After examining a lesson plan provided through Verizon Thinkfinity partners and rating it using the Technology Integration Matrix, suggest one or more activities that could be added to the lesson plan to improve it. What change(s) do you suggest that would move the lesson across TIM levels? Please include a link to the original lesson plan.
Introduction is excellent,but because there is so much information, instead of one lesson, I would make several lessons and present the information in sequence.
The overall presentation is through podcast, this makes the presentation somewhat active. There is not much collaborative use of individual student use of tools, so I would integrate some type of a tool to keep students interactive. The lesson plan is authentic and goal-oriented. Excellent discussion questions, but would involve the whole class together.
This activities could be used to assist in reading to improve student's vocabulary. I enjoyed the different levels of teaching. The way the picture showed how to form your mouth in developing new words. This will assist me greatly. The only suggestion I have is to use more word parts, such as wh, ch, etc.
I reviewed the lesson "The Three Little Pigs in Earthquake Land". I believe that this lesson starts on an Entry or Adoption level. The lesson does ask the students to draw at the end, but I want to see them do something on the computer and retell the story in some way. I would move the lesson plan into the Adaptation and Infusion area by allowing the students to work in small groups to act out and retell the story. They will then work together to create a short powerpoint to use to retell the story to another class. These extra activities allow the students to choose their own tools and it's self-directed, meaningful and flexible. They are using their own creativity to make a powerpoint that best fits the way they want to retell the story.
Lesson Plan on money included a variety of resources which were hyperlinked for ease of use. The varied educational activities addressed the various learning styles and high level thinking skills. Activities were varied and required the students to conpare and contrast, analyze and predict.
The only addition I could suggest is to continue the lesson to include the new coins that are now in circulation and what pictures and or symbols are on the coins and why.
Students would create a powerpoint presentation to retell the story. This would move the lesson plan to the adaptation level.
In addition to the original lesson plan I would have students create a informational video using movie maker. Information would include facts, warnings information, and safety recommendations earthquakes and volcanoes. This would move the lesson plan to the adaptation level.
I think this lesson is very useful in teaching probability. It is Active and Collaborative/Adaptation as the students work in small groups completing hands on activities. It is goal directed/adaptation. I would use this lesson in my class. There is really nothing I would improve in this lesson. GREAT JOB!
This lesson is a great introduction to earthguakes and the damage that they can cause by incorporating a familiar story, The Three Little Pigs. This lesson, as is, begins on the entry side of the Technology Intergration Matrix. The information is delivered to the students using technology (pictures from websites and the story online); however, the students are not allowed to explore or use technology on their own or collaboratively. I would suggest incorporating a partner activity in which the students research earthquakes and safety/preparation tips and then create a PowerPoint presentation to share the tips for the two little pigs to use when rebuilding their homes. This activity would move the lesson from the entry level to the adaptation level of the TIM.
I reviewed the lesson "The Three Little Pigs in Earthquake Land" and found that without any modifications it would be placed in the Entry level of the Technology Integration Matrix. The only use of technology in the lesson is using online resources to listen to the story. To move this lesson to a higher level in the TIM, I would assign the students to work collaboratively and create a PowerPoint Presentation on "Earthquake Safety Tips" for the Three Little Pigs when rebuilding their homes. I believe that would then place the lesson in the Adaptation section of the Technology Integration Matrix.
The group that completed this assignment was Brad Watson, Greg Ford and myself.
This lesson was very interactive and it was informative. I would love to learn how this lesson was created. It takes a mundane task of identifying historical figures and turns it into an engaging activity.
1.According to the TIM scale, this lesson is Active all the way through Transformation
2. According to the TIM scale, this lesson is Collaborative all the way through Infusion. In order to reach the next level Transformation, have students work in groups to research on the internet and also engage in school discussion threads to add 1 more piece of evidence to each historical profile.
3. According to the TIM scale, this lesson is Constructive through Transformation
4. According to the TIM scale, this lesson is Authentic through Adaptation. In order to reach the next level of Infusion, have students relate the historical figure to a particular battle or event in the war.
