TAT2 Task 2: Modified Plan of Instruction Charles Rich · PDF fileTAT2 Task 2: Modified Plan of Instruction Charles Rich ... Most already speak English fairly ... Modified Plan of

TAT2 Task 2: Modified Plan of Instruction 1

TAT2 Task 2: Modified Plan of Instruction

Charles Rich

March 26, 2017

A Written Project Presented to the Faculty of the Teachers College of

Western Governors University


TAT2 Task 2: Modified Plan of Instruction

This instructional unit addresses shortcomings in educational technology training and will

provide teachers with useful training and online resources they can use to meet the requirements for

the use of technology in our workplace. Due to scheduling limitations and availability of resources

each of the lessons in this unit will be designed to be either delivered in a one-hour In-Service

Training (IST) or at the teachers own pace in their classrooms.

Performance ObjectivesPerformance Objective 1: Given an Air Force computer with intranet access teachers will

demonstrate their ability to access the AF e-Learning Portal and enroll in a course of study.

Performance Objective 2: Given an Air Force computer with intranet access and a link to

SharePoint teachers will demonstrate their ability to use the application to share resources.

Performance Objective 3: Given an Air Force computer with .edu access and a Smart Board

teachers will explore learning resources and reflect on their ability to use the Smart Board

effectively.

Performance Objective 4: Given articles on the effective use of technology in an educational

environment teachers will work together to develop a working definition of the effective use of

technology at DLIELC.

Performance Objective 5: Given a .mil computer, YouTube, and the lesson or unit objectives from

one of our books teachers will demonstrate their ability to find videos that align well with the

objectives.


Instructional StrategiesIn most cases the instructional strategies for this unit are based on constructivist theory. Our

primary emphasis at DLIELC is teaching English for Specific Purposes (ESP) to foreign military

officers and enlisted, most of whom are on their way to follow-on training at various military

facilities in the US. Most already speak English fairly well but need to learn English specific to their

job field. Our focus is primarily on student centered instruction, which is constructivist in nature.

It makes sense that given our form of classroom delivery that our teaching staff would be

most comfortable with lessons and exercises where they are asked to construct meaning for

themselves. In many cases teachers are being asked to work together to come to a consensus or to

create something together. Otherwise teachers are told where to find information (a sort of cognitive

approach) then told to create something with that knowledge (a more constructivist approach). In

that sense you could call some of the lessons blended learning.

Materials and ResourcesFor IST sessions needs include classroom IT equipment to include a PC or laptop and an

interactive Smart Board. Each lesson will include either an interactive presentation or exercise

provided by the instructor.

Tutorials and online presentations will be included for some of the lessons and will enable

teachers to learn at their own pace and when it fits their schedule.


Instructional Sequence

AF e-Learning

Lesson Overview

AF e-Learning is an underused resource on our intranet that provides teachers with online tutorials

on computer applications, business and career development, and some tasks the Air Force expects

us to know. This lesson will show teachers how to access this resource and what it has to offer.

Resources Needed

Access to the AF e-Learning Portal (Available through the AF Intranet) and a display

monitor large enough for everyone to see.

The AF e-Learning PowerPoint, Using AF E-Learning.pptx

Optional: An Internet connected device like a smart phone or pad computer

Performance Objective

Given an Air Force computer with intranet access teachers will demonstrate their ability to access

the AF e-Learning Portal and enroll in a course of study.

Time: 3 hours

(60 Minutes classroom instruction, approximately 120 minutes self-paced exploration depending on

courses chosen on the portal)

Step 1: Pre-Instructional Activities

The instructor will begin by asking where teachers go when they need or want to

learn about the applications provided on their classroom computers.


The instructor will lead a discussion on why we need to be familiar with the

applications and how we can go about learning about them, transitioning to the

presentation on the AF e-Learning Portal.

Step 2: Content Presentation

This course of instruction can be instructor lead in a classroom environment, or self-paced at

the teacher’s computer with the PowerPoint.

The course instructor will use the PowerPoint to drive the lecture, will demonstrate access to

the AF e-Learning site and discuss what is available there.

Step 3: Learner Participation

During the presentation teachers should ask questions to be sure they understand the

process.

