Kim's+Write-ups

Note to Kim: Wow, Kim, your project is impressive. Please tell me more about the sidebar issue. I will also need to do a closer look and provide more specific feedback, but all your work together earns you an A.

Kim I have had the good fortune to be a secondary social studies __teacher__ since the 2005-2006 school year. I have taught a variety of the social sciences including geography, government, __psychology__, and A.P. U.S. history beginning next year. While there have been several notable moments during this time, my first and most memorable “light bulb” moment occurred during the time I was substituting after my December 2004 graduation from FSU, and before my hire as a permanent teacher that summer. On this particular day, I was substituting at Braddock Middle School. My assignment for the day was primarily in an eighth grade English classroom, but was asked late in the day to cover a seventh (last) period math class with a majority of “inclusion” __students__ enrolled. Very vague instructions were left, and I, an older “new” __teacher__, had not had personal instruction on the Pythagorean Theorem in nearly 20 years. How was I going to do this? I had no time to plan or refresh my own knowledge on the concept, and a class of students who needed clear instruction. When I arrived at that classroom, my qualms quickly turned to panic as I was standing in front of approximately 18 students, and three Instructional Assistants! Now it was not just one class on the line, but if I drowned at this task, then word would certainly get back to the principal and my chance at the one __job opening__ there would be swept away in this tide of trepidation! So, I did what any well trained teacher would do. I started at the very beginning, it’s a very nice place to start…sorry, I digressed. In doing this, I could establish what prior knowledge the __students__ already had, as well as reestablish my own. First, I admitted that I was not a math teacher, and that I would need to them to teach ME today about the Pythagorean Theorem. Once students established that it was a2 + b2 = c2, I asked them about this “right-angled triangle” they were talking about. Once a student volunteer drew one on the board for me, I asked what side was a, then b, then c. Throughout this process, I talked aloud about my thinking process (metacognition). Next, I proceeded to have them “help” me model several problems using this theorem, often repeating aloud every chance I could, the theorem itself, a2 + b2 = c2, even randomly stopping in the middle of a problem to ask a student what the PythagoreanTheorem was, and offering positive reinforcement or scaffolding if needed. Next, I asked them to tell me how I could find just a2, if I knew what b2 and c2 were, and one by one, the light bulbs were coming on. Finally, with the help of the instructional assistants, we divided into teams and had a race to see which team could solve the assigned problems the fastest using the Pythagorean Theorem. All the students were engaged and having fun...even me!! At the conclusion of the class, the instructional aids each told me what a great __job__ I had done and said that several of the students had been struggling with the concept, but now understood it. One even told me I did a better job than the regular teacher! As a result of this event, I felt __confirmed__ as a teacher, not just an expert in social sciences. It was evidence that the __training__ I received did provide foundational __teaching tools__ that could be applied to any situation, like prior knowledge, scaffolding, and repetition. And yes, I DID get that one job opening at the school that fall!
 * Memorable Teaching Moment **

//Gaining Attention // is the first step of Gagne’s Instructional Events. I did this in my event by actually reversing the roles with the students: they would be the teacher, and I would be their student. This gave them the chance to be involved and in control of the learning.
 * Evaluating "Memorable Moment" using Gagne's Nine **

//Informing the Learner of the Objective // was achieved through my admittance that I did not remember the Pythagorean Theorem that they were required to practice that day.

I //stimulated the retrieval of items of prior learning// by asking students to teach me what they already knew about the Pythagorean Theorem and asking provoking questions during my “learning.”

In this reversed role, students were actually //presenting the stimulus material// ranging from words to drawings of right-angled triangles, to the Pythagorean Theorem itself. I included opportunities for oral and visual representations of the theorem, as well as much repetition. Additionally, I was able to move them beyond basic knowledge, up to analysis, by posing questions that required them to solve for another factor other than c2.

Even though I was the “student” in this scenario, I was still most definitely directing the learning in the classroom and //provided guidance// and //provided feedback//. Through the thinking aloud process of metacognition, I kept students aware of what I needed to know to understand. Positive feedback was offered to any student who attempted to help me understand, and I could scaffold any incorrect information in a gentle, personally non-threatening way.

