Spreadsheet Lesson Plan


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Spreadsheet Lesson Plan

  1. 1. MCOM 510 Materials 3/13/2012Created by Beth Rajan Sockman Project Plan & Requirements – Krista Hess (Complete Lesson-Plan, Technology Sample and Self Assessment)Analyze Learners Age, Grade Level, Learning Styles, Different-learning abilities • This lesson has been designed for a college level class about Broadcast Journalism. The majority of the students are between the typical college student ages of 18-23 and there are one or two non-traditional students of an older age. There are about 20 students in the class and about 75% are male and 25% are female. There are no students with learning disabilities. As for culture, the majority is Caucasian, however there are two Hispanic students and one African-American. Excel is an easy and fun learning tool that can work with all these groups of people. • A common misconception that Broadcast Journalism students have is that there is no emphasis on grammar in this field. Grammar is something broadcast journalists need to have a very strong background in. They also believe that most of their scripts will be written for them and they will have a lot of time to practice what they will be saying. In reality journalism is quick-paced and they will have little rehearsal and will be doing all the work themselves. • Students understand from previous pre-requisite courses that they will be reading a script and have something to rely on and not have to memorize anything. They also understand that they will be in front of an audience and have to perform.Justification • The use of a spreadsheet for this lesson will be a way of re-enforcing what they have already read about broadcasting grammar. And it will show them how much they already know or how much they need to learn yet. Excel gives them instant gratification. • As for learning theories, I believe this lesson as a whole most relates to Constructivism, which “states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences.” (www.learning- theories.com/constructivism.html) You’ll see in the Required Learner Participation section that the students read the text on their own, take the quiz on their own, are taught by the teacher for a short time, then go home and write their own script. I really think this is a construction of knowledge. • This technology supports their learning because they will see their current knowledge based on their quiz results and how much more theyAdapted from ASSURE) 1
  2. 2. MCOM 510 Materials 3/13/2012Created by Beth Rajan Sockman need to grasp and internalize. They’ll be interested to see if they get the correct answer or not. • For this particular class there is no learning disability to accommodate but the spreadsheet is easy to use and will have directions that are easily understood. If they students have any problem with the directions or how to use the spreadsheet, they are of course free to ask the professor any questions. • This could seem like extra, pointless work to the students and make them not want to do it, therefore, they won’t enjoy doing it and it will not support their learning.State ObjectivesAcademic Standard or Goal (Broad) NETS-S = 3. Research and Information Fluency d. 4. Critical Thinking, Problem Solving, and Decision Making c. 6. Technology Operations and Concepts a., b. NETS-T = 1. Facilitate and Inspire Student Learning and Creativity a., b., c. 2. Design and Develop Digital-Age Learning Experiences and Assesments a.Objectives (specific) – Audience (individual or group), behavior, condition and degree. • • SWBAT: • 1.) Individually indentify and articulate the correct answers from their reading with at least 90% accuracy. • 2.) Individually make sense of the different type of grammar and writing that is used in scripts. • 3.) Individually differentiate between the correct way to write numbers, words, names, etc from the incorrect way.Time needed to complete: This lesson would take about 45 minutes total. About 10 minutes tops for the quiz taking and the rest of the time to teach the lesson and then give the assignment for the next class.Adapted from ASSURE) 2
  3. 3. MCOM 510 Materials 3/13/2012Created by Beth Rajan SockmanSelect Methods, Media, and Materials  URL resources used and website name N/A  Teacher resources/ student resources 1. Computer lab for 20 students and teacher 2. Computers must have Excel capabilities and Internet accessibility. 3. Textbooks. 4. Printer to print out spreadsheets. 5. Excel spreadsheets already made and on shared drive.Utilize Media and Materials  How will it be used (Individual viewing or for the class) This spreadsheet will be saved on a shared drive for individual use and be collected by the teacher.Required Learner Participation Overview of the Lesson - • This lesson will have been mentioned in the previous class because of a reading assignment for the corresponding chapter on Script Writing. Then the quiz will be explained to the students in the main lesson and be taken by the students. • The students will have previously read the assigned chapter on script writing. They will come in to class prepared to take the spreadsheet quiz which will be of the ‘if/then’ format. The teacher will explain how to access the spread sheet and the students will begin the quiz. • They will put in what they think are the correct answers in and be told via the ‘if/then’ excel formula if they were successful. They will then print out their quizzes and hand them in. • The teacher will collect the quizzes then teach the actual lesson on script writing grammar. This will include questions from the students, improper and proper examples of particular grammar points, etc. • At the end of the lesson the teacher will assign a 30-second news story for the students to write form the current knowledge. • The final outcome will be that the students understand the difference between correct and incorrect script writing.EvaluationAdapted from ASSURE) 3
  4. 4. MCOM 510 Materials 3/13/2012Created by Beth Rajan Sockman o For evaluation, the students will come back to the next class with their own written script as assigned from the lesson with the spreadsheet and they will take another spreadsheet quiz to assess their improvements. o The teacher will have both the quiz and script and make corrections. o I expect the students to do better on the follow up quiz and to have a few mistakes in their script writing. However, the mistakes should be minimal do to note taking from the lesson and the textbook as a resource.Reflection & Transfer: 1.) Explain what you learned that might not be in the rubric. I never knew how to do the ‘if/then’ formula on excel. I think it is a great tool to know for the future. I also learned to think a little bit more creatively and how to focus more on an adult audience. 2.) Transfer: How could your idea be used in other settings? What else could you do with it if you played, or were creative about it? OR, how could the student use the knowledge gained in other settings? This spreadsheet could be altered for other subjects. Examples are Senior Seminar for quizzes on readings, Radio Practicum for the same thing, etc. The student could use the knowledge they gained from this lesson to think creatively about spreadsheets they may need to make. Also, they will definitely take the script writing information and use it in higher-level courses that follow Broadcast Journalism and in the real world.Adapted from ASSURE) 4