Phase 3a: Developing an Implementation Plan Instruction Strategies & Methods:
Meeting Diversity:
* Visual Impaired: There are no students in the teacher’s classroom with visual impairment. However, there are students within the school who do use the ‘Text-to-Voice’ software.
* Language Barrier/English Language Learners (ELL): There is one student that is an ELL student in one of her class sections. This student can use the ‘Text-to-software’ that can be made available. However, the current rubric, running log, and WebQuest can be translated into the student’s language as an adaptation to the activities. This adaptation can be accessed by clicking on the “review” tab on the Microsoft word program, then select the “set language” option. Choose what language desired and create a new document with the language chosen. The student can use both sheets to read the written language. The student can use the “translation screen tip” option to scroll over the unknown words to review the correct translation.
·* For overall inclusiveness, the Web Quest, Science Concept Running Log, and the “I Think I Got It” rubric will be display clear questions with relevant information that will help students review and reinforce concepts taught during class time. The text will be displayed in 12pt Comic Sans or Bookman font. | Phase 3b: Preparing the Environment Technology Resources Description:
* Acer Netbooks, laptops, or desktops (Netbooks provided by the school’s 1:1 Netbook initiatives that applies to all 9th and 10th graders. · Flash Drives · Internet connection to the Wentzville School District “Moodle” LMS (accessible with assigned login information provided once enrolled in the Wentzville School District) * Internet connection (filters are set in the student’s Netbook for offensive sites, etc…) · Acceptable Usage Policy (AUP) agreement completion required by all students and teachers · Printer (accessible in the media center and main office) * Microsoft Word software (installed in all Netbooks given to 9th & 10th grade students in the beginning of the school year) Access Plan: * Netbooks provided by the school’s 1:1 Netbook technology initiative that applies to the 9th and 10th graders; 11th grade students (few students)by sharing Netbooks in the classroom, and accessing laptops and/or desktops in the technology lab, media center, or at home. * Students will be able to download the activities using a flash drive which all students are required purchase at the beginning of the school year.
* The internet connection is important for accessing the Moodle LMS in order to download and utilize the Web Quest. Students are also able to download, save, and print the log and rubric needed to complete the activity. * Students with special needs will be able to access voice-to-text software when needed; the translation application within the Microsoft word program can be used to help ELL students present in the class.
Instructional Materials: * Student Survey * Science Concept Running Log * “I Think I Got It” rubric
Logistical Plan:
*Potential Problem: Logistical issues that I anticipate in this project is retrieval of unit exam results in a timely manner in order to review and determine whether there are improvements in student test scores. Remedy: Continue to remain in contact with the teacher and send gentile reminders to ensure that the necessary data is received for evaluation.
*Potential Problem: Retrieval of feedback from the teacher I am collaborating with in order to determine whether the rubric, log, and Web Quest is embraced by students. Remedy: Continue to remain in contact with the teacher and regularly inquire about the receptiveness of the new technology-base solution by the students Project Timeline: * September/October: administer the student survey * Late October: Review and provide a summary of student overall response to the collaborative teacher * Early November: submit Chapter 5 Web Quest for posting on the Moodle LMS * Early November: submit “I Think I Got It” rubric for posting on Moodle * Early November: submit the “Science Concept Running Log” for posting on Moodle * Early November: retrieve copy of unit exam results for Chapter 4 * Mid November: retrieve copy of unit exam results for Chapter 5 * Mid November: request feedback from teacher regarding student completion of Chapter 5 Web Quest; Science Concept Running Log; and rubric * Late November: review exam results and evaluate effectiveness of the technology-based solution * Late November: Identify and evaluate findings. Describe implications of the findings. Discuss what steps can be done to improve the technology-base solution. * December: Submit completed capstone project.
References: Barnes, I. Bruner, J., Bryant, T. (2012). UMUC EDTC 630 School Technology Plan. Bloom’s Taxonomy of Learning Domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html Gardner, H. (2007)Five Minds for the Future. http://youtu.be/ZRUN1F4rWAE Gates, B. How do you make a great teacher? Retrieved from http://youtu.be/OnfzZEREfQs JFSTECH. ABC News-What Makes a Great Teacher? Retrieved from http://youtu.be/7bIQ4-3XSxU Johnson, A. Blooms Taxonomy Overview. Retrieved from http://youtu.be/zLNr-2k9NjQ Kaizert. Intro to Assessment and Bloom. Retrieved from http://youtu.be/eZARe2_HQcA Len, C. (2009). Howard gardners multiple Intellegencies [Web]. Retrieved from SIEMENS panel Retrieved from http://youtu.be/eHFFuAOMZHc
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