Problem-Based Leaning in the Content Areas Monty HarrisonWalden UniversityJudith Orth, InstructorEduc-6713D-1Integrating Technology Across the Content AreasOctober 10, 2010 Problem-Based Leaning Lesson I The problem-based lesson plan that I have chosen is creating and using power points as a word of the day integrating Indian Education for All as part of the learning format. This project will take approximately three to four weeks to complete and will be used in conjunction with other class rooms, schools, a local radio, and a local television station.
Grade Level and Subject Area This lesson will be geared towards grades 9-12 that are currently in a Computer Skills class. Lesson Description Students will create a four page power point which will include a background on each page, the word of the day in Blackfeet and English, the definition of the word, pictures, animations, and background music. In addition to the requirements students will give a brief explanation of how the word may have been used throughout their cultural history and they will have to do a recorded oral presentation, tutored by a Blackfeet language expert. Students may also do a televised presentation if they wish, only after appropriate permission slips have been signed by their parents or guardian. Learning Outcomes and Standards The learning outcome of this lesson is to be able to use technology as an informational tool. The standards, I use, are Information Technology; Operating systems, Environments, and Utilities and Impact on Society (2001). Steps of Lesson Plan The first step in preparing the class for this lesson is to show the students how to turn on and to log on to their computer. Once this has been established I show the students how to get to their programs and how to bring up power point. Rather than proceeding with a lesson on power points I have the students spend the next two class periods exploring and asking questions, I feel and believe that this helps spark the students’ interests and that the majority of the students prefer to be familiar with the program before starting the lesson. “Two of the primary challenges teachers face as they introduce and facilitate a PBL unit relate to managing student engagement and ensuring meaningful student learning” (Ertmer and Simmons, p. 42). The problem I will impose upon my student is how we can use technology to introduce their Native American culture to people within their community as well as those outside of their community. The relevancy of the problem that I have imposed upon my students would be that people need to know about the diversities that are in and around their communities.
Monte- You've crafted a great PBL question here. Have you considered whether or not your lesson plan too narrowly focused to allow students to solve this question for themselves? Are there other ways technology could be used to introduce N.A. culture to the community? Is there a way to build additional student choice into this project? Just a thought. I don't know your setting or your students. (Aaron)
Students using Technology This entire lesson is about using technology. Students will use a computer to prepare a power point presentation, they will be using the internet for the majority of their researches, and the students will need to become familiar with broadcasting and recording their presentations. Diverse Learners For my diverse learners I normally give them the same opportunities as I do the other students, if I find at some point that they are struggling I will give them one-on-one attention. Normally students are interacting with each other and the one-on-one time is minimal. The Students with AYPs will be given special attention which have included equipment for the hearing and visually impaired, notes being supplied, one-on-one tutoring, special aides, and special training for students that have special physical needs. Student Assessment Students will be assessed during all training exercises. Once they have completed their training students will be given their power point project. They will be graded on all of the power point requirements along with their slide presentation. Students will not be graded on their broadcasting abilities as this is not mandatory to pass the class. Conclusion Because the school wishes the students to be involved with this broadcasting, this course has been pushed forward several weeks. I am hoping that this project does not force the students out of their comfort zone and the hurry up training is not detrimental to the other courses that are being put on hold. I normally use the power point presentation lesson plan as one of the final projects as a reward for completing word and excel. I guess time will tell. References Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl. National Business Education Association. (2001). National Standards for Business Educations Reston, VA: NBEA.
Monty, This is a great lesson. You have created a lesson that meets the state mandate of Indian Education for All. But more importantly, you have created a lesson that the students will enjoy and remember. What I think is most impressive is you have given your students the opportunity to learn about their culture as well as preserve it and pass it on to future generations. Have you thought about having the students incorporate the language into the traditional stories and then creating digital stories? Landon
Monty, Coming from a Native American background myself, this sounds like a great way to incorporate your students' personal backgrounds in a way that utilizes new technology; it's a great way of combining the old and the new! I have had a lot of personal experience with using PowerPoint in the past and I was just curious what kind of background your students come from and what their access to technology is outside of the classroom? Also, I know we are discussing online colaboration this week and I wondered if you were aware of Microsoft's new online platform for its Office suite? I have used Google Docs in the past for presentations and I've found it to be an amazing tool to take what were very liniear presentations to whole new levels of collaboration and development. I look forward to hearning more about how your lesson pans out. Brian First, I was wondering why you didn't use the GAME plan lesson format from our text.
