Technology vs. NonTechnology Lesson Plan VOICE 2

Introductory Terminology for World History and Geography : 

Introductory Terminology for World History and Geography EDU 590 Technology / Non-Technology Lesson Plan Michael Murphy

Background Information : 

Background Information Richmond High School World History and Geography (9th grade) English 10 Community of Richmond, Michigan

Philosophical Background : 

Philosophical Background Beginning of the school year Important to get a foundation and knowledge base in order to do the higher level of critical thinking in the future Castles in Air Instructional Strategies Used Note Taking Finding nonlinguistic representations of terms http://postcardsfromwildwood.files.wordpress.com/2009/07/castles-in-the-air.jpg

Dr. Daniel T. Willingham : 

Dr. Daniel T. Willingham Why Don’t Students Like School (2009) Professor of psychology at the University of Virginia Cognitive scientist / psychologist Source: http://www.britannica.com/blogs/wp-content/uploads/2008/10/willinghambk.jpg

Slide 5: 

“Our goal is not simply to have students know a lot of stuff – it’s to have them know stuff in service of being able to think effectively…Thinking critically requires background knowledge. Critical thinking is not a set of procedures that can be practiced and perfected while divorced from background knowledge.” (Willingham 37)

Objectives : 

Objectives Students will learn key vocabulary for world history and geography. Students will work collaboratively to learn the material. Students will see how all the terms are connected. Students will use BlackBoard technology to enhance their learning.

Lesson Plan Motive : 

Lesson Plan Motive Build a foundation Work together as a team Begin the use of BlackBoard Provide students with a sense of success Edinburgh Castle: Source: http://www.portpromotions.com/upload/1272056271_edinburgh_castle1.jpg

Lesson Overview : 

Lesson Overview Crucial to understand fundamental terms. Students will first take a quiz (created in PowerPoint and projected onto the screen). This will provide insight into the knowledge of students. Students will be given a list of vocabulary terms, paired off, given specific terms to define (in their own words), and they will understand how they are all connected. We will work as a class team to review the terms. Students will have to write a BlackBoard response following a rubric.

HSCEs : 

HSCEs Contemporary Global Issues CG1 Population: Explain the causes and consequences of population changes over the past 50 years by analyzing the distributions of population (including relative changes in urban-rural population, gender, age, patterns of migrations, and population density; population change (including birth rate, death rate, life expectancy, growth rate, doubling time, aging population, changes in science and technology).   CG2 Resources: Explain the changes over the past 50 years in the use, distribution, and importance of natural resources (including land, water, energy, food, renewable, non-renewable, and flow resources) on human life, settlement, and interactions by describing and evaluating the differences in ways societies have been using and distributing natural resources; the impact of humans on the global environment. CG3 Patterns of Global Interactions: Define the process of globalization and evaluate the merit of this concept to describe the contemporary world by analyzing cultural diffusion and the different ways cultures/societies respond to “new” cultural ideas and patterns  economic interdependence of the world’s countries and world trade patterns.  F2 Systems of Human Organizations: Use the examples listed below to explain the basic features and differences between hunter-gatherer societies, pastoral nomads, civilizations, and empires, focusing upon the differences in their political, economic and social systems, and their changing interactions with the environment. (National Geography Standard 14, p. 212).

Pre-Assessment : 

Pre-Assessment Multiple-Choice PowerPoint Quiz

Post-Assessment : 

Post-Assessment

Slide 12: 

Discussion Board Rubric: Students must answer the following question: What do at least 6 of the terms mean and how are at least 6 of the terms related? In other words, what can be deduced about a country based upon just a few facts that are known about that country? Post-Assessment Rubric

Hypothesis : 

Hypothesis Students who will be using the technology will be more engaged in the learning process. Due to having access to more resources, students using the technology will end up having better BlackBoard responses.

Non-Technology Lesson Plan : 

Non-Technology Lesson Plan Brief opening quiz (in PowerPoint using the projector) Split into partners with each person having the text. Meanwhile, the term sheet is passed out. For the first 10 minutes, using at first themselves, partners try to define the terms using their own words. Afterwards, they can use their text to define the term. They will also have to include hand drawn symbols.

