I created a lesson plan that integrates a digital tool that I wasn’t previously using, and fulfills the goals outlined by Renee Hobbs, in Digital and Media Literacy: Connecting Culture and Classroom (2011), to access, analyze, create, reflect, and act on the information that is available in the digital world from within the classroom. I agree with these five objectives of learning, and try to integrate them into my classroom in different forms and to varying degrees throughout the year. My curriculum design is set up in a way that recognizes a learner’s base education and builds upon it by building a strong foundational knowledge, being collaborative and student led, being explorative and experience based, and encouraging students to think rather than memorize, as encouraged by Brown.
My long term plan in each class is for learners to gain the basic knowledge necessary before class time and then to use class time to analyze this information and practice applying it and finding meaning from this knowledge, and over time combining all of the various knowledges they gain and collaboratively pursuing a research question that interests them. My classes start with more assistance from the teacher, but over time becomes discovery based with the teacher there to assist, and encouraged by Palinscar and Brown(1984), Thomas and Brown(2011), and Bransford, Brown and Cocking(2000).
This would be the first lesson, and uses digital tools to deliver the lecture outside of class time, which allows the time the class meets to be used for deeper learning, rather than giving readily available information. This lesson covers optimization of performance, and is part of a 40 lesson semester.
Within the class the delivered content is assessed and then the learning experience is based on what the students strengths and weaknesses are, allowing for group discussions and scaffolding of all learners through mutual knowledge exchange. This format allows all students to participate whether by being helped or by having to explore their knowledge to help others understand it more clearly, or in different ways. In addition to discussion this portion will include active learning where the teacher, and students, will guide each other through experiencing and testing thoughts and knowledge about the various information to help facilitate better learning for all, and to put it into application. After the discussion portion the students will get in their groups and develop a research question or project that they will be working on throughout the semester inside and outside of class. This project is their main assessment for the course and is supervised closely by the teacher to help ensure that it involves as many areas of focus from the semester as possible, and to give expert insight. The project will be proposed by the students based on experience, interest, and knowledge, and approved or amended by the teacher to ensure their experience will meet all of the semester learning goals, as the students experiment and research their information in preparation to present their findings to their classmates.
Bransford, J., Brown, A. L., Cocking, R. R., & National Research Council (U.S.). (1999). How people learn: Brain, mind, experience, and school. Washington, D.C: National Academy Press.
Hobbs, Renee. (2011). Digital and Media Literacy: Connecting Culture and Classroom.
Palincsar, A. M., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175.
Thomas, Douglas, & Brown, John Seely. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change.