Lesson Plan - ASSURE Model

Analyze Learners

Number of Students: 27 11males/16 females Age Range: 15-16 Mental, Social, Physical, Social Notes such as: Disabilities: 2 SPED Learning Differences: Unsure Cultural/Ethnic Notes: 15-Fillipino/9-Chamorro/2-Chuukese Current Knowledge-Higher level scoring class Prerequisites, and Notes about Learner Attitudes- more motivated to learn Learning Styles - (Estimate % of Students) Visual – 30% Auditory (Aural)- 30% Kinesthetic (Hands On)- 30% Other- Rather talkative class, very comfortable with each other and teacher, willing to go along with and attempt new methods & activities.

State Objectives

ABCDs of strong objectives are included: A – Action: List and Identify, from stories read in class, the five elements of short story, plus title, author, and at least one vocabulary word B – Behavior: Create a chart (spread-sheet) arranging the elements into a columns C – Condition: Collaborate with a group of 4-5 classmates, to design the chart with all elements present from the list of stories. D – Degree: Present and evaluate –presentation of the chart made

Select Methods, Media, , and Materials

All methods, media, and materials needed for the lesson are listed.. 1. What are the methods? Referring to notes, worksheets, tests expand chart from journal started in class; Discuss with group why and how each component fits. Use brain-storming, mind-maps, color- pencils/markers/ink to create ideas for connecting parts. Rubrics will be handed out to students, and explained, with expectation that final results are to be submitted electronically. 2. What are the media? Using computer to make spread sheet and power-point to present to class (in the event that student does not have computer/internet access- can present on flip chart or poster). Being in information age, it is important to know how to use multi-media to present. Teacher demonstrates procedure with own computer and multi-media projector. 3. What are the materials? Journal/notebooks, completed worksheets, graded tests, and Text- Glencoe Literature-Course 5. These were the primary sources for information covered in class.

Utilize Media, Materials, and Methods

For each listed above, details of how they will be implemented into the lesson to enhance learning with using 5Ps. 1. Preview the materials: Students will need to be aware that they need to gather the worksheets/tests/journal entries. Teacher may need to have extra copies of worksheets handed out in class available, especially for the newer students. 2. Prepare the materials: What things need to prepare before the lesson? Teacher will need to prepare samples (a visual display or chart) for students to view; perhaps provide a study guide listing the stories read and authors for students to take notes on during the explanations. 3. Prepare the environment: Class is in a SMALL room with 28 desks, which can be creatively grouped with 4-5(assign seats), and 'butcher-paper' placed on desk to aid in brainstorming, doodling, graphics design, etc. when students are working collaboratively. Have colored pencils & markers available (Color engages the right brain). 4. Prepare the learners: Have large section of 'butcher paper' taped to white board to show students how to "mind-map" and note their contributions to the discussion. Encourage students to make suggestions to initiate the process. Review ALL elements of short story (title, characters, setting- time & place, conflict-internal & external, point-of-view, and theme) as well as the stages of plot development. Show how the elements can be the vertical columns, and the various stories be the horizontal rows.(See example) Suggest students (or ONE from each group) bring a laptop to second class in order to input data into spread sheet format. 5. Provide the learning experiences: Students are encouraged to 'write on the desk' (butcher paper), and have one student to keep track on separate paper. Some students bring a laptop occasionally, and would encourage for this lesson. Going to each group, ask the quiet student in each group to suggest, re-explain, and clarify their questions.

Require Learner Participation

Not all students will have kept their papers, or will have continued to add to their journals. These are the students who need help remembering the stories that were read, and where to access the needed information. These students must be encouraged to be the "detective" to search book for topics and answers. Can assign roles to each student in each group- recorder, speaker, searcher for stories 1-3, searcher for stories 4-6, etc. Suggest an extra column for a vocabulary word from each story, and assign one student to select and define a word to be added for that story. This class could easily take at least 2 classes (each 100 min), perhaps 3 if including presentation to class. At least one student in each class would have a laptop and can input the data into an Excel spread sheet or Google Doc. Required progress check from groups and notebook check from students to verify their contribution to the group. Presentation to the class using technology, by the group, provides speaking skill and cooperation from all members - each would be required to present one aspect of the chart and findings. (I had requested that they do this with their research papers, and was pleasantly surprised with some of the power-point presentations that they provided.)

