Lesson planning and technology

Collaboratively Developed for Project P.a.C.E.
by
Ms. Diane Sidoroff-Austin ISD Online Curriculum
Specialist
Diane.Sidoroff@gmail.com
and
Dr. Dotti Shelton- Pedagogical Shift™
Pedagogy Expert and
Curriculum & Instruction Specialist
DrDotti.Shelton@gmail.com
Lesson Planning & Technology

Sign-In
Get
Organize
d
Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist
Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction

Table of Contents
Date Page #

Table of Contents
Date Page #
06-14-
13
Take One; Share One 5

Read
Agree/Disagree?
Why/Why Not?

Table of Contents
Date Page #
06-14-
13
Resources and Workshop Objectives
06-14-
13
Take One; Share One

Workshop Objectives
Participants will have opportunities to deepen their
understanding about the TEKS.
understanding about the connections between curriculum and
instruction.
understanding about how to effectively plan meaningful &
relevant lessons.
Participants will have opportunities to learn about electronic
resources to use in their lessons.
understanding of how to effectively implement technology into
their lesson plans.

Table of Contents
Date Page #
06-14-
13
06-14-
13
Take One; Share One
06-14-
13
Taxonomy of TEKS

Taxonomy of the
TEKS
A N
B O
C P
D Q
E R
F S
G T
H U
I V
J W
K X
L Y
M Z

Taxonomy of the
TEKS
A N
B O
C P
D Q
E R
F S specifics
G generalities T thinking
H U
I V
J W
K knowledge X
L Y
M Z

Share

Table of Contents
Date Page #
06-14-
13
06-14-
13
Take One; Share One
06-14-
13
Taxonomy of TEKS
06-14-
13
TEKS and Bloom’s Revised Taxonomy

Texas Essential Knowledge &
Skills
http://www.tea.state.tx.us/index2.aspx?id=6148

Bloom’s Revised Taxonomy
Underline specific knowledge/content

Table of Contents
Date Page #
06-14-
13
06-14-
13
Take One; Share One
06-14-
13
Taxonomy of TEKS
06-14-
13
06-14-
13
The Lesson Cycle Planning Process and Model

Steps in
planning a
lesson

What does
the state say
students
need to know
and be able
to do?
What teaching
and learning
activities/
resources will I
use to help
students learn
those
knowledge &
skills?
How will I
check for and
deepen
understanding
s?
Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist
Before
getting them ready
After
retaining information
During
processing
information
The Lesson Cycle Planning
Process

(12) Reading/Media Literacy. Students use
comprehension skills to analyze how words,
images, graphics, and sounds work together in
various forms to impact meaning.
(A) compare and contrast how events are
presented and/or information is communicated by
visual images (e.g., graphic art, illustrations, news
photographs) versus non-visual texts
§110.31. English Language Arts
and Reading, English I (One
Credit)
(b) Knowledge and skills
What does
the state say
students
need to know
and be able
to do?

Tech Tools
 Keywords – communicate, meaning, visuals,
images
 http://piclits.com/compose_dragdrop.aspx
 http://www.visuwords.com/
 http://nieonline.com/aaec/cftc.cfm
 http://www.galileo.org/schools/strathmore/visual_li
teracy/13_pages/

What teaching
and learning
activities/
resources will I
use to help
students learn
those
knowledge &
skills?

They're is a shortened version of 'they are'. (The apostrophe
replaces the letter a.) Only use they're if you can substitute
it with 'they are'.
Their is used to show possession. It is just like my, your,
his, her, its and our. (These are called 'possessive
adjectives'.) Here is a little trick: use the word 'our'
instead of 'their'. If the sentence still makes sense, then
'their' is almost certainly correct. This trick works
because 'our' and 'their' are both possessive adjectives
used for plurals.
The word there is similar to the word 'here' in that it
represents a place. It has two main uses: It is a
specified place (like in the first example below) and an
unspecified place (like in the second example). Also,
like in the second and third examples, the word 'there'
can be used to show that something exists.

They're is a contraction of they are.
Their is possessive and has the word,
heir, as the possessor of an inheritance or
ownership.
A place, there, has the place, here, in it.
Example: They're here, but their things
are there.

Write one sentence
using all three forms
in that sentence correctly.
Orally practice using the
three forms correctly. (Groups)
Write several sentences
using each form.

they’re
define
their
define
there
define
They’re excited
about living in a
big house where
friends and family
can stay.
The family wants
to live close by
their children’s
school .
There is a
neighborhood
school right down
the block from the
house.