Teachers will return to their classrooms and access the AF e-Learning Portal and:

Explore the classes available on the portal and sign up for at least one.

Complete the course of study.

Provide a critique of the course on their SharePoint site or on the Educational

Technology discussion on Mr. Rich’s site.

Or,

Access Books24X7 on the e-Learning Portal and find a book on a topic of study.

Read or refer to the book.


Provide a critique of the book on their SharePoint site or on the Educational

Technology discussion on Mr. Rich’s site.

Step 4: Assessment

No graded assessment is provided for this lesson. Peer discussion is desired and encouraged

and will be used to gauge teacher participation.

Step 5: Follow-Through Activities

Teachers will be asked to fill out a course evaluation. (Appendix D)

Visit the Educational Technology | AF e-Learning discussion on Mr. Rich’s

SharePoint site and post a review or short discussion of the course. (Why should

other teachers take this course?)

Optional: Teachers should configure their smart phone or notepad computer to access

the AF e-Learning Portal as per the instructions provided on the portal.

SharePoint Basics

Lesson Overview

One of the tasks identified in instructional analysis as lacking was teachers’ ability and

willingness to share lesson materials with each other. This lesson will introduce teachers to

the SharePoint portal on our intranet that allows them to share files, ideas, and other

resources.

Resources Needed

Classroom with presentation resources.

PowerPoint Presentation: SharePoint tutorial.pptx


Job Aid: Down and Dirty SharePoint.docx


Given an Air Force computer with intranet access and a link to SharePoint teachers will

demonstrate their ability to use the application to share resources.

Time: 60 Minutes


The instructor will initiate a conversation about what teachers already know about the

SharePoint Application. Most see this application as nothing more than an infrequently

updated announcements page provided by the organization. Most are surprised to find out

they can actually share things with it.


The instruction will be driven by the slides from the “PowerPoint Tutorial” Presentation on

the Smart Board and illustrated on the instructors SharePoint site displayed on the

presentation monitor. The instructor will answer questions as they come up.


Teachers will be encourage to ask questions as we progress through the presentation.

Teachers will be asked to return to their classrooms, navigate to SharePoint and perform the

following tasks within a week:

Access My Site to initialize the workspace if not accomplished previously.

Access the SharePoint Tutorial and/or Down and Dirty SharePoint (available on the

instructor’s SharePoint site) for guidance while setting up your site.


Add the supervisor and teachers from at least your own unit to your colleagues list.

Upload at least one document or photo to the files section.

Let the course instructor know that these tasks have been accomplished and provide

him with a link to one of your uploaded items (email links can be tricky, and the

instructor will let you know if he was able to access the file).

Step 4: Assessment

Assessment will consist of the instructor visiting the teacher’s SharePoint site to confirm

that it has been properly initialized and content added.

▪ The colleagues list should be populated.

▪ There should be at least one document in the files section.


▪ Teachers will be asked to fill out a course evaluation. (Appendix D)

▪ Teachers should access the Educational Technology discussion on Mr. Rich’s

SharePoint site to ask follow-up questions and share their thoughts on the

process.

Exploring the Smart Board

Lesson Overview

Often our Smart Boards are used only to show movies or present documents or PowerPoint

presentations. While we have a handful of interactive exercises created by curriculum for

our classes, only a few instructors leverage the interactive aspects of the boards in their

classes.


In this lesson teachers will be shown how to access e-learning resources on the Smart

Boards used in our classrooms to learn how to use the boards more effectively.

Resources or Materials Needed

Access to Smart Training and Professional Development website at

http://www.smarttech.com/us/Resources/Training.

A .edu computer and connected Smart Board and document camera.

Access to the SMART training and professional development - SMART

Technologies folder in the Educational Technology Response Team folder on the G:

drive. Specifically, the following files: HOPNB10LessonPlanDeliver.pdf,

QRNB10Collect_Share.pdf, QRNB10WelcomeCenter.pdf.

Access to the Smart Exchange at http://exchange.smarttech.com/


Given an Air Force computer with .edu access and a Smart Board teachers will explore

learning resources and reflect on their ability to use the Smart Board effectively.

