L2+Santamore,+Paul

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **

//__ Teacher’s Name __ : Paul Santamore __Lesson #:__ 2 __Facet__: Application // //__ Grade Level __ : 9-Diploma __Numbers of__ __Days:__ 3 days // //__ Topic: __ Urbanization and connections to today//

//__ PART I: __//

//__ Objectives __// // Student will understand that technological changes during the industrial period had massive effects on today's society and environment.// // Student will know modern urban centers, urban plans, government, production, change, public housing, crime, social problems.//

// Student will be able toexhibit what qualities of today's urban centers can compare to those of the industrial period. // // Product: Garage Band recording and podcast //

//__ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __// //Maine Learning Results// //Content Area: Social Studies// //Stadard Label: E; History// //Standard: E2; Individual, cultural, international and global connections in history// //Grade Level Span: Grade 9-Diploma; "Development of the Industrial United States, 1865-1914"// //*Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.// //Performance indicators: a, d//

// Rationale: The reason that this connects to the Maine Learning Results is because it is once again connecting the past to today's issues and society. This is an exceptionally crucial step in the education of our youth, because if you do not understand what happened in the past you are bound to repeat history's mistakes. My students will realize the good and bad that came with urbanization and will be able to relate to what they learn and apply in and outside of class. //

//__ Assessments __// //__ Formative (Assessment for Learning) __// // Section I – checking for understanding during instruction // //Students will be asked to occasionally complete fill in thoughts that I will check after they are completed. I see this as an opportunity to get the students' feelings and assumptions on the material being taught. Basically, I will collect the fill in thoughts, have the kids talk to their partner or in groups about their own answers and thoughts on the question or statement, and by the time they are ready to report out, I will know what all of them are struggling with. These fill in thoughts will never be graded and will always be used in order to benefit the students; therefore they will be given a chance to make mistakes, revise their thoughts and opinions, and ultimately come out on top in the end.// // Section II – timely feedback for products (self, peer, teacher) // //The students will always start with self-reflection, because that gets them thinking and wondering about how they can improve what they may see as the deficiencies or problem areas in their project. The product will already be significant by this time, so the student may consider redoing pieces or even creating a whole new recording for the final product. Once the student has finished assessing their own piece of work they will move and and assess another classmate's work so that they can give constructive feedback from a different point of view. This step is absolutely crucial because it brings wonderful suggestions and deeply thought out analysis to an already quality product. The last step in the feedback circle so to speak is coming to see me for five to ten minutes during or after class. Students should play their product for me in order for me to critique it for content validity and correctness. After I give my feedback I will send each student home with some things to correct in their recording. They can do a supplemental recording or they can even record my thoughts on the topic if their partner is not available outside of class time.// //__ Summative (Assessment of Learning): __// //Product: Garage Band Recording and Podcast: This technology will be used to create an interview that involves two human perspectives, then and now. The students will work in groups of two with one of them being the industrial period character anAd one of them being the modern character. These characters can be from any walk of life, job, or culture and I encourage the students to choose conflicting figures. For example, they could have a debate or conversation between an Andrew Carnegie like business man of today and one of the workers from a steel plant during the revolution; this would show the dichotomies present between the industrial revolution and today. This recording must be published as a podcast in order to receive credit for the work. Through the use of Garage Band, the students will gain experience in sound work and recording, which will help to develop a few more of their MIs at a higher level. Sound is crucial in the world that we live in and I want them to understand the implications that sound has on our society and on them as an individual.//

//__ Integration __// // Technology: // //My Type II technology is a podcast and recording created through the use of Garage Band software from Apple. Garage Band is used by professionals and commoners alike and I think that it is essential to use it in the classroom because it has so many awesome features and ways to apply it to the real world. The reason that it can be defined as a type II technology is not because of its basic capabilities, it is because of what one can do with their initial recording. After the students make their initial recording, they will be asked to publish it online on any of the free programs found on the Internet. By publishing their work, students can critique each others' individual recordings and give great feedback, opposition, or enhancement to those ideas. The Internet and the idea of a podcast will possibly interest students enough so that they really start getting into the world of podcast, which is broad and deeply interesting. Technologically, Garage Band is a superior type II piece and I think that it will fit perfectly in my classroom.//

