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= Problem Based Learning Lesson =

Problem Based Learning Lesson Plan During my first interview for a teaching position, the principal asked my what excited me most about educating students. I quickly replied that it was the moment in which the light comes on. In problem based learning, students are handed a problem and the moment they realize they are the only ones who can solve the problem, that light in their eyes turns bright. That light is created because students see relevancy to learning new information. This style of teaching is widely used in business and medical world (Moursund, 2007). Therefore the connection between education and real-world scenarios is thus shortened and relevancy to the student is made clearer. This lesson specifically speaks to what youth desire most: to know how to get what they want, and so this lesson’s ability to reel in a learner is high. Grade Level: 8th Grade Brief Description: After reviewing the problem, students will formulate and implement a plan for data collection of stores frequented by their peers. Information will be collected and shared online to ensure open communication throughout the process. Content Standards: 1. Students write and speak for a variety of purposes and audiences. 2. Students apply thinking skills to their reading, writing, speaking, listening, and viewing. 3. Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. ISTE NETS-S Standards: 1. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 2. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 3. Transfer current knowledge to learning of new technologies Instructional Objectives: Problem: (how is it relevant?): The Business League of Canon City has asked your school to help them make their business more youth-friendly. They would like to know which businesses teenagers in the town frequent the most. Secondly, they would like recommendations for low-cost improvements that make their businesses even more youth-centered. In 2010, youth impacted the spending of over 150 billion dollars. Students spend money, therefore helping businesses understand what they need is relevant to their lives. Instructional Activities: Materials and Resources: Ongoing Assessment A type of formative assessment will be administered at the end of each phase. Students will view a problem based learning rubric and then reflect on their progress by journaling on a student blog. Accommodations and Extensions: 1. Accommodations for lower achieving students include setting up the quiz, but allowing them to process the quiz. Other accommodations include writing out questions for them before interviewing a business. Students will have para-professionals on hand to help guide them through the Internet resources. 2. Extensions for this lesson include having students put together a package designed to help other businesses understand the needs of youth in the community. Students might also present this information to the city council or the Chamber of Commerce. In conclusion, students should be able to successful lay a foundation for solving a valid problem in our community. Students will be challenged to problem-solve many other small issues along the way as they seek to gather valid information. It is this part of the project where true learning takes place. In this project students answered deeper thinking questions that are connected to problem based learning such as what do we know, what do we need to know and what do we do (Starr, 2005). These are students are well on their way to solving a problem while learning valuable 21st century skills. Resources Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning. Colorado Department of Education (CDE). //Colorado Content Standards//. Retrieved September18,2011, from [] Harris, R. (1998). Introduction to creative thinking. Retrieved from http://www.virtualsalt.com/crebook1.htm Moursund, D. (2007). //Problem-based learning and project-based learning//. Retrieved from [|__http://pages.uoregon.edu/moursund/Math/pbl.htm__]. Starr, L. (2005). //Education world virtual workshop//. Retrieved from the Education World website: [|__http://www.education-world.com/a_curr/virtualwkshp/virtualwkshp002.shtml__].
 * 1) The student will comprehend the problem and understand its relevancy to their life.
 * 2) The student will evaluate the needs of the problem.
 * 3) The student will formulate and implement a plan for gathering data to contribute to the resolution.
 * 4) The student will use technology to help communicate and synthesize data collections.
 * 1) Students will seek to understand the problem by conferencing with local businesses interested in the outcome of their study.
 * 2) Students will post this information on a wikipage, allowing for all data to be recorded and shared simultaneously.
 * 3) Students will gather consumer information in two phases. First they will construct a quiz using Surveymonkey.com. A new wikipage can be constructed for the data display. Second, students will gather written opinions of consumers by scheduling a time for students in school to rate businesses in the area using Google.com or Urbanspoon.com. The purpose of this is to not only help students see what businesses are doing well and to begin thinking about what they need, but also to give valuable internet reviews for the benefit of the businesses.
 * 1) Computer with Intenet access.
 * 2) Connection numbers to local businesses
 * 3) Connection and support from teachers
 * 4) Time outside of class to help with the gathering of student information

Brenda: I love the problem. It is relevant to students and requires them to collaborate with their peers in a real-world application. Your utilization of technology is relevant to the assignment. I think this is the type of assignment in which students will be engaged and may not even realize that it is school work and that they are learning! Will you be implementing this with more than one class? I ask this because I teach three reading classes and three language classes and sometimes it is hard to manage so many students in a project assignment. Do you have everything in place to help you manage the assessment? Sounds like a great idea!
 * __Comments:__**

