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ASSURE Lesson Plan

 

A.S.S.U.R.E.

Abstract

 

The Technology Integration Matrix (TIM) offers a comprehensive guide for breaking down the evaluation process into five interconnected characteristics and levels amassing 25 perpetual indicator cells. Each cell represents a range of levels and characteristics from entry level to transformation level, as well as active characteristics to goal directed characteristics respectively. The ASSURE lesson plan template is modeled after the acronym ASSURE, meaning a) A for analyze learners, b) S for state standards and objectives, c) S for select methods, media, materials, d) U for utilize methods, media, materials, e) R for require learner participation, and f) E for evaluate and revise. The ASSURE model included in this document outlines a lesson plan that utilizes the TIM to progress from the collaborative adoption level to the goal level of collaborative transformation. Indication of collaborative transformation includes use of technological tools to enable students to collaborate with peers and experts irrespective of time zone or physical distance.

ASSURE Model Instructional Plan

Happy Habitat Podcasts

Grades 4-6 Science

September (beginning of the year) 5 Days/5 - 60 Minute Periods

 

Analyze Learners

 

  1. Participants: 20 Students
  2. Gender: 12 males 8 females
  3. Ages: 10-11
  4. Mental, Social, Physical, Social Notes:

African American, Hispanic, and Latino population

5 students with Individual Education Plans (3-504 extended time, 2- cognitively impaired)

  1. Current Knowledge, Prerequisites, and Notes about Learner Attitudes:
  • This class scored 95% proficiency on the state assessment in science (with 2 advanced proficiency.
  • Students are eager and competitive with projects.
  • Students have previously conducted research to design and create habitat models. This lesson is an extension to infuse technology.
  • Based on the technology-use surveys, 90% of the class have used Garage Band and podcast software.
  • 18 out of 20 students have internet-based technology access at home.
  1. Estimated Learning Styles: Visual – 40%, Auditory – 10%, Kinesthetic – 50%

State Standards and Objectives

National Educational Technology Standards- Students (NETSs)

¦Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1- Creativity and Innovation)

¦Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3- Research and Information Fluency, 4-Critical Thinking, Problem-Solving, and Decision-Making)

¦Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4- Critical Thinking, Problem-Solving, and Decision-Making, 5-Digital Citizenship)

¦Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5-Digital Citizenship, 6-Technology Operations and Concepts)

 

New Jersey Core Curriculum Science Standards

5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.

 

 

Objectives

  • Students will be able to collaborate with peers and expert scientists from the Liberty Science Center and other institutions to generate podcasts to explain and describe their habitat model.
  • Students will be able to utilize the Garage Band software to create a podcasts to present habitat selection.
  • Students will be able to share podcasts on the school’s website, opening the audience to members irrespective of time zones or physical distances.

Select Methods, Media, , and Materials

1. Methods:

  • Cooperative Grouping (heterogeneously-based on technology use skill level)

2. Media:

3. Materials:

¦5 Laptops/Netbooks with Garage Band software

¦Internet access

¦Software/Hardware to create podcast (5 video cameras)

¦GarageBand direction PDF page

¦ Podcast Rubric

Utilize Media, Materials, and Methods

  1. Preview the materials: What you need to preview?

Teacher will review the Garage Band Software pdf directions page as well as tutorial videos on creating a Garage Band podcast. Teacher will also review technology-use surveys to group students heterogeneously based on technology-use skill level. Students may have previously worked in a different group to design the habitat model. Teacher will research scientists and teachers at the Liberty Science Center and other national and international locations to create a collaboration opportunity for students.

  1. Prepare the materials: What things need to prepare before the lesson?

Teacher will prepare a model soundtrack and podcast to model for students. During the lesson, the teacher will activate prior knowledge to have a student to explain process. Teacher will also prepare a step-by-step checklist for students to use to create the soundtrack, podcast, and combine the two for final presentation and publishing.

  1. Prepare the environment: Where the learning takes place? How about the seating, lightening, temperature of that place?

Teacher will prepare LCD projector to show podcast to students. In addition, teacher will prepare 5 workstations in the classroom for each group. Each workstation will have a laptop, team-member assignment cards, habitat model, chart paper, PDF directions page, Microsoft podcast link, Scientist contact email sheet, step-by-step checklists, Podcast Rubric, etc. Teacher will also elicit support from the school technology coordinator for co-teaching support.

  1. Provide the learning experiences: Outline the “Require Learner Participation” section.

Teacher will research other student created podcasts on habitats to show students to engage learners. Teacher will also ask probing questions to activate prior knowledge about creating soundtracks and podcasts to engage students in a discussion.

Require Learner Participation

Each day is divided into the following:

10 - 15 minutes – Teacher Motivation/Discussion/ Group Directions

30 minutes – Group Work

15 - 20 minutes – Group Presentations/Teacher Feedback/Homework

(times may vary on Day 1 and Day 5)

 

Day 1 – Introduction to Garage Band/Podcast Software

  • Teacher will show students a model of a final podcast that includes the Garage Band soundtrack. Teacher will ask: Can anyone explain what a Garage band Podcast is? Can anyone explain how to use the software? What are these tools for? Have you used them before and how? How can we use these tools to present and publish information about our habitat models?
  • Students will respond to probing questions and discuss their prior knowledge of the software.
  • Teacher/students will work together to organize into groups inclusive of students of all levels of technology use. Groups will be instructed to explore the software and strategize a plan for designing a soundtrack and podcast to present their selected habitat model based on the project rubric.
  • Students will explore the Garage Band Podcast Software in cooperative groups using the directions Garage band PDF page and Microsoft Podcast link.
  • Each group will have a 1-Manager, 2-Scientist Expert, 3- Technology Expert, 4-Recorder. (Students will receive an individual card outlining the duties of each.)
  • While exploring, students will record their findings on how to use the software for purposes of completing the objective. Students will create a preliminary outline for completing the project to determine how the work will be divided up over the 4-day period, inclusive of homework time. Students will also research student podcasts on habitats to get ideas from other presentations.
  • Teacher will circulate to observe and provide feedback to each group.
  • Students will use the last 15-20 minutes of class to report to the class, new findings and suggestions for completing the project.
  • Teacher will provide feedback for each group to finalize project plan to ensure the plan is feasible for meeting the objectives.

