlines. ELA 5 82. Students continue to use search engines on the Internet to locate gemstone Web sites.

They develop a file of scanned or downloaded birthstone images, and find short computer animations of birthstone formation. At this point, introduce and explain the concepts of copyright and intellectual property. Students can use a digital camera to produce original graphics. These resources are saved for use in students' multimedia presentations.

ELA 8, 11IL 3

7, 8, 10

3. Using word-processing software, students create their first paragraphs by expanding their outlines. Voice-rich material, handwritten in English class, is added. Students use this basic procedure to develop all essays over approximately two weeks.

ELA 5, 8IL 3

5

4. Once students have completed all their paragraphs, they assemble them into a formally formatted report (bound on the left). Teach advanced word-processing skills so that students can develop title pages, table of contents, page numbering, and bibliographical information.

ELA 5, 8 5

5. After completing their reports, students begin their multimedia stacks. Use a rubric with performance expectations. Students design, animate, and test cards that present significant research text. Require that students do a bibliography card.

ELA 7, 12

6. After completing the multimedia stack, students produce a Web page that includes text from the formal report, links to the stacks, and an interactive 'Webliography' of sites with pertinent gemstone information. Students also create a cross-reference to other student-created sites for the same birthstone.

ELA 7, 12 4

7. Organize a technology night for students to demonstrate and explain their presentations. Self-evaluation techniques that stress connections to NETS for Students and student performance can be shared and promoted.

ELA 4, 6, 8, 11, 12

2

SCIENCE AND TECHNOLOGY PROCEDURE

1. Conduct a mineral lab to let students gather firsthand data about birthstones. Students analyze the results of the mineral lab and compare their results using a database. Information from the mineral lab is used in the second draft in the appropriate sections of the research reports.

ELA 8

41

2. The final deadline for typed research outlines is reached after approximately two weeks. Students submit their research outlines, which include endnotes and a bibliography. Outlines are reviewed by the teaching team and scored in science class for accuracy and completeness.

ELA 10

Tools and Resources

SOFTWAREWord-processing, database, presentation, Web page creation

OTHERResearch outlines, rubrics, print research materials, materials to perform mineral scratch tests

WEB SITESKingsbury Middle School (student samples): http://dcsd.k12.nv.us/kms/barbwire/kms.htm

Assessment

Develop grading rubrics in science, English, and technology that reflect each discipline's emphasis. Distribute and explain these rubrics in all classes. For the revision of the first typed draft, emphasize sentence fluency, mechanics, and personal voice.Using the same rubrics supplied to students, have each team member read and assess a final word-processed draft of each research paper.

Credits: Dennis O'Connor, Phil Sorensen, and Barbara Lothian, Kingsbury Middle School, Douglas County, Nevada

Comments: Most reports gather dust once they have been turned in and graded. The Birthstone Project just keeps building. Word-processed files and computer graphics are now used in a HyperStudio-based multimedia production. Students are taught the programming basics of HyperStudio, learn how to save their word-processing files to a text format, and learn how to import graphics from other programs and the Internet. Students also create HyperStudio stacks. Once again, rubrics are used to help students understand grading criteria. As we looked at how we wanted to assess students' work and provide feedback, we decided to write comments in separate colors to distinguish our remarks. Each class counted the assignment as a major term paper. We returned papers and grading rubrics to students. (A major goal for this year's rotation is to streamline and simplify our grading.)The completed stacks are shared with the community at a school board meeting. Birthstone multimedia presentations also became the centerpiece of a back-to-school night in the technology lab. The level of excitement generated by going from the traditional report to a multimedia production is extraordinary. Many of the students we lost during the more traditional phase of the project were willing to make up their missed work so that they could participate in the multimedia project. The entire teaching team is invigorated and enthused by the interdisciplinary process. Student motivation is very high. All teaching team members, while exhausted, feel renewed.

Questions on NEXT PAGE

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mailto:[email protected]

http://dcsd.k12.nv.us/kms/barbwire/kms.htm

Cluster C - PRACTICE TEST: Cont’d


3. Read over the lesson plan presented above and answer the following questions:



c. How do you know this technology is beneficial to the student’s learning of the lesson?

43

d. How could this technology be adapted to be accessible to all students in this learning population?

