It is looking good, Catherine    JWB

 

Design Challenge #2

 

A Learning Design

 

 

Top 10 Principles of the Efficiency Model

 

10.Subjects are taught in isolation

9. Specific behavioral objective

8. Programmed instruction (sequential)

7. Individualized

6. Fact Finding

5. Memorization (Drill & Practice)

4. Print Based

3. Students rarely interact with peers.

2. Students sit and soak up information.

1. The teacher knows all!

 

 

Top 10 Challenges to the Efficiency Model

 

10. Outdated model

9. Little or no interaction between students. No group work!

8. Ignores different learning styles.

7. Focuses on memorization.

6. No integration between subject areas.

5. Does not promote life long learning.

4. No hands-on learning

3. It is teacher centered, not learner centered.

2. No critical thinking required!

1. BORING!! Can't you just see students with their eyes glazed over?

 

 

Step One: Define a Learn Goal

 

The learning goal is for students to be able to use a recording device (IPod, digital recorder, or computer) to monitor reading fluency.

 

Step Two: State Objectives

 

Given a level K book and a recording device, the learner should be able to read at the rate of 60 words correct per minute.

 

Step Three: Sequence Instruction

 

1. The teacher will model how to record a person reading, using an IPod.

2. Then the teacher will show students how to play the recording.

3. The students will practice recording themselves using a familiar poem.

4. Then the students will begin recording themselves using a level K benchmark book.

5. After the recording the student will conference with the teacher to determine fluency rate.

6. The students will set goals if they have not met the expected 60 words correct per minute.

7. The students will record themselves at least once per week until they have reached the expected goal.

 

Step Four: Determine Learning Success

 

Students will meet with the teacher to determine their fluency rate. If the student did not meet the objective, then goals will be set and students will continue to record themselves.

 

A Reflection and Critique of the Design

 

The best part about the design is that it is individual. Students are able to work at their own pace and set individual goals. The students also have the opportunity to get one on one instruction with the teacher. The lesson is also appealing to younger students because they love to hear themselves! It also incorporates a few of the multiple intelligences to address the needs of all learners. Today's students love to use new technology such as an IPod and are familiar with its functions. Using familiar technology with students can increase engagement and willingness to work.

 

 

 

 

Design Challenge #3

 

 

 

The FACTS Model of Design

 

Teachers as Designers: A Cinquain Poem

 

Teacher

Creative Thoughtful

Engaging Supporting Constructing

A designer for learning

Educator

 

 

Teachers as Designers: A Diamente Poem

 

Teacher

Intellectual, clever

Inspiring, coaching, approving

Heart, soul, mind, body

Learning, trying, reaching

Open, engaged

Student

 

 

 

The FACTS Model: A Summary

 

The FACTS model of design is used to create meaningful learning experiences. It has five major components: foundations, activities, content, tools, and systems of assessment.

 

 

**Before reading the information below, please start beat-boxing!  (It is a rap afterall.) Ignore the titles that are in blue, this is not part of my rap.**

 

The F is for Foundations

 

F is for Foundations, what we want our students to learn in their mind. Teachers must think about the lesson they will design.

 

The A is for Activity

 

A is for Activities; the students must “do” rather than “sit.” There are four different types of activities and that is it.

 

The C is for Content

 

C is for Contents; the “something” of learning. Each state has its own standards in which teachers must be exerting.

 

The T is for Tools

 

T is for Tools, the things that we use. If you don’t make full use of them, it’s the students who lose.

 

The S is for Systems of Assessment

 

S is for Systems, of Assessment that is. Teachers need to do provide a variety of ways to determine if the student is a wiz.

 

Final FACTS Design Lesson

 

Foundations

 

Literacy

 

Symbols:

Literacy is embedded into every activity in a first grade classroom. Students will be learning about and using various symbols throughout this project. In the beginning of the year students learn about printed symbols and letter/sound relationships. The printed and spoken language symbols will be used for the majority of the project as they communicate with students from another country. As students delve deeper into the project they use visual, graphic, and mathematical symbols.

 

Discourse:

Students will be working within several different discourses for this project. Students will have to decide how to encode and decode information using print, visuals, graphics, and multimedia.

 

Cognitive Processes:

During the activities students will need to make decisions, solve problems, plan, create effective designs, and use research skills.

 

Problem Solving

 

Strategies:

Students in the first grade are just beginning to develop problem solving strategies. Students will need to compare and contrast information, analyze information, and create.

 

Authentic Anchored Problem:

The first grade teachers are planning the field trips for next year, but we do not know where to go! The students will have to research different places in the Dallas/Fort Worth area that would be an appropriate place for a field trip. In teams the students will create a PowerPoint presentation to convince the first grade students from another country that their location is the best place to go.

 

Knowledge

 

Disciplinary Structures:

 Social Studies Structures: maps, directions. Mathematic Structures: graphs, Language Arts Structures: persuasion, composition, research Technology Structures: save, open, PowerPoint, slide show, color, space, graphics, search.

 

Disciplinary Processes:

Social Studies Processes that students will learn about and/or participate in include: using directions, reading maps, problem solving, voting. Mathematic Processes that students will learn about and/or participate in include: graphing and data collection. Language Arts Processes that students will learn about and/or participate in include: reflecting, writing, persuading, investigating, and researching. Technology Processes that students will learn about and/or participate in include: typing, designing, searching, saving, and evaluating.

 

Disciplinary Discourses:

Printed material and Internet

 

Using Information

Students will need to become experts of their chosen location for the project. In order to do this they will need to search for information about their topic. Then they will sort through what they find and create a PowerPoint presentation. Students will need to communicate with group members about information they find and well as communicate with students from another country what they have learned.

