No Teacher left Behind
We often talk about the measures of No Child Left Behind and ensuring student success. There is, however, no talk about any type of the No Teacher Left Behind Act. How would you suggest we, as a nation, provide consistent learning opportunities for teachers and ensure that they are not left behind in learning about new techniques and strategies? Should all teachers across the country use certain practices? If so, what would those be? Should there be a consistent standard for all teachers to meet, just as students must pass high stakes tests? If so, what would be the standard? Lastly, share your thoughts on how well teachers are being prepared to master the ISTE Standards for Teachers standards in their classrooms.
Choose one of the following technology tools to enhance your written response (Smore, Prezi, PowToon, Sliderocket, Empressr, VUVOX, Present.me, Google Docs, VCASMO, brainshark)
Khan Academy-Innovative or Traditional?
In the discussion forums for the last two weeks, Sir Ken Robinson and Seth Goodin challenged us to think differently about what the purpose of school is. Seth suggests that students should be able to watch lessons at home and meet with the teacher during the day to engage in deep conversation answering questions from the video and not simply sitting in class listening to a lecture. In fact, Khan Academy is considered an innovative flipped classroom model that has taken this strategy to scale across America. In the video, Salman Khan: Let’s Use Video to Reinvent Education, Salman Khan, the developer of Khan Academy discusses how shifting lectures to video provides a way to revolutionize education by making learning accessible anytime, anyway, and anyplace. On the contrary, the video What if Khan Academy Was Made in Japan? suggests that Khan Academy reinforces the American model of learning, which continues to focus on the idea of watch a lesson and practice the skill. After you watch both videos, think about the focus of this week’s reading: delivering effective lessons that connect your students to learning. How do you reconcile the two different perspectives on learning exhibited in the videos? What relevance do you see in each perspective? In what ways, if any, does either approach to teaching and learning reflect constructivism? If you were asked to pick a side to support, which strategy would have a greater impact on ensuring students master twenty first century skills? Explain your thinking.
Effective Lesson Planning and Design
Chapter 9 of the textbook focuses on the importance of designing effective lessons. For this assignment, you will create a presentation using PowerPoint, Prezi, or another presentation tool of your choice to analyze effective practices in designing effective instruction for students.
Scenario: You have been asked by a colleague or administrator to support other educators in designing effective instruction. It has been observed that most of the educators have been planning instruction using a traditional model. The objectives of the presentation are to explain the backwards design model of designing instruction, to provide an overview and rationale of the process, to compare and contrast the two models, and finally to provide an example that other educators could use as a model for their own planning.
The presentation will consist of three parts:
Part One: Effective Lesson Design and Backwards Design
In this section of the presentation, you will need to discuss the following topics:
- What are the most important elements of effective lesson design?
- Why are good learning objectives critical to planning effective instruction?
- Provide an example of a good learning objective aligned with the Common Core State Standards. What makes this a “good” learning objective?
- What are some common pitfalls in planning effective lessons? How can we avoid these pitfalls?
- What does backwards design mean?
- How does theCommon Core State Standards Initiative play a role in designing effective instruction?
Part Two: Compare and Contrast Backwards Design and the Traditional Model
In your presentation, include a visual representation using a chart, diagram, concept map, infographic, or any other visual that compares and contrasts the backwards design model with the traditional model of lesson planning.
Part Three: Backwards Design Activity
In this section of your presentation, you should demonstrate the process of planning a brief lesson (not an entire unit) for any grade level through a backwards design approach. Your example should be a specific example that starts with planning for stage one (identifying desired results), then stage two (assessment evidence), and lastly, stage three (the learning activities). Your activity must be aligned to a Common Core State Standard.
Optional: If you are interested in honing your professionalism and speaking skills, consider delivering your presentation to an audience and videotaping it (you can include a YouTube link in the slides) or creating a screencast of the presentation using Screenr or Jing and recording yourself presenting the information. If you choose to record yourself or do a screencast, be sure to have relevant information on the screen (such as your presentation slides) while you are speaking and include the link in your presentation for your instructor. This could be a great addition to your professional portfolio and to any professional networks in which you are involved (i.e., LinkedIn, Twitter, or any professional organizations). Such a presentation can provide you an opportunity to demonstrate your knowledge, skills, and professionalism to others and to gain meaningful feedback.
In your presentation, you should cite your sources both in your slides and in your references using APA format as outlined in the Ashford Writing Center. You must cite the course textbook as well as at least one other peer-reviewed source. The presentation should be 12 to 20 slides in length, not including title and reference slides. Be sure to also save a copy of your assignment for your Final Project and for future professional development.