Technology

EDUC 3316: Integrating Technology into the Curriculum

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Research

Name: Cynthia Sweet                  Date Submitted: 1 December 2016

Course:  EDUC 3316: Integrating Technology Into the Classroom

Subject: Social Studies Grade Level 6th/Time allotted 45 minutes

Title of Lesson: Introduction to Three Branches of Government

Assure Lesson Plan Model

A = Analyze Learners:

Sixth Grade Classroom with median household incomes; 21 students, 12 males and 9 females; Ages range from 11 – 12 years old.

Exceptionalities:  2 students with developmental disabilities (Autism Spectrum)  

The students in this particular social studies class are on or just above their reading level. Most of the students were from professional working families, with diverse ethnic backgrounds, U.S. Black Americans, Caucasians, Asian, and Hispanic. Since these students had prior knowledge and practice with various technology tools, their skill base was above average and will be needed for our Jeopardy contest. This group of students seem to learn best with visual, hands on, structured and group interaction.

S = State Learning Objective for the lesson in ABCD Format:

Students will be able to identify the three branches of government. Students will be able to identify the people that are involved in each branch. Students will be able to describe the functions of each branch. Students will read for literal meaning of stories presented. Summarize to select main ideas from text presented. Recognize and use social studies terms in written and oral reports. Use appropriate sources of information. And explore print and non-print materials.

S = Select Learning Materials:

* Poster Board, * Three Branches of Government Reading * Story and Poster Board, * Branches of Government Scenarios * 3 Index Cards (stapled),  * Map Colors/Crayons * Sharpie or Pencil

U = Utilize Materials:  

        

        Story handouts, poster board, smartboard and access to internet.

        Resources:  

        Crash Course – Separations of Powers; Checks and Balance

        https://www.youtube.com/watch?v=0bf3CwYCxXw             

        Civic Lesson (Checks and Balances) Scenarios:

        http://database.civics.unc.edu/

        Printable Kids Government Story Poster – The Three Branches of  Government

        https://kids.usa.gov/three-branches-of-government/index.shtml

           

           Printable Congress for Kids Constitution, The Branches of Government Story

           http://www.congressforkids.net/Constitution_threebranches.htm

           Three Branches of Government Worksheets;

            www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/6.htm

Students will collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to social issues in simulated or real life settings. Tell your students that they will be learning about the three branches of government. Put up a poster board, and divide it into two columns. Label the first column know and the second column learned. Ask your students to tell you what they know about the three branches of government. Write down the information that your students tell you on the poster. Read: Teacher Read-ALoud – The Branches of Government Story: Once you have completed reading the article, discuss the information. Watch: Crash Course video. Once video is finished divide the class up into three groups. Tell students that they will be working as teams to solve our Social Studies Three Branches of Government Jeopardy board. The teacher will access the (Pre-made) Jeopardy board using Smart Board Technology and class computer. Teams will select one Jeopardy square question at a time, they will be given 1 minute to discuss which branch is responsible for solving each scenario given or answer a definition term. Teams will earn points for each correct answer and will loss points for wrong answers.

R = Require Student Interaction:

Each student will be given the chance to reveal an answer choice using the smart board technology. Each student will be given an award for participating in this activity (award additional computer time or give them a pass to visit the library) but the winning Team will get to add an extra 20 points to their next quiz or test grade in addition to one of the above rewards.

E = Evaluation:

An informal evaluation on the Three Branches of Government lesson plan will be done during classroom observation and on how well students participated in group work.  