Besides that, this looks like an awesome lesson. As an English teacher, I was wondering who would be choosing the words and if you had considered allowing students to do some online research on their own chosen terms. Maybe they could each pick a term that had specific meaning in their lives; they could research where it came from, etc. This would shift the focus more towards the students' knowledge and learning outside of the presentation.
LaWanda
Problem-Based Leaning in the Content Areas II Monty Harrison Walden University Judith Orth, Instructor Educ-6713D-1 Integrating Technology Across the Content Areas October 17, 2010
Problem-Based Leaning Lesson II This is the second part of the problem-based lesson plan in which have chosen is creating and using power points as a word of the day integrating Indian Education for All. This section has additional material which will aid in formulating the final paper. Grade Level and Subject Area This lesson will be geared towards grades 9-12 that are currently in a Computer Skills class. Lesson Description Students will create a four page power point which will include a background on each page, the word of the day in Blackfeet and English, the definition of the word, pictures, animations, and background music. In addition to the requirements students will give a brief explanation of how the word may have been used throughout their cultural history and they will have to do a recorded oral presentation, tutored by a Blackfeet language expert. Students may also do a televised presentation if they wish, only after appropriate permission slips have been signed by their parents or guardian. Learning Outcomes and Standards The learning outcome of this lesson is to be able to use technology as an informational tool. The standards, I use, are Information Technology; Operating systems, Environments, and Utilities and Impact on Society (2001).
Steps of Lesson Plan Once the students have finished exploring the power point tool bar I will have them open the 2007Microsoft Office text and have them read along with me while completing several of the exercises in order to complete the final assignment. This portion of the exercise normally takes two weeks. I also have the students work on trivia sheets throughout the time we are in engaged with the text; this gives the students an opportunity to refresh themselves with researching on the internet and eliminates fatigue and redundancy that normally occurs while working out of a book. After reading the article Limitless Images: Digital Photography in the Classroomby Anne Zahra (2008) I thought I would have the students use some digital cameras to produce some of the local pictures to incorporate into their presentations. This came about when Zahra mentioned the teacher appearing in photographs becoming a part of the student’s historical record (p.7, 2008) and my thoughts were that their surroundings and environment would give the students more of a cultural historical record. The problem I will impose upon my student is how we can use technology to introduce their Native American culture to people within their community as well as those outside of their community. The relevancy of the problem that I have imposed upon my students would be that people need to know about the diversities that are in and around their communities. “Presentation software has become ubiquitous and you can utilize it to document and present your experiences to other teachers and administrators in your school district, to parents, and at local and national conferences” (Cennamo, Ross, and Ertmer, p. 237).
Students using Technology This entire lesson is about using technology. Students will use a computer to prepare a power point presentation, they will be using the internet for the majority of their researches, digital photography for historical data, and the students will need to become familiar with broadcasting and recording their presentations. Diverse Learners For my diverse learners I normally give them the same opportunities as I do the other students, if I find at some point that they are struggling I will give them one-on-one attention. Normally students are interacting with each other and the one-on-one time is minimal. The Students with AYPs will be given special attention which have included equipment for the hearing and visually impaired, notes being supplied, one-on-one tutoring, special aides, and special training for students that have special physical needs. Student Assessment Students will be assessed during all training exercises. Once they have completed their training students will be given their power point project. They will be graded on all of the power point requirements along with their slide presentation. Students will not be graded on their broadcasting abilities as this is not mandatory to pass the class. Conclusion Because the school wishes the students to be involved with this broadcasting, this course has been pushed forward several weeks. I am hoping that this project does not force the students out of their comfort zone and the hurry up training is not detrimental to the other courses that are being put on hold. I normally use the power point presentation lesson plan as one of the final projects as a reward for completing word and excel. I guess time will tell. I am going to use the same conclusion as it supports my over-all unit plan References Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning. Zahra, A. (Fall 2008). Limitless images: Digital photography in the classroom. Delta Kappa Gamma Bulletin, 75(1), 7–17.
Monty, I think it is a good idea having the students incorporate their own pictures. I know there are sites that are important to Blackfeet tribal community and many of these places you cannot not find on the internet. How are you getting the students to collaborate? Are they creating the PowerPoints in groups? Have you thought about posting your trivia on a blog or wiki and having the students create their own page and answer the questions--more of a collaborative writing assignment? Also, you could create a screencast for you rOffice assignments so the students who needed help could review the tutorial and get one-on-one help with you. Landon
My question is the same as Landon's, where is your use of technology for collaborative learning? I am also wondering if you will allow students to use the PowerPoint slides they have created as a basis for their digital storyboards?
