Designing an Integrated Lesson with the NTeQ Model

1. Chapter 2 NTeQ: Designing an Integrated Lesson

2. Designing An Integrated Lesson with the NTeQ Model • Length of lesson depends on the available resources and objectives, the complexity of problem, the specified instructional objectives, the content to be covered during the lesson, and the capabilities of the students • First, consider attention span of students • Second, do not expect to teach all objectives with a computer • Use of computer enhances students motivation and engagement

3. Types of Instructional Objectives • Behavioral- identifies specific behaviors you want the students to demonstrate (ex. Draw a square, calculate the average, etc.) • Cognitive- used to describe student learning and not easily specified in a single sentence; usually describes higher-level learning tasks that allow for more than one mastery approach (ex. Interpreting a graph, evaluate the meaning of an article, etc.)

4. Parts of Behavioral Objective • Action Verb- describe behavior to be observed (ex. Choose, identify, analyze, etc.) • Criteria- performance standard (describes how well the learner must perform; ex. 8 out of 10) • Conditions- What are the tools that can be utilized during the performance (ex. Given a ruler, the learner…) **Example: Given 10 sentences, the student will identify the parts of speech in a sentence with 100% accuracy.

5. Parts of Cognitive Objective • General Instructional Objective- stated in broad terms (ex. Selects information using Yahoo, explains the meaning of a story, etc.) • Statement of specific performances that indicate mastery of objective- (ex. Finds a specific article related to the problem) • Part 1- general instructional objective that is stated in broad terms • Part 2- one or more statements describing specific performances that indicate mastery of the objective Example: *Selects information using Yahoo -Finds a specific article related to the problem -Compiles a list of Websites related to the problem -Identifies productive search terms

6. Major Differences Between Cognitive and Behavioral Objectives Cognitive • Useful for describing higher-level learning tasks • Allows greater flexibility w/o the specifics • Places greater emphasis on teacher interpretation and implementation of the instruction Behavioral • Focuses on a specific behavior • Provides results we can directly observe and evaluate • Clear-cut and easily measurable

7. Specifying Objectives • Objectives should cover all the instruction for the unit or lesson and not just computer part • Objectives should align with state, local and district standards • Should be detailed and specific

8. Matching Objectives to Computer Functions • After defining objectives, you must find a match between your objective(s) and one or more computer functions • Ask how you would achieve the objective if you were the student • Ex. Match objective such as; calculate, draw, graph, and sort with a spreadsheet application

9. Specifying a Problem • Nature of the problem- should be based on real-world events, issues, or phenomena Should address the following issues: • Do the students clearly understand the problem? • Do they know what the goal is? • Do they know what resources are available to solve the problem? • Do they have ownership of the problem? continued

10. Specifying a Problem (Continued) • Problem Data- students must have access to appropriate data to solve the problem Three sources of data • You can provide the students with the data • Students can generate their own data through experiments or observations • Students can search for data in a library, on CD-ROMs, or on the Internet Cont’d

11. Specifying a Problem (Continued) • Collecting Data- if students are collecting, instructor must determine type and amount to be collected (ex. Basically regulate amount and type of data collected) • Using Existing Data- is it in correct format? Are students allowed to modify? Will students enter all data or will they divide work in groups? Where will they save data? • Test the Data- instructors should test data prior to lesson

12. Research and Analysis • What research and analysis activities will students need to complete to solve the problem? • Problem Data- to solve the problem, students must have access to the data or information. • Three sources of data: • You can provide students with the data • Students can generate their own data through experiments or observations • Students can search for data in a library, on CD-ROMs, or on the Internet. • Think Sheet- provides guidance to help students organize their thinking; helps them know what to do once they have sorted data (think sheet questions should focus on higher order)

13. Planning the Results Presentation • Written report- (either Microsoft Word or pencil) • Digital audio and/or video presentation • Poster or Bulletin Board • Teacher-approved wiki or blog • Web page • PowerPoint or HyperStudio

14. Planning the Multidimensional Activities • Activities during computer use- what students will do while working at computers • 1st, identify activities to be done while at computer • 2nd, will the students work in groups or individually • Activities before computer use- activities they must complete prior to using computer • Saves time if you have limited resources (better efficiency and more productive) • Gets their thoughts going toward the project • Activities after computer use- focus on exploring results of the computer activity; analyze data; focus on interpreting or explaining the results (think sheet could be helpful)

15. Supporting Activities • Lesson-related supporting activities- could be a non-computer activity like reading or looking in books • Lesson-related supporting activities- could be a non computer related lesson that can be completed at any time. • Multiple lesson supporting activities- (ex. One lesson may contain multiple units that students could work on also) • Interdisciplinary supporting activities- activities that incorporate other subject areas (ex. Having students do math calculations in Biology)

16. Assessment • The trend is to move away from traditional forms (ex. Multiple choice etc.) • The more popular choices now are presentations, experiments, portfolios etc. • Rubrics- allow students work to be graded according to a predetermined performance standard. Content standards define the subject knowledge and skills students should reflect. Performance standards indicate to what level a student presentation meets the content standard.