Thanks Brenda for responding. I'm not planning on carrying out this project this year. I'm actually going to carry out the next assignment. I think I need to have a longer period of time ready. But to answer your questions I do not have assessment really clear yet. I think that may be my weak point and I may need to think about what was said in the other classes about assessment of online material and gauging the work of a project. It's complicated. I will be implementing this with one class. I think later, as I understand social/education networking tools better I may be able to have my kids coordinate between classes! What a great idea! OOOOO just had a thought. Creating a type of pseudo distance discussion between classes. In others words, students that are not in the same classes together would need to communicate about one thing. This might be a great idea for learning how to utilize social networks for long distances.

= Social Networking Lesson Plan =

Online Collaboration Lesson In 1995 I began my freshman year of college at Howard Payne University in Texas. That very first week I walked into a computer lab and learned about hotmail and something called a chat room. That night the computer lab was abuzz with the fascinating phenomena of talking with people across the world. Soon after that news stories began of scandals and dangers of online chat rooms. The public education world has long before this time sought to protect its children, and so for their protection, many of the Internet’s resources were shut off. Even though the Internet is a strong force, it can be wielded to bring about education and collaborated creativity. “What makes these ubiquitous, online environments effective is their ability to provide rich, authentic experiences and their ease of use. Connections are relatively instant, feedback is almost immediate, and rapid productivity is observed” (Hargis, Wilcox, 2008, p. 14). The public school system is slowly seeing the advantages of using open source networks to bring about authentic learning. Possibly the best part of this activity is that it does what Davis calls “asynchronous learning” (Laureate Education Inc., 2010) in that students who are not scheduled for the same learning times can be working on a single project. Suddenly, ideas from other classes as well as other time zones are available to a classroom of students. Another classroom teacher, Laufenber, explains that students can now create and think on their own time (Laureate Education Inc., 2010). They may take the time they need to think and find that place in themselves to produce their best work. This lesson seeks to introduce students to the possibilities of using social networking for the sake of advancement in education. Grade Level: 8th Grade Brief Description: Students will visit Google Maps to view their favored local business. After reading Google reviews of the store, students will give their own review of the store. Students will consider the audience as they write. Then students will post the url of the review onto Edmodo.com and will give a more casual and small audience review of their store. Afterwards they will comment on other’s reviews and even add more Google reviews to stores they have read about. Content Standards: 1. Students write and speak for a variety of purposes and audiences. 2. Students apply thinking skills to their reading, writing, speaking, listening, and viewing. 3. Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. ISTE NETS-S Standards: 1. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 2. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 3. Transfer current knowledge to learning of new technologies Instructional Objectives: Instructional Activities: Materials and Resources: Ongoing Assessment A type of formative assessment will be administered at the end of each phase. Students will view a discussion and review rubric. Assessment for progress will be gauged dependent on the progress as measured in the rubric. Students will have an oral discussion in the traditional classroom to evaluate and reflect upon their own learning, which will be communicated to the teacher. Accommodations and Extensions: 1. Accommodations for lower achieving students include opening Google maps for them, but allowing them to search. Students may need help setting up the review page and students may need help typing. Students will be allowed to use a voice recording application for their review in Edmodo.com. 2. Extensions for this lesson include having students embed videos of the business as well as audio reviews of the business. Students may upload photos and express their creativity through each of these outlets. Now that students have tested the waters of online collaboration, their initial response will be to want more. A sense of validity in the world is sown when students’ work is immediately published and commented in. Specifically, online collaboration allows for instant contact between multiple students. Davis reminds us that world views can be changed and shaped with the use of such collaborative tools (Laureate Education Inc, 2010). Students are able to have direct contact with people they have only seen on TV or in the news. They may make their own decisions. Schools are to be a reflection of what the world is producing and presenting (Smith, 2007). Therefore lessons such as this are finding their way into the classroom, so that children may be reached in the mode of communication for which they are most familiar. Resources Colorado Department of Education (CDE). //Colorado Content Standards//. Retrieved September18,2011, from [] Harris, R. (1998). Introduction to creative thinking. Retrieved from http://www.virtualsalt.com/crebook1.htm
 * 1) The student will become familiar with and utilize school oriented social networking settings.
 * 2) The student will use 6-trait writing skills as they consider their audience while writing business reviews.
 * 3) The student will problem solve how best to share their thoughts and feelings about local businesses, taking full advantage of new vocabulary words.
 * 4) Students will learn and practice the art of healthy and constructive conversation in a social setting.
 * 1) Students will log onto the Internet and find Google Maps.
 * 2) Students will spend time choosing their most frequented store to review. As students do so, they will read other reviews of the store and any other stores they might wish to read about.
 * 3) Students will create their own Google review of the business, noting the audience. Students will need to check their work for grammar, punctuation, and mechanics as well as spelling before submitting.
 * 4) Students may add pictures to their post if desired.
 * 5) Students will then log onto a special group in Edmodo.com where they will post the url of their review, then offer a relaxed opinion of their business, noting the change in audience.
 * 6) Students will need to make comments on others’ posts in response to their reading, noting the need to be sensitive to opinions.
 * 1) Computer with Internet access.
 * 2) Knowledge of local businesses.
 * 3) Knowledge of Edmodo.com
 * 4) Vocabulary lists and definitions.