Slide 15: 

During the next 20 minutes, students will work with other partner groups (who have different terms). They will share the definitions with each other, teaching them the terms and explaining what the symbols mean. If time permits, we will define the terms together in class. To reinforce the definitions, I will have a PowerPoint presentation of the words and then ask students what symbols they drew for the word. We will continue doing this the following day. After going over the PowerPoint, students will be given a rubric for their written response in BlackBoard. They will have 3 days to compose it. They must write a lengthy explanation of how knowing a little bit of data about a country can lead to a logical hypothesis of what that country is like.

Terminology Sheet : 

Terminology Sheet

Pros and Cons : 

Pros and Cons Pros Work in groups Movement Understanding of our text’s layout Imagination Cons Limited Resource May see it as “another worksheet” Not very interactive The same definition

Technology Lesson Plan : 

Technology Lesson Plan Brief opening quiz (in PowerPoint using the projector) Split into partners with each person having a netbook. Meanwhile, the term sheet is passed out. For 25 minutes, using dictionary.com, partners look up terms (at least 8), define the term, and find a picture online representing the term.

Slide 19: 

During the next 20 minutes, students will work with other partner groups (who have different terms). They will share the definitions with each other, teaching them the terms and explaining what their images mean. If time permits, we will define the terms together in class. To reinforce the definitions, I will have a PowerPoint presentation of the words and then ask students what symbols they used for the term. After going over the PowerPoint, students will be given a rubric for their written response in BlackBoard. They will have 3 days to compose it. They must write a lengthy explanation of how knowing a little bit of data about a country can lead to a logical hypothesis of what that country is like.

Example : 

Example Civilization: A society in which advanced social, economic, artistic, and government systems are made. Source: http://www.shopaservice.com/articles/wp-content/uploads/rome_01.jpg

Pros and Cons : 

Pros and Cons Pros Work in groups Using the Internet to help define a word Comparing various definitions Engaged in the learning Ownership Teaching Cons Netbooks may not work / be available (schedule way in advance) Internet issues Websites blocked Google images blocked Not very interactive

Technology Standards (METS) : 

Technology Standards (METS) 9-12.CI. Creativity and Innovation – By the end of Grade 12 each student will: 3. use a variety of media and formats to design, develop, publish, and present projects. 9-12.CC. Communication and Collaboration - By the end of Grade 12 each student will 2. use available technologies (e.g., desktop conferencing, e-mail,videoconferencing, instant messaging) to communicate with others on a class assignment or project; 3. collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models); 4. plan and implement a collaborative project using telecommunications tools (e.g., ePals, discussion boards, online groups, interactive web sites, videoconferencing). 9-12.RI. Research and Information Fluency – By the end of Grade 12 each student will 1. develop a plan to gather information using various research strategies. 9-12.TC. Technology Operations and Concepts - By the end of Grade 12 each student will 12.demonstrate how to import/export text, graphics, or audio files; 13.proofread and edit a document using an application’s spelling and grammar checking functions.

Findings : 

Findings The pre-quiz gave students insight into what they would be learning and also showed them what they would be learning. The kids in the non-technology group were annoyed at the fact that our book didn’t provide all of the definitions. In the technology group, some technological hiccups happened; however, they did a good job interacting with the online information. They had more of a variety of the definitions as well.

Findings : 

Findings Because of the technical hiccups, students were not able to complete their PowerPoint. Still, they understood the definitions very well – took ownership of them. Combining the use of the book and the netbooks next year will give students a variety of resources / images that will increase their overall learning. The wrap-up PowerPoint used for both groups paid big dividends. BlackBoard responses – Both classes averaged an 86.5%. I was pleased with the thoughtful responses.

Concluding Remarks : 

Concluding Remarks Enjoyed the project Combination of the resources will pay huge dividends for students If you provide various learning strategies the kids will be excited to learn.