Designing Integrated Lessons

Designing Integrated Lessons Exceeding Standards in an Interactive Classroom The University of Akron 5500:475

Participants Will Learn To…
Design integrated standards-based lessons.
Locate and organize web based resources.
Develop formative and summative assessments.

Design Integrated Standards-Based Lessons

1. Examine Academic Content Standards
What’s the BIG IDEA?
General subject to address
Not always stated in indicator
What ACTION do students need to take?
Look for verbs.
In what MANNER do they need to act?
by, according to, with, using, through, about, more than/less than/the same as, involving, etc.

Kindergarten Social Studies Indicator
Distinguish between land and water on maps and globes.
BIG IDEA ACTION MANNER MAP SKILLS

1 st Grade Science Indicator
Classify objects according to the materials they are made of and their physical properties.
BIG IDEA ACTION MANNER MATTER

2 nd Grade Mathematics Indicator
Identify, describe, compare and sort 3-D objects according to the shape of the faces or the number of faces, edges or vertices.
BIG IDEA ACTION MANNER

3 rd Grade Mathematics Indicator
Model, represent and explain multiplication using repeated addition, skip counting or rectangular arrays.

2. Design Standards-Based Template
Electronic document
Saved to network location or individual computers
Objects locked into place
Read-only
Easy to view and use
Entire document fits on the screen
Drag and drop
Minimal keyboarding
Colorful

3. Instruct in an Interactive Setting
The POINT and KLiC
P upils O perating I nteractive N etwork T echnologies (Pre-K to 1)
KL eckner i nteractive C lassroom (2 & 3)
24 Workstations
Presentation System
Networked Printer
Standards-based lessons

3. Instruct in an Interactive Setting
Students log in and locate the template.
Requires teacher direction
Teacher reviews content.
Teacher gives explicit directions.
Share expectations
Model
Foreshadow problems
Practice together.

Locate & Organize Web-Based Resources

1. Locate Web-Based Resources
Before You Begin…
Consider Academic Content Standards
Review the ACTION and MANNER in which students will be expected to demonstrate proficiency.

3 rd Grade Mathematics Indicator
Model, represent and explain multiplication using repeated addition, skip counting or rectangular arrays.

Use Reliable Search Engines
[email_address] http://www. aolatschool .com/
Educator’s Reference Desk (formerly AskEric) http://www. eduref .org/index. shtml
MarcoPolo http://www. marcopolo-education .org/
Gateway to Educational Materials http://www. thegateway .org/
OhioRC (ORC) http://www. ohiorc .org/
Kathy Schrock’s Guide for Educators http://school.discovery. com/schrockguide/

2. Evaluate with Indicators in Mind
As you find resources, think about student proficiency.
Find 1 Find 2 Find 3 Find 4
repeated addition
skip counting
rectangular arrays
Model
Represent
Explain
MANNER ACTION

3. Organize Resources
Favorites/Bookmarks
Stored and accessible on individual computers
May be organized in folders by content area
Must be updated on each computer

Save lists in Microsoft Word web files
Stored and accessible on a network/intranet
May be organized in folders by content area
Update on the network

Online site manager
Bookmarks are links on a web page
Accessible with any internet connection
May be organized by content area

Online Site Managers
Del.icio.us
Furl
iKeepBookmarks
Bookmark Commando
LinkaGoGo
MyBookmarks
Save Your Links
SiteJot

Assessing Proficiency Task Assessments Scoring Rubrics

1. Categories of Assessment
Diagnostic (before formal instruction)
What can students do already?
How proficient are they at this point?
Formative (during instruction period)
What have students learned so far?
How proficient are they to this point?
Summative (post-instruction, hopefully)
What did students learn?
Are they proficient?

Integrated Assessments and Web-Based Resources
Diagnostic and Formative
Very few web-based resources are appropriate for summative assessment.

2. Determine How to Assess
Determine current level of proficiency.
Look at the indicator again .
Consider an appropriate assessment.
Student level (grade level, aptitude)
Best use of resource

3. Develop the Assessment
Guiding Principles
Students should benefit academically.
Teacher should achieve recordable feedback.
Teacher should be able to determine proximity to proficiency.

3. Task Assessments
Template for students to complete electronically
Recording Sheet to accompany a web-based activity

4. Scoring Rubrics
Examples of student work
Student Rubric—self assessment
Teacher Rubric based on indicators
Option 1
Option 2

Designing Integrated Lessons

by Jeremy Brueck

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