I feel that there are three NETS*T standards that might apply to my second ASSURE model lesson plan for Intermediate Japanese. The first standard that I think applies to my second lesson plan is 2A “Teachers plan and design effective learning environments and experiences supported by technology. Teachers: design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners”(ISTE). The second standard that I think applies to my second lesson plan is 3C “Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers: apply technology to develop students’ higher-order skills and creativity” (ISTE). The third standard that I think applies to my second lesson plan is 5B “Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers: apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities” (ISTE). I think that my lesson plan accomplishes standards 2A and 3C by having the students create a video presentation using a method other than PowerPoint, and having the students create a website using a website creator. I think that my lesson plan accomplishes standard 5B by using technology that allows diverse students to participate in the lesson.
I think that creating the second ASSURE model lesson plan was a lot easier than creating the first ASSURE model lesson plan. I used the same template and just went back and made the changes that were needed. I like using the ASSURE model lesson plan. Though it takes some time to create them, I find ASSURE model lesson plans to be very thorough. I think that if I was out of work one day, another teacher would be able to follow the ASSURE model lesson plan without any problems as long as all of the needed materials were already in place.
If I were to actually teach my second ASSURE model lesson plan to an Intermediate Japanese Class, I would probably come up with a list of Japanese websites that I wanted to show the class, and I would add these websites to my Delicious List. This way I would have these websites already bookmarked, and they would be easy to access. The students could use a program such as Slideshare to create their video presentation and one of the various website creators to create their websites.
The hardest part about the second ASSURE model lesson plan was figuring out the type of disability that my one student would have. Because I chose to have my one student be deaf, I did not find it too hard to come up with ways to include this student in the lesson. This student could use the Internet to do research, help put the subtitles into the video presentations, and help to create the websites. This student could also help to narrate the video presentation as long as they had speaking skills. I think that it would be interesting to see what kinds of alterations I could make to this lesson plan to include students with other types of disabilities. I think that this lesson plan was a little harder, because this time we had to come up with a rubric to use to access how well the students accomplished the objectives of the lesson. I ended up finding online two different rubrics that I liked one for a video presentation and one for the creation of a website. Since these were the two main objectives of my lesson, I just combined these two rubric into one and took out the categories that I did not need.
The best part about the second ASSURE model lesson plan was being able to pick the types of media that I wanted to incorporate into the lesson plan. For the first ASSURE model lesson plan, we were told that we had to have the students create a digital spreadsheet. This time the only requirements were that we used at least two different types of media to teach the lesson and that the students had to use at least two different types of media to accomplish the objectives of the lesson. I think that it would be really interesting to see what types of media my students would use to create their video presentations and websites if I were to actually teach this lesson.
References
ISTE. “NETS FOR TEACHERS 2000.” April 9, 2009
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2000Standards/NETS_for_Teachers_2000.htm
Friday, May 29, 2009
ASSURE Leson Plan #2
Daniele Gualtieri
10th Grade
Intermediate Japanese
Japanese Culture
ASSURE Lesson Plan #2
Analyze Learners
Learners’ General Characteristics
1. The instructional unit is for grade nine Beginning Japanese students.
2. There are a total of 17 students.
3. There are 8 males students / 9 female students.
4. The students are between 15 to 17 years old.
5. One of the male students is deaf.
6. The students are culturally diverse.
7. The majority of the students are Chamorro, middle class Americans.
8. Some of the students are from East Asia and the Federated States of Micronesia.
9. The students generally behave and interact well together.
Entry Competencies
The tenth graders have received prior instruction and have working knowledge in:
1. Japanese culture
2. Intermediate Japanese language skills
3. Conducting research on the internet
4. Using Slideshare and other resources to create slide presentations
5. Keyboarding
6. Using various website creators
7. Using a laptop and LCD projector
8. Citing resources using APA guidelines
Learning Styles
1. The students dislike doing seat work by themselves and working on memorizing their Japanese.
2. The students prefer working in groups in a creative atmosphere.
3. The students like to work on projects and conduct oral presentations.
4. Some of the students are a little hesitant about speaking Japanese out loud.
State Objectives
The Four Main Islands of Japan
The objectives for the instructional unit on Comparing the four main islands of Japan:
1. After selecting one of the four main islands of Japan (Hokkaido, Honshu, Shikoku and Kyushu), each group of students will be able to research and explain their selected island’s climate, economy, educational system, geography, government, and religion in both verbal and written Japanese.
2. After researching and collecting the information about their selected island, each group of students will be able to present this information via a video presentation. Each group will be able to incorporate various images and audio information into their video presentation using the method of their choice (not to include PowerPoint).