Time: 60 Minutes. Step 1: Pre-Instructional Activities

Prior to attending this session teachers will need to go to the Smart website and

register as a user. They will need access the learning resources on that site for self

study.

Teachers will complete a pre-assessment (Appendix A) at the beginning of the class

and discuss their answers.



We will begin by showing teachers the two resources on the Smart website they can

use to learn to better use their equipment and find activities they can use in class.

The first resource we will explore is the collection of user guides in our Educational

Technology Response Team folder. These documents go over the basics of how to use your

Smart Board, how to create activities, and how to share them with others. Teachers will be

encouraged to explore these documents before seeking other learning resources as they

might just adequately answer basic questions.

The second resource, the Smart Training and Professional Development site provides

videos, references and tutorials on how to use the Smart Board, Smart Notebook, and the

document camera. We will look at the sections on Smart Notebook briefly to become

familiar with the format of this resource. This resource is a little more time consuming than

the local documents and is encouraged for those who want to know much more and create

more professional materials to share. It is not strictly necessary for all teachers to go this

deeply into things, though.

The third resource we will visit is Smart Exchange, a forum set up by Smart where

teachers can share lessons and other resources. There are numerous examples of ways other

teachers have chosen to use their Smart Boards and while teachers might find some useful

activities, we will explore it more from the perspective of using these lessons as examples of

what our teachers can do with the software.


The focus of this lesson will be on shared exploration of the resources available. Teachers

should come prepared to discuss how they already use their Smart equipment and should be


able to identify their needs in using the same. They should also be willing to put in more

time after the lesson exploring the various resources presented.

Step 4: Assessment

Given that this lesson focuses on increasing teachers' understanding of the Smart Boards and

available resources it is difficult to gauge achievement. Teachers will be asked to do a post

assessment (Appendix A) at the end of the class where they should discuss whether they

think they can apply what they have learned and how that might change their use of the

software and equipment.


▪ Teachers will be asked to fill out a course evaluation. (Appendix B)

▪ Teachers will be asked to revisit the Smart Exchange site, locate a lesson that

they can use in their class or modify for their own purposes, copy the lesson

or their modification of it to their SharePoint site and share a link to it with

the other participants.

▪ Participants in this training will be highly encouraged to experiment with the

resources, create activities of their own, and share them with others.

Seminar/Focus Group: The Effective Use of Technology in theClassroom

Lesson Overview

This lesson will present teachers with articles that highlight prevailing attitudes on

technology in education and effective use of it. The teachers will then be provided with a

sample rubric and charged with coming up with a definition of the effective use of


technology and will be asked to create basic guidelines or our own rubric for

implementation.


▪ Article: 7 Characteristics Of Teachers Who Effectively Use Technology

http://www.teachthought.com/pedagogy/7-habits-of-highly-effective-teachers-who-

effectively-use-technology/

▪ Article: What Is Successful Technology Integration?

http://www.edutopia.org/technology-integration-guide-description

▪ Sample rubric: Rubric for Effective Teacher Technology Use (Organized by the Four

Domains of Danielson’s Framework for Teaching)

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el201303_johnson_rubric.pdf

▪ Sample rubric: Educational Technology Evaluation

http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2521923&

(Appendix C)

▪ Rubistar http://rubistar.4teachers.org/index.php


Given articles on the effective use of technology in an educational environment teachers will

work together to define the effective use of technology at DLIELC.



Time: 2 Hours (2-60 minute blocks)


Participants need to read the seminar articles prior to attending so that we can focus on the

discussion after a short introduction.


Teachers will be presented with a sample rubric and two articles on the topic of technology

integration to consider during their discussion and the instructor will discuss expectations

and answer any questions before breaking out into small groups. In the small groups

teachers will be asked to attempt to define effective use of technology in the classroom.

After the group discussions have concluded the instructor will bring the main group together

and facilitate the discussion between the groups.


First block: Teachers will break into small groups and discuss the articles and sample

rubrics. They will also attempt to come up with a working definition of the effective use of

technology and/or establish a rubric to evaluate teachers' effective use of technology in the

classroom. The groups will use the Rubistar rubric creation tool found at

http://rubistar.4teachers.org/index.php to write their rubric.