5. According to the TIM scale, the lesson is Goal-Directed through Infusion. In order to reach the next level of Transformation, have students research several historical figures and add them to the "Who Am I?" game.
This site offers a interactive game for 4th-8th grades, in language skills. Although I like the game, I would like to be able to add words to make it more challenging for the student.
I think this activity would be fun for students to help understand how the brain works. It is not in our standards but it would be a great one to add to our curiculum. It is interactive and I think it is goal directed and is infused into the TIM matrix easily.
I found this lesson plan to be very interesting and interactive between the student and online resources.
I believe that this lesson plan spanned all the way to and including transformation on the technology integration matrix in all areas except one. Active, constructive, authentic, and goal-directed categories all seemed to be in the transformation grid to me. The one area that I would add to if I were to use this lesson plan would be the collaborative area. While each student DID utilize an INDIVIDUAL use of the technology tools, and was able to gather information from online sites, there was no collaboration with peers that I could detect. I would like to see some collaboration between the students, perhaps in creating graphs concerning the levels of protection that classmates use to protect themselves from developing skin cancer or some other type of research the students could collaborate on together.
I was extremely impressed with the lesson plan and would love to use many of the ideas with my students this fall!
Lesson Plan Title: Empowered Fiction Writers: Generating and Organizing Ideas for Story Writing
I would like to move this lesson plans Goal- Directed area from Entry to Infusion.
To raise the level the following ideas would need to be implemented:
8th Grade Language Arts
This is a very good lesson plan. The students get lots of hands on work for better understanding. I like the worksheets she uses for assessment and the song is very cute. I feel that she has touched every area of the Technology Matrix in some way. I am planning on using this lesson plan in my class next year!!!
I like all the different ways that different modalities are used to teach the concept. This helps cement the concept for children. It would be nice to add a technology component by having a power point presentation showing the changes in beginning and ending sounds to add visual part to the lesson.
Lesson: Blogging With Photovoice: Sharing Pictures in an Integrated Classroom ‘
(Reading/Language Arts – 9-12)
The lesson describes adaptation level for student collaboration. Students perform the photo taking task independently, post answers to teacher directed question to a blog, and then to post comments to other students’ work.
I would move it to the Infusion level by allowing students the freedom to use their choice of technology for documenting their thoughts (video, camera, movie makers, etc.) in response to the goal – participants take photos in response to a prompt, reflect on the meaning behind three of their photos, and share the photos to find common themes. I would also give students a choice to collaborate (group discussion) before, during, and after the activity.
To move it to the Transformation level, I would allow them to connect their work,via ThinkQuest, to the broader global community.
Looking forward to trying this.
Hi Mrs. J,
Well, I have looked at several lesson plans and finding none to critique. I thought I had found one, Pi Line, until I got to the bottom. All the lesson plans I looked at involved collaborative, authentic, goal directed, and set high goals (thinking, problem solving) for students. I am very new at this, and in a year or two may be better informed to critique. However, as it stands, I can only spend my summer looking over these lessons, learning the technology/practicing the technology, so that I can give my students the rich lessons too!
Hope (caroline) Campbell
P.S. forgot the linkURL: http://illuminations.nctm.org/LessonDetail.aspx?id=L575
Day 3 Verizon/TIM Activity http://www.readwritethink.org/classroom-resources/lesson-plans/engaging-with-cause-effect-30678.html?tab=1#tabs This cause-and-effect lesson plan by Deb Hamilton has the teacher reading different books by Laura Numeroff (“If You Give a Mouse a Cookie,” etc.) and having the students create their own comic strip titled “If You Take a Third Grader to…” in Comic Creator by readwritethink. I feel that this lesson is constructive/adaptation, with independent use for building knowledge and some student choice and exploration. For example, the students can choose how many slides to create, who their characters will be, and where the third grader will be going! In order to move this lesson to the authentic/adaptation level, I feel that you could give students complete freedom with their subject matter. This would connect it more to the students’ lives. In addition, Comic Life could be used instead of Comic Creator for older students or students who are more advanced. Ashley
This assignment would be great in giving students a complete overview of the Magna Carta and how it connects to the U.S.Constitution. Using more images for discribing the different parts would make it more inviting and informative.
this lesson involves higher level thiniking skills but doesn't use technology. To take this up a notch I would set up an online learning community so the students could talk to other students about thier take on the motives behind the decisions involving slavery and the constitutiion. Also having others viewpoints about the "big" issues of today would help the students think about issues from another viewpoint and also learn that they can disagree without it turning ugly.