The usual manner of //eliciting performance// and //assessing performance// in a math class is to have students independently solve problems. While we began to solve these as a group, I gradually released more and more until each student could solve the problems on his/her own.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To further this //experience and enhance retention//, I engaged the students in a competition with each other to help them become more proficient with the concept and opportunities for semantic encoding into long-term memory.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I was surprised (and exicted!) to see that so many of these nine instructional events occurred in this lesson


 * Writing Assignment 2**

When Dr. Ladores first mentioned UbD, I did not think that I had heard of it before. THEN, I realized that this is what our new “Common Core” is largely based upon, and is presented under the acronym UDL: Universal Design for Learning. This academic year included several professional developments that served as the introduction stage in our schools. This will be implemented slowly over the next two school years, and become fully integrated by the 2014-2015 year. I will be endeavoring to plan instruction using these new standards next year.

As for the UbD itself, it looks like a valid and applicable guideline for improved “learning” in the classroom. I must admit that as a secondary teacher with a state assessment, I too often settle for coverage. As a result, the students are being “taught,” not learning or practicing the applicable relevance of the content. Although Dr. Winstanley, (a former LEA superintendent and instructor at F.S.U.) did “teach” us about backward planning, it was never in association with a larger concept such as UbD. I will truly take this to heart and begin “designing” lessons that require more inquiry, as well as problem solving and applications.

Gagne Nine Events should be an integral part of the UbD because they are essential elements to the learning process, which is the goal. These events should be included in any UbD plan as a means to scaffold students from the knowledge stage to that of “understanding”. Both ideas are based on the ultimate goal of helping students learn content AND apply it to a broad spectrum of relevant and authentic situations.


 * Writing Assignment 3**

Dr. Merrill begins by identifying the rapid pace at which educational technology has and will continue to change. This is the reason that I am focusing on technology as part of my Master’s studies. I believe that our students are more prone to identify with technology than an old fashioned, hardcopy text. As a result, I believe it can be an asset to learning. However, as Dr. Merrill warns, even the newest of educational technologies can be a mere vehicle for information and not a learning environment that reveals a task, the application(s) of the task, and helps students to accomplish the task. I believe these are essentially the same concerns that influenced the concepts of Gagne Nine Instructional Events, UbD, and ADDIE. Each of these models, if rendered to the essential qualities, embodies the three main characteristics of effective learning that Dr. Merrill shares: demonstration, practice, and application, ALL of which come ONLY by good design. However, I find more similarities between Gagne and UbD as expressed in the table below.|| Provide Guidance || Hook and Equip Students || Provide Feedback || Experiences || While ADDIE is similar in goal oriented, or “backward” design, it seems to encompass the logistics of design rather than the elements of the learning process.
 * **Design** || **Gagne** || **UbD** ||
 * **Demonstration** || Present Information
 * **Demonstration** || Present Information
 * **Practice** || Elicit Performance
 * **Application** || Enhance Retention and Transfer || Demonstrate understandings with authentic applications ||

Response: <span style="font-family: 'Eras Medium ITC',sans-serif; font-size: 16px;">If ADDIE goes this way: 1 > 2 > 3 > 4 > 5 <span style="font-family: 'Eras Medium ITC',sans-serif; font-size: 16px;">Ubd goes this way: 5 > 4 > 3 > 2 > 1 <span style="font-family: 'Eras Medium ITC',sans-serif; font-size: 16px;">Though they are not exactly perfect opposites.

<span style="font-family: 'Eras Medium ITC',sans-serif; font-size: 16px;">ADDIE begins with your objectives and ends with, "Well, what assessments will you create to check if the objectives were met?" This makes perfect sense in designing instruction. UbD on the other hand begins with performance assessments. So it is called "backwards design."

<span style="font-family: 'Eras Medium ITC',sans-serif; font-size: 16px;">UbD is an eye opener in that Wiggins and McTighe are responding to the autopilot mode that teachers often get trapped in. Teachers get the minimum learning competencies or learning objectives or whatever the state has determined need to be taught. And then they move from there. Instruction becomes coverage-focused. <span style="font-family: 'Eras Medium ITC',sans-serif; font-size: 16px;">Wiggins and McTighe wants us to ask a big question first: What exactly are we trying to accomplish? What do we want our students to know and be able to do, and WHY?