Homework: Scientist Expert will email scientists and teachers from the Scientist contact sheet to ask questions about respective habitats and request additional footage from Skype interview, etc. The Scientist will also conduct research on other collaboration opportunities for video footage of actual habitats from around the world.

Technology Expert will explore further with the Garage band and Podcast software to polish his/her expertise.

Manager and Recorder will have to collaborate on a script draft for the podcast to present details on their selected habitat. This script will have to include research completed during the model design process. Also, roles will have to be assigned to each group member to be executed during the podcast (1-videographer/editor, 2-reporter, 3- props/scenery).

 

Day 2 – Garage Band Soundtrack Day

  • Teacher will open the lesson with a Skype session with a scientist from the Liberty Science Center. During this session, students can ask clarifying questions regarding emails sent by the group Scientist expert. Teacher will also show a tutorial video on use of Garage Band
  • or http://www.youtube.com/watch?v=USo-jTpIycw&feature=related

Throughout the tutorial, the teacher will pause and allow students to questions. The technology expert will take notes during the tutorial.

  • Students will present findings from homework to the class and then move into groups with the goal of creating their soundtrack for the podcasts. The goal is to create a soundtrack that will represent the selected habitat in musical form. Students can be creative as possible.
  • Students will present their soundtracks during the last 15-20 minutes of the class.

 

Homework: All group members will collaborate by email, Skype, phone to review script and finalize other set components to prepare for recording. During this collaboration, students are expected to work out any technological challenges. The technology coordinator will be available after school for students to work with. The Scientist Expert and Technology Expert will work together to discuss what external footage will be included in the podcast (Skype sessions, video footage of actual habitats, etc.)

 

Day 3 – Recording Day (mostly devoted to recording)

Throughout the tutorial, the teacher will pause and allow students to questions. The technology expert will take notes during the tutorial.

  • Students will present their scripts as well as the roles for recording. (see Day 1 Homework).
  • Group work will begin and students will work in groups to record their videos of their habitat research. Students may record in any area of the school including outdoors with the supervision of the teacher and technology coordinator. During the recording day, the reporter must report the facts on the habitats as well as research findings of the Scientist Expert.
  • Teacher and technology coordinator will be available to support groups during the recording phase.

 

Day 4 – Pulling It All Together

  • Technology coordinator will model how to edit podcasts in order to prepare final product.
  • Majority of the day 4 will be devoted to editing video. The Technology Expert and Scientist Expert will work together to include other expert footage in the final product. The Manager and Recorder will make certain that the group is adhering to the rubric as well as time constraints.
  • Groups will make presentation for work completed during the day 4-work period. Teacher will offer feedback for improvement.

Homework: Groups will be given the opportunity to remain after school to rehearse and finalize presentations. Students who are not able to remain after school will have to collaborate at home.

 

Day 5 – Presenting and Publishing

  • Teacher will open the lesson by modeling the final phase for publishing to the school website. This process is an email to the school webmaster requesting for the podcasts to be posted on the school website.
  • Groups will present their final podcasts.
  • During presentations, teachers and classmates will use rubrics to score each presentation and offer constructive feedback.

Homework: Email family members, participating teachers and scientists, and others about the project. Students will inform others of specific details of when podcasts will be posted. Optional: Students may include a copy of the rubric in the email to request recipients to evaluate each podcast.

Evaluate & Revise

Evaluation methods for each of the following are included:

  1. Student Performance – A Podcast Rubric will be used to evaluate final presentations as well as group member contributions – http://www2.uwstout.edu/content/profdev/rubrics/podcastrubric.html
  2. Media Effectiveness – The ISTE ICOT will measure the effectiveness of the software and hardware used.
  3. Instructor Performance – The school Principal and technology coordinator will evaluate technology integration using the ISTE ICOT along with Danielson’s Formal Evaluation Instrument.

 

References

ASSURE Model Instruction Plan. (2005). Retrieved July 6, 2012 from,

sh0814.myweb.uga.edu/edit2000_sp07/assuretemplate.doc

 

Create Your Own Podcast. (2012). Retrieved July 22, 2012 from,

http://windows.microsoft.com/en-us/windows-vista/Create-your-own-podcast-What-you-need-

to-know-to-be-a-podcaster

 

Garage Band 5 For Students. (2012). Retrieved July 22, 2012 from,

http://fcit.usf.edu/matrix/download/lp0030.pdf

 

ISTEnets Advancing Digital Age Learning. (2007). Retrieved July 22, 2012 from,

http://www.iste.org/Libraries/PDFs/NETS-S_Standards.sflb.ashx

 

National educational technology standards (NETS-S) and performance indicators for students.

(n.d.). Retrieved July 6, 2012, from http://www.iste.org

 

Podcast Rubric. (2011). Retrieved July 22, 2012 from,

http://www2.uwstout.edu/content/profdev/rubrics/podcastrubric.html

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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