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JMU Partnership for 21st Century Skills |
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NETS*T Standard II: Planning and Designing Learning Environments and Experiences |
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Rubric II.E elaborated: |
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| □ | Content-centered lesson plan that identifies specific technology skills to be mastered and includes the development of a student-created product to demonstrate mastery of both technology skills and content standards. | |
| □ | Evaluation tool that identifies criteria used to measure mastery of technology and content standards. | |
| □ | Reflections should include discussions about ensuring that students possess necessary technology prerequisites and managing various factors affecting time students use to complete tasks. | |
| Criterion | Meets |
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Develop student products |
Lesson plan identifies technology objectives and content objectives and incorporates the development of student products. |
| Key Words and Phrases to Include and Address in Reflections: | |
| 1. | Technology objectives – specific NETS*S standards |
| 2. | Content objectives – Virginia Standards of Learning |
| 3. | Student products – creations by students with the use of one or more software/hardware tools (e.g. word processor, digital camera, Powerpoint, graphics program, printer, movie maker, web editor) in some part of the process |
| Tips | |
| 1. | Submit a lesson plan that requires students to create a product (or complete a project.) |
| 2. | Reflections should describe the role of technology in the activity. Technology objectives for the lesson should be explicitly stated, referencing the NETS*S standards. Content standards addressed by the plan should be noted, as well. While technology should play a significant role in the process, the end product may not necessarily be a digital one. |
| Examples of content for reflection: | |
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1. |
Habitat project description. Project involves students’ visiting a series of teacher-selected websites on a habitat of each student’s choice. Students are to obtain facts and information about their habitat, including printing pictures that will be incorporated into a student-created poster about the habitat. Students use a word processor to create titles, captions, etc. Specific 3rd Grade Science SOLs are listed as well as specific NETS*S standards addressed in this activity. |
| 2. | Powerpoint about Jamestown. Project involves students’ creating a Powerpoint presentation on living in the Jamestown settlement. The project includes viewing websites, watching United Streaming videos and results in a student-created Powerpoint where the student describes what it was like to live there as the settlement struggled to survive and thrive. The Powerpoint product may include some or all of the following components: digital pictures taken on field trip, graphics obtained from websites, recorded voice clips, and United Streaming video clips. 4th Grade Social Studies and NETS*S correlations are provided. |
| Criterion | Meets |
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Reinforce prerequisites |
Plan makes provisions for reinforcing prerequisite technology skills with students where necessary |
| Key Words and Phrases to Include and Address in Reflections: | |
| 1. | Prerequisite technology skills – specific technical expertise required to accomplish assigned task |
| Tips | |
| 1. | For students to be successful and for an activity to flow smoothly, students must be prepared to carry out the technology-related components of the lesson. Identify the prerequisite technology skills needed for the lesson submitted and describe what provisions you make to ensure that students can perform the tasks needed to complete their products. Your comments on this would be appropriately handled in a reflection. |
| Examples of content for reflection: | |
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1. |
Prior to this task, students have created two Powerpoint presentations with a partner. If students have difficulty in this lesson with any portion of the process, they are to consult with their Powerpoint buddy in an attempt to arrive at a solution. Also, I have created “task cards” that are available to all students that list step-by-step directions on how to do various Powerpoint-related tasks. Here are the specific Powerpoint processes they must be able to do for this lesson: 1. Create a new slide 2. Add transitions between slides …” |
| 2. | Before we begin the lesson, we use our lab period to practice using the specific Kid Pix tools needed for this lesson. Students must be able to draw circles and squares and choose colors and patterns from the palettes. They also use the eraser tool. In our lab period, I allowed them to create and print a picture to prove they can perform these tasks. If the lab activity goes well, than I know students are ready to begin the project. |
| Criterion | Meets |
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Incorporate time-management strategies |
Strategies are employed to accommodate a range of time-requirements for all students to complete products |
| Key Words and Phrases to Include and Address in Reflections: | |
| 1. | Strategies – deliberate and specific plans, tactics, or approaches |
| Tips | |
| 1. | When technology is used in a lesson, time-management is an important planning consideration. What accommodations have you built into your lesson to handle students who finish requirements early? Or adaptations made to handle students who need additional time or special assistance? Discuss your time-management strategies in your reflection. |
| Examples of content for reflection: | |
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1. |
“I always include extra-credit tasks in assignments for students who have time to do more than the basic requirements. Here, I suggested that they search for a United Streaming video to illustrate a component of their project …” |
| 2. | “It works well to pair a stronger student with a weaker student in projects such as this. With partners, the development of products moves along at a more steady pace, not allowing the weaker students to fall behind in the process becoming frustrated …” |
| 3. | “Students who are not able to complete this assignment in the allotted time are allowed to come back before or after school or at other times convenient in our schedules. As long as the student shows a genuine desire to complete the task and do a good, thorough job, I am not as concerned about adhering to a strict deadline for this project and am happy to allow additional time.” |
| Criterion | Meets |
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Evaluate products |
Student product demonstrates mastery of technology and content objectives |
| Key Words and Phrases to Include and Address in Reflections: | |
| 1. | Mastery – proficiency (in skills objectives) and correctness (in knowledge objectives) |
| 2. | Technology objectives – specific NETS*S standards |
| 3. | Content objectives – Virginia Standards of Learning |
| Tips | |
| 1. |
Provide the tool(s) used to evaluate both the technology and content components of the lesson. |
| Examples of content for reflection: | |
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1. |
The following represents a sampling of
appropriate tools for evaluating products. |