<span style="font-family: 'Eras Medium ITC',sans-serif; font-size: 16px;">It's like trees vs the forest. When we go tree by tree by tree, sometimes students miss seeing the forest. And each tree by itself does not really make much sense since the bigger context is absent. My experience with history was that we learned it by periods of time and also by places. In my case, it was Philippine history, then Asian History, then World History. Then by periods. The different Chinese dynasties, for example, during Asian History. Then the Dark Ages, Medieval times, etc, during World History. One day, however, and ironically, too, that it was in a college course called Science, Technology, and Society, that I came across an eye opener. The faculty member being sent on a mission by the university president, the president decided to do the lecture for him. And he started talking about the big picture of technology development with an historical but also global perspective. He said, "During the Dark Ages, it wasn't the Dark Ages everywhere. There was a lot of technology being produced in China.... " And I was seating there, totally fascinated about this new picture that I was seeing.

<span style="font-family: 'Eras Medium ITC',sans-serif; font-size: 16px;">For course development, UbD will be awesome. For modules, ADDIE will be great, when we already have the essential question and the big picture. Gagne's is awesome for developing specific lessons. I'm glad to see, though, that you added UDL in the mix, because I was originally contemplating including this framework. UDL is for making learning more accessible.

<span style="font-family: 'Eras Medium ITC',sans-serif; font-size: 16px;">So in our case, UbD helps us determine what matters in terms of content. And UDL guides us in making that content accessible to students.

<span style="font-family: 'Eras Medium ITC',sans-serif; font-size: 16px;">We have wonderful pieces to work with in terms of instructional design. :)

__**<span style="font-family: 'Eras Medium ITC',sans-serif; font-size: 16px;">Module 4 Writings **__


 * __<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Part I __**

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">This will be an introductory course on governments. The purpose of this course is to impart knowledge about the purposes, forms and types of political and economic systems.


 * <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Motivation, Knowledge and Skills Gaps **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Before students begin a year- long study about our federal, state, and local governments, they should have authentic reasons for committing to such a course, so students should have an activity directed to make connections between everyday life and government. I will also preview the culminating performance assessment so students have a “destination” for learning. By doing this, I hope to develop intrinsic motivation in my students. <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">To support the extrinsic motivation of earned grade, I will need to post rubrics detailing the expectations and associated scores. Without these supports, there may be a motivation gap that could linger throughout the year. I do not believe there will be a need for unlearning, as this is the first course in the scope and sequence of Maryland Social Studies that has learning objectives that include this information. However, I will need to address any other types of misinformation that arises.


 * <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Environment Gap **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">To accomplish this, I must first “book” the computer lab for the times and dates required for thorough completion because several students will claim, or some will have, an inability to access the course materials, or have malfunctioning equipment at home, etc. By doing this, I will preclude these issues and offer my students the best possible environment that includes my instruction as a resource.


 * <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Communication Gap **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Since it is an online course, I have the opportunity to clearly communicate the objectives and instructions, editing as necessary. These will also be available 24/7. It will also allow me to post an examples of fully and properly completed assignments.
 * __<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Part II __**


 * <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">The Learners **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">The target student population is ninth grade government students of ALL learning levels, including those with IEPs, as well as honors. As a result, this course must be designed for a broad range of learners with scaffolding for those who need it, and options for those who do not. For example, I will have a link to the online “Government Glossary” provided on the state assessment website. I will also try to incorporate as many of the different learning styles as possible. Additionally, it is my experience that more students of all levels have a higher completion and earned grade on a computer based assignment. From this I can expect that motivation should be greater for these modules. It could be due to the fact that many students often share that they are uncomfortable with traditional textbooks and communication tools, i.e. pencils and pens, and are daily users of computers in many forms. However, I believe that the primary reason for this improvement is that this type of design for learners allows me to be more accessible to assist with individual learning needs.