 

 

EDUC 3316: Integrating Technology into the Curriculum

Part 1:

My “Multiple Intelligence” and “Learning Style” assessments seemed to be very accurate. The Edutopia quiz ranked my top three components as 75% Verbal Linguistic, 75% Logical Mathematical, and 70% Intrapersonal, my lowest percentage were Bodily/Kinestetic at 25% and Musical at 30%, all other areas of multiple intelligence data were within the 55% to 50% range. (Edutopia, 2009)  The Education Planner quiz showed that my learning style was 40% Visual, 40% Tactile and 20% Auditory. (Education Planner, 2011) VARK data analysis listed me as Multimodal Learning Preference (AR) Read/Write – 6; Aural – 5; Kinesthetics – 3 while visual was my lowest score at a level 2. (VARK, 2016)

Part 2:

I agree with the results of my analysis. I use different color pens/ink to outline important terms/text/study materials, I use note cards for reviews/tests, when studying for mid-terms or finals or other comprehensive tests I prefer and seem to recall information better when I am working within a small group or one on one mentoring, for math or word problems I have to rewrite them in my own words to figure out how to solve the equations. This was my first time taking these assessments and although the authors clearly state that the data should not be used to diagnosis any learning difficulties you may have but these tests provide information about your learning preferences and should not be looked at as negative, my results seem to support how I learn best. The importance of knowing “multiple intelligence” or “learning style” in education from the teacher’s perspective would be to have a more student centered learning environment, effective student engagement in the learning process, help teachers better organize their classrooms, provide tools to help each student succeed and feel confident about learning. Students can benefit from knowing this information because they will be able to take ownership of their learning, build on the skills and knowledge they have now to be successful in the future. I believe the Edutopia quiz provides a better overall detailed look of how students rank on a scale in learning preferences and multiple intelligences. The VARK quiz not only showed the learning style but provided helpful tips to improve a students performance and overall learning success.  

References:

Self-Assessments. (2011). Retrieved September 03, 2016, from http://www.educationplanner.org/students/self-assessments/index.shtml

Multiple Intelligences Self-Assessment. Shearer, Branton (2009). Retrieved September 03, 2016, from http://www.edutopia.org/multiple-intelligences-assessment

Hill, R. S. (2016, June 21). The VARK Questionnaire. Retrieved September 03, 2016, from http://vark-learn.com/the-vark-questionnaire/

VARK Learning Style:  http://vark-learn.com/

Reading / Writing Preference Style

INTAKE

To take in the information use:

*lists *handouts

*headings *textbooks

*dictionaries *readings – library

*glossaries *notes (often verbatim)

*definitions *essays

*teachers who use words well and have lots of information in sentences and notes

*manuals (computing and laboratory)

SWOT – Study without tears

To make a learnable package:  Convert your “notes” into a learnable package by reducing them (3:1)

*Write out the words again and again.

*Read your notes (silently) again and again.

*Rewrite the ideas and principles into other words.

*Organize any diagrams, graphs … into statements, e.g. “The trend is…”

*Turn reactions, actions, diagrams, charts and flows into words.

*Imagine your lists arranged in multiple choice questions and distinguish each from each.

OUTPUT

To perform well in any test, assignment or examination:  

*Write exam answers.

*Practice with multiple choice questions.

*Write paragraphs, beginnings and endings.

*Write your lists (a,b,c,d,1,2,3,4).

*Arrange your words into hierarchies and points.

You like this page because the emphasis is on words and lists. You believe the meanings are within the words, so any talk is OK but this handout is better. You are heading for the library.

EDUC 3314: “Classroom Management, Theory and Application”

Leaned how classroom management skills and highly trained educators are essential to the learning environment of all students. Learned that in today’s society most school districts use a student center teaching model rather than a teacher authoritarian model. Discussed skills and resources available to aide with education burn out. End project, created a Personal Reflection Report.

EDUC 3317: ” Education in a Culturally Diverse Environments”

Learned how differences in socioeconomic status, race culture, ethnicity and gender contribute to ones perspectives. We learned that by appreciating and becoming aware of diverse multicultural classroom in today’s society educators can better students successful outcomes. End project, I created an oral presentation called “A Cross-cultural Anecdotal Comparison of Afro Caribbean Values”.