// Content Areas: // //Here is a list of connections made between other subject areas through my lesson...// //English will be used in order to express thoughts, evaluate sources, and create meaningful connections between text and thought. Math will be used in the sense of comparing economics between the two periods as well as uncovering statistics that show factual evidence about proclamations during the revolution. Science will be ever-present because of the connections to the environment during the industrial revolution. The arts will be included through the use of cumulative projects that will exhibit student creativity and artistic abilities. All subjects will be present in my lesson because the social sciences involve society and encompass many different things within life. They virtually exist everywhere and are applicable to everything within our world.//

//__ Groupings __// // Section I - Graphic Organizer & Cooperative Learning used during instruction // //T-charts will be used in order to make it easier for the students to separate the new and old perspectives so to speak. While they listen to lectures, movies, read book, etc. the students will be expected to take down critical and analytical notes that they will then form into interview questions and an ultimate viewpoint for their product, the podcast. Groups will be used in this lesson in order to develop new ideas and critique the individual's product. Editing will be the main focus of these groupings.// // Section II – Groups and Roles for Product // //This product will be completed in teams of two, although much of the work will be complete individually on the students' own time. Homework will have great meaning in this lesson because it will always involve them fixing, working on, and improving their final product so that they may obtain the highest possible marks for this assignment. The most crucial piece to this product and lesson is the content and connections made in the interview section of the podcast. Without content knowledge and the ability to work together in order to complete the interview portion of the podcast, the individual grades given by me will fail to meet par.//

//__ Differentiated Instruction __// //__ MI Strategies __// //Verbal-Linguistic: They can use articles and other readings to comprehend the tasks and can write a script for their recording. // //Logical/Mathematical: They can use data and statistics to interpret the answers and theories on urbanization and can lay out a specific organizer for their tasks. // //Visual/Spatial: These students can use fact sheets or drawings to understand the material. // //Bodily/Kinesthetic: Kinesthetic learners can move around the room and ask around for reflection and answers in terms of the tasks given. They can use noise and movement in their recording to keep them on track. // //Musical/Rhythmic: This task is perfect for musical and rhythmic learners. // //Intrapersonal: These students can practice the recording by using it multiple times then reflecting upon their own work through self-checks. // //Interpersonal: Interpersonal students will be allowed to work in groups in order to fit their needs. // //Naturalist: Naturalist students can use happenings and sounds from outside of school within their recordings to give them an edge in this task. //

//__ Modifications/Accommodations __// // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

// Plan for accommodating absent students: // // I will set up individual meetings with an absent student. I will have them check my wiki page in order to catch up on readings or other in class activities. After they have completed these things they should come see me in order to brush up on anything that may be unclear or confusing. I will also have files for each student and I will allow them to take it home that night in order to put the new material back into context so that it makes sense to them. //

//__ Extensions __//

// Type II technology: // //My Type II technology is a podcast and recording created through the use of Garage Band software from Apple. Garage Band is used by professionals and commoners alike and I think that it is essential to use it in the classroom because it has so many awesome features and ways to apply it to the real world. The reason that it can be defined as a type II technology is not because of its basic capabilities, it is because of what one can do with their initial recording. After the students make their initial recording, they will be asked to publish it online on any of the free programs found on the Internet. By publishing their work, students can critique each others' individual recordings and give great feedback, opposition, or enhancement to those ideas. The Internet and the idea of a podcast will possibly interest students enough so that they really start getting into the world of podcast, which is broad and deeply interesting. Technologically, Garage Band is a superior type II piece and I think that it will fit perfectly in my classroom.//

// Gifted Students: // // I may challenge them by giving them some more challenging readings and primary source documents to analyze. After going through a tougher assignment such as one mentioned above, I would have them come meet with me in order to discuss the products connection to the modern era. They will be given a supplementary writing assignment to improve their critical writing and reading skills as well. //