 * __<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Part III __**
 * <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">The Destination: “You Rule” **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Using the idea of backward planning, I will have a performance assessment that will be used to <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">measure conceptual understanding, use problem-solving skills, as well as the application of knowledge and understanding to a unique situation. This “You Rule” assessment will require students to design their own state complete with a chosen type, form, origin, and purposes of government, as well as an economic system, and yes, a map with a key!


 * <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Problems: **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Students need to retain this information for the Maryland Government High School (summative) Assessment.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">The following learning goals have been established based on the Maryland Voluntary State Curriculum Standards of Political Science and Economics for Government. Hence, they are the best choice for a course of this nature. I have however added in a few additional objectives that I feel are essential to a thoroughly developed study of the topic.
 * <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Learning Goals **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">At the conclusion of the unit, students will or should be able to: <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;"> a. describe the purposes of government, such as protecting individual rights, promoting the common <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">good and providing economic security

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;"> b. explain why governments are formed

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">c. evaluate how the principles of different types of government assist or impede the functioning of <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">government

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;"> d. examine the fundamental principles of government and law developed by leading philosophers, such <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">as Hobbes, Locke, Montesquieu and Rousseau

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">e. recognize the influence of government in daily activities

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">f. explain how traditional, command and market economies answer the basic economic questions of <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">what to produce, how to produce and for whom to produce

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">g. describe how governments organize their economic system for the production, distribution, and <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">consumption of goods and services

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">h. recognize examples of various forms of government in the contemporary world

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">i. define additional related key concepts including consent of the governed, popular sovereignty, limited government, and rule of law
 * <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Course Title: **<span style="color: #444444; font-family: 'arial','sans-serif'; font-size: 13px;"> Got Government?

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">This course will help students develop an applicable understanding of the historical development and current status of the fundamental concepts and processes of authority, power, and influence related to government. Students will meet historic philosophers on government, learn how their ideas were put into practice, and then practice forming a government. Through this study, students will be able to gain knowledge and practice that can be conveyed as effective citizens participating in government.
 * <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Course Description **


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 15px;">Writing Assignment: Instructional Design Notes **


 * <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 13px;">Module 1: The purposes, theories, and forms of governments. **


 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Lesson 1: What’s Government have to do with it? (The Purposes of Government) **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Strategy to gain attention for this lesson: Use a Voki to introduce the topic.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Information to be retained: Identify and describe the four main purposes of governments including social order, public services, national security and economic decisions.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Strategy/ies for supporting retention of information:


 * 1) <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Students will create a Voki that will identify and describe the four main purposes of government in their “own” words.


 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Lesson 2: Who Needs Government? (The Theories of the Origin of Government) **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Strategy to gain attention for this lesson: A prezi presenting the key philosophers and their ideas.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Information to be retained:


 * 1) <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Key philosophers: Thomas Hobbes, John Locke, Montesquieu, Rousseau, Thomas Paine,
 * 2) <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Key concepts: social contract, natural rights, Spirit of the Law, common good,

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">evaluate why governments are formed

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Strategy/ies for supporting retention of information:

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Students will use Toondoo or Comic Creator to personify the philosophers and their main ideas.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">.


 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Lesson 3: The Shape of the State (The Forms of Government) **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Strategy to gain attention for this lesson: Introduce students to the Preamble of the United States using a clip

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">from You Tube showing “History Rocks: Preamble.”

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Information to be retained:


 * 1) <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Key concepts: state, population, territory, sovereignty, government, consensus, unitary,

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">federal, constitutional government, preamble,

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Strategy/ies for supporting retention of information:


 * 1) <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Students will use gliffy ( <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">[] <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">) to create a concept web using “shapes” representing the relationship of these key concepts to the basic idea of state, including a working definition of each.
 * 2) <span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Students will memorize the Preamble to the U.S. Constitution for recitation and can practice using the introductory video.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">..


 * <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 13px;">Module 2: Characteristics of Governments **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">.