3. After putting their video presentation together, each group will be able to narrate their presentation in Japanese using proper Japanese grammar. Each group will also be able to input Japanese subtitles into their presentation.
4. After completing their video presentation, each group will be able to use a website creator to create a website in Japanese about their chosen island that highlights the main points that were made in their video presentation.
Select Methods, Media, and Materials
Methods
1. Discussion
2. Research
3. Discovery
4. Cooperative Learning Groups
5. Group Presentations
Media
1. Videos
2. Websites
Materials
1. 1 Television
2. 1 VCR
3. Japanese Video Tapes
4. 1 Television Cart
5. 1 Laptop Computer
6. Internet Connection
7. 1 LCD Projector
8. 1 Projection Screen
9. Video Presentation and Website Rubric
Rationale
1. A television is necessary, so that the teacher can show the students some cultural videos about Japan.
2. A VCR is necessary, so that the teacher can show the students some cultural videos about Japan.
3. Japanese videos are necessary, so that the teacher can show the students some information about Japan.
4. A television cart is necessary, so that the teacher can move the television and VCR around the classroom.
5. A laptop computer is necessary, so that the teacher can show the students some of the various websites about Japan and so that the students can show the rest of the class the websites that they have made.
6. An Internet connection is necessary, so that the teacher can show the students some of the various websites about Japan and so that the students can show the rest of the class the websites that they have made.
7. An LCD projector is necessary, so that the students can present their final presentations in front of the rest of the class.
8. A projection screen is necessary, so that the teacher can show so that the teacher can show the students some of the various websites about Japan and so that the students can show the rest of the class the websites that they have made.
9. Video Presentation and Website Rubrics should be completed after the video presentation and website as a means to evaluate each group’s work.
Utilize Materials
Preview the Materials
1. The teacher will inspect the television and VCR to be used to ensure that they are working properly.
2. The teacher will inspect the laptop computer to be used to ensure that it is working properly and is properly connected to the Internet.
3. The teacher will inspect the LCD projector to ensure that it is working properly.
Prepare the Material
1. The teacher will ensure that all hardware and software are working properly. Hardware or software issues will be resolved prior to the start of the presentations.
2. The teacher will create and photocopy the Video Presentation and Website Rubric in the appropriate amount.
Prepare the Environment
1. The teacher will set up the classroom so that cart containing the television and VCR can be properly moved about and placed.
2. The teacher will set up the classroom so that the laptop, LCD projector, and projection screen are at the front of the class.
3. The teacher will set up the rest of the classroom so that all students can properly view the presentations that are being conducted at the front of the classroom.
Prepare the Learners
1. The teacher will present the overall plan and objectives for the lesson.
2. The teacher will show the students some videos about Japan.
3. The teacher will show the students some websites about Japan.
4. The teacher will remind the students about proper APA format.
http://owl.english.purdue.edu/owl/resource/560/01/
Provide the Learning Experience
1. The students will be separated into four groups.
2. Each group will pick one of the four main islands of Japan (Hokkaido, Honshu, Shikoku and Kyushu).
3. Each group will do research on their island via the Internet to find out about their island’s climate, economy, educational system, geography, government, and religion in both verbal and written Japanese.
4. Each group of students will create a video presentation about the information that they have found on their island using the method of their choice (not to include PowerPoint). These video presentations will be narrated and subtitled in Japanese.
5. Each group will use a website creator to create a website in Japanese about their chosen island that highlights the main points that were made in their video presentation.
6. Each group will present their video presentations and websites in front of the rest of the class using a laptop and LCD projector. Each group member will participate in the final group presentation; speaking clearly and slowly in Japanese.
Require Learner Participation
Practice
1. The teacher will review and discuss the project materials and requirements.
2. Each group will do their research about the chosen island via the Internet.
3. Each group will create a video presentation about their chosen island in Japanese.
4. Each group will create a website in Japanese that highlights the main points that were made in their video presentation.
5. Each group will present their video presentations and websites.
6. The teacher will observe and interact with the students during the creation and sharing of their video presentations and websites.
Feedback
1. The students will be able to discuss what they have learned about Japan and state what they liked about the other groups’ video presentations and websites.
2. The teacher will use a Video Presentation and Website Rubric to evaluate each group’s video presentation and website.
Evaluate and Revise
Evaluate Student Performance
1. The students will be formally assessed with a Video Presentation and Website Rubric upon completion and presentation of their video presentations and websites.