I love this lesson! However, I think a way to address the teacher reflection of how to give the whole class more practice and help them become more proficient would be to put this excellent idea in a center for the students to continue to work with these skills and have them record their game information on a chart/spreadsheet. I think it would be great to have students play the "Hungry Frog" game independently as well. Since it is an end of unit lesson, I believe it would be easy to give the students an interactive check list of addition facts and not just completing a teacher chart for records. That way the students have a chance to perform independently again before a final assessment.
This lesson plan is at the adoption level of Authentic. I would like to move it to the adaptation level. To do this, I would expand the balancing of the shapes to real world items. Some ideas would be to have them balance menu items with budget, amount of time spent on different activities with amount of time available or number of acres of each crop needed to maximize profit of total acres available. This would give the students some choice of what they investigated and allow them to see how equations apply to their everyday life.
Day 3 Verizon/TIM Activity
In the vocabulary lesson that I reviewed in the Thinkfinity site, the lesson fell within the Authentic/Adoption level in the TIM matrix. It could be moved up to the Authentic/Adaptation level by allowing the students to independently make a power point presentation of the new vocabulary including a simile, a picture and a sentence.
This lesson has three activites to help with understanding fraction parts. I think it falls in the Entry-Collaborative level on the TIM. I would suggest to take a day to do each activity. Also for the second activity, there could be an Excel spreadsheet included to get the students to do a cost analysis on a fraction of a piece of cake. Of course if real food or cake was involved, it would probably keep the students better involved in the lesson.
Day 3 Verizon/TIM Activity http://www.readwritethink.org/classroom-resources/lesson-plans/building-phonemic-awareness-with-120.html?tab=6#tabs This is a very good lesson found in the Thinkfinity site and would be quite effective in helping students learn to isolate beginning and ending sounds. On the TIMS matrix this falls at the goal-directed/entry level. I would move it to the authentic/adoption level by having students work in a PowerPoint presentation with teacher guidance that included words and pictures in which the students had to select the beginning or ending sound of pictures and/or words.
While this lesson is an extensive one, I would also require my honors classes to write a character analysis essay as an extension of this lesson plan.
I found this lesson on Parts of a Plant. It is designed for a K-2nd grade learning environment. There are some really neat activities included in this lesson and several worksheets for both the students and teacher. I would have liked to have seen the creator include a video link for the students to view or a website for them to visit. Students in this era are intrigued by technology and would be more apt to learn through other methods than a worksheet.
I reviewed the lesson "Illuminations: Let's Count to 5". Students are taught songs, rhymes and poems to represent numbers 1 to 5, and asked to participate in them. There are also activities with foods and other objects to give the students a more hands-on approach to learning the numbers. This lesson is very good, but doesn't integrate any type of technology. To do this, I would go to another lesson: http://illuminations.nctm.org/ActivityDetail.aspx?ID=219 which is an interactive counting game to help enhance their counting skills. This can be done whole group or individually.
This activity FACT Fragment Frenzy demonstrated how to finding pertinent facts. The introducation would make a great bell ringer--especially if you had a projector and tablet. It was a little misleading because when the students click on the activity, it really isn't interactive. I would copy the activity into Word instead of printing it. Then you could use it several different ways. Students could type the facts, or use it with tablet. On the TIM rubics--I would say this lesson for students would be "at choice and regular us for building knowledge".
I do a 2 week unit on the story out of our literature book on the Titanic. It would be a wonderful extension of the unit to use this lesson plan for some extra research of the wreckage. I would possibly have them do a mock writing with the questions that they developed to further extend the plan.
