Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi Multimedia“The project consists of two parts: 1. A concept map that illustrates how this multimedia kit can be effectively used in teaching. 2. A document that describes the target learner(s), learning objectives, the components of the kit. You need to describe in details what each component is, why these components are used, and when and how to utilize them. Additionally what instructional strategies are used and why these strategies are used.” A multimedia kit is “a collection of teaching/learning materials involving more than one typeof medium and organized around a single topic” (Smaldino, Lowther, & Russell, 2012, p. 256).Creating a multimedia kit allows a teacher to incorporate many different types of media into alesson seamlessly. By having a kit, or kits, prepared for your lessons, along with a concept mapor detailed plan of how to integrate each component, all of your resources are together in oneplace making the task of using multimedia and reaching diverse learners simple and rewarding.Making lesson preparation a priority will also make it possible for a substitute to provide a highquality, multifaceted lesson with multimedia components should you be unable to attend classfor personal or professional reason. The kit I created is designed to be used with a classroomlesson, however multimedia kits can be created for individual or small group work (Smaldino, etal., 2012).Part 1: Below is the concept map I created using Inspiration 9 software. It shows all of thecomponents of my multimedia kit and how they are connected to the main lesson theme of „TheGreat Depression.‟
Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi Concept Map
Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi The Inspiration 9 software automatically creates an outline based on the components ofyour concept map. Following you will see the text-based outline of the concept map shownabove:TOPIC: The Great Depression I. Content: General Information A. Resource: http://newdeal.feri.org/eleanor/index.htm B. Resource: http://www.usmint.gov/kids/timemachine/ C. Resource: CD, "The Great Depression: American Music in the 30s" II. Content: Effects on Children A. Resource: Nonfiction book, "Children of the Great Depression" by Russell Freedman B. Resources: *Teacher made PowerPoint (includes images, text, and video) * http://newdeal.feri.org/eleanor/index.htm (also used for ‘general information’) *http://www.digitalhistory.uh.edu/learning_history/children_depression/help _president.cfm 1. Resource: Block Letter Format, http://teacher.scholastic.com/lessonplans/format.pdf 2. Assessment tool: Teacher created rubric, "Letters to Lady Obama" Assessment Tool: Teacher created PowerPoint Jeopardy (Assesses entire lesson)
Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi Part 2: Target This multimedia kit has been created for a fifth grade class of 22 students at a rural Learners elementary school. There are 12 girls and 10 boys. A number of students (6) are classified as “living in poverty” as can be seen by the free and reduced lunch rates. The remainder of the class comes from working and middle class families. Three students have identified learning disabilities. The school system practices inclusion, so the special education teacher or aide comes in at least once a day to work with these students and they also have the option of going to the special education room for guidance on a project or test. No students have been officially identified as “gifted,” although quite a few (eight) are reading well above grade level and excel on most all assignments. Students show an appreciation for using technology in learning and assessments and have benefited from listening to music during independent work time. Learning Given Microsoft Word software, the learner will compose a letter in block format and Objectives score 13/15 or higher on the teacher created “Letters to Lady Obama” rubric. The learner will demonstrate a general understanding of the Great Depression by playing the teacher created PowerPoint version of “Jeopardy: Great Depression Edition” scoring 5000/6000 or higher when completing the game individually. Components This lesson covers the Great Depression, but more particularly very general of the Kit information on the Great Depression and a more in depth look at the effects on and How children living through the Great Depression. The choice of content is due to the age They Are of students (5th grade, approx. 9-11 years old) and background knowledge in Used economics. I know the specifics of the economic aspects will be covered in greater detail in high school. Because breakdowns in communication can occur at the decoding level due to “receiver‟s lack of skills in comprehending the idea” (Smaldino, et al., 2012, p. 211), I have chosen to work mainly with the social aspects of the Great
Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi Depression in order to work within my fifth graders‟ frame(s) of reference. Learning Resources: 1. Teacher created PowerPoint (includes images, text, and video): The first component of my multimedia kit is a teacher created PowerPoint presentation previously turned in as my „visual principles assignment.‟ This PowerPoint contains a YouTube video which serves as an introduction to the Great Depression, a number of authentic images from the Great Depression era, and an overview of what students will be expected to do with some of the other resources as well as a detailed description of block format (necessary for completion of first assessment). This PowerPoint will be used in the “Utilize Technology, Media, and Materials” portion of the ASSURE lesson plan in order to “prepare the learners” for the next stages of the lesson that “Requires learner participation” (Smaldino, et al., 2012, p. 39). 2. http://newdeal.feri.org/eleanor/index.htm 3. http://www.usmint.gov/kids/timemachine/ 4. http://www.digitalhistory.uh.edu/learning_history/children_depression/help _president.cfm 5. Nonfiction book, "Children of the Great Depression" by Russell Freedman Components 2-5 will all be utilized during the “provide the learning experience” part of the “Utilize technology, media, and materials” portion of the ASSURE model (Smaldino, et al., 2012). Students will be divided into pairs, making sure that all low readers (three) are paired with exceptional readers. Each pair is given a list of the three websites (above), a copy of Russell Freedman‟s “Children of the Great Depression,” and access to a computer with Internet access. Students will browse through all of the materials, taking notes of important facts, dates, or details. Students will be encouraged to assign one student the task of reading aloud and the other the task of recording (writing) the important information. Students will be given adequate time to thoroughly explore all of the resources while I monitor to make sure everyone remains on task and working cooperatively.
Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi 6. CD, "The Great Depression: American Music in the 30s": The sixth component is a CD of Great Depression music that will be played quietly during students‟ exploration time and later during the letter writing phase of assessment. Students have expressed a dislike for silence while working, and music has been found to lessen individual distractions. 7. http://teacher.scholastic.com/lessonplans/format.pdf: This pdf will be copied for each individual student. The first component (PowerPoint) contained a modified version of the same content. This hard copy will serve as students‟ reminder of block format elements and format guidelines while composing their letters. (See assessment tool number one below). Assessment Tools: 1. Teacher created “Letters to Lady Obama” Rubric (shown below): Following the cooperative “exploration” phase of the lesson, students will each move to an individual computer. This will begin the “Require learner participation” portion of the ASSURE model. Students will use their knowledge of block format (with learning resource component 7 (above) to use as a resource), as well as the information gleaned from the “explore” phase of the lesson to compose a letter to First Lady Obama similar in content (only updated with 21st century needs) to those they read that were written to Mrs. Eleanor Roosevelt during the Great Depression. As students finish up, they will peer edit and revise their original partners‟ work using Microsoft Word‟s “track changes” feature. Students should be familiar with this feature as it is used regularly in class for peer revision of written work. Once satisfied, work will be sent to the lab printer and turned in to be graded against the “Letters to Lady Obama” rubric. To meet the lesson objective students must score at least a 13 of a possible 15. 2. Teacher created PowerPoint Jeopardy (attached as .ppt document) The last component of this lesson is a PowerPoint presentation of a jeopardy type game to quiz students on Great Depression facts they should have learned (and written down) during the “explore” phase of the lesson. Each student will open the Jeopardy
Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi PowerPoint on their individual computer to complete independently. If all questions are answered correctly, 6000 points are possible. Students will be instructed to write down each question they got right or wrong, adding all of the ones they got right together at the end. This sheet showing their math will be turned in as proof of completion of the assignment. As with all self-check assignments, honesty can sometimes be an issue. I have made sure that this assessment will take place when an aide from the special education room is scheduled to be with us, as I hope that an extra set of eyes will help to better ensure honest results. A score of 5000 out of a possible 6000 shows that students have satisfactorily met the lesson objective. I have chosen to use a game format as opposed to a traditional test to curb the anxiety that sometimes plagues students come test time. Instructional This lesson has a lot of components and lends itself well to both teacher and student Strategies centered strategies. I have chosen to use teacher centered strategies for only the very and first component (PowerPoint intro/overview). At this point in the lesson, students do Rationale not have the background knowledge to successfully work on their own, hence the teacher centered strategy of “presentation” is chosen. This follows the suggestions of Smaldino, et al. (2012) when they state that it is “during the Utilize step (of the ASSURE lesson plan) that teacher-centered strategies are implemented” (p. 70). “With student-centered strategies, teachers serve as facilitators who offer guidance as students engage in interactive learning activities and experiences...” (Smaldino, et al., 2012, p. 72). I think this quote describes the implementation of multimedia components 2-5 into my lesson very well. Students are given the resources and hardware/software necessary to fully utilize them, and allowed to explore on their own (in pairs). They decide what is important and what they wish to carry over into the letters they compose. The PowerPoint Jeopardy then assesses whether or not they have discovered the key points from each resource.
Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi Letters to Lady Obama Rubric (Modified from: http://www.rcampus.com/rubricshowc.cfm?code=Q3XW87&sp=true) Category 5 3 1 Format Includes correct 1 or 2 errors in 3 or more errors in margins, spacing, formatting. Includes all formatting and/or (Block Format) indentations, font, and 5 elements of a letter in missing one or more of alignment. Includes all 5 block format. the 5 elements of a letter elements of a letter in in block format. block format. Mechanics and No errors in spelling, 1-3 errors in spelling, 4 or more errors in punctuation, or punctuation, or spelling, punctuation, or Spelling grammar. grammar. grammar. Content and Follows the class Missing at least one Missing two or more example: introduce component from the components from the Organization yourself, express your class example: introduce class example: introduce opinion/concern, and yourself, express your yourself, express your address how the opinion/concern, and opinion/concern, and recipient could possibly address how the address how the remedy the concern. recipient could possibly recipient could possibly remedy the concern. remedy the concern.
Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi ReferencesDigital History. (2011). Explorations: Children and the Great Depression. Retrieved from http://www.digitalhistory.uh.edu/learning_history/children_depression/help_ president.cfmFreedman, Russell. (2005). Children of the Great Depression. New York, NY: Clarion Books.New Deal Network. (2003). Dear Mrs. Roosevelt. Retrieved from http://newdeal.feri.org/eleanor/index.htmRcampus. (2012). iRubric: Business Letter Block Format rubric. Retrieved from http://www.rcampus.com/rubricshowc.cfm?code=Q3XW87&sp=trueScholastic. (n.d.) Business Letter Format. Retrieved from http://teacher.scholastic.com/lessonplans/format.pdfSmaldino, S.E., Lowther, D.L., & Russell, J.D. (2012). Instructional Technology and Media for Learning. Boston, MA: Pearson Education, Inc.The United States Mint. (1999). h.i.p. pocket change Time Machine. Retrieved from http://www.usmint.gov/kids/timemachine/Various. (1993). The Great Depression: American Music in the ‘30’s. [CD]. USA: Sony.