Problem-Based Leaning Lesson I
The problem-based lesson plan that I have chosen is creating and using power points as a word of the day integrating Indian Education for All as part of the learning format. This project will take approximately three to four weeks to complete and will be used in conjunction with other class rooms, schools, a local radio, and a local television station.
Grade Level and Subject Area
This lesson will be geared towards grades 9-12 that are currently in a Computer Skills class.
Lesson Description
Students will create a four page power point which will include a background on each page, the word of the day in Blackfeet and English, the definition of the word, pictures, animations, and background music. In addition to the requirements students will give a brief explanation of how the word may have been used throughout their cultural history and they will have to do a recorded oral presentation, tutored by a Blackfeet language expert. Students may also do a televised presentation if they wish, only after appropriate permission slips have been signed by their parents or guardian.
Learning Outcomes and Standards
The learning outcome of this lesson is to be able to use technology as an informational tool. The standards, I use, are Information Technology; Operating systems, Environments, and Utilities and Impact on Society (2001).
Steps of Lesson Plan
The first step in preparing the class for this lesson is to show the students how to turn on and to log on to their computer. Once this has been established I show the students how to get to their programs and how to bring up power point. Rather than proceeding with a lesson on power points I have the students spend the next two class periods exploring and asking questions, I feel and believe that this helps spark the students’ interests and that the majority of the students prefer to be familiar with the program before starting the lesson. “Two of the primary challenges teachers face as they introduce and facilitate a PBL unit relate to managing student engagement and ensuring meaningful student learning” (Ertmer and Simmons, p. 42).
The problem I will impose upon my student is how we can use technology to introduce their Native American culture to people within their community as well as those outside of their community. The relevancy of the problem that I have imposed upon my students would be that people need to know about the diversities that are in and around their communities.
Monte- You've crafted a great PBL question here. Have you considered whether or not your lesson plan too narrowly focused to allow students to solve this question for themselves? Are there other ways technology could be used to introduce N.A. culture to the community? Is there a way to build additional student choice into this project? Just a thought. I don't know your setting or your students. (Aaron)
Students using Technology
This entire lesson is about using technology. Students will use a computer to prepare a power point presentation, they will be using the internet for the majority of their researches, and the students will need to become familiar with broadcasting and recording their presentations.
Diverse Learners
For my diverse learners I normally give them the same opportunities as I do the other students, if I find at some point that they are struggling I will give them one-on-one attention. Normally students are interacting with each other and the one-on-one time is minimal. The Students with AYPs will be given special attention which have included equipment for the hearing and visually impaired, notes being supplied, one-on-one tutoring, special aides, and special training for students that have special physical needs.
Student Assessment
Students will be assessed during all training exercises. Once they have completed their training students will be given their power point project. They will be graded on all of the power point requirements along with their slide presentation. Students will not be graded on their broadcasting abilities as this is not mandatory to pass the class.
Conclusion
Because the school wishes the students to be involved with this broadcasting, this course has been pushed forward several weeks. I am hoping that this project does not force the students out of their comfort zone and the hurry up training is not detrimental to the other courses that are being put on hold. I normally use the power point presentation lesson plan as one of the final projects as a reward for completing word and excel. I guess time will tell.
References
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.
National Business Education Association. (2001). National Standards for Business Educations Reston, VA: NBEA.
Monty,
This is a great lesson. You have created a lesson that meets the state mandate of Indian Education for All. But more importantly, you have created a lesson that the students will enjoy and remember. What I think is most impressive is you have given your students the opportunity to learn about their culture as well as preserve it and pass it on to future generations. Have you thought about having the students incorporate the language into the traditional stories and then creating digital stories?
Landon
Monty,
Coming from a Native American background myself, this sounds like a great way to incorporate your students' personal backgrounds in a way that utilizes new technology; it's a great way of combining the old and the new! I have had a lot of personal experience with using PowerPoint in the past and I was just curious what kind of background your students come from and what their access to technology is outside of the classroom? Also, I know we are discussing online colaboration this week and I wondered if you were aware of Microsoft's new online platform for its Office suite? I have used Google Docs in the past for presentations and I've found it to be an amazing tool to take what were very liniear presentations to whole new levels of collaboration and development. I look forward to hearning more about how your lesson pans out.
Brian
First, I was wondering why you didn't use the GAME plan lesson format from our text.
Besides that, this looks like an awesome lesson. As an English teacher, I was wondering who would be choosing the words and if you had considered allowing students to do some online research on their own chosen terms. Maybe they could each pick a term that had specific meaning in their lives; they could research where it came from, etc. This would shift the focus more towards the students' knowledge and learning outside of the presentation.
