A.S.S.U.R.E.
Abstract
The Technology Integration Matrix (TIM) offers a comprehensive guide for breaking down the evaluation process into five interconnected characteristics and levels amassing 25 perpetual indicator cells. Each cell represents a range of levels and characteristics from entry level to transformation level, as well as active characteristics to goal directed characteristics respectively. The ASSURE lesson plan template is modeled after the acronym ASSURE, meaning a) A for analyze learners, b) S for state standards and objectives, c) S for select methods, media, materials, d) U for utilize methods, media, materials, e) R for require learner participation, and f) E for evaluate and revise. The ASSURE model included in this document outlines a lesson plan that utilizes the TIM to progress from the collaborative adoption level to the goal level of collaborative transformation. Indication of collaborative transformation includes use of technological tools to enable students to collaborate with peers and experts irrespective of time zone or physical distance.
ASSURE Model Instructional Plan
Happy Habitat Podcasts
Grades 4-6 Science
September (beginning of the year) 5 Days/5 - 60 Minute Periods
Analyze Learners |
African American, Hispanic, and Latino population 5 students with Individual Education Plans (3-504 extended time, 2- cognitively impaired)
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State Standards and Objectives |
National Educational Technology Standards- Students (NETSs) ¦Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1- Creativity and Innovation) ¦Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3- Research and Information Fluency, 4-Critical Thinking, Problem-Solving, and Decision-Making) ¦Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4- Critical Thinking, Problem-Solving, and Decision-Making, 5-Digital Citizenship) ¦Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5-Digital Citizenship, 6-Technology Operations and Concepts)
New Jersey Core Curriculum Science Standards 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Objectives
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Select Methods, Media, , and Materials |
1. Methods:
2. Media:
3. Materials: ¦5 Laptops/Netbooks with Garage Band software ¦Internet access ¦Software/Hardware to create podcast (5 video cameras) ¦GarageBand direction PDF page ¦ Podcast Rubric |
Utilize Media, Materials, and Methods |
Teacher will review the Garage Band Software pdf directions page as well as tutorial videos on creating a Garage Band podcast. Teacher will also review technology-use surveys to group students heterogeneously based on technology-use skill level. Students may have previously worked in a different group to design the habitat model. Teacher will research scientists and teachers at the Liberty Science Center and other national and international locations to create a collaboration opportunity for students.
Teacher will prepare a model soundtrack and podcast to model for students. During the lesson, the teacher will activate prior knowledge to have a student to explain process. Teacher will also prepare a step-by-step checklist for students to use to create the soundtrack, podcast, and combine the two for final presentation and publishing.
Teacher will prepare LCD projector to show podcast to students. In addition, teacher will prepare 5 workstations in the classroom for each group. Each workstation will have a laptop, team-member assignment cards, habitat model, chart paper, PDF directions page, Microsoft podcast link, Scientist contact email sheet, step-by-step checklists, Podcast Rubric, etc. Teacher will also elicit support from the school technology coordinator for co-teaching support.
Teacher will research other student created podcasts on habitats to show students to engage learners. Teacher will also ask probing questions to activate prior knowledge about creating soundtracks and podcasts to engage students in a discussion. |
Require Learner Participation |
Each day is divided into the following: 10 - 15 minutes – Teacher Motivation/Discussion/ Group Directions 30 minutes – Group Work 15 - 20 minutes – Group Presentations/Teacher Feedback/Homework (times may vary on Day 1 and Day 5)
Day 1 – Introduction to Garage Band/Podcast Software
Homework: Scientist Expert will email scientists and teachers from the Scientist contact sheet to ask questions about respective habitats and request additional footage from Skype interview, etc. The Scientist will also conduct research on other collaboration opportunities for video footage of actual habitats from around the world. Technology Expert will explore further with the Garage band and Podcast software to polish his/her expertise. Manager and Recorder will have to collaborate on a script draft for the podcast to present details on their selected habitat. This script will have to include research completed during the model design process. Also, roles will have to be assigned to each group member to be executed during the podcast (1-videographer/editor, 2-reporter, 3- props/scenery).
Day 2 – Garage Band Soundtrack Day
Throughout the tutorial, the teacher will pause and allow students to questions. The technology expert will take notes during the tutorial.
Homework: All group members will collaborate by email, Skype, phone to review script and finalize other set components to prepare for recording. During this collaboration, students are expected to work out any technological challenges. The technology coordinator will be available after school for students to work with. The Scientist Expert and Technology Expert will work together to discuss what external footage will be included in the podcast (Skype sessions, video footage of actual habitats, etc.)
Day 3 – Recording Day (mostly devoted to recording)
Throughout the tutorial, the teacher will pause and allow students to questions. The technology expert will take notes during the tutorial.
Day 4 – Pulling It All Together
Homework: Groups will be given the opportunity to remain after school to rehearse and finalize presentations. Students who are not able to remain after school will have to collaborate at home.
Day 5 – Presenting and Publishing
Homework: Email family members, participating teachers and scientists, and others about the project. Students will inform others of specific details of when podcasts will be posted. Optional: Students may include a copy of the rubric in the email to request recipients to evaluate each podcast. |
Evaluate & Revise |
Evaluation methods for each of the following are included:
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References
ASSURE Model Instruction Plan. (2005). Retrieved July 6, 2012 from,
sh0814.myweb.uga.edu/edit2000_sp07/assuretemplate.doc
Create Your Own Podcast. (2012). Retrieved July 22, 2012 from,
http://windows.microsoft.com/en-us/windows-vista/Create-your-own-podcast-What-you-need-
to-know-to-be-a-podcaster
Garage Band 5 For Students. (2012). Retrieved July 22, 2012 from,
http://fcit.usf.edu/matrix/download/lp0030.pdf
ISTEnets Advancing Digital Age Learning. (2007). Retrieved July 22, 2012 from,
http://www.iste.org/Libraries/PDFs/NETS-S_Standards.sflb.ashx
National educational technology standards (NETS-S) and performance indicators for students.
(n.d.). Retrieved July 6, 2012, from http://www.iste.org
Podcast Rubric. (2011). Retrieved July 22, 2012 from,
http://www2.uwstout.edu/content/profdev/rubrics/podcastrubric.html