Final Project Plan-Ford

I have not been able to access Schoology this weekend for some reason so I am going to try to remember what I currently have in my module.  Hopefully I can get in tomorrow and I will update my plan if I need to add anything.  At this point, I feel that my module is nearly complete.  Keep in mind that I have set it up to reteach and reiterate learned knowledge of goods and services for six year old, special ed. students.  I want to add either an online or paper/pencil assessment and possibly another video.  I definitely plan on using it with my students over several days to add to the teaching in the general ed. classroom.  I’m thinking that most of my students can navigate through it without much assistance but I will be close by to assess how they’re doing and what support I can give.  I’m not sure what sort of feedback I would like from classmates or professor, as I’m thinking my module isn’t like any that I’ve viewed but is appropriate for my students.  However, I am always open to feedback and may be completely missing the boat on this!  This class has been tremendously difficult for me on a few levels but I now feel that I’ve learned a lot and stretched my brain, which is always a great thing!  No Pain, No Gain …….

SRL Reflections-Ford

I enjoyed our readings about SRL this week.  As a parent of four young adults first and an educator second, I think SRL is what projects a person into a successful, productive life!  It is amazing how this is portrayed in each of my children and how they are developing based on their SRL.  As an educator of very young students, I see how vital it is to set them up with their confidence in learning and begin to work on the Forethought Phase.  My task is to build these students up so they begin to realize what it feels like to succeed in learning and what part they play in that.  First graders are not thinking long term goals.  It’s hard to get them to think past lunch…..  So, with that, I’m not sure how many of the processes of SRL I will employ in face to face much less virtual teaching.  I do and will constantly be working on Attention focusing in the Performance Phase!  I think my students will increase attention to the computer based instruction more than ftf when it comes to interacting with the sorting games; because just sitting in front of the computer with headphones on automatically cuts down outside distractions and gives them a point of focus.  They will get immediate feedback as to their choices which then projects them forward.

Teachers can help young students start learning to self-regulate by presenting choices and then having conversations about the outcomes of those choices, which helps them to become active in their own learning.  Kindergarten and first grade teachers probably spend over half of the day with students reflecting on choices for learning and whether to continue with the choices or choose differently for a different outcome.  Again, I don’t see this being done through online instruction at this age.  One of the studies noted that certain aspects of SRL, particularly metacognitive knowledge and skills generally improve as students get older.  Acquisition of general SRL competence requires suitable teaching and practice.

I have two questions to pose to the group.  First, at what age or grade do you start seeing the acquisition of SRL and the skills being utilized? Second, how is it possible to set up flexible, student-centered environments in this age of common core and assessments?!

TPACK-2-Ford

Lesson Description:  This lesson is designed specifically for five special needs students in first grade and can be utilized by all students in the class.  One student receives pull-out services for content and the others are in a collaborative setting for content. The students will learn to identify what goods and services are by sorting into appropriate categories.  This will be done using a variety of instruction and materials.  The students will use the computer/ipad, role playing and worksheets on several occasions to meet this lesson objective.

  1. The main Content (C) of this lesson is to distinguish between goods and services.
  2. The main Pedagogy (P) of this lesson is active and experiential learning.
  3. The main Technology (T) of this lesson is a video and drag and drop online activities.

Pedagogical Content Knowledge (PCK)

Describe: Students will experience a video in which they will make connections to real world goods and services. The students will then need to distinguish goods and services by actively classifying the two.  Prior to the video, the students will participate in conversation and discourse about the subject matter.  They will reveal their understanding of and build on it through this avenue. Once the technology is explored, students will engage in a ftf group activity of together categorizing objects/pictures into the two groups.

Support: http://resources4rethinking.ca/en/toolbox/real-world-connections ,    https://en.wikipedia.org/wiki/Active_learning

Technological Content Knowledge (TCK)

Describe: Students are engaged in learning when doing so on the computer or ipad.  They become interested with what’s in front of them and it appears more like a game than learning.  The freedom to explore a video or website takes the fear of performing in front of others away.  When making a wrong choice of where an item goes, it simply pops back to the top of the screen and allows the student to try again. The drag and drop activity is visually stimulating without much distraction.

Technological Pedagogical Knowledge (TPK)

Describe:   The drag and drop activity is visually stimulating without much distraction.  It does not involve sound which for some learners can be a distraction.  This program allows students to engage in an interactive activity verses a paper/pencil activity which is more stimulating and meaningful.

Support:  https://msu.edu/~milczyn1/artifacts/LITERATUREREVIEW_KAREN_MILCZYNSKI.pdf

Technological Pedagogical Content Knowledge (TPACK)

Describe:  The technology tools utilized in this lesson engage the students in learning about specific content while allowing them to move at differentiated paces and gain feedback in a less intimidating manner.  These strategies used allow the students to be active participants in their learning which will help them to make more connections and retain knowledge of this content.  Their newfound knowledge can be generalized into physically sorting pictures into the two categories for another type of quick, on-leveled assessment.