 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Lesson 4: A Tale of Government (Types of Government) **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Strategy to gain attention for this lesson: Visuals (jpeg) of teacher created mnemonic devices without

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Explanations (scanned or created in new program)

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Information to be retained: autocracy, monarchy, absolute monarchy, oligarchy, democracy, republic,

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">representative democracy, limited government

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Strategy/ies for supporting retention of information:

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Students create stories in Storybird that incorporate the key concepts/terms.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">.


 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Lesson 5: Democracy is Doomed! **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Strategy to gain attention for this lesson: An Orsen Wells type of announcement about the demise of

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">democracy that challenges students to find out what could be lost!

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Information to be retained: individual liberty, majority rule with minority rights, free elections,

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">competing political parties, active citizen participation, public education, civil society, social consensus

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Strategy/ies for supporting retention of information:

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Students compose a letter to their U.S. Senators and Representatives encouraging them to vote for anything that supports these principles to avoid their loss.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">.


 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Lesson 6: Pizza Pie Economics (Economic Theories of Government) **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Strategy to gain attention for this lesson: Pizza Party invitation and tutorial MS Paint video drawing pizza.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Information to be retained: economic systems, three major economic decisions, capitalism, Adam Smith,

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Laissez-faire, free enterprise, socialism, communism, Karl Marx,

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">command economy, mixed-market

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Strategy/ies for supporting retention of information:

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Students will create “Pizzas” in MS Paint for each of the four main types of economic systems that will visually reveal the percentage of control that government has in each type. This will also be a first formal introduction to MS Paint that will be used again in the final performance assessment.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">.


 * <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 13px;">Module 3: Creating Governments **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">.


 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Lesson 7: Rock My World! (Creating States) **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Strategy to gain attention for this lesson: If possible, I will try to embed music on the website.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Information to be retained: This is the first part of a performance assessment that will require students to review all concepts in lessons one through six and apply them in this activity.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Strategy/ies for supporting retention of information: Students will begin to form their own state by selecting and supporting a choice from each lesson.

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 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Lesson 8: Color My World! (Creating a Map of the State) **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Strategy to gain attention for this lesson: An example map is posted as a visual and example of a desired product.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Information to be retained: This portion focuses on the practice and application of the four features of the state, as well as the use of Microsoft Paint

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Strategy/ies for supporting retention of information:

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 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Lesson 9: Back to the Real World! (Self-Evaluation and Course-Evaluation) **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Strategy to gain attention for this lesson: A photo of Dorothy’s Ruby Slippers from the Wizard of Oz, and a monkey (animated if possible) as a connection to the Survey Monkey.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Information to be retained: All concepts covered in this unit.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Strategy/ies for supporting retention of information: Students will have an opportunity to self-evaluate their know with an online chapter quiz, then provide feedback to me regarding their experiences in this course.

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 * Additional options and extra-credit opportunities will be included as part of this unit. **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 15px;">Module 6 Write - Ups **
 * //<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Chapter 6 - Design for Knowledge //**
 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Idea 1. Quotation from the book, page # 163. **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">“Another way to have your learner be more aware of their own learning, is to give learners an inventory of the content, and have them rate their level of comfort with each topic. As they go, they can adjust their ratings, either as they get more comfortable, or as they realize they don’t know as much as they thought they did.”

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Students will take an identical knowledge and skills survey on each of the lesson topics in the unit, before and after completing the unit.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">I will add this activity using Survey Monkey.


 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Idea 2. Quotation from the book, page # 173 **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">“Have them make stuff. Don’t just have activities, have activities where they make stuff.”

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">I will incorporate this in several lessons. First, they will be creating a story and synthesizing knowledge about types of government into this story. Second, they will be creating a Voki in the introductory lesson as a way to rehearse the purposes of government. Third, they will be creating two items using MS Paint, first as introduction and to support the concepts of economic systems, then again in the final performance assessment.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">I will incorporate these ideas by embedding examples, tutorial videos, and links as necessary.


 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Idea 3. Quotation from the book, page #191 **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">“Ultimately, the best feedback would be ongoing coaching based on real performance. To do this, a supervisor could periodically listen in….and provide detailed and specific feedback to the learner.”