Evaluate Media Components
1. Were the students able to create a video presentation using a method other than PowerPoint.
2. Were the students able to properly insert narration and subtitles both in Japanese into their video presentations.
3. Were the students able to create a website in Japanese using one of the website creators.
Evaluate Instructor Performance
1. Did most of the students seem excited about the topic and engaged during the creation of their video presentations and websites?
2. Did most of the students seem interested in the video presentations and websites of their classmates?
3. Were the students able to complete their video presentations and websites in Japanese without excessive assistance from the teacher?
References
The Owl at Purdue. “APA Formatting and Style Guide.” April 7, 2009 http://owl.english.purdue.edu/owl/resource/560/01/
Utah Education Network. “Multimedia Presentation Rubric.” May 20, 2009
http://www.uen.org/Rubric/rubric.cgi?rubric_id=16
High Plains Regional Technology in Education Consortium. “Website Design Rubric.” May 20, 2009 http://educatoral.com/website_design_rubric.html
10th Grade
Intermediate Japanese
Japanese Culture
ASSURE Lesson Plan #2
Analyze Learners
Learners’ General Characteristics
1. The instructional unit is for grade nine Beginning Japanese students.
2. There are a total of 17 students.
3. There are 8 males students / 9 female students.
4. The students are between 15 to 17 years old.
5. One of the male students is deaf.
6. The students are culturally diverse.
7. The majority of the students are Chamorro, middle class Americans.
8. Some of the students are from East Asia and the Federated States of Micronesia.
9. The students generally behave and interact well together.
Entry Competencies
The tenth graders have received prior instruction and have working knowledge in:
1. Japanese culture
2. Intermediate Japanese language skills
3. Conducting research on the internet
4. Using Slideshare and other resources to create slide presentations
5. Keyboarding
6. Using various website creators
7. Using a laptop and LCD projector
8. Citing resources using APA guidelines
Learning Styles
1. The students dislike doing seat work by themselves and working on memorizing their Japanese.
2. The students prefer working in groups in a creative atmosphere.
3. The students like to work on projects and conduct oral presentations.
4. Some of the students are a little hesitant about speaking Japanese out loud.
State Objectives
The Four Main Islands of Japan
The objectives for the instructional unit on Comparing the four main islands of Japan:
1. After selecting one of the four main islands of Japan (Hokkaido, Honshu, Shikoku and Kyushu), each group of students will be able to research and explain their selected island’s climate, economy, educational system, geography, government, and religion in both verbal and written Japanese.
2. After researching and collecting the information about their selected island, each group of students will be able to present this information via a video presentation. Each group will be able to incorporate various images and audio information into their video presentation using the method of their choice (not to include PowerPoint).
3. After putting their video presentation together, each group will be able to narrate their presentation in Japanese using proper Japanese grammar. Each group will also be able to input Japanese subtitles into their presentation.
4. After completing their video presentation, each group will be able to use a website creator to create a website in Japanese about their chosen island that highlights the main points that were made in their video presentation.
Select Methods, Media, and Materials
Methods
1. Discussion
2. Research
3. Discovery
4. Cooperative Learning Groups
5. Group Presentations
Media
1. Videos
2. Websites
Materials
1. 1 Television
2. 1 VCR
3. Japanese Video Tapes
4. 1 Television Cart
5. 1 Laptop Computer
6. Internet Connection
7. 1 LCD Projector
8. 1 Projection Screen
9. Video Presentation and Website Rubric
Rationale
1. A television is necessary, so that the teacher can show the students some cultural videos about Japan.
2. A VCR is necessary, so that the teacher can show the students some cultural videos about Japan.
3. Japanese videos are necessary, so that the teacher can show the students some information about Japan.
4. A television cart is necessary, so that the teacher can move the television and VCR around the classroom.
5. A laptop computer is necessary, so that the teacher can show the students some of the various websites about Japan and so that the students can show the rest of the class the websites that they have made.
6. An Internet connection is necessary, so that the teacher can show the students some of the various websites about Japan and so that the students can show the rest of the class the websites that they have made.
7. An LCD projector is necessary, so that the students can present their final presentations in front of the rest of the class.
8. A projection screen is necessary, so that the teacher can show so that the teacher can show the students some of the various websites about Japan and so that the students can show the rest of the class the websites that they have made.
9. Video Presentation and Website Rubrics should be completed after the video presentation and website as a means to evaluate each group’s work.
Utilize Materials
Preview the Materials
1. The teacher will inspect the television and VCR to be used to ensure that they are working properly.
2. The teacher will inspect the laptop computer to be used to ensure that it is working properly and is properly connected to the Internet.