Page 13

STOP

You Have Completed Cluster C Assessment



44

Cluster D - PRACTICE TEST:

Lesson Plan:

Create A New Planet Lesson Plan

Subjects: General Science, Earth and Space Science

Grade Levels: 5th Grade

Characteristics of Learners: average class of 25 5th graders, one student is blind, two others have difficulties with reading,

and four have been identified as gifted; this class overall enjoys opportunities to be creative, working independently, and are

especially good at making presentations to the rest of the class

Content Standards: Science: Grade 5: Earth and Space Science: 2. Explain that Earth is one of several planets to orbit the

sun, and that the moon orbits Earth.

Objectives:

1. Students will be introduced to the concept of other planets in the solar system and the criteria used when

determining which bodies are planets and which are not.

2. Students will be able to identify these characteristics and apply them to different scenarios.

Instructions for Students: The purpose of this test is to give you practice in understanding the process of adding technology to a lesson in order to foster higher order thinking skills in students. You will be given a lesson plan and you will also be allowed to use a Bloom's Taxonomy chart. Answer each question fully and to the best of your knowledge making sure to give supporting evidence when required. You should guess if you are unsure of an answer. You may check your answers with given possible

45

answers. You are allowed to use any writing utensil you wish. Spelling and grammar does not count. Please print neatly. Test should be completed before taking the POST TEST.

Questions on NEXT PAGE

Page 15Cluster D - PRACTICE TEST: Cont’d

4. Write a paragraph detailing each of the following, make sure to provide supporting evidence for each action:

a. What will be the teacher’s proposed actions during the instruction period and which level of Bloom’s does each action incorporate?

b. What will be the students' proposed actions during the instruction period and which level of Bloom’s does each action incorporate?

46

c. What will be the culminating project with which the student will demonstrate his or her newly aquired knowledge and which level of Bloom’s does it incorporate?

Page 16

STOP

You Have Completed Cluster D Assessment



47

Possible Intermission Discussion Questions:Cluster A:

1. Can you identify the three highest levels of Bloom’s Taxonomy? 2. Can you name at least one verb for each?3. Was any part of the instruction cluster unclear? Which part(s)?4. What was the most interesting part of Cluster A?

Cluster B:

1. Can you identify specific parts of a lesson plan?2. Was any part of the instruction cluster unclear? Which part(s)?3. What was the most interesting part of Cluster B?

Cluster C:

1. Do you feel you can select technology that is: compatible, beneficial, effective, and assistive?2. Was any part of the instruction cluster unclear? Which part(s)?3. What was the most interesting part of Cluster C?

Cluster D:

1. Do you understand the differences between the teacher’s actions, students’ actions, and the culminating activity?

2. Was any part of the instruction cluster unclear? Which part(s)?3. What was the most interesting part of Cluster D?

Overall:

1. What are your general thoughts about the material presented in the instruction?

48

2. What parts of this instruction do you think you will continue to use as you progress in the Education program?

3. What are the questions you still have about any part of this instruction?4. How satisfied are you with the instruction?

Practice:

1. On what level of Bloom’s Taxonomy would you rank this instruction?

2. What were the objectives for this instruction?

3. What technology was used in the production of this instruction?

4. Identify the teacher actions, student actions, and culminating project for this instruction:

Page 18

STOP

You Have Completed The Intermission Discussion

Please Return To The Powerpoint And Click To The Next Slide For

Further Instructions

49

GRADING RUBRIC FOR POST TEST:Criteria: 0 1 2

Question 1-Lesson PlanListed

IncorrectlyListed

Correctlya. Listed Content Standards correctly Xb. Listed Objectives of Lesson correctly Xc. Listed student end product correctly XCOMMENTS:

Question 2-Technology

Not answered Technology is unacceptable or no support

given

Technology is acceptable and well

supporteda. Technology is compatible with lesson goalsb. Technology matches skills/time constraintsc. Technology is beneficial to lessond. Technology is adapted to all studentsCOMMENTS:

Question 3 – Bloom’s Taxonomy

Knowledge or comprehension

level

Application or analysis level

Synthesis or evaluation

levela. Teacher’s actions - level of Bloom’s50

b. Students’ actions - level of Bloom’sc. Culminating project- level of Bloom’sCOMMENTS:

Question 3

No answer or does not take into account lesson plan

Writes paragraph

but does not give enough supporting evidence, or takes little of lesson plan

into account

Writes paragraph,

gives supporting

evidence and takes all of lesson plan

into account

a. Teacher’s actionsb. Students’ actionsc. Culminating projectCOMMENTS:

Page 20

FORMATIVE EVALUATION

I. Introduction

The primary goal of our instruction is to help pre-service teachers be able to design learning activities that use technology effectively in order to foster higher order thinking skills (HOTS). This project was in response to the National Educational Technology Standards (NETS). We focused exclusively on one strand: III-C: Teachers: apply technology to develop students' higher order skills and creativity. Our secondary goal was a hope for learners to retain this knowledge and apply it in future education classes and, eventually, when they become teachers, to use it in the classroom setting.