//__ Materials, Resources and Technology __// //-tutorial movie for Garge Band// //-computers// //-graphic organizers// //-tech department// //-software capability// //-hook video// //-internet access//

//__ Source for Lesson Plan and Research __// //-Herny Ford site// //www.thehenryford.org/// //-Out of Many Textbook// //-Lesson plans and other materials from blog// //http://blog.gale.com/speakingglobally/projects/urbanization-lesson-plans/// //-urban areas definitions and back ground info// //http://en.wikipedia.org/wiki/Urban_area// //-biggest cities hook activity// //http://en.wikipedia.org/wiki/List_of_cities_proper_by_population// //-jStor articles// //http://www.jstor.org/action/doBasicSearch?Query=urbanization&acc=on&wc=on// //*This is a basic search that I want them to conduct and read one article for homework.//

//__ PART II: __//

//__ Teaching and Learning Sequence __ (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

// Agenda: // //Day 1:// //-Intro with hook (15)// //-Biggest cities guessing game (10)// //-Discussion on urbanization and chalk talk (15)// //-Short PP on urbanization and what it is (20)// //-Description of Garage Band task (10)// //-Playtime for Garage Band (10)//

//Day 2:// //-Socratic seminar on urbanization and journal article chosen (30)// //-Rehash Garage Band Task (10)// //-Script for interview task (20)// //-Interview for fun and get the feel of software (10)// //-Fill in thoughts and chat about them (10)//

//Day 3:// //-Interviews and compilation of product (50)// //-Peer review with partner (10)// //-Meetings with me (20)// //-Question and answer session (10)// //Homework: Develop final product and complete it. (meet with me if necessary today after school from 2-4.)//

//My classroom arrangement will be set up in twos. I will set it up this way because I believe that peer feedback, group work, and continuous reflection from a partner is critical in development and learning. This arrangement will be beneficial to all of the students and they will always be collaborating with each other in order to enhance learning. This will help after the hook video because I will then be doing an interactive activity that will require some talk, compilation of a list, and presentation. I hope that working in twos will provide my students with the best possible chance to gain lots of knowledge and perspective on such a difficult and broad topic.// //Students will understand that industrialization diversified where people live in the United States today and that urbanization was a huge part of this reformation of the US. Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities. Performance indicators: a, d. Urban centers are the lifeblood of societies all across the globe. They provide us with massive amounts of diversity and also allow us to understand different aspects of culture and society that we could not see without them.// //This hook is a simple video that will introduce the students to urban centers and what they bring to the forefront in our society. They will see good things and bad things from these urban centers and will certainly be asked to connect these urban centers to ones that they have seen. I will then ask them to think about whether or not urban centers have an impact on them, the environment, or the society in which they reside today. Without any effort, I should be able to accomplish what I want with the students, which is to have them thinking critically through analysis of current and prior knowledge.// //Where, Why, What, Hook Tailors: Verbal, Kinesthetic, Naturalist, Interpersonal.//

//Students will know modern urban centers, urban plans, government, production, change, public housing, crime, social problems. Students will fill in their individual T-charts in order to share their ideas before doing their recording in Garage Band. By doing this they will be able to have their own viewpoint and direction throughout the production, which will give them a huge advantage in the grading process. An individual viewpoint and attempt at understanding the concept will be seen as a much higher form of effort. Students will record a commercial or advertisement for one aspect of urban centers that they think is integral to society. A rubric will be provided in order the assess the accuracy and effort put into the two to three minute recording. Through the use of the T-charts the students will be able to collect ideas from their fellow class mates in order to bulk up their own graphic organizers. These organizers will be very beneficial because throughout the lesson I will be giving short lectures, the students will be participating in these lectures, and will be expected to take main concepts and key points away from them in order to bulk up and ultimately complete their finished product. I will provide fill in thoughts for them to complete as well because they may be a bit confused about such dense and widespread material. I think that the organizers and fill in thoughts along with some other methods will help these students to get their questions answered and their opinions bolstered. Checklists will be handed out to check progress on their recording ideas. A peer will listen to the recording for sound quality and quality voice. I will listen to the recording and give feedback on how it can be improved, content wise. The basic point of this assignment is to complete the recording and get it published so that others can comment and critique their work. After the lesson has been completed and the podcasts are up on the Internet, I will give the students homework and have them each listen to one of their fellow classmate's pieces. After this they will be given the opportunity to meet with me and reflect on their own finish product in order to tell me how they wanted it to be seen by their listeners.// //Equip, Explore, Rethink, Revise, Tailors: Verbal, Kinesthetic, Naturalist, Interpersonal//