Hargis, J., & Wilcox, S. (2008). Ubiquitous, Free, and Efficient Online Collaboration Tools For Teaching and Learning. Turkish Online Journal Of Distance Education (TOJDE), 9(4), 9-17.

Laureate Education, Inc. (Executive Producer). (2010 a). Program Number Ten: Spotlight on technology: social networking and online collaboration, part 1 [Webcast]. Integrating Technology Across the Content Areas. Baltimore, MD: Author

Laureate Education, Inc. (Executive Producer). (2010 b). Program Number Eleven: Spotlight on technology: social networking and online collaboration, part 2 [Webcast].Integrating Technology Across the Content Areas. Baltimore, MD: Author

Smith, F. (2007, April 20). //How to use social-networking technology for learning//. Retrieved from the Edutopia website: [|__http://www.edutopia.org/print/3980__].

= Digital Story Telling Lesson Plan =

Content Area Unit Plan

We as teachers often talk about motivating our students, perhaps there is no better way to motivate the to give students purpose through problem based learning. PBL is an authentic learning tool that increases content knowledge, problem solving skills and self-directed learning abilities (Cennamo, Ross & Ertmer, 2008). These are skills the 21st century learner will be able to use in a variety of setting with confidence. Within the digital age PBL’s can be achieved at a much higher efficiency rate if social networking and online collaboration is utilized. A project can become asynchronous as students are able to see others work and response (Laureate Education Inc. 2008). The frustration of waiting and scheduling is erased and time for work and idea exchange is increased. Online collaboration allows the writer to be creative on their own time (Laureate Education Inc., 2008) In other words, the students does not have to turn the creativity button on in the class allotted time, but can add to the collaboration as creativity strikes. Finally, digital story telling connects all the important pieces together and allows it to be communicated effectively. Porter tells us that “a story should be remembered for its should, not its bells and whistles” (Porter, 2011) If we as teachers keep the tool of digital story telling simple and direct our kids to focus on content, digital story telling gives consumers of information other modes of understanding such as voice and video, in which they may better understand the message. This unit lesson plan seeks to combine the use of these three tools to engage students in learning that is self-motivating and authentic.

** Digital Story Telling Lesson Plan **


 * Grade Level: 8th Grade **


 * Brief Description: **

Students will synthesize their learning of teen consumer needs and local businesses by creating a storyboard and script to communicate their findings. Finally, they will produce a digital story that effectively tells their message.


 * Content Standards: **


 * 1) Students write and speak for a variety of purposes and audiences.
 * 2) Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
 * 3) Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
 * 4) Students read and recognize literature as a record of human experience.


 * ISTE NETS-S Standards: **


 * 1) Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
 * 2) Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
 * 3) Transfer current knowledge to learning of new technologies


 * Instructional Objectives: **


 * 1) The student will experience new applications such as Microsoft Movie Maker and Photo Share.
 * 2) The student will use creative writing and 6-traits to effectively communicate their meaning.
 * 3) The student will problem-solve to match their message with video and photo in a clean and simple manner in their application.
 * 4) Students will improve on speech and reading comprehension through practicing voice recording for their presentation.


