How is my instructional design contextually and logically organized?
I used the Madeline-Hunter set up to create this lesson plan. The lesson begins with a class project that helps spark interest in the topic and helps the teacher assess prior knowledge. After we participate as a group, we split into individuals (or small groups, depending on class size) and learn how to use edu.glogster.com. While we are learning as a class still, students are able to explore and discover on their own. After my explanation, students are then able to work individually to create their presentation. In this way, we progress from working as a class to working individually. The lesson also includes an introduction, guided practice, independent practice and a conclusion.
How does my lesson plan use varied instructional methods that meet individual needs and target higher order thinking skills?
The group to individual progression allows students to learn at their own pace. The individual presentation also allows for the teacher to help students meet their individual needs. My lesson also incorporates different styles of learning to help reach all learners. Here are some variations that are used within the lesson. Adaptations and other variations are listed in my lesson plan.
Bodily-kinesthetic learners will be able to work with their hands to create a clay model of the solar system before we begin with our presentations.
Visual learners will be able to see our solar system model, the presentation model (available here), the closing video and the class glog presentation.
Auditory learners will benefit from the presentations, both of initial information and the class presentations at the end.
Since this lesson is an introductory lesson, it does not reach higher order thinking skills, but provides students with the information necessary to use higher order thinking skills later on in the unit. For example, later on in the unit we will write persuasive essays about why or why not Pluto should be a planet.
Does my lesson align with research based understanding of technology integration?
Yes. In the research I've done, technology is beneficial in the classroom as long as it is used consciously and for a specific purpose. I've chosen to use glogs for this assignment for multiple reasons. For one, it allows students the chance to practice using a new technology tool. It also allows students to create very unique visual presentations filled with photos and multimedia. Creating a glog in this way will help students refine their Internet research skills and work on their written communication skills for the presentation.
Does my lesson address:
- Safe legal and ethical use of technology?
While not included in the lesson plan, it would be a good idea to briefly discuss the proper use of technology.
- Digital etiquette and responsible social interactions
This lesson does not address this specific technological topic since students will most likely not be interacting with other humans across the world via the Internet. The only written work will be published on the glog and shared with the whole class.
- Meeting diverse needs of learners through learner-centered strategies and equitable access
This lesson absolutely meets the diverse needs of my learners. Each student is able to work at his or her pace to study a planet that they find interesting. They can gather information in different ways, whichever works best for them. They may use text, pictures, video or other multimedia to create their presentation. They could also create their own video to insert in the presentation. In this case, each student also has equal access to the same computer and software.
- Global awareness and digital-age communication
Ironically, this lesson lends more to a universal or galactic awareness. We learn how big or small earth is in relation to all the other planets.
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