Tyler+D.+Williams

Tyler D. Williams I have been teaching high school English in Southern Maryland for seven years. I currently teach three different courses: English I gifted, English III __remediation__, and AP Language and Composition. I have taught AP Language for two years now and the other two classes are new to me this year. The English I curriculum is based on Springboard from The College Board, and the English III class, although it is a course I have taught before, is totally new this year since I decided to change the curriculum to project based learning. I am excited to learn about ways to best integrate technology into these course to enhance my lessons and my students’ comprehension of the content.

Daily Lesson GAME Plan Tyler D. Williams WaldenUniversity

Dr. Lebeau Integrating Technology Across the Content Areas EDUC-6713I-4 April 1, 2012

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. . || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students demonstrate a sound understanding of technology concepts, systems, and operations. Instructional Objectives: Students will understand the complexity of their issue, define their specific problem through a problem statement, and create an action plan concerning how they will gather their information. || = = = 10 mins. = = = = 60 mins. = = = 5 mins. = 5 mins. = = 70 mins. = = = == 5 mins. |||| Students will be briefed on the difference between Project Based Learning (the way the class has been structured thus far) and Problem Based Learning (the way this unit will be structured). Students will be given a checklist that contains the three major topics ofBPL(Understanding the Problem, Exploring the Curriculum, and Resolving the Problem) as well as the three sub-topics for each. I will explain each topic and sub-topic as well as the purpose of this checklist. This check list will be used to monitor the advancement of each group through the process. Students will then be placed in groups and given their group problem on which to focus. Each group will then develop their own list of what they know, what they need to know, and what they will need to do to complete this unit. They will also define their problem statement by filling out the given chart as a group. Students will then fill out an exit slip on which they state their specific problem statement. Students will receive their exit slips back with any corrections or suggestions from me, and make any necessary adjustments to it. Students will get back into their groups and develop their action plan for gathering information about their issue. They will need to plan how they will obtain their information from different resources including online resources. Students will identify online resources they will utilize to conduct surveys, gather information, and organize findings. Students will also develop the questions they will ask each group. Student groups will then fill out an exit slip on which they state the way in which they will conduct their research and at least five questions they will use. || = = = = Problem Based Learning Checklist = = = Know/Need to Know Chart, Problem Statement Chart = Exit Slips 1 = Exit Slips 1 = = = Action Plan Graphic Organizer, Laptops = = = Exit Slips 2 || Students will be placed in groups of four based on the interest surveys and my prior knowledge of students’ abilities and social habits. || Accommodations and Extensions: My co-teacher and I will make accommodations as needed for individuals during the process. We will reiterate all instructions and expectations as needed to ensure all students understand the required process and products. Back-Up Plan: In case of technological issues, I will ensure that all work for day two can be completed in paper and pencil format. || LESSON REFLECTIONS AND NOTES: Tyler, The fact that you are allowing your students to use the laptops for this assignment is an excellent way to actively engage students in the lesson. I also commend you for taking on the task of creating a class wiki. Although there are many challenges that come along with managing an “educational networking” site, you have an excellent plan of action by using the checklist to help students to monitor their own progress. I had considered giving my students the option to choose from a list of problems, but because my lesson is an introduction to a unit on the Holocaust, I had to steer students in a specific direction. The problem I chose was bullying. I thought it would be a real-world or relevant issue that students could relate to that I could tie into the discrimination Jews experienced in Europe. I will see how it goes. ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Intro to Problem Based Learning |||| Related Lessons: ||
 * Grade Level: 11th |||| Unit: Solving Schools Issues ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * ==ACTION== ||
 * Before-Class Preparation: Students will have filled out an interest survey in which they list, in order of interest, three school issues they would be interested in researching and developing a possible solution. The results of these surveys will help to establish the grouping for the project, something I will have set for the start of this class. I will also ensure that I have obtained __laptops__ from the media center. ||
 * During Class ||
 * Time displayed in mins. |||| Instructional Activities || Materials and Resources ||
 * 5 mins.
 * Day 2**
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): Through monitoring group discussion as well as individual progress on the graphic organizers, I will chart the progress of each student to ensure all students comprehend the given concepts.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: Students will be evaluated on their ability to complete the Know/Need to Know Chart, the Problem Statement Chart, and the Exit Slip 1 during Day 1 and the Action Plan Graphic Organizer and Exit Sip 2 during Day 2.