Evaluate & Revise

Evaluation methods for each of the following are included: Student Performance: Rubric posted below. Explain components to students to ensure that they understand what determines their grade. To add a level to it, the students could add color to the columns. Media Effectiveness- Based on content organization of material given, and manner in which it is presented. Instructor Performance- Students get to 'grade' the teacher with feedback forms and questionnaires on the back of their rubric sheets, as well as grading themselves.

Teacher Name: Ms. Taylor Student Name: ________________________________________ Date_____________

CATEGORY	4	3	2	1
Content	Covers topic in-depth with details and examples. Subject knowledge is excellent.	Includes essential knowledge about the topic. Subject knowledge appears to be good.	Includes essential information about the topic but there are 1-2 factual errors.	Content is minimal OR there are several factual errors.
Organization	Content is well organized using headings or bulleted lists to group related material.	Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.	Content is logically organized for the most part.	There was no clear or logical organizational structure, just lots of facts.
Attractiveness	Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.	Makes good use of font, color, graphics, effects, etc. to enhance to presentation.	Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.	Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Originality	Product shows a large amount of original thought. Ideas are creative and inventive.	Product shows some original thought. Work shows new ideas and insights.	Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking.	Uses other people\'s ideas, but does not give them credit.
Mechanics	No misspellings or grammatical errors.	Three or fewer misspellings and/or mechanical errors.	Four misspellings and/or grammatical errors.	More than 4 errors in spelling or grammar.
Oral Presentation	Interesting, well-rehearsed with smooth delivery that holds audience attention.	Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.	Delivery not smooth, but able to hold audience attention most of the time.	Delivery not smooth and audience attention lost.

Date Created: Mar 28, 2012 10:56 am (UTC)

Elements of Short Stories	Title	Author	Characters	Setting: Time & Place	Conflict: Internal or External	Point-of-View	Theme	Vocabulary Learned	Like/Dislike Story
example	Everyday Use	Alice Walker	Mamma, Maggie & Dee	1970's in the deep South	External	3rd Person	Transitions & Heritage	sidle

Assistive Technology Use with Students

The important part of any lesson plan is that students are able to acquire the knowledge and implement it in order to proceed to the next level. When students are challenged physically in such a way that the acquisition is hampered, the understanding educator realizes that certain revisions are necessary. To that end, assistive technology has made it possible for students with many types of disabilities to become successful participants.

Lesson plans for English Literature at first seem as if there is nothing that can be done differently. Yet upon investigation, one finds that there is a wide array of technologies, including software for literacy and cognitive support, physical access options, vision and communication technologies. These would provide much contrast to previous lesson plans that were personally written for classes taught by me. For instance, simply modifying keyboards and switches or having a text-to-voice program is simple enough to make reading the short stories assigned or the written essays possible for a student with physical or communication challenges. In the video, Assistive Technology: Enabling Dreams, one student with cerebral palsy mentions, in a very clear intelligent voice, that she is only able to function as a college student because of voice activated technology, her wheel chair, and her cell phone.

In order to design revisions to the lesson plans, it might be wise to check the IEP written for that student to see exactly what specific needs are required, and gather other relevant information. Meeting with the student to identify and attempt a workable solution, including trials of suggested methods. After developing an implementation plan, it would be easier to adapt the various lessons and integrate for that particular student (Randle,2009). Also taking into consideration would be the environment that would surround the student, in the classroom and in the school at large, as well as out of school. For instance, is the necessary technology available? What are the curricular needs of the student? Will they be supported by peers and staff with assistance?