//Students will be able to exhibit what qualities of today's urban centers can compare to those of the industrial period. I will introduce the students to Garage Band and give them a short tutorial video that explains how they can use it and how to make it more accessible and easy for their liking as well. Students will work in groups of two in order to get the interview portion of their product completed, but they will ultimately create and finalize the product alone. Students will have some time to do basic research and fact gathering in class, but they will be expected to use their homework assignments and time outside of class along with prior knowledge in order to fully complete the product and make it a quality one. One of these homework assignments is to pick a journal article from jStor and have it read and annotated for use in a Socratic seminar in class on day two of the lesson. This seminar will provide each student with some new thoughts and hopefully some initiative as to beginning their actual compilation of the task. I will give each student an expectation sheet for the Garage Band podcast assignment and they will be expected to finish the product with those standards and benchmarks in mind. After this, they will meet with their partner in order to formulate their scripts or storyboards for the initial interview process and its use in the podcast. This should take about twenty minutes with the use of the t-charts provided and filled out earlier. They should then practice the interviewing process and use garage band to do so in order to become more familiar and comfortable with the software. Once they have done this I will give them another fill in thought in order to provide them will a place to ask questions quietly. They will hand this to me as they leave and I will email them answers or thoughts in order to further enhance their understanding of the task at hand. The next class will consist of them coming back and actually conducting the interview. Interviewing time is allotted for fifty minutes and I expect them to need this amount of time in order to come up with a quality interview sequence in the end. The rest of the class period will be designated for assessment and reflection.// //Explore, Experience, Revise, Refine, Tailors: Kinesthetic, Naturalist, Interpersonal, intrapersonal, logical.//

//Students will be asked to assess their own production and sound quality through a checklist or rubric that is given out by me at the beginning of class. By using this means of assessment the student will be able to think about what look and sounds good to them and hopefully fix the issues that they themselves have with their product. Next, their partner will assess their product and the two will switch products in order to maintain a high level of productivity and critical thought. This type of reflection is integral in the final outcome because it is the first time where each student is gaining another perspective and source of input on their product. The peers will write down comments and suggestions so that I can see what they have inquired about throughout their observation. Lastly, I will assess the students' products and their ability to meet the criteria in front of them once they turn in the final product. Through my observation and suggestions the students should be able to make some significant change in sound quality or production.// //Evaluate, Tailors: Kinesthetic, Naturalist, Interpersonal, intrapersonal, logical.//

