Direct Instruction

Three lessons integrating technology and the direct instruction model.

1. Utah's Three Regions!
1. First I would introduce the lesson by explaining to my students that Utah has three different geographical regions. I would use a PowerPoint with pictures of the three regions.
2. Next I would show my students my pre-created arcgis map of Utah's three regions. It will already be separated and have pictures of the different regions.
3. Third, I would have the students open a new arcgis map. I will also open a new map and walk the students through separating one of the regions of Utah step-by-step.
4. Last, I would have the students separate the last two regions on their own. I'll walk around and answer questions and help the students with any problems they may have.
2. Fractions!
1. First I would introduce the lesson by telling my students that we're going to learn about fractions today. I'll explain to the students that they will be determining fractions from pictures, words, and numbers.
2. Next I'll present fractions to the students by showing a video from Scholastic's Study Jams that teaches students about fractions. Students can watch this video again and again.
3. Third I'll guide the students through several fraction problems in their math book. I'll have the same problems on the whiteboard and I'll walk the students through several. I'll ask a few students to come up and solve problems as well, giving them the opportunity to be the teacher.
4. Students will work on several problems independently. I'll walk around and answer any questions they may have.
3. Podcasting!
1. First I would introduce the lesson by explaining to my students that they are going to be radiostars! I'll tell them that they are going to be telling people about any topic they want on a podcast, which is radio on the internet.
2. Next I'll present a podcast to the students. I can present one that I've already created or one that was made by professionals such as Stuff You Should Know.
3. Third I'll show the students how to make a podcast by projecting Spreaker DJ on the board using my iPad and AppleTV. We'll make a podcast as a class about a topic that the class agrees on.
4. Divide the students into small groups and have each group create a podcast about an agreed upon topic.

Initial Course Goals for EDUC 6820

For this course I have three specific goals:

1. Create a unit that only uses technology. Every aspect of the unit incorporates tech. This will include the hook, lesson, and assessment.

2. Learn about a new technology and know how to use it in my classroom. I want to have a specific plan in mind so that when next school year comes, I will use it.

3. To become even more awesome than I already am.

Blog 11

Blog 10

How will you acquire technology for your classroom?

Now that I've written the proposal for the grants, I think that asking for grants is a great way to get technology into my classroom. I've already used donorschoose for other materials in my classroom, so I'm also going to use that.

How does the use of technology impact your classroom management strategies?

It definitely keeps me on my toes. I have to make sure that each student is on task and isn't trying to do their own thing on the computer. Many students can be quite sneaky. I also have to help students take care of the technology so that it isn't broken.

Why use technology if you always need a backup plan?

I use it because I enjoy it and I know the students enjoy it. I'm ok with having a backup plan when I can usually use the fun technology. :)

Blog 9

How does the combined backward design and technology-rich focus impact your unit design?

I loved it and I hated it. Ha ha! I loved the fact that it kept me focused and really made me think about what I was putting into my unit. It helped me see what would be worth using and what wouldn't. I really liked having the essential questions and then going back and making sure my questions really matched the core and that my students would actually be answering the questions with their performance assessment. I realized that my students wouldn't be answering all of the essential questions with the performance assessment. So I kept looking and digging until I figured out that my essential questions weren't as aligned with the core as I first thought. I struggled to put it all together, but I feel that by having the backwards design and technology as a focus really helped me to create a strong unit. Of course I know that it isn't perfect, and I'm excited to see what your thoughts are on it so that I can make it even better. :)

Blog 8

What technologies are available to facilitate general pedagogy?

Of course the technologies that we talked about in class are applicable here:

Digital stories, educreations, infographics, podcasts, websites, ebooks, and more. Each one can be used to help with different subjects. There's class craft and class dojo to help with management as well.

What content-specific technologies are available to promote better understanding and engagement?

There are specific websites that are geared toward certain topics that can be used. There's also youtube videos that have been created with specific content in mind. Many apps have been made particularly for math, reading, and even cursive.

Really, it all depends on how the teacher uses the technology and how they expect their students to use the technology. It can all be used to help students become more engaged and have an increased understanding of content.

Blog 7

How can technology be used for presentation of content and assessment of learning?

There are many ways to use technology to present content and to assess students' learning. There is always the "death by powerpoint" method. Of course, now that I know about Nearpod that should make it so that my students are only "mostly dead".

I really like the idea of presenting information using the same technology that I want my students to use so that I can assess their understanding. In other words, I could create a digital story about Native Americans and show this digital story to my students to introduce them to my Native Americans unit. Then I can have the students create their own digital stories at the end of the unit about the Native Americans.

How can you implement project-based, authentic, technology-based assessment and still prepare students for standardized testing?

I feel that by making sure that I have instructed my students using the standards that have been set by the state, then I will be preparing them for standardized testing. Sure, using totally awesome authentic tools is completely different than the dry, boring standardized testing but.....

So, I guess the way that I'll prepare them for the standardized testing is by including the standards in my teaching. I'll prepare them by making sure they take some dry, boring tests in my class. I'll prepare them by making some practice tests using SAGE. Thank goodness they have that feature. However...I'll prepare them for LIFE by including fun, authentic learning opportunities. (And I really believe that these opportunities will help prepare them for standardized testing as well.)