Support:   http://r.search.yahoo.com/_ylt=A0LEVrgb.RxYWD8AucAnnIlQ;_ylu=X3oDMTEyZnZrZmxkBGNvbG8DYmYxBHBvcwMxBHZ0aWQDQjI2OTFfMQRzZWMDc3I-/RV=2/RE=1478322587/RO=10/RU=http%3a%2f%2folc.onlinelearningconsortium.org%2fsites%2fdefault%2ffiles%2fv6n1_spiceland_1.pdf/RK=0/RS=LCNY79awcQR7ga3EcmwmB5NdeeI

Learning Activities-Ford

There are definitely some activities from this reading that I would like to implement into my module.  First, addressing pedagogy is Conversation and Discourse.  These will take place in the face to face classroom due the age and ability levels of my students.  Through these activities, the students will gain deeper learning about the subject, explain their understanding, and grow from their classmates, as well.  They will be exposed to Group Activities, in which together, they separate objects and pictures into the two categories. Study Aids in the form of video and drag-n- drop activities are already incorporated.  Technology is addressed through the study aids mentioned above.  Lastly, I will be incorporating a Project at the conclusion of my module.  This and the group activities will address Content.  The students will build a collage of goods and services using materials from both the classroom and online.

Online Instructor Roles-Ford

As I read through the roles of an online instructor this week, different roles stood out to me.  The roles that I foresee playing in the set-up and execution of my module are; Course designer, Feedback-giver, Organizer and planner, and Technology integrator.  There are a few roles that because of the way I’m setting up the module and the age and needs of my students, I don’t believe I’ll be playing.  These roles are; Profession-inspirer, Interaction-facilitator, Conference manager, Social rapport builder, and Technical coordinator.  My students will be interacting with the module independent of classmates for the most part.  There will be some whole group discussion of the topic and maybe a group project, such as creating a collage of goods and services.  I can see with these activities that I may play a few roles that I’m not playing with the online module.  Interaction-facilitator and Social rapport builder would be utilized during these times.

TPack Lesson

Lesson Description:  This lesson is designed specifically for five special needs students in first grade and can be utilized by all students in the class.  One student receives pull-out services for content and the others are in a collaborative setting for content. The students will learn to identify what goods and services are by sorting into appropriate categories.  This will be done using a variety of instruction and materials.  The students will use the computer/ipad, role playing and worksheets on several occasions to meet this lesson objective.

  1. The main Content (C) of this lesson is to distinguish between goods and services.
  2. The main Pedagogy (P) of this lesson is active and experiential learning.
  3. The main Technology (T) of this lesson is a video and drag and drop online activities.

Pedagogical Content Knowledge (PCK)

Describe: Students will experience a video in which they will make connections to real world goods and services. The students will then need to distinguish goods and services by actively classifying the two.  Prior to the video, the students will participate in conversation and discourse about the subject matter.  They will reveal their understanding of and build on it through this avenue. Once the technology is explored, students will engage in a ftf group activity of together categorizing objects/pictures into the two groups.

Support: http://resources4rethinking.ca/en/toolbox/real-world-connections ,    https://en.wikipedia.org/wiki/Active_learning

Technological Content Knowledge (TCK)

Describe: Students are engaged in learning when doing so on the computer or ipad.  They become interested with what’s in front of them and it appears more like a game than learning.  The freedom to explore a video or website takes the fear of performing in front of others away.  When making a wrong choice of where an item goes, it simply pops back to the top of the screen and allows the student to try again. The drag and drop activity is visually stimulating without much distraction.

Technological Pedagogical Knowledge (TPK)

Describe:   The drag and drop activity is visually stimulating without much distraction.  It does not involve sound which for some learners can be a distraction.  This program allows students to engage in an interactive activity verses a paper/pencil activity which is more stimulating and meaningful.

Support:  https://msu.edu/~milczyn1/artifacts/LITERATUREREVIEW_KAREN_MILCZYNSKI.pdf

Technological Pedagogical Content Knowledge (TPACK)

Describe:  The technology tools utilized in this lesson engage the students in learning about specific content while allowing them to move at differentiated paces and gain feedback in a less intimidating manner.  These strategies used allow the students to be active participants in their learning which will help them to make more connections and retain knowledge of this content.  Their newfound knowledge can be generalized into physically sorting pictures into the two categories for another type of quick, on-leveled assessment.

Support:   http://r.search.yahoo.com/_ylt=A0LEVrgb.RxYWD8AucAnnIlQ;_ylu=X3oDMTEyZnZrZmxkBGNvbG8DYmYxBHBvcwMxBHZ0aWQDQjI2OTFfMQRzZWMDc3I-/RV=2/RE=1478322587/RO=10/RU=http%3a%2f%2folc.onlinelearningconsortium.org%2fsites%2fdefault%2ffiles%2fv6n1_spiceland_1.pdf/RK=0/RS=LCNY79awcQR7ga3EcmwmB5NdeeI