How is my instructional design contextually and logically organized?
I used the Madeline-Hunter set up to create this lesson plan. We begin by introducing/refreshing basic properties of a circle. As a class, we walk the different parts of a circle (circumference, radius, etc.) The teacher then explains how to use a compass for the whole class. As a class we use a worksheet to use these skills as a class. Students are then able to finish the worksheet on their own and use the Internet to further their knowledge.
How does my lesson plan use varied instructional methods that meet individual needs and target higher order thinking skills?
I used the Madeline-Hunter set up to create this lesson plan. We begin by introducing/refreshing basic properties of a circle. As a class, we walk the different parts of a circle (circumference, radius, etc.) The teacher then explains how to use a compass for the whole class. As a class we use a worksheet to use these skills as a class. Students are then able to finish the worksheet on their own and use the Internet to further their knowledge.
How does my lesson plan use varied instructional methods that meet individual needs and target higher order thinking skills?
- Visual Learners- There will be photos for the introduction, visual instruction on the board on how to use a compass and a worksheet that allows them to practice creating circles on their own.
- Kinesthetic Learners- They will be able to hands-on create a circle using a compass and a ruler. We will also introduce the math terms by walking them as a class.
- Auditory Learners- All information will be presented aurally as well as visually. We will also repeat important terms a couple of times so students will be able to internalize them.
- "Low" learners- The teacher will address any gaps in knowledge during the guided practice and independent practice times. If necessary, different scenarios or analogies may have to be used to help the child.
- "High" learners- High learners could expand on this by creating their own worksheet to find an earthquake. This requires them to work backwards and measure their circles after they have been created.
The Madeline–Hunter style lesson plan (intro, model, guided practice, independent practice, closure) allows students to slowly become comfortable with the new material. They are also given the opportunity to practice on their own.
Does this lesson align with research based understanding of technology integration?
Yes. Although the technology is not the main focus of the lesson, it provides material which directly compliments the lesson. The game presented may allows students who are still unfamiliar with the material to reach a greater understanding. In my research, technology is useful as long as it is used purposefully, which it is in this case.
Does my lesson address:
-Safe, legal and ethical use of technology?
This is not directly mentioned in the lesson plan, but the activity is completely ethical and legal. If students stay only on the website provided then it is completely safe as well. The teacher should monitor computer/Internet use.
- Digital etiquette and responsible social interactions?
No. The activity involved does not involve online social interactions and therefore does not address these issues.
-Meeting diverse needs of learners through learner-centered strategies and equitable access?
This lesson does meet the diverse needs of learners. There is built-in flexibility to allow the teacher to move at the pace of the class, and allow the teacher to provide one-on-one help when needed. The lesson has equitable access as far as technology goes, but some students may struggle with the use of a protractor. This lesson also tries to address visual, auditory and bodily-kinesthetic learners.
-Global awareness and digital-age communication
This activity provides students the ability to solve a real-world problem, that is, how to find the epicenter or origin of an earthquake. Surface knowledge of earthquakes and their effects provides global awareness. The practical application also increases awareness of different jobs including scientist and geologist. The students do not communicate digitally during this lesson.
Does this lesson align with research based understanding of technology integration?
Yes. Although the technology is not the main focus of the lesson, it provides material which directly compliments the lesson. The game presented may allows students who are still unfamiliar with the material to reach a greater understanding. In my research, technology is useful as long as it is used purposefully, which it is in this case.
Does my lesson address:
-Safe, legal and ethical use of technology?
This is not directly mentioned in the lesson plan, but the activity is completely ethical and legal. If students stay only on the website provided then it is completely safe as well. The teacher should monitor computer/Internet use.
- Digital etiquette and responsible social interactions?
No. The activity involved does not involve online social interactions and therefore does not address these issues.
-Meeting diverse needs of learners through learner-centered strategies and equitable access?
This lesson does meet the diverse needs of learners. There is built-in flexibility to allow the teacher to move at the pace of the class, and allow the teacher to provide one-on-one help when needed. The lesson has equitable access as far as technology goes, but some students may struggle with the use of a protractor. This lesson also tries to address visual, auditory and bodily-kinesthetic learners.
-Global awareness and digital-age communication
This activity provides students the ability to solve a real-world problem, that is, how to find the epicenter or origin of an earthquake. Surface knowledge of earthquakes and their effects provides global awareness. The practical application also increases awareness of different jobs including scientist and geologist. The students do not communicate digitally during this lesson.
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