I chose the lesson Comparing Columns on a Bar Graph from Illuminations. This is a great lesson because it allows the students to collaberate with cubes to form a graph of their favorite juices. They then take their information and the teacher puts it into a gragh so the students can answer questions concerning the class graph. This lesson shows collaborative characteristics of the learning environment because the students are able to collaberate and explore to form a class graph using the cubes. The level of technology integration is the Adoption level. The teacher is collection information and putting it into the Bar Grapher Tool. This could be improved on by allowing the students to put their individual information into the class graph.
I reviewed the lesson "Mathematics and Environmental Concerns (Aluminum Cans)". This is a great activity to do with 5th grade students. It covers data gathering and graph making in a real world sense that the new generation standards are asking for. If you do all the extensions this activity would be over into the infusion level of the Technology Integration Matrix in all areas. The extension suggesting to start a school recycling program is a great idea that the kids would really get excited about doing. They all have access to aluminum cans and could actively participate.
This is a lesson plan on basic safety tips, which is an integral part of my class during the first 9 weeks of school. This lesson is great for K-2 age kids because it uses the book "Officer Buckle and Gloria", by Peggy Rathman to present safety tips. The lesson is engaging because it involves an activity using a melon and a bicycle helmet to show what happens when the melon drops without a helmet vs. dropping with the helmet in place. The students then make posters to display around the school with safety tips of their own. A good way to incorporate technology into this lesson is to allow the kids to go to the safety tips and bicycle safety websites cited within this lesson plan to find specific safety tips to use for their poster. I think that these activities move the lesson plan from the Active level on the TIM to the Authentic level within the matrix.
The lesson "Macaroni Math" shows all five characteristics of the learning environment: active, collaborative, constructive, authentic and goal-directed. It is at the adaptive level of technology integration. The lesson was well planned and uses the Electronic Abacus Tool to demonstrate subtraction. The only addition to the plan that may improve it and move it across the technology matrix would be to have each student have a turn, in groups or individually, on the Electronic Abacus Tool. I loved the plan and all of the other hands on activities it included.
I reviewed the lesson "Nutrition Scavenger Hunt" and it was marked as for middle school grades 6-8 but I have found this directly aligned with the 9th grade health standards. My suggestion would be to use this as an introduction to the nutrition class and expand on it with the 9th grade specific vernacular. I would suggest doing not only a grocery store scavenger hunt but to choose a local grocery or even Walmart online and do the scavenger hunt online then allow the students to go some of the specific company website such as Campbell’s. For example, view the Campbell's website to search and identify the nutrition information by doing this it gets the students involved as well accustomed to searching for nutrition information from the company's site.
According to TIM it encourages constructive and transformation matrix which provides for extensive and unconventional use of technology tools to build knowledge. It also encourages authentic innovative use for higher order learning activities in a local context.
No Technology Use Originally: Independent Reading, discussion, and journal writing.
The above activity focuses on DEAR (Drop, Everything, and Read). This also includes small group discussions with classmates and the teacher. This allows the teacher to closely check student comprehension and to find if they are “really” reading in the first place. I presently use DEAR time in my classroom. I love the idea of monitoring the students closer and allowing students to share the like or dislike of a book.
In order to add Technology to this lesson I would choose one of two ideas. First you could have the students create a summary/report on powerpoint presentation. Of course, begin by showing the students several pwpt samples and walk them through the process once or twice a week in the computer lab. Then the students can present their lesson to their classmates in a short presentation. The second idea is for the teacher to create fill in the blank character trait pwpt or Word document. (Include: A place for character’s pics, personalities, action, problem, resolution, relationships, main character, etc. )This leaves less room for the students to use their own creativity, but this is more straight forward activity and would be best for younger ages.
Hope this is helpful
This lesson will teach responsibility. It also promotes safety on the internet. This is important at school and at home to prevent identity theft. Students should know the importance of protecting themselves against predators and others that are not on the internet for educational purposes. There is nothing I would do to improve this lesson.
Make a video or presentation to go along with project.
In the “Protecting The World’s Habitat” lesson that I reviewed on the Thinkfinity website, this lesson fell within the following levels on the Technology Integration Matrix: Active Infusion, Collaborative Entry, Contructive Adaptation, Authentic Adaptation, and Goal Directed Adaptation. This can be used as a group activity, or I could expand the information to have each student work individually on one animal that is being threatened by human activities. The student can increase his/her level of learning by visually showing a power point or video about their animal, where it lives, how it survives and how humans have interfered with its existence. This visual will give the students a more “real” perspective of what this animal is up against. This would increase the "Constructive Adaptation" to a "Constructive Transformation."
