Survey of Computers in Elementary Schools (ICE 234)
Department of Curriculum and Instruction, University of Nevada, Las Vegas
Christy Keeler, Ph.D.
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Lesson Plan:
Whole Class Software
Objectives:
Students will:
Materials:
Whole Class Software
Objectives:
Students will:
- Identify methods of utilizing curriculum-specific software in classrooms having only one computer.
- Evaluate software quality based on its instructional usefulness.
- Identify means of leveraging the potential of classrooms with only one computer.
1A. Teachers
demonstrate introductory knowledge, skills, and understanding of
concepts related to technology.
2A. Teachers design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
2C. Teachers identify and locate technology resources and evaluate them for accuracy and suitability.
2D. Teachers plan for the management of technology resources within the context of learning activities.
2E. Teachers plan strategies to manage student learning in a technology-enhanced environment.
3A. Teachers facilitate technology-enhanced experiences that address content standards and student technology standards.
3B. Teachers use technology to support learner-centered strategies that address the diverse needs of students.
3C. Teachers apply technology to develop students’ higher-order thinking skills and creativity.
3D. Teachers manage student learning activities in a technology-enhanced environment.
4A. Teachers apply technology in assessing student learning of subject matter using a variety of assessment techniques.
4B. Teachers use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
6B. Teachers apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
6C. Teachers identify and use technology resources that affirm diversity.
2A. Teachers design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
2C. Teachers identify and locate technology resources and evaluate them for accuracy and suitability.
2D. Teachers plan for the management of technology resources within the context of learning activities.
2E. Teachers plan strategies to manage student learning in a technology-enhanced environment.
3A. Teachers facilitate technology-enhanced experiences that address content standards and student technology standards.
3B. Teachers use technology to support learner-centered strategies that address the diverse needs of students.
3C. Teachers apply technology to develop students’ higher-order thinking skills and creativity.
3D. Teachers manage student learning activities in a technology-enhanced environment.
4A. Teachers apply technology in assessing student learning of subject matter using a variety of assessment techniques.
4B. Teachers use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
6B. Teachers apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
6C. Teachers identify and use technology resources that affirm diversity.
Materials:
- One teacher computer with lecture slides
- “Decisions,
Decisions” loaded on one computer per group of four students
(include a different package for each group)
- “Decisions, Decisions” support materials
- Certificates for team members who win “Decisions, Decisions”
Separate
students
into groups of four and assign each group to a computer with a
pre-loaded Decisions,
Decisions program. Provide each group with the needed briefing
booklets.
Sponge Activity: Decisions, Decisions (5 minutes)
Opening (5 minutes)
Discussion: Decisions, Decisions (10 minutes)
Sponge Activity: Decisions, Decisions (5 minutes)
Have
students begin reading their briefing booklets from Decisions, Decisions.
Opening (5 minutes)
Announce
daily
outline.
Announce daily objectives.
Guided Practice: Decisions,
Decisions (20 minutes)Announce daily objectives.
Have
students
complete one simulation experience using Decisions, Decisions with their
group members. When done, have each group record their final score on
the board. Give each group member a certificate
for their success in completing the simulation.
Discussion: Decisions, Decisions (10 minutes)
Call all
teams
together. Ask
student groups to explain their Decisions,
Decisions package. Then, ask students:
- In what subject areas could you use your package and with what grade levels?
- How long would it take to complete this game in an elementary classroom setting?
- What benefits do students gain from participating in this simulation?
- Introduce students to the following concepts:
- How to identify and available types of instructional software
- Configuration methods
- Explain to students that we just used a small group method to play this game. The games may also be played in a whole group format. In the next session, students will experience learning centers. The software/game design, computer accessibility within the classroom, student population, and intended learning outcomes all influence group configuration.
- Types may include computer-assisted instruction, games, simulations, drill-and-practice, etc.
- Where to locate instructional software
- Elements of high quality instructional software (e.g., diversity, equitable access)
- How to manage resources in a one-computer classroom (e.g., rules, group configurations)
- How to manage and
assess student learning when instruction occurs on the computer
Closing (5 minutes)
-
<>Review daily outline and objectives.
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- Review the lesson plan, and lecture slides.
- Select any of the Decisions, Decisions software programs (many are available in the Curriculum Materials Library), play it, and respond to the following questions:
- In what subject
areas could you use this program and with what grade levels? Provide
explanations for your responses.
- What group configurations could work for this game?
- How long would it
take to complete this game in an elementary classroom setting and how
would you organize and manage that time?
- What benefits do
students gain from participating in this simulation experience? Relate
your findings to the CCSD Curriculum Essentials Framework.
©2007 Christy Keeler