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Running head: A 21ST CENTURY FLUENCY LESSON 1

Creating a 21st Century Fluency Lesson

Kristin Maloney

OTL545 – Technology and Innovation

Colorado State University – Global Campus

Hanan Hijazi, PhD

July 26, 2014

A 21ST CENTURY FLUENCY LESSON 2

1a. Lesson Plan

Your Name: Kristin Maloney

CSU-Global Course:OTL 545-1 Technology and Innovation

Subject / Course: Secondary Social Studies

Topic: American History

Lesson Title: What caused the failure of the Jamestown Colony in 1610?

Level: Secondary Lesson Duration:1 class period each day for 3 days

Common Core or State Standard(s) & Learning Objective(s):

This lesson plan utilizes 3 elements of Colorado’s 21st Century Learning Social Studies State Standards. Those are:

Critical Thinking: Social studies is a discipline grounded in critical thinking and reasoning.Doing history, geography, civics and economics involves recognizing patterns and relationships across time and space. Social studies provide the structure that makes it possible to describe patterns that exist in nature and society.Information Literacy: The disciplines of social studies equip students with tools and mental habits to organize and interpret a multitude of resources. A social studies student with information literacy skills can effectively analyze primary and secondary sources, detect bias, use learning tools, including technology, and clearly communicate thoughts using sound reasoning.Collaboration: The content areas of social studies involve the give and take of ideas. In the course of understanding social studies, students offer ideas, strategies, solutions, justifications, and proofs for others to evaluate. In turn, the student interprets and evaluates the ideas, strategies, solutions, and justifications of others.

Target Audience

Knowing the Learner

This lesson plan utilizes a variety of learning styles so a large portion of the class should find it beneficial and interesting. Here are the style:

Linguistic: Students will have the opportunity to review evidence much of which is written. A good memory will be helpful for the group since there are many pieces of evidence to review and compare.


Logical: These students will enjoy solving a complex problem and finding connections between the different pieces of evidence.

Visual/Spatial: These students also enjoy solving puzzles. They will enjoy reviewing the evidence especially any pictures or maps.

Interpersonal: These students will enjoy working in a group. They will like mediating any disagreement about the evidence.

Pedagogies

In order for a lesson plan to meet 21st Century Learning standards it needs to utilize technology, content, and pedagogical knowledge. This lesson plan incorporates the use of an interesting educational website that utilizes deep critical thinking skills. The website is HSI: Historical Scene Investigation. The website has a student and teacher section. An essential question is proposed and then a variety of evidence is presented. The evidence utilized includes historical documents, art work, photography, audio and visual clips, maps, etc. depending on the time frame of the event. Student work together in groups to analyze the evidence and come up with answers/hypothesis for the essential question. Students will also have access to internet so they can do subsequent research and answer any other questions that arise during the lesson.

Technology Being Used by Students

Student use HIS: Historical Scene Investigation website http://web.wm.edu/hsi/

For this lesson student’s utilize the student view of the Jamestown essential question http://web.wm.edu/hsi/cases/jamestown/jamestown_student.htm

Student also have access to the internet to do research on any additional questions that arise during their investigation.

Technology Being Used by Teacher

The HSI: Historical Scene Investigation website has a separate teacher section for each investigation which includes a proposed lesson plan http://web.wm.edu/hsi/cases/jamestown/jamestown_teacher.htm

http://web.wm.edu/hsi/cases/jamestown/jamestown_student.htm

http://web.wm.edu/hsi/cases/jamestown/jamestown_teacher.htm

http://web.wm.edu/hsi/


Assessments

1. There is a homework assignment associated with the lesson plan each day that students need to complete.

2. Teacher will work closely with each group asking questions, and providing feedback based on observing and working with each group.

3. Each group will present their findings on day three.

Modifications/Enrichments

Under normal circumstances (during a school year), this HSI would be presented in conjunction with the class textbook when the topic is being covered.

Lesson Strategy and Required Materials

Required Materials:

Laptop/tablet

Print out of evidence and questions to consider while examining the evidence

Lesson Strategy:

Have student learn to think critically by examining evidence and come up with their own hypothesis about real historical mysteries.