3. The teacher will inspect the LCD projector to ensure that it is working properly.
Prepare the Material
1. The teacher will ensure that all hardware and software are working properly. Hardware or software issues will be resolved prior to the start of the presentations.
2. The teacher will create and photocopy the Video Presentation and Website Rubric in the appropriate amount.
Prepare the Environment
1. The teacher will set up the classroom so that cart containing the television and VCR can be properly moved about and placed.
2. The teacher will set up the classroom so that the laptop, LCD projector, and projection screen are at the front of the class.
3. The teacher will set up the rest of the classroom so that all students can properly view the presentations that are being conducted at the front of the classroom.
Prepare the Learners
1. The teacher will present the overall plan and objectives for the lesson.
2. The teacher will show the students some videos about Japan.
3. The teacher will show the students some websites about Japan.
4. The teacher will remind the students about proper APA format.
http://owl.english.purdue.edu/owl/resource/560/01/
Provide the Learning Experience
1. The students will be separated into four groups.
2. Each group will pick one of the four main islands of Japan (Hokkaido, Honshu, Shikoku and Kyushu).
3. Each group will do research on their island via the Internet to find out about their island’s climate, economy, educational system, geography, government, and religion in both verbal and written Japanese.
4. Each group of students will create a video presentation about the information that they have found on their island using the method of their choice (not to include PowerPoint). These video presentations will be narrated and subtitled in Japanese.
5. Each group will use a website creator to create a website in Japanese about their chosen island that highlights the main points that were made in their video presentation.
6. Each group will present their video presentations and websites in front of the rest of the class using a laptop and LCD projector. Each group member will participate in the final group presentation; speaking clearly and slowly in Japanese.
Require Learner Participation
Practice
1. The teacher will review and discuss the project materials and requirements.
2. Each group will do their research about the chosen island via the Internet.
3. Each group will create a video presentation about their chosen island in Japanese.
4. Each group will create a website in Japanese that highlights the main points that were made in their video presentation.
5. Each group will present their video presentations and websites.
6. The teacher will observe and interact with the students during the creation and sharing of their video presentations and websites.
Feedback
1. The students will be able to discuss what they have learned about Japan and state what they liked about the other groups’ video presentations and websites.
2. The teacher will use a Video Presentation and Website Rubric to evaluate each group’s video presentation and website.
Evaluate and Revise
Evaluate Student Performance
1. The students will be formally assessed with a Video Presentation and Website Rubric upon completion and presentation of their video presentations and websites.
Evaluate Media Components
1. Were the students able to create a video presentation using a method other than PowerPoint.
2. Were the students able to properly insert narration and subtitles both in Japanese into their video presentations.
3. Were the students able to create a website in Japanese using one of the website creators.
Evaluate Instructor Performance
1. Did most of the students seem excited about the topic and engaged during the creation of their video presentations and websites?
2. Did most of the students seem interested in the video presentations and websites of their classmates?
3. Were the students able to complete their video presentations and websites in Japanese without excessive assistance from the teacher?
References
The Owl at Purdue. “APA Formatting and Style Guide.” April 7, 2009 http://owl.english.purdue.edu/owl/resource/560/01/
Utah Education Network. “Multimedia Presentation Rubric.” May 20, 2009
http://www.uen.org/Rubric/rubric.cgi?rubric_id=16
High Plains Regional Technology in Education Consortium. “Website Design Rubric.” May 20, 2009 http://educatoral.com/website_design_rubric.html
Technology Tool Assessment
I have learned several new technology tools that I did not know about or much about before I started ED451 Audio Visual Education. These include: 4Shared, Blogspot, Box.net, Delicious, MediaFire, Slide Create, Tokbox, and the various Website Creators.
The eight technology tools that I have chosen for my assessment are Delicious, Dimdim, Firefox, Google Apps, Moodle, Skype, Slideshare, and SurveyMonkey. I am basing my assessment on a scale of 1 to 5. 1 being poor, 2 being decent, 3 being good, 4 being very good, 5 being excellent.
Delicious is a free social book marking site. These website allows you to bookmark your favorite websites, you can tag and bundle them into specific categories, and you can share these websites with other people. I would give Delicious a rating of 5.
Dimdim is a web conferencing tool that lets you deliver synchronized live presentations. Dimdim is a good way to have an online meeting with people all over the world. The only experience that I have with Dimdim is when I participated in the meeting that we had in class during one of our presentations. I thought it was very useful. You can video the meetings and even exchange comments during the live meetings via the instant messenger feature. I would give Dimdim a rating of 5.
Firefox is an open source browser. I have not used Firefox a lot. I usually use Internet Explorer. Based on my experience as of right now I would give Firefox a rating of 3. I will have to use it more before I would give it a higher rating.