The Frog Beyond the Fairy Tale Character: Searching Informational Texts
I believe this lesson is in the Constructive entry level of technology. I would move this lesson plan to the authentic adoption level of technology by having the students fill out a kwl chart about frogs, reading fiction and nonfiction stories about frogs and share writing activities to see if they gain a better understanding of the subject. I would use my projection system to integrate video, sounds of the different types of frogs, and allow students to choose one type of frog and expand their knowledge of the subject. For assessment, I would review the writing samples, kwl chart and share information with the class.
This is a great lesson is for grades K-2. Currently there isn’t any technology being used in this lesson. On the Technology Integration Matrix Table, I would place it under Constructive-Entry Level. To improve this lesson and move it to Authentic-Adaptation, I would first begin by showing the class a Cause and Effect PowerPoint to introduce or review Cause and Effect. At the end of this PowerPoint, there would be slides where the student can decide the cause or effect by clicking it in the sentence. Once you click, it would take you to a slide letting them know if their choice was correct or not. This would allow students to take turns using the white board to make their selections. Once they have a good understanding of cause and effect, they would then come up with their own cause and effect situations from everyday life.
This lesson is a very good way to reinforce short vowel sounds with kindergarten students. It is a variation of the game duck duck goose. Instead of these words students use words with short vowels such as hot, cop, bop and then the third word they use a different short vowel sound ...cap. This person then chases them around the circle and the game continues.
I would probably narrow vowel sounds to two for kindergarten students in the beginning and as the year progresses let students interact with all.
Lesson: What is an Acrostic Poem?
This interactive lesson is a terrific one for late elementary and middle school students. On the TIM, it falls on the
"Adaption" or "Infusion" area for most characteristics of the learning environment. To use it on the high school level, as an introduction to word choice, description, and basic poetic devices, I would adapt it on the "Authentic" part of the matrix. I'd make this a group activity to engage student with one another as well as with the technology, and add a step at the very beginning. Instead of just chosing any word to write an acrostric about, I'd give them an active PURPOSE for writing the poem that would place this activity in a meaningful local context. I'd make a page where they brainstorm together, and then ask them to settle on one major social issue for high school students. Examples would be cheating, bullying, drunk driving, back-talking teachers, tardiness. They are going to write an acrostic "PPP" (Postive Propoganda Poem) to post in the school hallways. Then move on to the rest of the lesson, complete, print, and post.
Sequencing: A Strategy to Succeed at Reading Comprehension
Lesson Author: Lisa Leliaert Fishers, Indiana
This lesson is a great spring board for teaching/introducing tall tales and sequential order of events. According to The Technology Integration Matrix this engaging lesson plan is on the “Constructive/Adoption level.” In order to “bump” it to the next level of “Constructive/Adaptation” students will research what a tall tale is prior to the lesson to ensure they have background knowledge of the genre. After the Paul Bunyan lesson Ms. Leliaert has graciously shared, students will create their own Tall Tales.
Characteristics of the Learning Environment Type of Lesson Active
Constructive Adoption *Bumped to ADAPTATION
I feel this lesson is authentic adoption. Although this lesson has a good interactive, for discovering how to complete the square, it requires more instruction and explination. I also believe it would improve the lesson, if students are given more options for manipulating the size of the original shape.
http://www.nationalgeographic.com/xpeditions/lessons/16/g35/freshwater35.html This is a very good lesson to help students understand the different types of wetlands. It is wonderful that I would not have to start for scratch. Active is at the entry level where students receive information passively. The teacher could just lecture on the wetlands and then allow students can go to a site and learn about the different wetlands. This is entry level plan, and there needs to be some kind of accountability of the wetland information. The students could go to a site to play a game about the types of wetland or to Discovery Education to watch a movie and take a quiz about the information learned before they make a scene. This would make the Active be bumped up to adaptation. Entry Adoption Adaptation Infusion Transformation Active Collaborative Constructive Authentic Goal-Directed Elizabeth S
Lesson Plan: Extending Human Ability through Technology
To explore how technology has been used to enhance human abilities.