Make a slide/poster/picture of your
sentence that demonstrates the sentence
correctly.
My sentence: They’re living in a house in
a neighborhood close by their school and
where there is plenty of room for family to
visit.
School
House with
entire family
School
Family
How will I
check for and
deepen
understanding
s?

What does
the state say
students
need to know
and be able
to do?
What teaching
and learning
activities/
resources will I
use to help
students learn
those
knowledge &
skills?
How will I
check for and
deepen
understanding
s?
Before
getting them ready
After
retaining information
During
processing information
The Lesson Cycle Planning
Process

Words that are Commonly Misspelled and
Misused
were, we’re,
where
to, two, too weather
,whether
accept, except effect, affect allusion, illusion
cite, sight, site conscious,
conscience
conscience
a part, apart
elicit, illicit proceed,
precede
passed, past
lose, loose all ready, already supposed to,
suppose suppose
principle,
principal
lead, led than, then
know, no through, threw thorough, throughout
throughout
won, one lie, lay council, counsel
breath, breathe altogther, all
together
its, it’s
eminent, imminent,
immanent
stationary, stationery dessert, desert

(12) Reading/Media Literacy. Students use
comprehension skills to analyze how words,
images, graphics, and sounds work together in
various forms to impact meaning.
(A) compare and contrast how events are
presented and information is communicated by
visual images (e.g., graphic art, illustrations, news
photographs) versus non-visual texts
Credit)
(b) Knowledge and skills

Credit)
(13) Writing/Writing Process. Students use
elements of the writing process (planning,
drafting, revising, editing, and publishing)
to compose text. Students are expected to:
(D) edit drafts for grammar, mechanics,
and spelling;
(C) use a variety of correctly structured
sentences (e.g., compound, complex,
compound-complex).

Credit)
Students will continue to apply earlier standards with
greater complexity. Students are expected to:
(A) listen responsively to a speaker by taking notes
that summarize, synthesize, or highlight the speaker's
ideas for critical reflection and by asking questions
related to the content for clarification and elaboration;
(B) follow and give complex oral instructions to
perform specific tasks, answer questions, solve
problems, and complete processes

Credit) (25) Listening and Speaking/Speaking. Students speak clearly and
to the point, using the conventions of language. Students will
continue to apply earlier standards with greater complexity. Students
are expected to give presentations using informal, formal, and
technical language effectively to meet the needs of audience,
purpose, and occasion, employing eye contact, speaking rate (e.g.,
pauses for effect), volume, enunciation, purposeful gestures, and
conventions of language to communicate ideas effectively.
(26) Listening and Speaking/Teamwork. Students work productively
with others in teams. Students will continue to apply earlier
standards with greater complexity. Students are expected to
participate productively in teams, building on the ideas of others,
contributing relevant information, developing a plan for consensus-
building, and setting ground rules for decision-making.

Bloom’s Revised Taxonomy
Knowledge
Evaluation
Application
Synthesis
Analysis
Comprehension

Type(s) of Thinking/Skills
compare/contra
st
categorize
define
identify
create
listen/speak
predict

Table of Contents
Date Page #
06-14-
13
06-14-
13
Take One; Share One
06-14-
13
Taxonomy of TEKS
06-14-
13
06-14-
13
06-14-
13
Steps in the Planning Process - Questions

Steps in the Planning Process
1) Determine Lesson Concept/Topic-TEKS/Resources
2) Determine Formative/Summative Assessments
3) Determine Prerequisites to Learning/Tools
4) Prepare Students to Learn/Tools
5) Provide Opportunities to Process Information-Guided
Practice/Tools
6) Provide Opportunities to Deepen Understandings/Tools
7) Provide Opportunities for Retention/Tools
8) Assess (formative and summative)

1) Determine Lesson Concept/Topic-TEKS/Resources
2) Determine Formative/Summative Assessments
3) Determine Prerequisites to Learning/Tools
4) Prepare Students to Learn/Tools
5) Provide Opportunities to Process Information-Guided
Practice/Tools
What activity/tool/strategy will I have students use to practice
and
demonstrate they understand and can correctly do what it is
they are
expected to do after this lesson?
6) Provide Opportunities to Deepen Understandings/Tools
7) Provide Opportunities for Retention/Tools

1) What are the lesson concepts/topics my students need to know based
upon the TEKS?
2) What will be my formative and summative assessments? How will I know
students “got it “ as they practice and at the end of the lesson/unit?
3) What do my students need to know in order to be successful when
beginning this lesson?
4) What activities/tools/activities/resources do I have at my disposal, and do
I need to teach/show them to my students?
5) What will my students do to practice the skill?
6) What can I have my students do to more deeply understand the
concept/topic/skill(s)?
7) What will my students do independently to demonstrate their level of
understanding and retain the information/skills?
8) How well did my students learn the concept/topic/skill?