Our instruction was designed with the specific audience of ITEC 19525 students in mind, since this is one of the first classes education students take and is the class where NETS are first introduced. We looked over the syllabus for information and with input from the instructor had an excellent understanding of the type of student who would be completing our instruction. While the ITEC 19525 class introduces NETS to learners, it does not talk about the application of them, nor the creation of activities aligned to them. This is why our instruction was needed and created. Giving instruction on all of the NETS would be a class unto itself, but we hope by demonstrating the application of one strand, the learners will be better equipped to apply the knowledge to the others.

The product of our design is a self-paced PowerPoint instruction with embedded audio and a learner handout packet that can be completed within a normal class period. It has the students working individually, while still giving opportunities to ask for clarification from the instructor as well as discuss the material with other learners.

II. Methods.

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After working through the instruction several times and making appropriate revisions, we felt we were ready to do our three trial runs. We had intended to have students from the ITEC 19525 class, but when that could not be arranged, we looked for other appropriate subjects. Since two of our group members are located in Southwest Ohio and the other member is only on campus once a week, we could not find students at Kent. Instead, we looked for local college freshmen. We also decided to include a current teacher to get insights on an advanced level. We found three different subjects, which we shall refer to as Subject H, Subject J, and Subject K.

Subject H is a female first year education major from Ohio University. Subject J is a female special education teacher who has a BS degree and two years of teaching experience. Subject K is a male freshman at Williams College who has an interest in teaching and comes from a family of educators. All three subjects were very familiar with the technology discussed in the instruction and were very motivated to learn more.

Because our time was short, and in order to keep the subjects’ time to a minimum, the subjects were only asked to complete a pretest and the PowerPoint instruction, including the practice test. The trial was expected to take about an hour and a half. They were also given an opportunity to discuss the instruction with the instructor, which included an informal interview in which the instructor asked questions about the learner’s reactions to the training. Subjects were asked to look over the instructions for the posttest and to give their impressions of the posttest, but were not asked to complete the posttest.

Each subject was seated at a computer with Internet access and the link to the online PowerPoint instruction. He or she was also given the pretest and a printed handout packet, which includes a Bloom’s Taxonomy chart, practice test, posttest rubric, discussion guideline questions, and a writing utensil. The computer’s speakers were required for the narrated PowerPoint presentation. Headphones would be used in a full-class implementation.

Each subject was carefully observed as they worked through the instruction. If the subject asked a question the instructor tried to give noncommittal answers, allowing the student to experience the instruction, unless the subject was obviously frustrated and then help was provided. Instructors noted any questions asked by the subjects, the time required to complete each section of the training, any comments made, and any sections that subjects seemed to struggle with, which could be evidence of an instructional problem.

III. Results and Discussion

DATA:

Length of Time Required to Complete Each Section of Instruction:

TIME Cluster A Cluster B Cluster C Cluster D Discussion/Post Total

Subject H 18 min 22 min 20 min 15 min 6 min 81 min

Subject J 37 min 22 min 42 min 26 min 10 min 137 min

Subject K 15 min 16 min 20 min 12 min 5 min 68 min

General thoughts on the time: Subject J seemed to spend more time with the instruction, which could be a result of her being a current teacher and putting more detail into answering the questions. Also, Subject J did make many comments about the instruction and offered suggestions, which may have caused her completion

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time to be longer. The other two subjects completed the instruction in less than 90 minutes, which is what was expected.

Pretest Score Results :

PreTest Results Question 1 Question 2 Question 3 Question 4 Total

Subject H 0/0/1 0/0/2/2 1 2/1 9

Subject J 2/2/2 2/2/2/2 2 2/1 19

Subject K 1/0/0 0/2/2/2 1 2/1 11

General Thoughts on pretest results : The subject who is a teacher scored very well on the pretest, showing that the instruction is geared more toward and may be more useful to preservice or new teachers than to veteran teachers. Also, the other two subjects scored lower on the pretest showing that not only that instruction is needed, but also that students outside the ITEC 19525 are not as well prepared and may struggle more with this instruction.