Feedback Strategy

This lesson plan is meant to be delivered over a three day period. Students work on reviewing the questions and evidence daily. The first day the teacher goes over the first two pieces of evidence with the students to help them understand how the process works. After the students will work in groups to review the remaining evidence. Having students work in small groups will allow the teacher to move around the room working with each group to ensure students understand the process. There is also a homework assignment each night that builds on the lesson for the day.


1b. Materials

Jamestown Evidence

https://d.docs.live.net/3ab8cc9a07c4ac50/Documents/Jamestown%20Evidence.doc

1c. Student Evidence

https://d.docs.live.net/3ab8cc9a07c4ac50/Documents/Jamestown%20Evidence.doc


2. Self-Analysis

a. Did you like using the TPACK Lesson Plan Template? Why or why not?

As a (to-be) new teacher I found I did not care for the TPACK Lesson Plan. I could see

where the information provided would be sufficient if I was a veteran teacher with many years of

lesson plan writing and teaching. However, as a new teacher I found the lesson plan template to

be limiting. I would like a lesson plan that has more specific information available for teaching

the lesson, assessment information, learning activities, etc. I realize that the lesson plan did

provide sections for many important part of the lesson but as I was filling it out, I still somehow

felt like it was not as specific as it needs to be. As a new teacher I really want very specific

information and steps outlined to make it easy to follow. I feel like as a new teacher there are so

many things to do and deal with daily including managing the classroom which can be very

challenging for a new teacher. The last thing I want to worry about as a new teacher is not having

sufficient information to teach a lesson. I would rather be over prepared and lean towards having

too much information than not enough and feel unprepared in front of my students.

b. How did the lesson go?

Because of the summer holiday I did not have access to a classroom to complete my

week seven lesson. Instead, I worked with four sixth grade girls, my lovely niece Audrey and

three of her friends who graciously volunteered to actually learn something on their summer

vacation. I decided early on that I wanted to try out one of the PLE resources I found. I am really

excited about the HSI: Historical Scene Investigation. I think it really focuses on critical thinking

skills as well as collaboration skills since these projects focus on an essential question which

allows students to delve deep in to evidence surrounding a historical mystery. Research shows

that lesson plans built around mysteries are very exciting for students and keep them interested in


the lesson because the human brain is hardwired to want to solve puzzles and mysteries (Medina,

2008). These historical scene investigations also have a built in essential question for students to

focus on. Essential questions help focus a lesson plan by bringing students back to the issue hand

throughout the course of the lesson. These questions also spark students’ interest and curiosity

(Dean, Hubbell, Pitler, & Stone, 2012).

This lesson is quite in-depth and complex. There is a lot of evidence associated with each

historical scene investigation that needs to be examined and analyzed by students. This lesson is

intended to be taught over three days so it is a bit of a commitment. Additionally, the first time

this type of lesson is completed more information and help is going to be necessary by the

teacher. The first time the teacher will need to help students learn to analyze the evidence. The

provided lesson suggests going over two pieces of evidence with students before splitting the

class into groups to examine the remainder of the evidence. There is also homework associated

with each HSI. Since it is summer, I did not assign homework but rather we went over it together

at the end of each day’s lesson. Each day I met with the girls for 2 hours. This gave them plenty

of time to work together and also gave them time to have a couple of breaks, be silly, and have

fun with the lesson. It is summer after all.

i. What went well?

Overall, the lesson went really well. The girls were really excited about the concept of

getting to solve a mystery. None of them had experienced anything like this before so I think this

really helped especially since it is summer and they really weren’t under any obligation to listen

or help me out at all. I actually found after going over one piece of evidence with the group that

they were so excited that they wanted to do the second piece of evidence without my primary

help.


I thought the assessing the students was easy. I was able to sit and observe them going

over the evidence. I allowed them to take primary control but I did chime in and ask questions to

try to get the group to think deeper about each piece of evidence. I do recognize that in a normal

classroom this would be significantly more challenging because I would have multiple groups to

observe.

ii. What did not go well?

I do think in the future this type of lesson may work better for slightly older students.