Google Apps include: Gmail/Google Mail, Google Docs, Google Calendar, and Google Talk. Again, I do not have that much experience using Google Apps. I have only starting using Gmail. I like the fact that in Gmail you can share your documents with other people, and you can work on them together at the same time while seeing the changes and corrections that the other person has made. I do not use any online calendar or chat really. I would give Google Apps a rating of 4.
Moodle is an open source course management system (CMS) that colleges and universities use to host and deliver courses online. I have used Moodle now in a few of my college courses. I like Moodle. You can see what assignments you have due, you can submit these assignments, and you can also see your grades. This is a site that is very useful for both teachers and students. I would give Moodle a rating of 5.
Skype is a free communications and collaboration tool that you can use to have text and voice message conversations with others who have Skype for free. I have not used Skype a lot, but I know other people who have. It is a good way to instant message and video message people from all over the world. I would give Skype a rating of 4.
Slideshare is a site where you can host your presentations and share them with others. You can post your slideshows for others to see and also view other people’s slideshows. I really do not post my pictures or slides online, but if I did I would use something like Slideshare. I would give Slideshare a rating of 4.
SurveyMonkey is a site that enables anyone to create professional online surveys quickly and easily. I have not used SurveyMonkey to create an online survey, but I have filled out a survey that was created by SurveyMonkey. SurveyMonkey allows you to design surveys, collect the responses of the survey, and analyze the results of the survey. I can see this as being a very useful tool if you needed to create an online survey. I would give SurveyMonkey a rating of 5.
The eight technology tools that I have chosen for my assessment are Delicious, Dimdim, Firefox, Google Apps, Moodle, Skype, Slideshare, and SurveyMonkey. I am basing my assessment on a scale of 1 to 5. 1 being poor, 2 being decent, 3 being good, 4 being very good, 5 being excellent.
Delicious is a free social book marking site. These website allows you to bookmark your favorite websites, you can tag and bundle them into specific categories, and you can share these websites with other people. I would give Delicious a rating of 5.
Dimdim is a web conferencing tool that lets you deliver synchronized live presentations. Dimdim is a good way to have an online meeting with people all over the world. The only experience that I have with Dimdim is when I participated in the meeting that we had in class during one of our presentations. I thought it was very useful. You can video the meetings and even exchange comments during the live meetings via the instant messenger feature. I would give Dimdim a rating of 5.
Firefox is an open source browser. I have not used Firefox a lot. I usually use Internet Explorer. Based on my experience as of right now I would give Firefox a rating of 3. I will have to use it more before I would give it a higher rating.
Google Apps include: Gmail/Google Mail, Google Docs, Google Calendar, and Google Talk. Again, I do not have that much experience using Google Apps. I have only starting using Gmail. I like the fact that in Gmail you can share your documents with other people, and you can work on them together at the same time while seeing the changes and corrections that the other person has made. I do not use any online calendar or chat really. I would give Google Apps a rating of 4.
Moodle is an open source course management system (CMS) that colleges and universities use to host and deliver courses online. I have used Moodle now in a few of my college courses. I like Moodle. You can see what assignments you have due, you can submit these assignments, and you can also see your grades. This is a site that is very useful for both teachers and students. I would give Moodle a rating of 5.
Skype is a free communications and collaboration tool that you can use to have text and voice message conversations with others who have Skype for free. I have not used Skype a lot, but I know other people who have. It is a good way to instant message and video message people from all over the world. I would give Skype a rating of 4.
Slideshare is a site where you can host your presentations and share them with others. You can post your slideshows for others to see and also view other people’s slideshows. I really do not post my pictures or slides online, but if I did I would use something like Slideshare. I would give Slideshare a rating of 4.
SurveyMonkey is a site that enables anyone to create professional online surveys quickly and easily. I have not used SurveyMonkey to create an online survey, but I have filled out a survey that was created by SurveyMonkey. SurveyMonkey allows you to design surveys, collect the responses of the survey, and analyze the results of the survey. I can see this as being a very useful tool if you needed to create an online survey. I would give SurveyMonkey a rating of 5.
Assistive Technology
“Assistive technology is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information technologies. A formal, legal definition of assistive technology was first published in the Technology-Related Assistance for Individuals with Disabilities Act of 1988 (The Tech Act). This act was amended in 1994; in 1998, it was repealed and replaced with the Assistive Technology Act of 1998 ("AT Act"). Throughout this history, the original definition of assistive technology remained consistent” (AccessIT).