Practice Test: difficulty of questions rated by subject (1=easiest, 5=hardest)

Practice Test

Rating Question 1 Question 2 Question 3 Question 4

Subject H 1 2 5 4

Subject J 1 1 2 2

Subject K 1 1 3 3

Practice Test: learner score, graded by instructor using posttest rubric

Practice Test

Score Question 1 Question 2 Question 3 Question 4 Total

Subject H * 6 5 6/4 21 – C

Subject J * 6 8 6/6 26 - A

Subject K * 6 6 6/5 23 - B

*not graded on rubric

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General thoughts on the practice test: All three subjects commented on how helpful the practice session at the end of each module was, adding that it helped reinforce the skills they had learned. Subjects successfully completed the first two questions, but in general did not go into as much detail as they could have for the last two questions. They only responded with two or three sentences and did not support their statements even though they were asked to do so. Subjects felt the questions got more intensive as they progressed through the instruction. This gave them the opportunity to show that they knew more as they went along and that they were able to tie concepts together. As before, the subject who is a teacher scored very well. The college freshmen scored in the average range. Even though the practice test was not designed for official scoring, the scores did provide us information about the knowledge gained through the instruction.

Comparing Pretest to Practice Test Results: There was a definite improvement between the scores on the pretest and the practice test and the subjects showed an advancement of their knowledge. None of the questions resulted in very low or very high scores for all subjects, showing that the test was suitable for the instruction presented.

Terminology: The terminology used in the instruction seems to be appropriate. Students asked very few questions about the definitions of words used. The questions that were asked were usually in reference to words specific to the Education Field (i.e. Content Standards), which the Kent ITEC students would have known.

Clarity of Instruction: There were very few questions asked during the instruction. Each subject was able to follow the instructional steps and perform the practice tasks with ease. For the most part the instruction was clear and the subjects did not have to ask for clarification of what they were supposed to do. The main area of concern was when the subject was required to transfer his or her work to the learner handouts packet and then return back to the PowerPoint presentation. The instructors noted that some of the problems occurred because the subjects did not read the provided materials closely. Instead the subjects just skimmed over the written portion of the instruction or relied exclusively on the audio.

Posttest: All three subjects were able to download the posttest successfully, and understood the instructions for completing and submitting the posttest; however, they were not required to do so. The subjects looked over the posttest and commented that they felt prepared to answer the questions. All three subjects felt confident that they would retain the skills learned and would be able to complete the posttest. One subject commented that they wished they had known to open the posttest in a different window so they could look at both the test and the PowerPoint.

Subjects: Since our subjects were not in the class which we were designing the instruction for, and since they struggled with some education-specific terminology, we feel our entry skills prerequisite that participants have a “C” in the Ed Tech class were valid. The subjects expressing difficulty with the educational concepts fit our prediction that they would be unprepared. However, even these subjects felt confident with the majority of the instruction and were satisfied with the entire product.

Overall Appropriateness: Since our instruction is intended for college freshman, we wanted an educator familiar with this target audience to evaluate our instructional materials for their suitability. We enlisted William E. Jurma, Ph.D., who currently holds the position of Dean, College of Fine Arts & Humanities, University of Nebraska at Kearney. Dr. Jurma has taught many college freshmen classes at both TCU and UNK; he has authored many papers and has written a college textbook on communications. He offered the following remarks: “I've looked everything over and I think that you and your colleagues have done fine work! Your information is comprehensive, yet concise. I think that students would relate well. Your graphic 54

presentation provides a clear progression of nicely illustrated information, and there seems to be challenging, yet attainable, opportunity for student participation.”

Comments/Observation By Clusters:

Cluster A

A1: Subject H had to be told to turn the speakers up so she could hear the audioA2: Subject H: “Do I need to click it again? Is it working?”A3: Subject H: Second slide audio is low volume and then the next is too loud- “wow, that hurt”A4: Subject H first had trouble understanding how the Learner Handouts packet connected with the instruction A5: Subject H clicked on the links of Bloom’s examples and was worried that she wouldn’t be able to get back to the PowerPointA6: Subject H: Bloom’s Examples – Which is Hotter? “How many of these are there?”A7: Subject H: When working on handouts – “am I allowed to reference the chart?”A8: Subject J stated that the audio differs from the text and that it is confusing. One must focus on either the text or the audio and loose one or the other in the process. Perhaps add another slide w/ only the HOTS definition or make the audio match the text.A9: Subject J stated that slide 5 is inconsistent with the next slide: ““Lower level Bloom’s” have the chart with the bottom 3 levels only w/ audio on a separate slide, then move to another slide with the definitions for each slide. Transition at “Let’s briefly describe…” The same should also be done with the next slide.”A10: Subject J: “Higher level Bloom’s” The audio for this slide should keep the same order as each level is introduced (lowest to highest) to match the slide and the prior slide.”