After listening to the transcript, ask students:
How to move from collaborative adaptation to constructive adaptation, I would ask the kids to do individual research and find out the other technological advances in the human body for sports.
I found the lesson plan of measuring student’s heights in thinkfinity. It fell in the adaption level in each category. I would improve on the authenticity by giving the students the choice of real life objects to measure, once they measure the height of the students in the class.
Heights of Students in Our Class Share | In this activity students collect height data
Lewis and Clark Overcoming Obstacles
This is a great lesson to show what early Americans went through to expand the country. I believe a further extension would be to have students chose another trail that was used and map out the obstacles and how to overcome them.
Students can be given the opportunity to choose the numbers that they would like to use or "check their work" by using the reverse operation. They also could pair up to make larger numbers which would allow beginning introduction to 2-digit subtraction. I think it was at the goal-orientedwith adoption. It is the intent of these changes to move it to adaptation.
Day 3 TIMS Review
I would rate the sink of float lesson above on the Thinkfinity.org site in the Adaptation level on the TIMS Scale. I would improve the lesson in the Active area of the TIMS by adding more student involvement by allowing the students to have their own individual clickers for question/answer activities in order to include all students.
Characteristics of the Learning Environment
Levels of Technology Integration
In the lesson plan I found on the link http://www.readwritethink.org/classroom-resources/lesson-plans/poetry-portfolios-using-poetry-152.html that I reviewed in the Thinkfinity site, the lesson plan fell within the following levels on the Technology Integration matrix:
Characteristics of the Learning Environment
Levels of Technology Integration into the Curriculum
This was a well thought out lesson plan! Very few areas could be improved upon. One thing I would do to improve the Active Characteristic to enhance it from the adaptation level is I would ask the students to find examples of poetry from books they have at home or check out from the library instead of just from the sources that I provided from them.
This is a lesson plan that is great for Kindergarten students.I think that it falls in the constructive level on the TIM chart.
In the Scaffolding Comprehension Strategies Using Graphic Organizers lesson that I reviewed in the Thinkfinity site, the lesson fell within the following levels on the Technology Integration Matrix:
Scaffolding Comprehension Strategies Using Graphic Organizers
To enhance this lesson I have chosen to move Active from the entry level; where print graphic organizers, overhead projectors, and whiteboards were used; to adaptation by having students create and use interactive graphic organizers to determine and record their information.
Constitution Costs (Cross-Curricular for Economics & Government)
In the TIMs matrix, I believe this lesson falls under the classifications of Adaptation/Constructive. In order to move the lesson to become Adaptation/Authentic I would have my students research on their own other government assistance programs that are funded through taxes. The students will have to choose an area outside of those provided in the lesson, yet still answer the same questions that were utilized in the lesson to show that they have an understanding of how and why the program exists.
The Freedom Riders and the Popular Music of the Civil Rights Movement
This lesson in Thinkfinity falls in the Infusion level on the Technology Integration Matrix. The characteristics of the learning environment displayed in this lesson include active, collaborative, constructive, and authentic, with the highest level overall being authentic-infusion.
Characteristics of the Learning Environment
Technology Integration Level
To improve this lesson I would take this lesson to the transformation level by requiring the students to develop a web page where they detail information about the affects of the civil rights movement in the Jackson County/Florida Panhandle area.
In the levels of technology integration into curriculum, this lesson fits the characteristics of constructive adoptation. This is a fun, informative lesson teaching the standards of numbers and operations which includes independent use for building knowledge.