Assistive technology can include Access Technologies and Adaptive Technologies. Access Technologies include those applications of technologies that provide a way for students with disabilities to better "access" classroom instructional materials provided as part of the general curriculum.” Some examples are alternate keyboards and page turners. ”Adaptive Technologies include customized systems that help individual students move about, communicate in, and control their environments. They are designed specifically for persons with disabilities; devices which would seldom be used by non-disabled persons” (Buffalo Education). Some examples are teletypwriters and DynaMyte (portable communication device).
It is very obvious that some students need assistive technology. In other cases it is hard to tell that a student has some sort of learning disability. I think that the first step in helping students with learning disabilities is to actually give each teacher a list of their students who have learning disablities. This list should state the exact type of learning disability that each student has. The one year that I taught at a local Middle School here on Guam, I had several students that I was not aware of had learning disabilities. I did not find out that these students had learning disabilities until I had to fill out Individualized Education Plans for each of them on various occasions. In all actuality, I thought that a lot of them were just dumb and lazy. As a teacher it did not do me any good not knowing that at least one quarter of my students had some sort of learning disability. If I would have known about this from the beginning of the school year, I would have been better able to come up with ways to address their various learning needs.
Also on Guam, we have the problem of lack of funds. Guam Public School System just does not have the money to provide these nice types of assistive technology devices that were shown in Enabling Dreams. I think that these types of assistive technology devices are great and can really help the students get their education and a career, but as of right now it is just not a reality on Guam. The students are lucky if they have a motorized wheelchair to get around in. The one blind girl at the school that I was teaching at walked around with a cane and an old brail machine.
Another problem, is the lack of properly trained teachers. I admit that has a new teacher I had no clue what to do with some of my students that had severe learning disabilities. I had one student that was extremely autistic and would just sit in the back of the room with his one to one aides. He could not talk at all and at times he got physically aggressive. I did not know what kinds of activities to give him, and most of the time he was not even in class or the one to one aides had to take him out of class early, because he was acting up. The schools need to give more training to the teachers and the one to one aides on how to best assist these students.
When structuring a lesson to include opportunities for disabled students to be successful participants, the teacher needs to know and pay careful attention to what the limitations are of the students. The teacher also needs to make sure that the students have the proper assistive technologies needed to complete the tasks at hand. If I were to revise one of my lesson plans to include students with disablilities, I would first find out as much as I could about those specific learning disabilities. Then I would come up with ways that I could modify my lesson plan to include these students.
Nowadays more and more students with learning disabilities are being mainstreamed into the classroom. This is why it is important that teachers modify their lesson plans to make accommodations for these students. The criteria that I would use to determine whether or not my revised lessons were successful would be to first look over each student’s Individualized Education Plans. Then I would track their progress on a regular basis to see if they were meeting their IEPs.
References
AccessIT. “The National Center on Accessible Information Technology in Education.” May 13, 2009 http://www.washington.edu/accessit/articles?109
Buffalo Education. “Introduction to AT.” May 13, 2009
http://atto.buffalo.edu/registered/ATBasics/Foundation/intro/introbasic.php
Assistive technology can include Access Technologies and Adaptive Technologies. Access Technologies include those applications of technologies that provide a way for students with disabilities to better "access" classroom instructional materials provided as part of the general curriculum.” Some examples are alternate keyboards and page turners. ”Adaptive Technologies include customized systems that help individual students move about, communicate in, and control their environments. They are designed specifically for persons with disabilities; devices which would seldom be used by non-disabled persons” (Buffalo Education). Some examples are teletypwriters and DynaMyte (portable communication device).
It is very obvious that some students need assistive technology. In other cases it is hard to tell that a student has some sort of learning disability. I think that the first step in helping students with learning disabilities is to actually give each teacher a list of their students who have learning disablities. This list should state the exact type of learning disability that each student has. The one year that I taught at a local Middle School here on Guam, I had several students that I was not aware of had learning disabilities. I did not find out that these students had learning disabilities until I had to fill out Individualized Education Plans for each of them on various occasions. In all actuality, I thought that a lot of them were just dumb and lazy. As a teacher it did not do me any good not knowing that at least one quarter of my students had some sort of learning disability. If I would have known about this from the beginning of the school year, I would have been better able to come up with ways to address their various learning needs.
Also on Guam, we have the problem of lack of funds. Guam Public School System just does not have the money to provide these nice types of assistive technology devices that were shown in Enabling Dreams. I think that these types of assistive technology devices are great and can really help the students get their education and a career, but as of right now it is just not a reality on Guam. The students are lucky if they have a motorized wheelchair to get around in. The one blind girl at the school that I was teaching at walked around with a cane and an old brail machine.