What do you believe are the two most important skills that a teacher needs to possess in order to be effective in the classroom?

I believe the two most important skills that an educator need to possess in order to be effective in the classroom is to first be a caring person who listens and communicates well and secondly, the educator needs to be open minded ( or if you can come up with a better sounding synonym) to new cultures, ideas, learning strategies and technology.

Personal Reflection

Taking EDUC 3315 has helped me to develop a more student centered classroom learning environment. Being able to observe classroom teachers at Harmony School was most helpful and gave me hands on experience to see what ideas and strategies work in a diverse classroom environment.

My educational philosophy has evolved after completing North American University EDUC 3315 Curriculum and Instructional Design course (EDUC 3317 & EDUC 3314 as well).  This course was very beneficial in helping me recognize my strengths and weakness as it relates to classroom management skills. Classroom management skills are crucial to students success and the teachers ability to meet curriculum goals. Being flexible, having adequate supplies and support from administrators, colleagues, and parents can make the difference between success and failure. (NSE, 1991)

Before taking this course my philosophy or ideologies leaned toward that of a progressive pragmatic style, but this course outlined the many different teaching styles and made me aware that traditional, authoritarian, permissive and indulgent  aren’t necessarily bad but teachers can incorporate a mixture of these styles for classroom management success.  (Baumrind, 1971)

My job as an educator is to motivate, stimulate, and direct students in attaining their educational goals. In order to accomplish this the specific technique and strategies needed is to insure that the classroom is structured, safe and has a variety of activities incorporated into the learning environment. Some strategies that I did not think about in the beginning of this course that I plan to incorporate in the classroom would be problem solving and management techniques. When minor inappropriate behaviors occur decide if the infraction can be ignored and allow natural consequences to happen but when minor problems can not be ignored they should be managed with strategies that can be carried out without interrupting the ongoing activity, for instance peer proximately and having positively stated classroom rules visible. If appropriate behavior persists or interferes with learning, more extensive interventions may be needed such as student contracts, incentives, and consequences. (Jones, 2001)

Another strategy I am planning on using once good classroom management has been established, will be maintaining it, by monitoring behavior, academic progress, being consistent and creating a positive, supportive classroom climate. Using tools like incentives and rewards in an appropriate manner can play a positive role in motivating students to take responsibility for their actions. (Jones, 2001)

My plans for improving classroom management skills, once I start teaching, will be to use learning materials like assessments, lectures, manipulables, audio, visual and teaching aids, textbooks, other reading sources, and technology to foster educational goals, keep students actively engaged and build students academic success. Other classroom management skills that I will incorporate to help maximize on-task behavior is the arrangement of the classroom, start lessons on time, giving clear instructions, make sure to move around the class monitoring students, use seatwork effectively, summarize objectives and expectations; providing useful feedback and evaluation, smooth transitioning, plan for early childhood settings and deal with common classroom disruptions in a professional and positive manner. (Jones, 2001)     

As a teacher I must be able to assess the students’ knowledge and understanding as well as be informed of outside factors that may affect students learning. This course should be mandatory for those individuals entering the teaching profession. Taking this course helps to open your mind up to new strategies and proven research that works to help teachers develop good classroom management skills. With researchers predicting that teacher burnout rates are on the increase and new teachers are leaving the job every year, taking this classroom management course along with support from your colleagues and administrators can reduce burnout rates and the shortages in the teaching profession can improve. This is a very valuable course that has long term benefits for students and teachers alike. (Seidel, 2014)  

 

 

References

 

Jones, V., & Jones, L. (2001). Developing standards for Classroom Behavior. In Comprehensive Classroom Management (10th ed., p. 194,195). Boston: Pearson.

Philosophy. (1991). In New Standards Encyclopedia (Vol. Eleven, p. 288,289). Chicago,, Illinois: Standard Educational Corporation.

Wenning, C. (2004). Classroom Management Styles. Retrieved November 30, 2015.