LaWanda
Problem-Based Leaning in the Content Areas II
Monty Harrison
Walden University
Judith Orth, Instructor
Educ-6713D-1
Integrating Technology Across the Content Areas
October 17, 2010
Problem-Based Leaning Lesson II
This is the second part of the problem-based lesson plan in which have chosen is creating and using power points as a word of the day integrating Indian Education for All. This section has additional material which will aid in formulating the final paper.
Grade Level and Subject Area
This lesson will be geared towards grades 9-12 that are currently in a Computer Skills class.
Lesson Description
Students will create a four page power point which will include a background on each page, the word of the day in Blackfeet and English, the definition of the word, pictures, animations, and background music. In addition to the requirements students will give a brief explanation of how the word may have been used throughout their cultural history and they will have to do a recorded oral presentation, tutored by a Blackfeet language expert. Students may also do a televised presentation if they wish, only after appropriate permission slips have been signed by their parents or guardian.
Learning Outcomes and Standards
The learning outcome of this lesson is to be able to use technology as an informational tool. The standards, I use, are Information Technology; Operating systems, Environments, and Utilities and Impact on Society (2001).
Steps of Lesson Plan
Once the students have finished exploring the power point tool bar I will have them open the 2007Microsoft Office text and have them read along with me while completing several of the exercises in order to complete the final assignment. This portion of the exercise normally takes two weeks. I also have the students work on trivia sheets throughout the time we are in engaged with the text; this gives the students an opportunity to refresh themselves with researching on the internet and eliminates fatigue and redundancy that normally occurs while working out of a book.
After reading the article Limitless Images: Digital Photography in the Classroom by Anne Zahra (2008) I thought I would have the students use some digital cameras to produce some of the local pictures to incorporate into their presentations. This came about when Zahra mentioned the teacher appearing in photographs becoming a part of the student’s historical record (p.7, 2008) and my thoughts were that their surroundings and environment would give the students more of a cultural historical record.
The problem I will impose upon my student is how we can use technology to introduce their Native American culture to people within their community as well as those outside of their community. The relevancy of the problem that I have imposed upon my students would be that people need to know about the diversities that are in and around their communities. “Presentation software has become ubiquitous and you can utilize it to document and present your experiences to other teachers and administrators in your school district, to parents, and at local and national conferences” (Cennamo, Ross, and Ertmer, p. 237).
Students using Technology
This entire lesson is about using technology. Students will use a computer to prepare a power point presentation, they will be using the internet for the majority of their researches, digital photography for historical data, and the students will need to become familiar with broadcasting and recording their presentations.
Diverse Learners
For my diverse learners I normally give them the same opportunities as I do the other students, if I find at some point that they are struggling I will give them one-on-one attention. Normally students are interacting with each other and the one-on-one time is minimal. The Students with AYPs will be given special attention which have included equipment for the hearing and visually impaired, notes being supplied, one-on-one tutoring, special aides, and special training for students that have special physical needs.
Student Assessment
Students will be assessed during all training exercises. Once they have completed their training students will be given their power point project. They will be graded on all of the power point requirements along with their slide presentation. Students will not be graded on their broadcasting abilities as this is not mandatory to pass the class.
Conclusion
Because the school wishes the students to be involved with this broadcasting, this course has been pushed forward several weeks. I am hoping that this project does not force the students out of their comfort zone and the hurry up training is not detrimental to the other courses that are being put on hold. I normally use the power point presentation lesson plan as one of the final projects as a reward for completing word and excel. I guess time will tell. I am going to use the same conclusion as it supports my over-all unit plan
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom
Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Zahra, A. (Fall 2008). Limitless images: Digital photography in the classroom. Delta Kappa Gamma Bulletin, 75(1), 7–17.
Monty,
I think it is a good idea having the students incorporate their own pictures. I know there are sites that are important to Blackfeet tribal community and many of these places you cannot not find on the internet. How are you getting the students to collaborate? Are they creating the PowerPoints in groups? Have you thought about posting your trivia on a blog or wiki and having the students create their own page and answer the questions--more of a collaborative writing assignment? Also, you could create a screencast for you rOffice assignments so the students who needed help could review the tutorial and get one-on-one help with you.
Landon
My question is the same as Landon's, where is your use of technology for collaborative learning? I am also wondering if you will allow students to use the PowerPoint slides they have created as a basis for their digital storyboards?
LaWanda