Response to "Week 2 Ch. 4 Evaluate"
Technology Integration Workshop p. 137:
Part I:
Although this lesson is intended for classes way below the grade levels I'm becoming certified in, I appreciated its atypical utilization of power point. The lesson divides students into groups and then has them form stories as they go, person by person. The sentences created by each student are placed up in the Power Point and read together aloud.
This is another lesson plan that seems intended for elementary education. I latched onto it however because of its emphasis on having students create Power Point presentations to discuss a research topic about historical events.
The plans is perhaps is a touch oversimplified. But I liked it for the idea that teaching students how to report upon their research is a important and underdeveloped skill. The Chapter 4 video discussed instructing students on how to make and deliver presentation software. I think it's something we need to put more energy into developing.
This is a lesson on developing student understanding of how to use Power Point. It's a tad vague on the specifics of how that's going to be achieved. But the overarching scheme for step-by-step building up students' skills appears sound. I wish there was more to it, such as it being tied to a specific topic or content area.
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c) I've actually used Power Point to create a number of different lessons: the History of Rome, the French Revolution, Age of Absolutism, the Enlightenment, Early Years of America, Road to the Civil War, Reconstruction.
The lesson is never as simple as just throwing up some information up on the Power Point and acting like you've taught anything. The info on the Power Point becomes a gateway into telling the story of the history that you're talking about.
Take the French Revolution power point. That started out by discussing the inequality in French society. Then to demonstrate this inequality, a video clip was incorporated from the film Marie Antoinette presenting the absurdly lavish lifestyle that the French aristocracy was living while the peasants starved in the streets.
Then the Power Point proceeds to breakdown the various periods of the Revolution: the high hopes of republicanism exemplified by the Declaration of Rights of Men, the bloody radicalism of the Reign of Terror, and the military desperation of the Napoleonic Wars.
Finally, the back half of the Power Point tells the story of the Revolutions most famous, or perhaps infamous, figure Napoleon Bonaparte. The story starts with his humble origins on the island of Corsica off the coast of Italy. Then we detail his fortune of rising through the ranks as an artillery officer as French nobles flee France fearing that their head will get chopped off. The story's final phase begins with Napoleon crowning himself emperor, seeming to betray everything the Revolution originally stood for. The presentation ends by telling of Napoleon's defeat and exile (twice), and the restoration of the French monarch. So the story ends as a tragedy.
Part II:
a. - Power Point, as I've mentioned elsewhere, gets a bad rap. The previously mentioned lesson is a simple lesson that's not trying to re-invent the wheel. It's very direct instruction heavy, and much of it depends on my physical presence as a storyteller and presenter of information. But I think the visuals that are part of the Power Point make it worth it. That just isn't the video previously mentioned, it's also images of peasants suffering due to poor government policies, pictures of guillotines, paintings of the Storming of the Bastille, and depictions of Napoleon in triumphant and pathetic poses. It really has the opportunity to bring to life a story that i think is very interesting.
-Power Point is one of the most readily available and widely used technological resources in classroom.
b. -The objectives are pretty straightforward: Students will understand what the French Revolution is.
I'd also place the Revolution is context of previous historical events in World History that they would have previously discussed in class. So additionally the objective would be: Students will understand the causes and results of the French Revolution.
-Assessment would involve a combination of class discussion, written responses, worksheets, and quizzing and/or testing.
-This is very much direct integration strategy. It's nothing fancy.
-I'm not sure really anything would necessarily have to be done to to prepare the learning environment.
c. -I'd use the Tech-Pack after the fact to self-evaluate my performance.
I'd also assess the success based on students' reactions and the outcome of assignments.
d. -Some potential descriptors for this lesson include: 9th grade, Global Studies and the French Revolution, technologies used: video, computer Power Point, graphics, ISTE Standards: Standard 1: Facilitate and inspire student learning and creativity, 21st Century Standards: Standard 1: Content Knowledge and 21st Century Themes
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