Group:
Members:

STEP ONE: LEARNING OBJECTIVES

Think about the intellectual and experiential opportunities represented by this task: what do you want students to KNOW and be able to DO as a result of this teach-in? Where are the rich connections? Give yourselves a little time to think about all of this, and let your thinking guide the lesson you create.









STEP TWO: FIND RESOURCES FOR YOU AND/OR YOUR STUDENTS TO USE

What resources will you use to find either materials for your own instruction or to guide a student-centered learning approach? Record them in the chart below. Here, talk about the resources you considered and why you ultimately rejected/used them. Remember to look for a balance of expert and open Web resources. Keep reading level in mind (look for differentiation codes, try a suggestion from **Kathy Schrock** , use Word's readability scorer, or **try this site** if you're not sure.) and consider the power of video, audio, and images to make learning more multimodal. (Keep thinking back to the learning objectives -- are the resources moving you closer to the goal?)

Name

URL of resource or name of database

One-sentence annotation

Did you accept or reject this resource?

Why?

Sample Sue
//http://abcnews.go.com/GMA/video/champion-gulf-11079809//
Good Morning America story about the oil spill
REJECT
He's a politician but not an expert voice on oil spill recovery, and that's the focus of our project.

OR

This offers up an interesting political lens, which could be useful for the History Department, but less so for ours.











































































(Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)

STEP THREE: DESIGN THE LESSONS

What will YOU do? What will the STUDENTS do? Sketch out the lesson plan(s) below, making sure that you hit the principal's goals. Don't worry too much about following a specific lesson plan format. This activity is about the Big Picture of using online resources effectively. Remember to return to the objective you listed at the top of this page -- is this plan going to meet those objectives?








STEP FOUR: THINK ABOUT ASSESSMENT

Formal Understanding by Design would tell you to think about assessment as soon as you select objectives. Today, we're cheating a bit and putting it at the end so that we're sure you have time to consider resources and objectives first. If you have time today, discuss how you might assess the students' work and the effectiveness of your lesson design both during (formative) and after (summative) the teach-in. Make sure that your assessment ideas match with Step One above so that your assessment correlates with your goals.