Project, Part 3
Strategies & Resources Selection |
Instructor: Caitlyn Bledsoe |
Strategies
I will be using a range of models to incorporate throughout the lesson, rather than one specific model. I will begin the lesson with whole-group instruction by introducing the game and assignments. I will then allow the students an allotted time for gameplay and assignment completion. We will reconvene for whole-group discussion to review the day’s objective/goal. The use of this whole-group model will be incorporated throughout the unit, but will never be used consecutively. The rotation model will also be implemented with the inclusion of stations. The instruction/activity for each station will stay the same on the days we use this model, however the materials being used/discussed at the second and third stations will vary depending on lesson for that day. Station one will always stay the same, this station will provide students time to play the game. Station two requires students to work in groups to complete a critical thinking activity. For example, an assignment that will be given at this station is where the students become editors. I will present them with a story being considered for publication, which includes claims they need to validate using informational resources. As editors, once they have determined the validity, they will decide if the story will be published or not. The third station will involve small-group direct instruction where I will introduce new concepts, review goals and objectives, discuss reflections/assignment feedback, and/or reteach misconceptions.
Resources
The unit lesson requires the use of a Chromebook (or any computer) with access to Google Apps and Extensions, such as Google Classroom, Google Drive, Google Docs, Google Forms, Google Slides, and Kami (or an PDF reader extension). As well as, Flash Player App software in order to access and play the web-based educational game. The following rubric guideline provided in The ASSURE Model allows me to assess my selections:
- Curriculum alignment: The interactivity technology aligns with the standard and objectives addressed.
- Accurate and current: The interactivity technology is accurate and current.
- Age-appropriate language: The interactivity technology is age appropriate for middle school students.
- Interest and engagement level: The game provides an adventure for students when they have to navigate a maze to solve puzzles, avoid detection, as well as keep their avatar alive.
- Technical quality: The technical quality of the game is compatible on student Chromebooks.
- Free from bias: The game and Google applications are bias free.
- User guide: There are online help features available that will assist students when needed. The game provides hints throughout all gameplay. If there are technical difficulties students will consult a peer, the teacher, or the school technology specialist.
Materials
The lesson provides presentation slides and teacher-produced student assignments that correlate with gameplay. Materials were made available to use and/or modify on the games website. The materials provide justification for the benefits and use of the interactive technology in a lesson.