Characteristics of the Learning Environment
Title of the lesson
Goal - Directed
In an effort to move this lesson up and over on the technology integration spectrum, I would suggest presenting real life applications on day two’s follow up lesson. For example, they might be a contractor who needs to figure out square footage of lumber needed to deck a covered porch that has various lengths using 1 x 4 tongue and grove cypress. This would now involve real life application, authentic adaptation, of areas of composite figures.
http://www.readwritethink.org/classroom-resources/lesson-plans/using-picture-books-teach-101.html?tab=4#tabs Using picture books to teach characterization in writing workshop. On the Integration Matrix, this lesson uses conventional, procedural use of tools (Active), collaborative use of tools in conventional ways (Collaborative), guided, conventional use for building knowledge (Constructive), and guided activities with some meaningful context (Authentic). It is also conventional and procedural (Goal-directed). One way to increase the effectiveness of the lesson would be to give students independent use in activities they can relate to, while adding purposeful use of tools to plan and monitor. Students will have some choice and exploration with feedback, to ensure comprehension. For instance, an interactive lesson in which students can independently view, choose answers, and check the results themselves, will give the necessary reinforcement needed to allow students to be involved in the learning process. When they can test themselves, correct answers and have the results based on their individual answers, they have a reinforced ability to remember the information. The Story Elements interactive from Read, Write, Think uses the Cinderella story to teach about character traits as well as the plot, setting, rising/falling action and resolution. Students have multiple opportunities to reinforce what they are learning in the lesson with this additional tool. Another tool which would take the lesson to the next level (from guided use to independent use) would be the Character Trading Cards from Read Write Think. This interactive lets students create their own character and identify the traits and characteristics of that character. Then they can print out Trading cards to share and discuss with friends.
This lesson plan was very well thought out and explained.
In the TIM table, I would describe this lesson as authentic and the level as Infusion.
I would like to be able to view more dance practice lessons
The lesson is about Venn Diagrams. You are given ideas to use and a template that can be printed for students. After practicing whole group with kindergarten, I would give them the template and have them use shapes or colors to create their own diagram.
Day 3 TIMS Review
I reviewed the lesson Grid and Percent It at http://illuminations.nctm.org/LessonDetail.aspx?ID=L249.
I loved the lesson! It is visual and gradually walks the students through understanding how percent works and some real life applications for percent.
The lesson, I believe, is on the line between Entry level and Adoption level.
Some suggestions to extend the lesson to Adaptation or Infusion levels could include having students create their own grids using a computer program of their choosing, suggestions will to be provided, and create their own problems to solve using their own grids to present or save for future examples. Students can also find percent examples and situations online or in current events.
Day 3 TIMS Review
Grid and Percent It
I reviewed this lesson with a partner. We loved the lesson and I hope to use this with some of my classes. We felt that the lesson ranked on the line of entry and adoption. We feel an extension would bring the lesson to the adaptation level. After going the grid exercises, have the student find a percent problem on the net and transfer this problem to a grid and present to the class the article and the grid. Further the student could then make their own problems or exercises for other students to complete.
Once again, love the entire lesson!!!!
This is goal-directed adoption. I think that to move it up a notch, let the students create a problem and share it with another student. Let the students go back a forward practice and checking each other's problems.
An Introduction to Beowulf: Language and Poetics
This lesson does a good job of introducing types of figurative language found in Beowulf by teacher direct instruction as well as use of online guides and a video. However, the lesson doesn’t seem to offer student choice of activities or group work. In addition, the content is not linked to the real world.
I rated it as Active – adoption level, Collaborative – Entry level, Constructive – adoption level due to lack of student choice, Authentic – Entry level, and Goal-Directed – Adoption level.
To raise the level of Authenticity to the Adaptation level, I would have students glean the main idea/central message of the poem and then brainstorm modern situations in which a ‘hero’ saves someone in dire trouble. Ex. A friend saves another’s life by guiding him/her to a drug clinic for rehabilitation…. This could be a class brainstorm situation. Individual students could then write their own versions of a ‘hero’ story – real or make believe – peer edit these and finally turn them into powerpoints that include modern day images, etc…
I loved the "la Familia" lesson. I teach this lesson. I would enhance it by using "Adoptation". I will build vocabulary by construsting a rubric where students will develop a Family Tree using the vocabulary. Also Introduce the subject with the question "How are Spanish & American families alike & different?" Infusion might be another opportunity to define the vocabulary. Students can define the word, define in own words, use in sentence, list antonyms/synonims, etc... Look for cognants by stting question... "What words can we learn tht look & sound almost the same as English words?"