//__ Content Notes __// // Students will know….. modern urban centers, urban plans, government, production, change, public housing, crime, social problems.// //-__Modern Urban Centers__ are places that can be defined by their massive size, large populations, and large amounts of production. These areas are ever present in today's society and have the biggest impact of any type of community on the fabric of our society. Examples of these types of centers are Shanghai, Beijing, New York, LA, Mumbai, Mexico City, Jakarta, Moscow, Madrid, Rio de Janiero, Sao Paulo, and many others. The reason that these centers should be focused upon by our class is because they are the integral cog to our entire societal machine. Without these urban centers today, we would not have nearly as much production, transferal of ideas and thought, population, or healthcare for example. There are some bad things that also come with these massive entrenchments and some of these negative things are poverty, pollution, crime, questionable social decisions, drug trade, the fallacy of success and prosperity, etc. Modern urban centers are the lifeblood of modern society and I want the students to question why they are so important. __Urban Plans__ are not implied within our society today, but they are things that I would define as ramifications of urbanization and urban centers in today's world. Urban plans may consist of where people live in urban areas, what they eat, how waste is disposed of, how they move around the urban area, public housing, etc. The way that we will look at urban plans in this classroom is through criticism and analysis. By analyzing the situations in urban areas we will assess whether or not they are working or failing. __Government__ is the entity that legislates and attempts to have control over our society, economy, and diplomacy. Government is a body of people who are elected here in the US with the supposed job to ensure that their constituents have the best, most fair, and most prosperous life possible. Although this sounds like a wonderful plan, it rarely works, as we can see in today's world. The government commits great injustices and is often quite corrupt in terms of partisan politics and decision making. When government makes the wrong decision or decides to take their own interest into consideration before their constituents, the system becomes flaws. We will look into why government does what it does and then conclude if our government is doing a good job maintaining a safe and fair environment for its citizens. __Production__ is the means by which a group of people or an individual person creates or manufactures goods and or services. Through production comes good and service as previously stated but other things come along with these as well. Social and economic implications are evident through the dominant means of production within any society and their impact is vast. In the Industrial Revolution here in the United States we become an assembly line, fast paced, and greedy society. Other means of production are evident throughout the modern world, but why do we not see them, apply them, and use them to grow? As production levels increase, so does stress, alienation from one's task, and societal unrest. As a class, we will explore the meaning of production and ask the tough questions as to why it does what it does and how that can be applied to our individual lives. __Change__ is one of those words that nobody can truly put a true definition on. Change means differing from the norm or growth from the original platform. Without change there is no progress, but change is not always for the better, it is often for the worst. In our society today we see the word change pasted all around us. It is used as a word to attempt to instill hope and make us believe that there is some type of forward motion. Often, it is used in policies, commercials, or anything to do with promotion of a product. Our class will examine the word change, define it for ourselves, and ultimately conclude how our society has changed from then until now. Is this good or bad? We will never know unless we examine the word and its proper definition further. __Public Housing__ is often categorized in a negative way. In its simple definition, public housing is housing that is simply payed for and provided by the government. People often take this term as a house or living center called a ghetto. That is a totally wrong and blasphemous categorization because ghetto has a totally opposite meaning from public housing. On the contrary, public housing has many benefits and disadvantages in our country, but we will examine the positive side of it and ask ourselves whether or not we should have it at all. By answering this tough question, students will be able to further understand the viewpoint of those who live in public housing. __Crime__ is ever present within our world and it is a sad conclusion to many previous injustices in the life of the person who commits it. Our class will analyze what they think crime is along with how it has effect them or their community in general. Crime is always going to be there, but we must break down the stigma that it only comes out of poverty. By classifying it as an act for the poor we are doing ourselves a great disservice and never truly seeing the motivations behind crime itself. __Social Problems__ are broad problems that effect society or community as a whole. These problems are always deep rooted and difficult to understand, but if we as a class can do so, we will have a much better idea of what these problems mean and ultimately how we can fix them. We will look at social problems from an omniscient viewpoint and analyze them in an attempt to come to conclusions on how to fix them.//

//__ Handouts __// // -T-charts // // -Maybe the journal articles // // -Print version of Garage Band tutorial // // -Rubrics // // -Checklists // // -Expectation sheets // // -Fill in thoughts // // -exit tickets // // -Student assessment forms //

//__ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __//

// Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//

// Clipboard: I will make sure that everything is laid out in an organized way so that each student with this learning style feels comfortable, prepared, and ready to learn at all time.//

// Microscope: I will always have opportunities for my students to critically think, analyze, and write about the topics at hand. These opportunities will come frequently and will make the microscope learner comfortable.//

// Puppy: This type of learner will be given chances to participate, but only if they choose to do so. I will work with them on an individual basis in order to provide them with a safe environment to learn in. Along with these ideas, I will maintain a safe and fair learning environment.//

// Beach Ball: I am willing to allow beach ball learners to get up, move around, and express their feelings in the ways that they see fit. I think by allowing these students to be who they are it will benefit the classroom as a whole as well.//

// Rationale: All of the learning styles discussed above will combine to create a productive and constantly changing classroom. The various accommodations will be made with the expectation that my students will work their hardest in order to reap the benefits from this tailoring.//

// Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//

// Formative: // //Students will be asked to occasionally complete fill in thoughts that I will check after they are completed. I see this as an opportunity to get the students' feelings and assumptions on the material being taught. Basically, I will collect the fill in thoughts, have the kids talk to their partner or in groups about their own answers and thoughts on the question or statement, and by the time they are ready to report out, I will know what all of them are struggling with. These fill in thoughts will never be graded and will always be used in order to benefit the students; therefore they will be given a chance to make mistakes, revise their thoughts and opinions, and ultimately come out on top in the end.// // Summative: // //Product: Garage Band Recording and Podcast (30 pts.): This technology will be used to create an interview that involves two human perspectives, then and now. The students will work in groups of two with one of them being the industrial period character and one of them being the modern character. These characters can be from any walk of life, job, or culture and I encourage the students to choose conflicting figures. For example, they could have a debate or conversation between an Andrew Carnegie like business man of today and one of the workers from a steel plant during the revolution; this would show the dichotomies present between the industrial revolution and today. This recording must be published as a podcast in order to receive credit for the work. Through the use of Garage Band, the students will gain experience in sound work and recording, which will help to develop a few more of their MIs at a higher level. Sound is crucial in the world that we live in and I want them to understand the implications that sound has on our society and on them as an individual.// // Rationale: // //By using these different sorts of assessment I am benefiting my students as well as myself. Through differentiation, I am creating the best learning environment possible and providing my students with varied ways of learning. All of these different assessments and methods will allow for us to grow as a class and will also allow for individual growth in the students.//

// Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//

// Content Knowledge: // //See content notes//

// MLR or CCSS: // //Maine Learning Results// //Content Area: Social Studies// //Stadard Label: E; History// //Standard: E2; Individual, cultural, international and global connections in history// //Grade Level Span: Grade 9-Diploma; "Development of the Industrial United States, 1865-1914"// //*Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.// //Performance indicators: a, d//

// Facet: Application //

// Rationale: // //This lesson is going to meet the MLR Standards because it addresses connections to the past and the present as well as a diverse range of topics that connect back to my enduring understand, which are derived straight from the MLR 9-diploma Standards.//

// Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//

// MI Strategies: // //Kinesthetic, Naturalist, Interpersonal, intrapersonal, logical.//

// Type II Technology: // //My Type II technology is a podcast and recording created through the use of Garage Band software from Apple. Garage Band is used by professionals and commoners alike and I think that it is essential to use it in the classroom because it has so many awesome features and ways to apply it to the real world. The reason that it can be defined as a type II technology is not because of its basic capabilities, it is because of what one can do with their initial recording. After the students make their initial recording, they will be asked to publish it online on any of the free programs found on the Internet. By publishing their work, students can critique each others' individual recordings and give great feedback, opposition, or enhancement to those ideas. The Internet and the idea of a podcast will possibly interest students enough so that they really start getting into the world of podcast, which is broad and deeply interesting. Technologically, Garage Band is a superior type II piece and I think that it will fit perfectly in my classroom.//

// Rationale: // // Each student will be able to display their knowledge critically and they will all be able to master the tasks that I give them, because differentiation will be used in order to play off of each one of their strengths while also attempting to improve their deficit ridden areas. //

//__NETS STANDARDS FOR TEACHERS__// //1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.// // a. Promote, support, and model creative and innovative thinking and inventiveness //

// b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources //

// c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes //

//d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments//

//Rationale:// //Through the use of different media I will promote and support creative outlets and assignments for my students. They will be exploring real world issues through the use of technology by constantly creating connections between issues or topics in class and their own lives outside of the educational system. Reflection is the most important piece of my philosophy for my students because without reflection, one can never change, fix, or solve the issues presented to them. My students will be able to reflect, change, and ultimately benefit from my classes and lessons.//

//2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.// // a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity //

// b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress //

// c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources //

// d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching //

//Rationale:// //Students will constantly be reacting to, using, and working with technology in order to broaden their academic success. They will be forever impacted by what they learn in my classes because it will stick in their brains, because of the use of technology and critical reflection.// ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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