 

Community

 

This unit focuses on the students' ability to work together in order to create a successful presentation.  The class will be working in cooperative groups of three or four students to complete their project.  They will also collaborate with students from another country and learn about diverse cultures.  Students from the other country will provide feedback about the class's projects and ultimately decide which place would be the best to go on field trip.

 

Activities

 

Authentic Activities:

 

A1. Students will brainstorm various places to go on a field trip and create a circle map to show those places.

A2. Students will choose three places to research.

A3. Students will share their knowledge of Texas and the United States with students from another country.

A4. Students will take a poll of 25 first grade students to see which place is most liked and graph the results.

A5. Students will choose one place to go on the field trip and create a brochure about the location.

A6. Students will video conference with another first grade class from a different country.

A7. Students will create a Power Point presentation to persuade the other students to choose their location.

A8. Students will create a video of their group giving their presentation.

A9. Students will use digital cameras to take pictures during the field trip.

A10. Students will use PhotoStory to create a video about their field trip experience

 

Building Background Activities:

 

B1. Discuss previous field trips they have been on.

B2. Review what a circle map is.

B3. Discuss how to work in cooperative groups.

B4. Review how to use a search engine online.

B5. Read books about Texas and the United States.

B6. Practice graphing skills.

B7. Review how to find places on a map.

B8. Use Google Maps to find buddy class from another country.

B9. Review the four cardinal directions.

B10. Learn about the voting process.

B11. Discuss how to make a brochure.

B12. Review the writing process.

B13. Review video conferencing etiquette.

B14. Model how to take videos with a digital camera.

B15. Discuss how to persuade someone.

B16. Discuss how to make a PowerPoint presentation.

B17. Discuss what makes a good PowerPoint.

B18. Review how to use a digital camera.

B19. Learn how to use PhotoStory.  

 

Constructing Activities:

 

C1. Students will create a graph showing the most popular place chosen.

C2. Students will create brochure about their selected location.

C3. Students will create a PowerPoint presentation about their selected location.

C4. Students will create a video of their group giving their presentation.

C5. Students will create a PhotoStory about their field trip experience.

 

Sharing Activities:

 

S1. Students will share their brochure with the class.

S2. Students will share their PowerPoint to their classmates.

S3. Students will share their knowledge of Texas and the United States with students from another country.

S4. Students will share their PowerPoint with a class from another country via Podcasting.

S5. Students will share their PhotoStory presentations with a class from another country via Podcasting.

 

Contents:

 

Language Arts

1.2 (A) connect experiences and ideas with those of others through speaking and listening

1.3 (C) ask and answer relevant questions and make contributions in small or large group discussions 

1.10 (A) read fiction, nonfiction, and poetry

1.10 (B) use graphs, charts, signs, captions, and other informational texts to acquire information

1.18 (C) write to record ideas and reflections

1.18 (D) write to discover, develop, and refine ideas

1.18 (E) write to communicate with a variety of audiences

1.18 (F) write in different forms for different purposes

 

Mathematics

1.9 (A) collect and sort data

1.10 (A) draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs

 

Social Studies

1.4 (A) locate places using the four cardinal directions

1.5 (B)locate places of significance on maps and globes

1.13 (C) use voting as a way of making choices and decisions

1.17 (A) obtain information about a topic using a variety of oral sources

1.17 (B) obtain information about a topic using a variety of visual sources

1.19(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

 

Technology Applications

1.1 (B) start and exit programs as well as create, name, and save files

1.8 (A) use communication tools to participate in group projects

1.8 (B) use electronic tools and research skills to build a knowledge base regarding a topic, task, or assignment

1.10 (A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience

1.11 (A) publish information in a variety of media

 

Tools

A1. Computer and Thinking Map software

A2. Computers with Internet access

A3. Video conferencing equipment

A4. Paper and pencil, graphing paper or Scholastic Keys software (Max Show)

A5. Computer and Microsoft Publisher

A6. Video conferencing equipment

A7. Scholastic Keys software

A8. & A9. Digital camera

A10. PhotoStory

B1. Pictures from previous field trips

B2. Thinking Map software

B4. Computer and search engine (Yahooligans)

B5. Books about Texas and the United States.

B6. & C1. Graph paper, Scholastic Keys software (Max Show)

B7. Maps and globes

B8. Google Maps

B9. Picture of a Compass Rose

B10. Books about voting

B11. & C2 Microsoft Publisher

B14. Digital camera

B15. Videos that show someone who is persuading

B16., B17. & C3 Scholastic Keys (Max Show)

B18. & C4. Digital camera

B19. & C5. PhotoStory

 

Systems of Assessment

Many rubrics will be used in order to assess students' projects.  Students will use the rubrics to assess how they think they did on each project and how well they worked with their group.  The teacher will also use the rubric to assess the students' projects.  Then the students will meet with the teacher in their teams and also individually to discuss the rubrics.

 

Learning Environment 

 

Classroom

In the classroom, desks will be arranged in groups of three or four in order for the teams to collaborate.  There will also be a cluster of three computers that teams can use when researching their topic.  A table in the back of the room will be used for teams to meet with the teacher.  All materials needed will be available and placed in a location that is easily accessible to all students.

 

 

Computer Lab

The computer lab will be used in order for the entire class to work on the project at the same time. 

 

 

Distance Learning

Students will meet with other students from a different country using video conferencing equipment.  Students will sit in a large group on the floor to participate in the video conference.

 

 

Values

Students will be working together to reach a common goal.  The project promotes camaraderie and mutual respect.  The classroom learning environment supports students working together and students will be praised for collaborating with each other.