1.
How do
I plan an integrated lesson that will work with my students?
To
plan a lesson that works for your students, the teacher must consider the
students capabilities and interests. The
teacher needs to plan the lesson to be a length of time that is not too long or
short based on the student’s attention span.
Also, the lesson needs to be at the student’s level of knowledge, so the
plan helps them to build on their knowledge base. It is also important to plan a lesson that
will captivate the student’s attention and make them excited to learn the
concept being taught, without their interest, the learning taking place
decreases (Morrison-Lowther, pg. 29).
2.
Why
do I need objectives to help with my planning and lesson development?
A
teacher needs an objective to base the plan on.
The objective is goal of the lesson, without it the lesson serves no
purpose. Clear objectives should be
developed prior to writing the lesson plan; this will give the plan a focus. Some objectives are determined by the state
and the teacher needs to take those into consideration when forming the lesson
plan. Teachers can make adjustments to
the state determined objectives in order to use them in the classroom. Types of objectives are behavioral objectives
and cognitive objectives.
Behavioral
objectives are very clear and state the “conditions, criteria, and behavior” (Morrison-Lowther,
pg. 30). An example of a behavioral
objective would be, “Given a compass, the student will correctly draw and
calculate the diameter, radius, circumference, and area of the circle drawn.” Cognitive objectives define the learning
goals in steps for example:
·
Uses information to plot points on graph
§
Selects a relevant topic
§
Researches
§
Collects data
·
Identifies significant information portrayed by
graph
§
Finds patterns, lack of patterns, and
relationships based on information
·
Uses information to explain pattern
§
Does it support ideas?
§
Refute ideas?
§
Inconclusive
§
Why?
As a teacher it is important to use
objectives in a way that supports the students learning goals (Morrison-Lowther,
pg. 30-34).
3.
How
can I encourage my students to engage in the processing of information?
Students will process information
more readily if it is interesting to them.
Plan objectives that are fun, challenging and interesting and the students
will want to learn. It is important to
engage their interests as much as possible throughout the learning process, if
they truly care about what they are learning, they will process the information
and be engaged throughout the process.
Interactive lesson plans work well to keep students attention as well as
games or activities related to the information being learned.
4.
Do I
have to use a different lesson plan when I want my students to use computers?
Previous lesson plans can be
adapted to include the use of computers.
The lesson plan can be adjusted so the computer becomes a resource to
find information or a tool to enter information in to obtain the final
product. Either way the computer should
be used as a tool and not as a teacher (Morrison-Lowther, pg. 29).
5.
What
is the relationship between objectives and computer functions?
Each
part of the objective will be paired with a computer function if needed. For example, if we wanted students to gather
information, organize it and create a graph or chart, then they would need the
internet to research, excel to organize information, and either graph through
excel, on paper or with a calculator depending on the nature of the
objectives. Each objective is paired
with an appropriate computer function.
6.
Can
you use a computer for every objective or lesson?
It
is important for students to use other resources when learning; the computer
should be considered a tool and not treated as a teacher. While the computer is convenient and fun,
students need to be able to access other sources to find information such as
books, journals, newspapers, and magazines (Morrison-Lowther, pg. 29).
Resources:
Morrison, G. R., ), G. R. M., & Lowther, D. L. (2010). Integrating
computer technology into the classroom, skills for the 21st century.
(Fourth ed.). Allyn & Bacon.
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