Refining the Lesson
Prioritize
Lesson
Elements
Differentiation
of Activities
ESL/LEP
SPED
GT/Pre-AP/AP

Creating a Timeline
Class
Starts
Getting them
ready
Before
Class Ends
Closure
Modeling
Processing
Independen
t Practice
&
Retention
Maximizing Instructional Time
Managing the Classroom
Guided
Practice
Processing
Independen
t Practice
Processing
Formative/Summative Assessment

Table of Contents
Date Page #
06-14-
13
06-14-
13
Take One; Share One
06-14-
13
Taxonomy of TEKS
06-14-
13
06-14-
13
06-14-
13
06-14-
13
Delivering the Lesson/Instruction - Discussion

Delivering the Lesson/Instruction
 Let your students know what they will be learning
and doing and why it is important…
 Brief Agenda on Board
 Outline on Board
 Handout to Students
 Provide a meaningful organization of the class
time…
 Flow Map (https://www.lucidchart.com/)
 Timer (http://www.online-stopwatch.com/countdown-timer/)
 Explanation (Chunks)

Table of Contents
Date Page #
06-14-
13
06-14-
13
Take One; Share One
06-14-
13
Taxonomy of TEKS
06-14-
13
06-14-
13
06-14-
13
06-14-
13
06-14-
13
Reflecting on the Lesson/Instruction - Discussion

Reflecting on your Lesson
 Were all students active participants?
 If so, why?
 If not, why not?
 Tweakings for next time?
 Reason for tweakings?
 Did all students “get it?”
 If so, why?
 If not, why not?
 Tweakings for next time?
 Reason for tweakings?

Table of Contents
Date Page #
06-14-
13
06-14-
13
Take One; Share One
06-14-
13
Taxonomy of TEKS
06-14-
13
06-14-
13
06-14-
13
06-14-
13
06-14-
13
06-15-
13
Group Task – Guidelines/Checklist

Table of Contents
Date Page #
06-14-
13
06-14-
13
Take One; Share One
06-14-
13
Taxonomy of TEKS
06-14-
13
06-14-
13
06-14-
13
06-14-
13
06-14-
13
06-15-
13
Group Task – Guidelines/Checklist
06-15-
13
Web Tools

Web Tools
Name of Tool Use for…

Web 2.0 Tools that help
communicate, collaborate, & create
 Collaborate,
Communicate, Create
 PBWorks
 Edmodo
 Wallwisher / Linoit
 Diigo/Delicious
 Google Drive
 Dropbox
 Box
 Moodle
 Weebly
 VoiceThrea
d
 PhotoPeac
h
 Slideshare
 Glogster
 Big Huge
Labs
 Kerpoof
 Animoto
 Scriblink
 Timetoast
 Storybird
 iTunesU
 Geogebra

PBWorks
Additional options – wikispaces, wetpaint
http://pbworks.com

PBWorks
 Class Resources - Publish class notes, PowerPoint
lectures, schedules and policies; show off examples
of great student work.
 Group Projects - Build collaborative pages, start
discussions and encourage comments.
 Parent Outreach - Keep parents involved. Post
assignments, key dates and volunteer lists. All
available at home, from work, or anywhere.
 Student Portfolios - Give students their own page
to post content, upload homework, and share their
work.

Edmodo
Edmodo provides teachers and students with a
secure and easy way to post classroom materials,
share links and videos, and access homework,
grades, and school notices.

Wallwisher
What is wallwisher?
Wallwisher is an Internet
application that allows
people to express their
thoughts about a common
topic easily.
What is a wall?
A wall is basically the 'web
page' where people
actually post messages.
http://www.wallwisher.com/

Lino
http://en.linoit.com/
Lino is an
online web,
sticky note
service that can
be used to post
memos, to-do
lists, ideas, and
photos
anywhere on an
online web
canvas.

Social Bookmarking
 a social bookmarking website which allows
signed-up users to bookmark and tag web-
pages
http://www.diigo.com/
http://www.delicious.com/

Google Docs
http://drive.google.com/

Mindomo
http://www.mindomo.com/

Dropbox
http://www.dropbox.com/

Moodle
http://moodle.org/
 Moodle is a Course Management System (CMS),
also known as a Learning Management System
(LMS) or a Virtual Learning Environment (VLE). It
is a Free web application that educators can use
to create effective online learning sites.

