Lesson Plan Refelction

The need to revise a lesson plan by integrating technology should be a regular practice for teachers as advancement of various academic tools occurs at an ever increasing rate. If we do not afford ourselves the opportunity to become exposed to upcoming educational technology tools then we may not only hinder students with different learning styles, we may ultimately hinder our professional development. That is what I learned while creating the digital spread sheet. From past observations, submission rates were high and timely among my students who submitted assignments electronically. This is the electronic medium they spend the most time on, and in which they can easily master proficiency in its various applications.
As teachers a shared philosophy has grown regarding the need to serve as facilitators of learning so that the drive students have will become intrinsic motivation, and for that reason we need to look to the tools that students are intrinsically motivated to use. There are two NETS* T standards that can be applied to the lesson plan I had revised. They are,1) Facilitate and inspire student learning and creativity, and the next is 2) Design and develop digital age learning experiences and assessments.
For the first standard, I found it beneficial to make technology available in my classroom with the intent of promoting collaborative learning, which essentially is student-centered. When students are facilitated with a variety of tools to use for learning they become better at problem-solving, creativity, and better risk-takers at expanding their knowledge. And as they grow with constant feedback and reflection that a teacher regulates, having assessments will reveal the true gauge of the effectiveness of a certain type of technology. As mentioned earlier, students have a natural propensity to master applications in electronic media in a rapid amount of time. If this can translate to learning then it would be beneficial to use these media as methods of assessments. Raised on video games, e-mail, and instant messaging, they see technology as their friend and grasp it much more quickly than previous generations. They are intimately familiar with the Internet, cell phones, MP3 players and all manner of digital media. They use technology for work, for play and to form relationships with people they have never met. “The best thing about this generation is that they know where to get information to solve problems way faster than I do,” says Alec Mackenzie, a member of the Hillsborough Teachers Association. “They answer questions much more quickly; they are curious and they’re smart.” (Posnick-Goodwin, 2010)
To create a challenge for my students I would add into my lesson plan, individual work where the students will focus on a specific topic in a biome and create a graphic organizer about that topic based on data they will have to collect for themselves. Next, they will formulate several questions about the graph, using skills such as inferring, predicting, hypothesizing and concluding, as components of the questions. Once the information is collected, the class will create a student made test on PowerPoint and can be used as a springboard for test reviews, or as the actual test.
Revisions I can make for students with reading disabilities is to expose them more to using the computer to practice analyzing graphs so that they get into the habit of reading deeper into what the labels are conveying.
I enjoyed writing in detail the planning process the most as it lead me to be a little more reflective on the way the lesson was taught in the past by me, with little to no technology, which in turn allowed me to strategize better in incorporating technology into the assignment. I also felt more aware of recognizing the needs of those with learning disabilities, and those who have different learning styles. It ultimately led me to a resolution to encourage students with learning difficulties to use technology for educational purposes. What I liked least about the assignment was that using the ASSURE model at times became redundant in certain areas, especially having to explain selecting methods and then utilizing that method. Overall, I feel I’ve gained a lot by using the ASSURE model. The process was exhaustive, but it is an effective tool on planning and reflecting for the lesson. A teacher can perform the lesson with more confidence and assurance of success from the students.
References:
(2011) International Society of Technology and Education. NETS*T. PDF Retrieved (2012, March 29) from: http://www.iste.org

Posnick, Goodwyn, Sherry (2010, February) California’s Teachers Association. The Most Technologically Advanced Yet… Vol.14 Issue 5. Retrieved (2012, March 29) from: http://www.cta.org .