 * Instructional Activities: **


 * 1) Students will view other samples of online digital story telling samples. Viewing the digital story will give them idea of where they want to end.
 * 2) Students will listen to an informational short video on digital story telling features and creation. Through this, students will see its simplicity and realize the project is achievable.
 * 3) After conducting interviews with local businesses and after collecting student consumer data, students will tell their own consumer story by choosing a business they frequent. Students will tell the story of the relationship between the selected business and themselves, to include any new information they may have learned about the business since their research. Last, the project will include suggested advice for meeting the student’s specific needs from the business.
 * 4) Students will devise a storyboard and script without the use of a computer. Students will hand draw and discuss wording. Students will include a paragraph of speech for each picture or video clip they choose to insert. This will keep the project simple. Students are not required to add music into the digital story, but may do so if desired.
 * 5) Students will need to give proper credit to any used items from the Internet or other media places. Students should be encouraged to make their own video or take their own pictures.


 * Materials and Resources: **


 * 1) Computer with Internet access.
 * 2) Knowledge of local businesses.
 * 3) Knowledge of Microsoft Movie Maker
 * 4) Video camera, microphone, and photo camera with flash drive transfer assistance.


 * Ongoing Assessment: **

Students will be assessed in both formative and summative manners for the storytelling project. Students will reflect upon their work throughout the process. Students will answer questions such as: What parts of the story grabbed you most (Porter, 2011). Student projects will be evaluated using the 9 traits of scoring as suggested by Bernajean Porter for evaluating digital storytelling (Porter, 2011), to include such topics as content communication and craftsmanship.


 * Accommodations and Extensions: **

Accommodations for lower achieving students include attaching them to a group and assigning jobs such as writing out the information for the scripts of each photo or video. Students might be able to shoot the video or photo and then receive assistance with downloading it onto their story. Students should also have a para-teacher assisting them through the multiple step activity.

In conclusion, a content rich, technology-based unit plan will help 21st century learners better access the world around them for knowledge they need to communicate new and developing ideas. Herrington and Kervin suggest that instead of merely relaying information, “ technologies can be used by students as “intellectual partners”, and as tools to analyze and interpret their understanding” (Herrington & Kervin, 2007, p. 220). We need to begin to see technology beyond its transmitting power. Social networking and online collaboration allows a user to receive as well as send information, making technology a notable tool for learning. Conversely, problem based learning presents a method for providing authentic learning that can show how information moves in the real world, gives learners the opportunity to see other students learning what they are learning, and exposes a variety of methods for learning a certain topic or handling a certain task (Herrington & Kervin, 2007, p. 221). As we as teachers move forward in meeting the needs of technologies based generation, a unit plan that involves problem based learning, online collaboration and then brings it all together through digital story telling has the capability to transform lives through providing a new way of receiving, synthesizing and communicating information.

Resources

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom

use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA:

Wadsworth, Cengage Learning.

Colorado Department of Education (CDE). //Colorado Content Standards//. Retrieved

September18,2011, from []

Hargis, J., & Wilcox, S. (2008). Ubiquitous, Free, and Efficient Online Collaboration Tools For

Teaching and Learning. Turkish Online Journal Of Distance Education (TOJDE), 9(4), 9-17.

Herrington, J., & Kervin, L. (2007). Authentic learning supported by technology: Ten

suggestions and cases of integration in classrooms. //Educational Media//

// International, 44 // (3), 219–236. Retrieved from the Academic Search Complete

database.

Laureate Education, Inc. (Executive Producer). (2010 a). Program Number Ten: Spotlight on

technology: Digitial Storytelling, part 1 [Webcast]. Integrating Technology Across the

Content Areas. Baltimore, MD: Author

Laureate Education, Inc. (Executive Producer). (2010 a). Program Number Ten: Spotlight on

technology: social networking and online collaboration, part 1 [Webcast]. Integrating

Technology Across the Content Areas. Baltimore, MD: Author

Laureate Education, Inc. (Executive Producer). (2010 b). Program Number Eleven: Spotlight on

Technology: social networking and online collaboration, part 2 [Webcast].Integrating Technology Across the Content Areas. Baltimore, MD: Author

Moursund, D. (2007). //Problem-based learning and project-based learning//. Retrieved from

[|__http://pages.uoregon.edu/moursund/Math/pbl.htm__].

Net Industries (2011). The American Consumer: Contemporary Consumer Spending.

[]

CONSUMER-SPENDING.html

Porter, Bernajean (2011). Digitales: The Art of Digital Storytelling. Retrieved from

[].

Smith, F. (2007, April 20). //How to use social-networking technology for learning//. Retrieved

from the Edutopia website: [|____http://www.edutopia.org/print/3980____].

Starr, L. (2005). //Education world virtual workshop//. Retrieved from the Education World

website: [|__http://www.education-world.com/a_curr/virtualwkshp/virtualwkshp002.shtml__].