DL5103 Mod 1 Analysis/Application

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by Dana Madara1 view·Updated Feb 26, 2022
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  1. this presentation has been created
  2. for
  3. peers and colleagues to explain the camp
  4. instructional design model and how it can be
  5. applied to a lesson that has already been created and used in the classroom.
  6. The lesson specifically is called device free moments,
  7. an overview of the lesson, You can see the lesson explanation,
  8. it states that technology use isn't always a distraction,
  9. but there are definitely times when it's best to keep devices away.
  10. This lesson will help students learn when
  11. it's appropriate to use technology and when
  12. it's not and practice making family rules for device free time at home.
  13. It is a lesson taken specifically from common sense education,
  14. a brief overview of the lesson.
  15. Again,
  16. it specifically focuses on times that are appropriate to not use technology.
  17. There's a short video for students to watch that is great and age appropriate.
  18. The video shows the students characters who are
  19. putting their devices away at a time when technology
  20. would be appropriate
  21. to be put away.
  22. There are four important reasons to have device free moments
  23. and this lesson does explain and discuss them in depth.
  24. There is group work
  25. involved
  26. um that has been added on my end as part of kEMP's instructional design model.
  27. There is an independent practice work that will be
  28. sent home at the end of the lesson and
  29. there's also a handout that will be used for
  30. reflection and evaluation of the lesson in general.
  31. You can see the standards that go along with the lesson,
  32. they've been there with the international society for Technology and education.
  33. There are seven standards that apply directly to the lesson
  34. and you can see those
  35. described here.
  36. Mhm.
  37. The objectives objectives for the lesson have been taken directly from
  38. the lesson itself again which was created by common sense education.
  39. You can see the three objectives that are being focused upon in this lesson,
  40. recognizing and restating the ways in which digital devices can be distracting,
  41. identifying how they feel,
  42. how students feel when others are distracted by their devices and
  43. identifying ideal device free moments for students themselves and for others.
  44. The first objective is one
  45. that I have
  46. altered and adjusted
  47. to incorporate more of KEMP's instructional design model,
  48. instructional level and learning environment here
  49. are some materials and equipment that
  50. would be important to have in order to make this lesson happen.
  51. A common sense education login is required, this is a
  52. free site, so it is available to educators that would like to sign up
  53. the flashcards vocabulary list would be specific
  54. to
  55. the learners that are in this classroom.
  56. It is also an addition
  57. that of kEMP's instructional design model
  58. that I added to the lesson.
  59. Um the handout that is used for reflection and evaluation would also be important
  60. two
  61. assess and evaluate how the lesson
  62. when
  63. the equipment, you can see, I use this lesson and I
  64. project it onto my screen so the students can be a part of the lesson as a whole,
  65. the environment and the level, it's a second grade lesson specifically,
  66. it can be used for in person, virtual learning or blended learning.
  67. We as a team, use Microsoft teams.
  68. So this lesson can be screen shared, which is a nice feature.
  69. So students that are in the classroom can see it taking place on the board.
  70. Students who are at home can be a part of the
  71. lesson as they see it on their screen on their computer.
  72. The classroom is specifically an inclusion classroom
  73. with regular and special education students.
  74. There is paraprofessional support in the
  75. classroom for the special needs students.
  76. And the lesson takes place specifically in a computer lab.
  77. The learners that are for this specific lesson,
  78. the second grade classroom that I have used this lesson
  79. for and plan on using this lesson for our again,
  80. all second grade learners as previously stated, it is an inclusion classroom
  81. in their instructional levels range anywhere from kindergarten
  82. to um just about on grade level.
  83. There's a mix of male and female students in the class from diverse income levels.
  84. All of the students in this specific
  85. classroom are white students from rural neighborhoods.
  86. That's primarily the makeup of the district as a whole.
  87. So
  88. the classroom does
  89. um, does mimic that and show that as well.
  90. Mm hmm.
  91. How the camp instructional design model would go along with this lesson.
  92. The camp instructional design model focuses a lot
  93. on learners needs and abilities and being aware of
  94. the learner specific needs.
  95. The instructional design model has nine key elements
  96. and because it is a circular design model,
  97. it gives more flexibility than other instructional
  98. design models that are out there.
  99. So one important thing to know is that it does
  100. not need to be followed in a specific way.
  101. All of the pieces do not have to happen in each and every lesson.
  102. So again,
  103. the lesson flexibility is a great asset and
  104. a great characteristic of KEMP's instructional design model.
  105. The changes that I made to the specific lesson I
  106. briefly mentioned as we were going through the lesson overview,
  107. I did adjust some of the wording and the objectives.
  108. I made the first objective, I added
  109. um I added a word to make it more observable and measurable.
  110. I added um ways to address the learner
  111. specific needs in that specific second grade classroom.
  112. Since I know the learners since I have been with him before,
  113. since we've already conducted a learner assessment,
  114. we know it's an inclusion classroom.
  115. So I have added
  116. the use of either a vocabulary list or flash cards for those students who need that
  117. extra support because there are quite a few
  118. vocabulary words or keywords in this lesson.
  119. The fact that there are kinesthetic learners for the most part
  120. in this classroom due to it being a special needs class,
  121. the students like to get up and move around,
  122. They have a hard time sitting for long periods of time.
  123. So there's movement added into the lesson where there previously hadn't been,
  124. I also added a guided practice activity which included real
  125. life examples um of acting it out as a group.
  126. So during the lesson there will be a time
  127. where the students are put into groups and they can
  128. perform and role play
  129. real life examples of how they feel, how others feel when they're distracted
  130. by technology.
  131. So it just adds more um real life examples for the students and allows
  132. them to connect to the lesson a little more than they had previously.
  133. Without that example in there,
  134. the last part of the references that I used and you can see
  135. those um common sense education and common sense media is where this lesson
  136. completely came from. Um,
  137. the entire lesson is available on common sense
  138. dot org.
  139. The standards that I used were the
  140. International Society for a Technology and Education and
  141. Penn State's website does a great job of explaining the kEMP model of design.
  142. Oh