Tyler, The use of the checklist is a great idea. The focus on school issues is a great way to create change in your school based on a problem or concern the students see. Another way you could approach the project is through asking students to research a critical problem in their community. Too often students know more about the school problems then the immediate problems that they will deal with when they leave the school. You could collaborate with your Social Studies teacher and do a civics project. You could still follow the idea of the K-W-L about the topic, but then they could continue their research in history class to understand the deeper parts of the problem and then in your class work on the solution. By using two classrooms students will be able to learn more and see how the two courses integrate with each other.

Good luck, Mary Karen

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. . || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others Students apply digital tools to gather, evaluate, and use information. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students demonstrate a sound understanding of technology concepts, systems, and operations. Instructional Objectives: Students will comprehend the various aspects of online collaboration, develop a group wiki, and create an initial post on the wiki. || 15 mins. 20 mins. 15 mins. 20 mins. 5 mins. |||| Students will receive their exit slips back with any corrections or suggestions from me, and make any necessary adjustments to it. I will then begin a PowerPoint presentation concerning the importance of online collaboration and how it is used in the real world (in college, the work force, and everyday life). During this presentation, students will be responsible for taking notes. I will then lead students through the setting up of a wiki. I will create the class wiki on which all groups will then create their own page. During this portion of the lesson students can either take notes on the process or actually perform the actions with their laptop depending on their preference. Students will then create their group wiki and all members will join the wiki. Once all group members are on the wiki, they will create an initial introductory post on the main page. I will then establish some rules for the wiki and suggest some options for organization, but it will be up to the group to make a final decision. Student will then fill out an exit slip on which they state the way(s) in which they might utilize online collaboration outside of the classroom. || Exit Slips 2 PowerPoint Presentation Laptops Laptops Laptops Exit Slip 3 || Accommodations and Extensions: My co-teacher and I will make accommodations as needed for individuals during the process. We will reiterate all instructions and expectations as needed to ensure all students understand the required process and products. Back-Up Plan: Since computers will be needed for the majority of this lesson, I will ensure that I reserve room in the media center (if available) in case there are issues with the laptops. || LESSON REFLECTIONS AND NOTES: || Tyler,
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Intro to Online Collaboration |||| Related Lessons: ||
 * Grade Level: 11th |||| Unit: Solving Schools Issues ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * ==ACTION== ||
 * Before-Class Preparation: I will have looked over all of the group exit slips to ensure that students understand the concepts from the previous day. I will also ensure that I have obtained laptops from the media center. ||
 * During Class ||
 * Time in mins. |||| Instructional Activities || Materials and Resources ||
 * 5 mins.
 * Note student groupings, environmental modifications needed, etc: Students will be placed in groups of four based on the interest surveys and my prior knowledge of students’ abilities and social habits. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Through monitoring group discussion as well as individual progress on the group wiki, I will chart the progress of each student to ensure all students comprehend the given concepts.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: Students will be evaluated on their ability to create an initial post on their group wiki and complete the Exit Slip 3.

I like the time that you are taking with your students to set up their wikis. I wish I had this help seeing as though I messed up when I tried to post mine. My one question is, what is the end result of the actual lesson? Where are the students demonstrating their solution? Why are they using the wiki to share their information? These are just some questions I had when looking at your lesson plan.