Cluster B

B1: Subject H: “Am I allowed to scroll back to look at the instruction?”B2: Subject H did not understand the term “content standards”B3: Subject H was stuck overanalyzing the core issue of the lesson – she thought it was more complicated than it really was, when clarification was given she understood she was over thinking it. B4: Subject J: The audio differs from the text and is confusing. There should be a separate page to introduce the LP.

Cluster C

C1: Subject H: When it said proceed to the next slide she thought it meant to go to the next slide BEFORE doing the question. C2: Subject H: when working on the practice test question ”This lesson plan is so long I forgot all the stuff about the lesson before I got to the end and I couldn’t apply it”C3: Subject J suggested adding audio to the definitions for each component because it would help aid in retentionC4: Subject J: “Cluster C practice test does not include many Student’s characteristics which makes answering 3b difficult and the paragraph at the beginning of question #3 is not in the packet, making this question unclear.C5: Subject K said he might have liked to learn about tech application beyond word-processing and database

Cluster D

D1: Subject H said “I just did this screen” but it was actually a different screen 55

D2: Subject H: “I don’t want to think of anything too complex for 5th graders. Higher Bloom’s is so hard to do without making it too complex”D3: Subject J suggested possibly adding Jeopardy! Theme to Cluster D mental ChallengeD4: Subject K had to look ahead at the answers because he didn't know that he was to create the teacher action and student action - he thought it was something already there that he was to find and circle

Overall Impressions:

O1: Subject H: “I really liked coming up with my own lesson plan, it was interesting to make it my own, and I felt I could handle it”O2: Subject H: “I really appreciate the racial consciousness”O3: Subject H: “I liked how the instruction went from a lower level of Bloom’s to a higher level of bloom’s”O4: Subject J: “The instruction is good, informative, well-defined and fairly thorough”O5: Subject H: “I really liked the charts, they were really nifty”O6: Subject J: “The Bloom’s chart was easy to understand and simply laid out.”O7: Subject K: “I really liked it. I’m satisfied and I feel confident.”O8: Subject K: “I feel a sense of pride and accomplishment that I was able to do a lesson plan.”O9: Subject K: “I probably would have understood even more if I had had an education class”O10: Subject K: “I had to go back and review the objectives”O11: Subject K: “I liked seeing lesson plans and thinking about them and seeing how logically they fit together and how you can enhance them.”

Learner satisfaction: Overall, the learner comments concerning the instruction were very positive. They enjoyed and appreciated the charts and graphics and thought the instruction was informative and well laid out. They also stated that they felt satisfaction from the instruction and completed it with a feeling of confidence and accomplishment. They particularly enjoyed the creative aspect of the instruction and being able to design their own activities.

IV. Revisions to be Made

Many revisions were made as we worked through the instructional design. We constantly checked our instruction and made adjustments that we felt were vital to keeping the instruction as precise, clear, and cohesive as possible. Our trials showed that our fundamental instructional approach was solid. However, after our trials, we feel we have the following revisions to still make:

(*Note: In the Evidence column of the chart below, subject reactions are summarized and referenced with Cluster and comment number in parentheses. The full text of the student comments appears in Section III. Results and Discussion)

.Evidence: Problem: Solution:

Practice Test question 1 asks for the three highest levels of Bloom’s, but the PowerPoint gives all six levels as answers

The PowerPoint answer for Practice Test question 1 contains more information than the test asks for.

Hide or delete the lower levels slide so it will not be shown as an answer in the presentation.

Inconsistent use of apostrophes (students’ student’s in slide 50-60), Typos and inconsistencies Correct these typos making sure

grammar is consistent

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inconsistent form of words (see instead of seen slide 12), misspelled word criteria (slide 7)

Some narrated slides are much quieter (softer) than others and student might miss instruction. (A3, A4)

Narrated audio volume comes across at two different volume levels early in the instruction.