I reviewed the lesson Graphin trash materials. This is good with 1st through 5th. They can keep anthing that they would normally throw away. Then we could use excel to make graph and charts to show they thing that the class would be throwing away. Then we could post our graphs in the hall for the school to see.
I really like this lesson plan. I rated it authentic-transformation
This is a link for understanding the characters of The Crucible for high school students. I teach intensive reading so I have lower level students who usually get lost in the quagmire of characters. If I have the students create trading cards it will help my kids to visualize and then understand the characters. This will help their understanding of the play. How this relates to the rubric is the following:
Active = Adaptation Level
Collaboration = Transformation
Constructive = Transformation
Authentic = Transformation
Goal Directed = Infusion.
This activity utilizes visual learning and kinesthetic learning which is imperative for intensive reading students. This also incorporates higher leve (D Quadrant) thinking and synthesizing which is challenging for my kids. Nice lesson. I plan to use it.
I found a great lesson utilizing found poems, which I love to use in my class, but I have had a difficult time explaining in the past.
The link to the lesson is below:
The lesson is titled, "Found Poems/Parallel Poems". It says that it is geared towards middle schoolers, but I teach high school intensive reading students, and I can see this working perfectly with my students as well.
As far as the technology matrix is concerned, there is one interactive technology component where students can play with a piece of prose from the novel "Holes" and rearrange it to create a poem. I think this is entry level technology wise because this is the only electronic component in the lesson. Otherwise everything is in print.
Besides that, I am absolutely in LOVE with this lesson and I can't wait to use it when school starts again because it allows for creativity and you can adapt it to teach mood and tone.
I believe this lesson fits into the Technology Integration Matrix in the area of authentic adaptation (independent us in activities connected to students' lives; some student choice and exploration). I like how the lesson provides site addresses for students to research artificial reefs. I also think it is great how students are required to write about their opinion as to whether they think new artificial reefs should be created in Florida.
Here is science reading comprehension activity where the students read about human interactions and changes to the Florida wet lands. The reading discusses how these human interactions affect the climate in relation to Florida crops, especially oranges. I thought this assignment fell into the Authentic - Active box of the Technology Matrix. You could expand the lesson with technology by requiring the student to look up statistics of Florida freezes in the past 5 to 10 years and create a chart and graph in Excel connecting the freezes with total crop loss in terms of money for Florida farmers. The link to the passage is listed below.
"Giving Voice" fits int the technology integration matrix areas in Active-Adaptation using conventional independent use of tools, lots of student choice. In the area of collaborative-transformation with the blog aspect. Constructive-transformation, authentic-infusion with the regular use. As we know, practice and repitition using technology makes us all better students! I particularly liked the adaptation into an integrated classroom.
This lesson incorporates reading articles and comparing evolutionary patterns. It uses collaborative infusion and constructive transformation.
I liked this lesson and it will fit in two spots of "The Technology Integration Matrix".
Goal-Directed = Entry
Constructive = Infusion
This link introduces the student to African slavery and its role in history.
This lesson fits into the matrix as follows:
Active - Adaptation
Collaborative - Infusion
Constructive - Transformation
Authentic - Transformation
Goal-Directed - Adaptation
This lesson can be adapted to several levels of Language Arts skills. It incorporates higher level thinking and synthesis. Good lesson.
This is a lesson plan that helps students to feel the rhythm of music and poetry. I would incorporate this plan with sea chanteys and other work songs that use rhythm movements to accomplish tasks.
The tech matrix area that I would focus on in this lesson is Goal-Directed, using all levels of technology as appropriate, and available.
I reivewed the lesson Modeling Orbital Derbis Problems. This lesson would be good for Biology, Chemistry, Physics, or Physical (Earth-Space) Science classes for high school age students. There is a good amount of background information to relate and understand the material. After reading the page, there are 3 activity sheets to be used. Also, Microsoft Excel would be used to graph the data sets and make tables. The data can also be used to extrapolate future data based on the trends. Students can use the technology-created graphs to identify trends, modes of measurement, probabilities, and relationships betweeen different data sets. I found this lesson to fit the Constructive Adoption on the technology matrix.