Another problem, is the lack of properly trained teachers. I admit that has a new teacher I had no clue what to do with some of my students that had severe learning disabilities. I had one student that was extremely autistic and would just sit in the back of the room with his one to one aides. He could not talk at all and at times he got physically aggressive. I did not know what kinds of activities to give him, and most of the time he was not even in class or the one to one aides had to take him out of class early, because he was acting up. The schools need to give more training to the teachers and the one to one aides on how to best assist these students.
When structuring a lesson to include opportunities for disabled students to be successful participants, the teacher needs to know and pay careful attention to what the limitations are of the students. The teacher also needs to make sure that the students have the proper assistive technologies needed to complete the tasks at hand. If I were to revise one of my lesson plans to include students with disablilities, I would first find out as much as I could about those specific learning disabilities. Then I would come up with ways that I could modify my lesson plan to include these students.
Nowadays more and more students with learning disabilities are being mainstreamed into the classroom. This is why it is important that teachers modify their lesson plans to make accommodations for these students. The criteria that I would use to determine whether or not my revised lessons were successful would be to first look over each student’s Individualized Education Plans. Then I would track their progress on a regular basis to see if they were meeting their IEPs.
References
AccessIT. “The National Center on Accessible Information Technology in Education.” May 13, 2009 http://www.washington.edu/accessit/articles?109
Buffalo Education. “Introduction to AT.” May 13, 2009
http://atto.buffalo.edu/registered/ATBasics/Foundation/intro/introbasic.php
Friday, April 10, 2009
ASSURE Lesson Plan #1 Reflection
Regarding my reflections on my first ASSURE model lesson plan, I feel that there are three NETS*T standards that might apply to my lesson plan for Beginning Japanese. Based on the information from our syllabus, I am using the NETS*T standards for teachers from 2000 and not from 2008. The first standard that I think applies to my lesson plan is 2A “design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners”(ISTE). The second standard that I think applies to my lesson plan is 3B “use technology to support learner-centered strategies that address the diverse needs of students”(ISTE). The third standard that I think applies to my lesson plan is 3C. “apply technology to develop students’ higher-order skills and creativity” (ISTE). I believe that my lesson plan might accomplish the above three standards, because my lesson plan asks the students to do individual research on the internet, use the information found to create digital spreadsheets, and analyze the data from the digital spreadsheets to create PowerPoint presentations.
While planning this lesson, I learned that there are several different components that need to go into a well thought out lesson. Teachers need to come up with these components ahead of time and organize them in the appropriate manner. This is done by making structured lesson plans. There are several different ways in which a teacher can write a lesson plan, but for this assignment we were to use the ASSURE model lesson plan. The ASSURE model lesson plan is useful because “it is an ISD (Instructional Systems Design) process that was modified to be used by teachers in the regular classroom. The ISD process is one in which teachers and trainers can use to design and develop the most appropriate learning environment for their students” (UNCA).
I think that the only new technology tool that I used to complete this assignment was using a different type of search engine than those that I am use to using. I usually use Google and Yahoo to search for information on the Internet. Along with Google and Yahoo, this time I tried Dogpile. Since I had never written a lesson plan using the ASSURE model before, I used these various search engines to find examples of ASSURE model lesson plans. I liked the Dogpile search engine. It looked up more precise information than did Google or Yahoo. When I typed in “ASSURE model lesson plan example”, Dogpile pulled up only about sixty-five Websites. Yahoo pulled up over one million Websites, and Google pulled up over two million Websites. So a search engine like Dogpile is handy if you want to find the information that you are looking for fast and do not want to have to sift through countless irrelevant Websites. I also found out that you can learn various different Excel and PowerPoint techniques if you go to the respective Microsoft Websites and do the tutorials. These tutorials are useful for everyone from beginner to advanced users of Excel and PowerPoint. For my lesson, I chose to integrate the basic tutorials to give a general overview on how to use both Microsoft applications.
I think that the thing I liked least about this assignment was actually coming up with the topic for my lesson plan. I found it hard to come up with something that I could teach a Beginning Japanese Class that could also be put into a digital spreadsheet. I think that in a foreign language class, it is hard to collect and compare data. It turns out that me and one other classmate pretty much came up with the same idea for our lesson plan, and she is teaching a totally different type of class. In general, I also just do not like making lesson plans. This is one of my least favorite aspects of teaching. They can take a very long time to make, and they have to be very precise in order for other teachers to be able to teach your lesson if you are not in class. I am also use to making my lesson plans in a different format. The last thing that I did not like about this assignment is something that I do not like about any type of assignment, and this is having to use correct citations and references. When I did my four year degree I used MLA format for all of my research papers. Now I am having to use APA format. And I have to admit that it is somewhat confusing, especially referencing online material. I looked at various examples of referencing Websites and Web pages in APA format and they all seem to be a little different. I guess buying one of those APA Guides would be a good option instead of trying to find online examples.