Lesson plans should consider and include disabled students, to a point. Sometimes the mind is still active enough to be challenged and results in important contributions to society (i.e. Stephen Hawking). What a shame that due to a physical disability, or other challenge, that an education would be denied to those who could benefit, when the only thing that is needed is a few modifications or adaptations of existing technology, especially when there is higher level functioning present or discernible. Suggestions of further implementations might include: conversion of reading materials and exams to alternative forms, captioning and transcribing class lectures and discussions, using optical devices or FM systems.

Evaluation of the implementation requires assessment to determine if the technology was a match to the student's need, if there was effective training to use the technology for the student as well as the staff or teacher, and looking at the results at regular intervals in order to observe improvement in student output. It could very well require further revision in the lesson plan to achieve success. And as it is required by law to allow students with disabilities the right to obtain an education in the least restrictive environment, it is the responsibility of the entire team to provide strategies which will enable these students to live their life to the fullest.

Ellis, Ken. (2005). Assistive Technology: Enabling Dreams [Video File]. Retrieved from: http://www.edutopia.org/assistive-technology-enabling-dreams-video.

Randle, K. (2009). Introduction to assistive technology. Retrieved from: http://www.setbc.org/setbc/curriculum/at_intro.html.

Department of Disability Services (2012). Faculty Guide: Adaptive Technology Service. Retrieved from: http://disability.tamu.edu/facultyguide/ats.

Lesson Planning Using Assure Model

Planning lessons for students always takes thought starting at the end result, and then proceeds backward to the beginning. This lesson plan, using a new approach which was a model never seen before required increased attention to details. It also involved using media which was unfamiliar, that being a spread sheet and the accompanying technology. The lesson was as much for the educator as it was for the intended learner.

One of the first steps was to locate the NETS*T standards, a term which was unfamiliar. A quick search found the list which enabled determination of standards applied to this lesson (ISTE,2008). Of the five standards listed, it would seem that one could be applied to the learners, and one applied to the teacher. Facilitating and inspiring student learning and creativity is increased by the activity designed for the students. The collaborative assignment promotes tools and situations used in a real-world setting, and supports creative thinking to design a spread sheet using the information covered in class. The instructor for this lesson engages in professional growth and leadership by continuing to improve and model personal life-long learning, and by developing new methods or activities to challenge and lead the students.

To modify this lesson plan for students with disabilities would be to allow more time or to give individual attention to that student. The extra time provides for mental processing necessary to grasp concepts covered or for inputting information into their own charts. Peer mentoring would be another method for modifying the assignment which has a double benefit, the 'mentor' increases their own abilities and leadership skill, while at the same time the student being helped is on an equal level with the 'teacher'.

The best part of this assignment was learning how to incorporate technology into a lesson plan and searching the internet which lead to surprisingly intriguing information. Learning new techniques and immediately implementing them is a hallmark of inspired instructors. The challenge of not only learning it personally, but also setting the intention to teach it to students is an exciting venture. There is an urgency to absorb the information, practice its application, and then reorganize it as a tool to teach impressionable minds.

The least enjoyable part of this assignment was the frustration of not knowing so much at the beginning. For instance, the ASSURE model was a different approach to lesson planning. In the search, there were definitions (Perez, 2012), examples (Yates, 2007), and templates, one of which was in a Word document. As work was begun on the template, it was unclear and confusing as to why the specific gender and learning style was needed in the lesson plan. It is understandable that the reason will enhance any lesson being taught, yet not knowing the information when constructing the plan was discouraging.

Overall, it was a good experience due to the amount of new knowledge gained and the exhilaration of completion. It will be exciting to implement in the classroom with students.

Perez, B. (2012). Assure Model Lesson Plans. Retrieved from: http://www.reference.com/motif/Education/assure-model-lesson-plans

International Society for Technology in Education, (2008). Advanced digital age teaching. Retrieved from: http://www.iste.org/standards/nets-for-teachers.aspx

Yates, R.,(2007). Copyright. Retrieved from: http://www.multiage-education.com/russportfolio/curriculumtopics/assurecopyrightlesson.html