With the acceptable evidence (assessment) determined (Assignment
3), teaching and learning strategies (Assignment 4) and increased knowledge
on technology integration through student products (Assignment 4), you will
now develop student-learning activities. In at least six of these student-learning
activities you will identify technology tools, associate the activities with
the content standards (identified in Assignment 2) and then align the same activities
North Dakota Library / Technology Literacy Standards or National
Education Standards for Students (NETS).
|1.||What criteria do I need to consider when designing student-learning activities?|
|2.||How do I create student-learning activities that align to the ND Library and Technology Literacy Standards?|
What criteria do I need to consider when designing student-learning activities? In the backward design process, the basis of developing the student-learning experiences focuses on the key question, "What student learning experiences and teaching promote understanding, interest, and excellence?" The chart below provides an explanation of the design considerations, the criteria, and the final accomplishment when answering the key question.
BACKWARD DESIGN MODEL CRITERIA
What is the final accomplishment?
What student learning experiences and teaching strategies promote understanding, interest, and excellence?
Research-based repertoire of learning and teaching strategies (inquiry-based, problem-based, and project-based).
Sound learning experiences and teaching that will evoke and develop the desired understandings, promote interest, and make excellent performance more likely.
Based on the research that students learn differently, teachers should consider a multitude of resources when developing student-learning activities. Keep in mind that the student-learning activities need to be varied, integrated, challenging and allow for different learning styles. Educators need to use a blend of teaching and learning strategies (inquiry-based, problem-based and project-based); cooperative learning approaches, individual activities, and direct instruction.
How do I create student-learning activities that align to the ND Library / Technology Literacy Standards?
Without worrying about the details of exactly what and how it will look, you are now ready to design the activities that the students will complete to achieve an enduring understanding. When creating these activities, you should align them with the North Dakota Library and Technology Literacy Standards.
Following is a brief reminder of the five standards. The full document is available at: www.dpi.state.nd.us/standard/content/tech.pdf.
Standard 1: RESEARCH
Students conduct research that is linked to both content standards and a problem-solving process to access, evaluate, and organize information useful and beneficial to themselves and/or others.
Standard 2: DEVELOPING PRODUCTS USING MEDIA/TECHNOLOGY
Students develop quality products that communicate information and ideas to a variety of audiences by using media and technology.
Standard 3: TECHNOLOGICAL SYSTEMS
Students demonstrate an understanding of the scope, functions, and operations of current technology.
Standard 4: COLLABORATIVE SKILLS / INDEPENDENT LEARNING / PERSONAL ENJOYMENT
Students develop collaborative skills, demonstrate independent learning skills, and use resources for personal enjoyment, including the appreciation of literature and other creative expressions.
Standard 5: ETHICAL, LEGAL, AND SOCIAL USAGE
Students demonstrate ethical, legal, and social uses of information resources and technology.
Technology Integration and Student Learning Activities
There are many things you must consider when you design student activities.
Stay away from designing activities in which students simply regurgitate
information. The time has past when we ask students to recall useless facts,
insignificant dates, etc. Student activities should be diverse and employ
higher level thinking skills.
As you design your technology-integrated student activities, keep in mind that students are more likely to participate in the learning activities if:
Students regard the learning activities as worthwhile and interesting.
Students feel that they have the necessary skills to complete them.
Students are focused on learning as opposed to grades.
There are logistical elements to consider: What planning do you as a teacher need to do to secure additional computers, video equipment, software, accessories, other equipment, or other people? How do you locate needed expertise if necessary? How do you ensure that expertise is made available and shared?
Additional information on productivity tools is available in the link below.
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