I think the thing that I liked the best about this assignment was having to use my creativity to come up with a topic that I could use to make a lesson plan where I could have my Beginning Japanese students make digital spreadsheets. I had to sit and think pretty hard to come up with an idea. I also liked having to think of ways to integrate different types of technology into my lesson plan. Nowadays there are a lot more technology tools that can be used in a classroom than there were back when I was in grade school. I think that a lot of students nowadays like to use the computer. By integrating the use of computers and other types of technology into the classroom, I think that a lot more students might actually want to learn new information at school and use these skills to work on projects outside of the classroom.
References
ISTE. “NETS FOR TEACHERS 2000.” April 9, 2009
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2000Standards/NETS_for_Teachers_2000.htm
UNCA. “ASSURE Model.” April 9, 2009 http://www.unca.edu/education/edtech/techcourse/assure.htm
While planning this lesson, I learned that there are several different components that need to go into a well thought out lesson. Teachers need to come up with these components ahead of time and organize them in the appropriate manner. This is done by making structured lesson plans. There are several different ways in which a teacher can write a lesson plan, but for this assignment we were to use the ASSURE model lesson plan. The ASSURE model lesson plan is useful because “it is an ISD (Instructional Systems Design) process that was modified to be used by teachers in the regular classroom. The ISD process is one in which teachers and trainers can use to design and develop the most appropriate learning environment for their students” (UNCA).
I think that the only new technology tool that I used to complete this assignment was using a different type of search engine than those that I am use to using. I usually use Google and Yahoo to search for information on the Internet. Along with Google and Yahoo, this time I tried Dogpile. Since I had never written a lesson plan using the ASSURE model before, I used these various search engines to find examples of ASSURE model lesson plans. I liked the Dogpile search engine. It looked up more precise information than did Google or Yahoo. When I typed in “ASSURE model lesson plan example”, Dogpile pulled up only about sixty-five Websites. Yahoo pulled up over one million Websites, and Google pulled up over two million Websites. So a search engine like Dogpile is handy if you want to find the information that you are looking for fast and do not want to have to sift through countless irrelevant Websites. I also found out that you can learn various different Excel and PowerPoint techniques if you go to the respective Microsoft Websites and do the tutorials. These tutorials are useful for everyone from beginner to advanced users of Excel and PowerPoint. For my lesson, I chose to integrate the basic tutorials to give a general overview on how to use both Microsoft applications.
I think that the thing I liked least about this assignment was actually coming up with the topic for my lesson plan. I found it hard to come up with something that I could teach a Beginning Japanese Class that could also be put into a digital spreadsheet. I think that in a foreign language class, it is hard to collect and compare data. It turns out that me and one other classmate pretty much came up with the same idea for our lesson plan, and she is teaching a totally different type of class. In general, I also just do not like making lesson plans. This is one of my least favorite aspects of teaching. They can take a very long time to make, and they have to be very precise in order for other teachers to be able to teach your lesson if you are not in class. I am also use to making my lesson plans in a different format. The last thing that I did not like about this assignment is something that I do not like about any type of assignment, and this is having to use correct citations and references. When I did my four year degree I used MLA format for all of my research papers. Now I am having to use APA format. And I have to admit that it is somewhat confusing, especially referencing online material. I looked at various examples of referencing Websites and Web pages in APA format and they all seem to be a little different. I guess buying one of those APA Guides would be a good option instead of trying to find online examples.
I think the thing that I liked the best about this assignment was having to use my creativity to come up with a topic that I could use to make a lesson plan where I could have my Beginning Japanese students make digital spreadsheets. I had to sit and think pretty hard to come up with an idea. I also liked having to think of ways to integrate different types of technology into my lesson plan. Nowadays there are a lot more technology tools that can be used in a classroom than there were back when I was in grade school. I think that a lot of students nowadays like to use the computer. By integrating the use of computers and other types of technology into the classroom, I think that a lot more students might actually want to learn new information at school and use these skills to work on projects outside of the classroom.
References
ISTE. “NETS FOR TEACHERS 2000.” April 9, 2009
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2000Standards/NETS_for_Teachers_2000.htm
UNCA. “ASSURE Model.” April 9, 2009 http://www.unca.edu/education/edtech/techcourse/assure.htm
Friday, March 27, 2009
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