Second block: Teachers will gather again into one group and discuss the definition of

effective use of technology their groups came up with and any rubric they agreed should be

used and come to a consensus.




▪ Teachers should apply the agreed on definition and criteria to their own

lesson design and share what they have learned with others. The results of the

discussion will also be published on the share drive.

Aligning videos with lesson or unit objectives

Lesson Overview

In this lesson we will discuss how to choose videos that contribute to student understanding

of a topic taught in our books and how to align the videos with unit objectives.

It has been asserted by our supervisors and chiefs that it seems that teachers often show

videos in class to fill time or as a reward at the end of the week, but do not tie these videos

to lesson or unit objectives in a meaningful way.


▪ Any DLIELC ESP text.

▪ YouTube

▪ Teacher Tube (https://www.teachertube.com/) or School Tube

(http://www.schooltube.com/)


Given a .mil computer, YouTube, and the lesson or unit objectives from one of our books

teachers will demonstrate their ability to find videos that align well with the objectives.

http://www.schooltube.com/

https://www.teachertube.com/


Time: 1 hour.


▪ Prior to attending each individual will need to locate a lesson in any of our texts that

presents topics that can be enhanced through the use of supplementary videos.

▪ The individual will identify a video he or she does use, or would use with this lesson.

▪ We will begin the lesson with a discussion on how teachers use lesson objectives and

how they think materials like videos can be evaluated for alignment with the

objective.


▪ Teachers will choose a lesson from one of our texts and will review the objectives for

that resource.

▪ The teacher will explore YouTube, Teacher Tube, or School Tube to find an

appropriate video to supplement the lesson.

▪ As a group we will evaluate whether the video aligns with the lesson objective.


▪ In a group setting teachers will discuss which videos they have or would use to

supplement the lessons selected by each participant. What criteria did/would you

apply in selecting the video?

▪ The group will discuss whether the video(s) selected align with the lesson objective.

What criteria did you use to establish proper alignment? Would you be able to test or

evaluate the effectiveness of this resource? How would you do so? (quizzes,

discussion, exercises?)


Step 4: Assessment

Assessment will be through peer evaluation during the IST and afterwards in the Follow-

Through Activities.



▪ Teachers will sign up for either the Teacher Tube or School Tube sites and set up

their classroom there. They will then either:

Post a video and associated worksheet/activity

or

Create a playlist and post an associated worksheet/activity

▪ The teacher will post a link to these to SharePoint or invitation via email and ask

their peers to comment on it (Appendix C). Make sure your peers are able to

access your submissions or invite them through your Teacher Tube or School Tube

classroom.

▪ As a follow-through to this course teachers should practice awareness of alignment

with lesson objectives when supplementing courses and mentor others in doing so

as well.


References

7 Characteristics Of Teachers Who Effectively Use Technology. (n.d.). Retrieved June 12, 2016,

from http://www.teachthought.com/pedagogy/7-habits-of-highly-effective-teachers-who-

effectively-use-technology/

Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction (8th Ed.).

Upper Saddle River, NJ: Pearson. ISBN: 978-0-13-282485-9

Elements of Effective Educational Technology. (2005). Retrieved December 10, 2016, from


RubiStar Home. (n.d.). Retrieved December 10, 2016, from

http://rubistar.4teachers.org/index.php

Rubric for Effective Teacher Technology Use (Organized by the Four Domains of Danielson’s

Framework for Teaching)| Association for Supervision and Curriculum Development (n.d.).

Retrieved June 12, 2016, from

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el201303_johnson_rubric.pdf

SchoolTube. (n.d.). Retrieved December 10, 2016, from http://www.schooltube.com/

SMART Exchange - USA - Search lessons by keyword. (n.d.). Retrieved June 12, 2016, from

http://exchange.smarttech.com/search.html

SMART training and professional development - SMART Technologies. (n.d.). Retrieved June


References (Cont)

12, 2016, from http://www.smarttech.com/us/Resources/Training

TeacherTube.com. (n.d.). TeacherTube. Retrieved December 10, 2016, from

http://www.teachertube.com/

What Is Successful Technology Integration? | Edutopia. (n.d.). Retrieved June 12, 2016, from

http://www.edutopia.org/technology-integration-guide-description


Appendix A

Smart Board Pre-AssessmentPlease take a moment to answer a few questions about your use of the Smart Board to help me better understand how you use it.