This is rather complex and although I was fortunate to have four bright girls to work with I could

see this being too complex for many sixth grade students. I would personally recommend this

type of lesson for 8th grade and up. I think something similar could be done with younger

students including elementary age students but that it would need be made less complex.

c. How did you feel teaching the lesson and interacting with the technology?

I think this was a good first technology based lesson for me because it wasn’t incredibly

complex. The website is very intuitive both for older teachers and young students. Everything

was easy to use and the kids needed very little (if any) help with the website. I did give students

a handout with all the evidence and information. However, they (not surprising) preferred using

their tablets for looking at the evidence. I felt comfortable allowing them to use their tablets

because they attend a well-off school district that implements technology regularly into the

classroom. Students have access to a personal laptop which they are assigned at the beginning of

the year. Overall, I found this website to be easy to use. I do think it was lacking as far as

technology/websites go. However, because of the complexity of the actual lesson I found that a

basic website was most appropriate. I know as I continue to work in education I will need to

work hard a learning about new technology and websites to implement into the classroom.


d. Would you teach this lesson again? Why or why not?

Absolutely. Once I have my own classroom I plan on utilizing similar lesson plans based

on the topics being covered. The girls reacted very positively to the concept. They were all very

excited about getting to analyze the evidence and find the answer to a historical mystery. I think

this type of lesson really hits on many of the important 21st Century Learning Standards in

Colorado. This type of lesson really encourages critical thinking skills because students are

starting with an essential question and then analyzing a variety of evidence and determining an

answer based on the evidence. I also think this is a great lesson for working in groups and

focusing on collaboration skills. Students are going have different opinions on the evidence and

what they think it says about the event. This encourages debate and hopefully learning to accept

differences in opinion.

3. Student Data Analysis

a. How did your students respond to the lesson?

As I previously mentioned, my students (4 sixth grade girls) were very excited about this

lesson plan. None of them had experienced anything similar before so I think they were excited

to get to do something new and different. They liked the whole mystery element of the lesson;

where they got to examine evidence and then come to a conclusion (or possible conclusions)

based on the evidence. This is a pretty in-depth lesson as it is intended to be worked on for

several days. Even on the third day they were still excited about doing a final examination of all

the evidence and then presenting their findings and theories about what happened. In my opinion

as lesson is pretty successful if it can keep the attention of four middle school girls for three

different days in the middle of summer.

b. Did you notice an improvement in student engagement with the concepts/materials?


I do not have a point of reference on student engagement because this was a onetime

lesson and I have not been teaching these kids regularly during the school year. However, I have

done a number of lesson plans with my niece and she found this one to be particularly

interesting.

c. Did you notice an improvement in student achievement and outcomes?

Again, I cannot speak to an improvement in student achievement and outcomes because I

have not been working with these students over the course of the year. I therefore have no

additional data to compare how achievement has or has not improved. However, personally I

think implementing a few of these lessons throughout the year would help with achievement

because of the emphasis on critical thinking skills.

d. What surprised you about how your students responded to this lesson?

I was surprised by how excited the students were especially considering the

circumstances; having to do unnecessary work in the summer. I do think this is a lesson that

would resonate with a good number of students during the school year because it is a unique

concept which puts them in charge of their learning and the outcomes. I am definitely excited

about using a similar lesson plan in the future when I have a classroom of students at my

disposal.

e. How does their response impact how you might use technology in future teaching practices?

I plan on implementing as much technology into the classroom as is feasible in the school

district where I teach. I think it is especially important to use technology at the secondary level

because part of your job as a teacher is to prepare students for college and/or careers. Ideally,

when students graduate from high school they should be prepared for their first year of college

and/or starting a career. To accomplish this goal it is important for the secondary curriculum to


reflect the sort of skills that students need to have to be successful outside of public secondary

school. I do think it is important to note that technology should not be implemented just for the

sake of using technology. It needs to blend seamlessly with the content being taught and have a

clear purpose. As a teacher it is also important that I have a strong understanding of how the

technology works ahead of time so I am able to implement it with as few issues as possible.