Rerecord audio with consistent levels

Subjects noted that the audio digresses from or does not exactly match the text in some places, and that it is confusing. (A8, B4)

Subjects listen to the audio and also read the information on the screen. When sometimes this information is slightly different, they may miss something if they assume both are the same, or they may get confused..

Align audio more closely with words on screen and vice versa. Particularly in the lesson plan introduction and HOTS definition sections.

One subject felt there were too many Bloom’s “Which is Hotter” questions in the presentation. (A6)

If the subject understands the concept of Bloom’s, then all seven examples seem tedious and redundant

Set up slides so that if the subject answers the first three examples correctly, he/she will automatically move on with the instruction. If he/she does answer them correctly, the remaining examples will be presented for additional practice.

Some of the subjects did not understand the terms/concepts “content standards” and “core issue” and how to use higher Bloom’s levels in elementary examples. (B2,B3,D2)

Terminology had either not been learned, or they did not understand the semantics of the words we were using, or they misunderstood our meanings.

Add a short glossary to the end of the handout packet that could be used if needed for clarification of terms.

A subject suggested presenting the information in the Bloom’s instruction on more slides.

The audio for highest levels of Bloom’s does not exactly match the visual representations. (A9 & A10)

The visual message on Slides 5 & 6 is inconsistent with the narration.

In the Bloom’s instruction, the slides contain a lot of text and information.

In the slides pertaining to the 3 highest and 3 lowest levels of Bloom’s, the audio and diagram needs to be changed to make the slides consistent with each other. Include additional slides to focus on each level of Bloom’s individually.

On the Practice Cluster C slide in the presentation, which says to proceed to the next slide, one subject thought that meant to go to the next slide BEFORE answering the question in the packet. (C1)

The on-screen instructions can be misunderstood

Change the wording on Cluster C Practice Test slide so that the learners will understand to complete the question in the packet before clicking to go on to the next slide

Subject suggested adding audio to on- Subject needs extra instruction Record audio narration for each 57

screen definitions of each component in Cluster C (C3)

for tech components in order to understand and retain information.

tech component in Cluster C

In Cluster D (Create Learning Activity), one subject thought there were duplicate slides because she did not differentiate between teacher’s actions and students’ actions in the learning activity. (D1)

The Cluster D Teacher’s Actions and Students’ Actions screens are too similar

Change title header colors of the two slides to accentuate the differences between actions of teachers and students in the activity.

Subject felt the lesson plans were so long, that by the time they got to the end, they couldn’t apply it.

Difficulty answering practice test question 3b, because there were too few learner characteristics mentioned. (C2, C4)

The lesson plan overshadowed the instruction

Cut notes and standards on lesson plan to help streamline the lesson plan so subjects will not have to spend so much time reading it before working on the questions.

Include more learner characteristics in lesson plan.

Subject felt the need to look ahead at the answers for Cluster D Practice Test, because he didn't know that he was to create the teacher action and students’ action - he thought it was something already there that he was to find and circle (D4)

Instruction for Cluster D was not intensive enough

Add slides to cluster D to give more instruction before going over the examples

Technical issues

Subject had to be told to turn the speakers up to hear the audio, questioned whether the program was working, asked if she could use reference sheets and revisit slides.

(A1, A2, A7, B1)

Subjects had questions about some of the technical issues / management of the instruction. i.e. speaker volume, how to advance slides, whether they may look back at charts and slides.

Have a quick introductory card for the students to read BEFORE they start instruction so they will understand all the components of the instruction. Inform the subject * that there will be audio and to make sure they have the volume turned up * that they may need to click twice on a slide to advance* that they can feel free to reference any part of the instruction again * that there will be a glossary for use if needed, and so forth.

When subjects went out to view a link, they were concerned about how to return to the PowerPoint instruction. (A5)

Subjects wanted to be able to open links without losing the PowerPoint screen.

Have all links set to open in new windows

On the Practice Test questions for Clusters C and D, subject’s written

Students did not give complete answers either because they did

Emphasize in the practice test instructions the importance of

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answers were very brief and did not include supporting evidence or reasons.

not know it was required or they did not know how to go about supporting their answers.

providing complete answers with supporting reasoning. Provide an on-screen sample exercise and sample answer as instruction before students attempt to answer the practice test on their own.

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needs assessment - kent state universitypersonal.kent.edu/~kamster/website/complete id...

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