1. I know where to go to find information on how to use my Smart Board and installed software. (Yes|No)

2. Do you use interactive activities on your Smart Board? Did you create these activities themselves? Were they provided by curriculum? Was it produced by another DLI teacher? Isthere an online resource you use for activities?

3. How does the use of the Smart Board contribute to student understanding of the content being taught?

4. How might a better understanding of the Smart Board and interactive activities for it change the way you use your Smart Board?

Post Assessment1. Has this course given you new and useful resources for your Smart Board?

2. Do you think this will change the way you use your Smart Board? How?


Appendix B

Course Evaluation

Course: ________________________________

1. Was the information presented in this course relevant to you?

2. Was the lesson clear and easy to understand? If not, what was unclear?

3. Was the course presented in a logical sequence?

4. Was the time allotted for this course adequate?

5. Is there anything you would like to have seen added to the course? Taken away?

6. What was the most interesting thing you learned in this session?

Please include any additional comments or suggestions


Appendix C

Rubistar Rubric Example

Educational Technology Evaluation

Teacher Name: Ms. Caldwell

Student Name: ________________________________________

CATEGORY 3 2 1 0 Score

Does the tool facilitate learning?

The technology tool exemplifies several new and exciting ways for the teacher to facilitate in the classroom. Students can be easily engaged with this technology tool.

This technology tool allows teachers a new aspect to teaching within the classroom. Students can be somewhat involved with this teaching tool.

This technology tool does offers one new aspect toteaching in the classroom. Students are not involved.

There is nothing new with this technology tool that can help facilitate learning within the classroom.

Does the tool allow teachers to collaborate and provide feedback?

This tool gives teachers the ability to share and collaborate with many other teachers. It also gives students a chance to easily collaborate with other students. Teachers and students can collaborate with each other.

Teacher are able to share information with other teachers. Students can collaborate with some of the otherstudents within the classroom. Students and teachers do not get the opportunity to collaborate together.

Teachers can share ideas with other teachers but there is no room for collaboration. Students to not get the chance to work with other students or their teachers.

There is no way for teachers or students to collaborate ideaswith any other teacher or student.


Is technology easy to use?

The technology tool is intuitive and very easy to use. It is kid friendly and safe. There are not distractions or ways for studentsto get off track.

The technology tool is easy to use and can be figured out in a short amount of time. It is a safe place for students to be involved.

The technology tool is not very easy. There is a learning curve andit may take a whileto get the hang of it. It would be evenharder and more complicated for a young student.

This tool is way too difficult to use. The time it would take to learn how to use it would not be worth your time.

Does the tool have a cost to the teacher/school?

There is absolutely no cost to the teacher or the school.

There is a free trial and then the cost is not that much.

The cost is pretty expensive and would be more than a teacher would like to pay.

The tool would be way out of range for a teacher to pay and too much for a school to be interested.

Does the tool allow for digital interaction among students?

This tool gives students the chance to share their ideas and feelings about certain topics. It gives students a voice and allows them to take ownership of theirwork. They are able to write a post, upload a video or picture, and share ideas.

This tool allows students to interact with one another through posts and pictures only.

This tool allows students to interact through posts alone.

The tool does nothave any ability for student interaction.

Copyright © 2000-2007 Advanced Learning Technologies in Education Consortia ALTEC

http://www.altec.org/


Appendix D

Peer Review of Teacher Tube/ School Tube Submission

Please review the content at the site provided by your peer and provide feedback on the following via the SharePoint discussion or email:

1. Does the video or playlist provided contribute to understanding of the lesson it has been associated with? How does it or doesn’t it? (be specific).

2. Does the worksheet or exercise provided for the video or playlist adequately test student understanding? Why or why not?

3. In your opinion, does the video or playlist enhance or improve the lesson? If so, should it be submitted for inclusion into the curriculum or resources? Is it something you would use in your classes?

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TAT2 Task 2: Modified Plan of Instruction Charles Rich · PDF fileTAT2 Task 2: Modified Plan of Instruction Charles Rich ... Most already speak English fairly ... Modified Plan of