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">The environment where this e-learning unit will be completing will be a traditional public school computer lab. As a result, I will be actively canvassing the room and observing progress, problems, and difficulties. In this role, I can “coach” the students to solve the problem without actually doing it myself.


 * //<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Chapter 7 - Design for Skills //**


 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Idea 1. Quotation from the book, page #197 **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">“An alternate structure for learning would be to switch between these approaches, to allow the learner to acclimate and assimilate the information before moving to the next level.”

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">As a result of the readings, I am learning to redesign many of my lessons, presentations in particular, to include only the very vital concepts as a way of reducing stress on the brain. In applying this idea to this unit, I have attempted to introduce only the essential information about a new concept in each lesson, then challenge the students to practice and apply the concepts in a creative manner using different technologies.


 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Idea 2. Quotation from the book, page #206 **<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">“Create a forum online and encourage learners to report back on their experiences.”

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">While I will have a pre and post survey, this online forum will provide formative feedback for the students about their work and that of their classmates.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">I would like to provide students with several opportunities to blog about topics or assignments by using the comments boxes available on the website.


 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Idea 3. Quotation from the book, page #211 **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">"Students get multiple exposures to the concepts and material, and develop increasing proficiency with those multiple concepts.”

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">In addition to creating a performance assessment that requires students to review and apply learned concepts in an authentic activity, I will provide a link to the online “Student Activity Center” created by the textbook publishers that will allow students to practice their knowledge of concepts using games and self–quizzes.


 * //<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Chapter 8 - Design for Motivation //**


 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Idea 1. Quotation from the book, page # 219 **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">“It’s not a complicated idea – if you want someone to use something, they need to believe that it’s actually useful, and that it won’t be a major pain in the ass to use.”

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">In addition to having a positive attitude about your lessons and the students’ abilities to perform them, the design of the lesson must include some motivational hook to engage students. I will attempt to create a variety of motivational introductions that will include visuals, friction, music, and activities that will be geared at usefulness and ease of, or fun, use.


 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Idea 2. Quotation from the book, page #223 **<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">“”We found that praise for intelligence tended to put students in a fixed mind-set…whereas praise for effort tended to put them in a growth mind-set....”

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Wow! This may be one of the most applicable and awesome bits of information in this book. You can bet that I will be very careful to encourage students using the idea of effort and growth, especially in formative assessments.


 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Idea 3. Quotation from the book, page #225 **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">"By this I mean, you have your learners prepare themselves to employ the knowledge or skill by actively figuring out how they will use it to address their own specific challenges or tasks – stick with them as they think through moving from the theoretical to the practical.”

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">This is the crux of my unit design. Students will be equipped with the various knowledge and skills throughout the unit which will culminate in a performance assessment that requires them to employ those knowledge and skills to create a new state along with all of the important decisions a state must make in the real world.


 * //<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">Chapter 9 - Design for Environment //**


 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Idea 1. Quotation from the book, page # 237 **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">“The closer you can get the knowledge to the place the use is going to use it, the more likely they’ll actually do so.

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">In designing my website, I am embedding any tutorials, examples and links as possible. For those resources that are resistant to this, I will add in a sub-page to address the issue and get the knowledge as accessible as possible.


 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Idea 2. Quotation from the book, page #243 **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">“”This is an example of a prompt that not only triggers the behavior, but also provides guidance on how to perform the task.”

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">In one particular lesson, “Pizza Pie Economics,” students are provided with a prompt that is both a trigger and a guidance: a tutorial video on how to make pizzas in MS Paint. The objective of this lesson will be to create a pizza for each of the four economic systems that shows a rough idea of the portion that government controls and the portion that individual choice controls.


 * <span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 13px;">Idea 3. Quotation from the book, page #246 **

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">"You want to walk through the process step by step looking for problems.”

<span style="color: #444444; font-family: 'Arial','sans-serif'; font-size: 13px;">As a cooperating teacher, this is the instruction that I give the most to my interns. We often get so caught up in the design and possibilities, that we overlook that practical aspects: Can this really be done? What difficulties did I encounter, and could the students solve this challenge? So, as in any other lesson, I will proceed through all of the lessons myself, trouble-shooting and editing as necessary.