Time is very limited in the classroom, especially at the secondary level where students change

class throughout the day. As a consequence, it is important to not waste time trying to get

technology to work but rather be prepared and have everything set up. As a teacher, a backup

plan should always be in place in the event of a technological malfunction so lots of time does

not get wasted.

4. Future Application

a. What do you want to do with technology in your teaching practices moving forward?

When I become a full-time teacher it will be important to me to try to integrate

technology fluidly into my curriculum and lesson plans. One of the benefits of becoming a

teacher at this point is that so much of my education curriculum is focused on the use of

technology. This gives me a greater repertoire of technology to use before I even start teaching. I

will also have a greater level of comfort with common education based technologies. I will want

to use technology in a number of ways in the classroom. First, I will want to use technology to

make the non-teaching aspects of the job easier so I can focus more time on building an engaging

curriculum. For me that means recording my lectures on You Tube so class time can be focused

on more engaging material like discussions, debates, presentations, etc. This also means students

will have access to lectures all school year which will make studying for exams easier and more

efficient. I also will want to create a class website where the syllabus, assignments, links to


lectures, additional resources, etc. This way students have access to important information at all

times; no more excuses about not knowing the homework assignment! I will also want students

to be able to turn assignments in online giving me the opportunity to grade items as they come in

instead of all at one time.

Second, I want to implement technology to improve my students’ future success in

college and/or future careers. This will mean a little extra leg work for me talking to local

professors and employers to determine what technological knowledge is deemed most important.

I will then find ways to implement that technology into my lesson plans.

Third, I do not believe that technology should be used just for the sake of using it. It

needs to be implemented seamlessly into the curriculum so its use make sense and adds to the

quality of the lesson. I do believe none technology based lesson plans can still be very effective

for teaching students important skills such as public speaking, debate skills, writing/grammar

skills, etc. I want to utilize technology to make lessons more engaging and interesting for my

students not just use it because I feel obligated to.

b. What do you need to know, do, have access to, etc., in order to move forward with your plans for technology integration?

My main constraint on answering this question is that I am not currently teaching in a

school district. My access to what I need will largely be determined by the school district I am

working in and how big of a priority the school district has made technology integration. Not

surprising this is often based on the financial well-being of the school district.

c. What obstacles do you face in your school with regard to technology access and support?

As I have previously mentioned, I am limited in how I am able to answer this question.

When I began this program, my intent was to begin completing my teaching certificate this July.

However, I found out in June that I am pregnant and because of the timeline it is going to be


impossible for me to complete the program until after the baby is born. Because of this I am

unsure which school district I will ultimately be placed in to do my student teaching since I will

unlikely start the program until February 2016. The consequence is that I do not have the

knowledge or experience to answer this question sufficiently. Based on my preliminary research

it does appear that both of my local school districts are focusing on technology implementation

and have employees in place to help teachers and student have technology support.

All that being said, my general concern about technology access is mostly geared towards

the filtering system the district has in place. As a secondary teacher there will always be websites

and information which I will want access to that the filter will deem inappropriate. I am

concerned that my students will be missing out on learning about great works of art, literature,

etc. because they contain mature themes.

d. What can you do to overcome those obstacles?

When I start teaching one of my first priority will be to get in touch with the district’s

technology director and the IT support staff. I will have a list of questions and concerns to get

answers to immediately so I am prepared for when issues ultimately arise during the year.

e. How will you share what you know about TPACK and PLEs with your colleagues?

I will begin by getting to know my colleagues. It is important to develop good

relationships with my colleagues and earn their respect as a new teacher before I attempt to

influence their teaching styles or plans. I will plan on having my own website that I can share

with my colleagues. I also hope to work for a school that promotes strong collaboration between

teachers and departments. I do believe as teachers we are doing ourselves a big disservice by not

collaborating and utilizing each other more.


References

Dean, C., Hubbell, E., Pitler, H., & Stone, B. (2012). Classroom instruction that works (2nd ed.).

Alexandria, VA: ASCD.

Medina, J. (2008). Brain rules: 12 principles for surviving and thriving at work, home, and

school. Seattle, WA: Pear Press.

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