Thanks for sharing, Mary Karen

Tyler, I think your lesson addresses an absolute need: presenting these tools and strategies to students in a direct lesson. This way, they are able to see the tool used and modeled in order to use it themselves. However, besides showing it to them, what is your purpose for setting up the classroom Wiki page? That is to say, going forward, what will students use the Wiki page for? For this particular application, we are supposed to be using a social networking or collaboration tool in an authentic fashion. While your lesson definitely addresses the idea that students have to learn how to work and use the tool before it can be used in an actual lesson, you might want to extend the lesson to include an example, explanation, or lesson as to how and why the students will have this Wiki page. Good luck going forward! Caitlin

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Intro to Digital Storytelling |||| Related Lessons: : Intro to Problem Based Learning, Intro to Online Collaboration ||
 * Grade Level: 11th |||| Unit: Solving Schools Issues ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S

Students apply digital tools to gather, evaluate, and use information.

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Students demonstrate a sound understanding of technology concepts, systems, and operations.

Instructional Objectives: Students will utilize the information gathered on their group wiki to develop a solution to their particular school issue. Students will then utilize digital storytelling to develop a presentation for the group solution. || 5 Mins
 * ==ACTION== ||
 * Before-Class Preparation: This lesson will take place a few classes after the Intro to Online Collaboration so that students have had a chance to conduct their surveys and compile their data on their wiki. I will also look over the class wiki beforehand to see if there are any issues I would need to address as far as the data gathering and analysis is concerned. ||
 * During Class ||
 * Time
 * Day 1**

40 mins

30 mins.

5 mins.

5 mins.
 * Day 2**

75 mins.


 * Day 3** |||| Instructional Activities

Students will start by getting into their groups and discussing the results of their research and surveys as I hand out laptops and address any issues with the groups’ wiki page and data. Students will then discuss and write down the possible solutions to their issue on the given graphic organizer. This discussion will also include the actions needed to create the various solutions as well as any possible consequences or side effects of the various solutions.

Students will then analyze and write down the pros and cons of the different possible solutions and decide which solution they find to best fit the school.

Students will then decide who their intended audience will be and record this on their graphic organizer. This will be based on what their solution is and what they view as the best course of action to put the given solution in place. The audience could be other students, the administration, teachers, parents, etc.

Students will then turn in their group’s graphic organizer for me to review before they start working on their digital storytelling project during the next class.

Students will get back into their groups and I will address any issues from the previous day’s work.

Students will then use all of the information gathered from the research, survey, and group work to create a digital storytelling presentation that outlines the current state of the school in relation to the particular issue, the possible solutions as found through the research and survey, the best solution based on the information gathered and analyzed be the group, and the best course of action to instill the solution.

Students will present their digital storytelling projects to the class and school administrators. These presentations will also be shared either through the school network or an online site so that other teachers and administrators can view the proposed solutions. || Materials and Resources Laptops

Solutions Graphic Organizer

Solutions Graphic Organizer

Solutions Graphic Organizer

Solutions Graphic Organizer Laptops ||
 * Note student groupings, environmental modifications needed, etc: Students will be placed in groups of four based on the interest surveys and my prior knowledge of students’ abilities and social habits. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Through monitoring group discussion as well as individual progress on the group digital storytelling project, I will chart the progress of each student to ensure all students comprehend the given concepts.
 * Ongoing Assessment(s): Through monitoring group discussion as well as individual progress on the group digital storytelling project, I will chart the progress of each student to ensure all students comprehend the given concepts.

Accommodations and Extensions: My co-teacher and I will make accommodations as needed for individuals during the process. We will reiterate all instructions and expectations as needed to ensure all students understand the required process and products.

Back-Up Plan: Since computers will be needed for the majority of this lesson, I will ensure that I reserve room in the media center (if available) in case there are issues with the laptops. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: Students will be evaluated on their ability to create as digital storytelling presentation as well as contribute to the progress of the group. This will be assess using a rubric.

LESSON REFLECTIONS AND NOTES: ||