Weebly
 What can I do with Weebly?
 Easily create a classroom website
& blog
 Manage your students' accounts
 Accept homework assignments
online
 Keep your parents up to date
http://education.weebly.com

Shutterfly
 Notices and comments posted on the site are automatically
sent to parents (including handouts, newsletters and
homework assignments). Calendars help recruit and
manage parent volunteers. Wish lists allow teachers to
request classroom needs. Pictures capture all the memories
of classroom activities and field trips in one place.
http://www.shutterfly.com/share-photos/classroom-websites.jsp

Voice Thread
http://ed.voicethread.com/

PhotoPeach
http://photopeach.com/

Slideshare
http://www.slideshare.com/
Upload and share your PowerPoint & Keynote
presentations, Word & PDF documents, and
professional videos on SlideShare. Add audio
to make a webinar.

Glogster
 A web 2.0 platform that easily allows users to
upload photos, videos, text, audio ,and more to
create a unique online, interactive poster.
http://edu.glogster.com

Big Huge Labs
http://bighugelabs.com/education.php
 Do fun stuff with your
digital photos. Create
and print personalized
motivational posters,
calendars, movie
posters, magazine
covers, badges,
mosaics, etc.

Kerpoof
http://www.kerpoof.com/
 Kerpoof's multimedia software is used by kids worldwide to create
original artwork, animated movies, stories, greeting cards ,and more.
Elementary and middle school teachers can use Kerpoof in many
ways to enhance classroom activities while meeting a range of
educational standards.

Animoto
http://animoto.com/education
 Enhance your digital
classroom with Animoto, the
perfect tool for creating
videos and presentations. It
takes just minutes to create
a video which can bring your
lessons to life.
 Educators apply for a free
Animoto Plus account

Scriblink
http://www.scriblink.com/
 Free online whiteboard that allows users to
collaborate in real-time. No registration required.
Built-in chat, image uploading, file sharing and
more.

Timetoast
 Create timelines, share them on the web
 Timetoast is a great way to share the past, or
even the future...
Creating a timeline takes minutes,; it's as simple
as can be.

Storybird
http://storybird.com/
 Storybird is a service that uses collaborative storytelling to
connect kids. Two (or more) people create a Storybird in a
round robin fashion by writing their own text and inserting
pictures. They then have the option of sharing their Storybird
on the network. The final product can be watched on screen
or shared through a worldwide library.

Evaluating Technology Projects
 A rubric is an assessment tool that provides the
criteria for evaluating a piece of student work.
Specific levels of performance are listed along
with a rating system such as need improvement,
acceptable, or excellent. Rubrics can be used by
both students and teachers.
 Rubistar
 Sample Rubric

iTunesU
 Texas Association of School Administrators
 English I, II, III, IV
 Algebra I, Geometry, Math Models, Algebra II,
PreCalc
 IPC, Biology, Chemistry, Physics
 World Geography, Economics, Government, World
History, US History

TI-84 Emulator
 Students can access this
calculator
anytime….anywhere.

 http://geogebraweb.appspot.com/app.html
What is GeoGebra?
 GeoGebra is free and multi-platform dynamic
mathematics software for all levels of education
that joins geometry, algebra, tables, graphing,
statistics and calculus in one easy-to-use
package.
Quick Facts
• Easy-to-use interface, yet many powerful features
• Authoring tool to create interactive learning
materials as web pages
• Free and open source software

Livescribe Smartpen
 Record and play back everything you write and
hear. Then, using a USB cable, transfer your
notes and audio to your computer

Additional Tools
 Keepvid.com
 Save YouTube videos to your desktop
 zamzar.com, online-convert.com
 Convert files
 PDF Split and Merge
 Combine or separate PDF documents

Resources for lessons
 http://www.discoveryeducation.com/teachers/free-
lesson-plans/index.cfm
 http://www.microsoft.com/Education/en-
us/teachers/plans/Pages/index.aspx
 http://www.thinkfinity.org/community/thinkfinity-
resources
 http://www.educationworld.com/a_lesson/
 http://www.hippocampus.org/HippoCampus/
 http://www.shmoop.com/

Group Task=Final Product: A Lesson Plan
Use the TEKS to decide on a lesson based upon thinking processes
and skills
Identify Grade Level and Content Area(s)
Use the questions to guide your planning
Create a realistic timeline for a week (Monday-Friday) 45 minutes
Identify Bloom’s Levels of Thinking
Identify your differentiation for the following: Auditory Learners
Visual Learners
Tactile Learners
Kinesthetic
Learners
Special Needs Students
ELL/ESL/LEP Students
GT /PRE-AP/AP
Effectively incorporate a minimum of two tech tools

Lesson planning and technology

Recomendados

Recomendados

Más contenido relacionado

Similar a Lesson planning and technology

Similar a Lesson planning and technology (20)

Último

Último (20)

Lesson planning and technology

Notas del editor