42(4)(d) (viii)-  Design, manage, and facilitate learning experiences incorporating technologies that are responsive to the diverse needs of learners, learning styles and the special needs of all students (e.g., assistive technologies for students with special needs). 

As a teacher, it is important to be able to maneuver throughout the course of each lesson and identify with all learners, on all levels, in all settings.  Regardless of whether a student is classified as “special needs learner” or not, it is imperative that as an educator, students feel comfortable and are given every opportunity to learn.  The 21st Century embarks on innovative technology and tools that encourage advanced and creative learning experiences.  As educators, we must find what works for each of our students and apply our expertise to enlightening their creative minds through technology. 

 42(4)(d)1(x)- The resources for enhancing professional growth using technology (for example, through assessing web-based information, on-line collaboration with other educators and experts, and on-line professional courses). 

Though this standard applies to professional growth of a type, all individuals, regardless of education status, professional field, career choice, or personal choice has an opportunity to gain knowledge of technology and the changes within the field. The emergence of technology occurs often and it is for the benefit of most to become aware of the changes because most aspects of current society involves many aspects of technology.  Whether learning how to use a computer, digital camera, mouse, keyboard, Ipod, MP3 player, projector, television, DVR player, digital clock, timer, ATM, blackboard, smart-board etc., the advancement is necessary to succeed in an ever-changing world.  Why get left behind when there are so many avenues that lead to technology.  Having the know-how is great, finding ways to use what you know is greater! 

Lesson plan created by M. Zinnerman

Retrieved from:  http://members.aol.com/mezim/review.html

Question:  How would you improve this lesson?  How could you integrate technology into this lesson? 

The DID (Dynamic Instructional Design)Model, developed by Robert Gagne’, is an essential model used throughout the educational venues.  The model focuses on instructional planning and success within a classroom. How does a lesson become a successful teaching tool?  Well according to the expectations designed within the DID model, educators, with successful planning, are able to create lesson plans that are flexible and adaptable to the needs of student learners. 

Lesson planning is not my strongest point, but many times, because my classes are busy working on projects, writing materials and accountable talk lessons (those which use open-ended questions and critical thought processes), I have a bad habit of going through the phases required for lesson planning according to state criteria, but am easily strayed away from my plans.  Though my lessons do require additional time to complete, while teaching, I may find that additional measures are needed or depending on the mood of the class, changes and additional mini assignments take place.  Depending on the chaos of any given day, the schedules may change and my lesson plans too!

 I enjoyed examining Mr. Zinnerman’s lesson on play or film review because I could visualize my creative writing students taking part in an assignment of the sort.  The lesson required students to identify areas that needed improvement within their grammar, writing structure and critical thought through various analyses.  The intention of the lesson also left a window for students to collaborate, discuss openly and change settings. 

However,

Since I plan to use a lesson of this nature in the future, for my creative writing students, using the DID model, I would have to implement key information before I would be able to teach the lesson. 

The objective, though stated, does not provide information of the learners, nor state standards.  I would Alabama State standards for this lesson based on what I expected the learners to learn and under which objectives I would teach:

Alabama High School Graduation Exam: 

I-3= Recognize subject/verb agreement     I-7=  Identify effective use of voice      V-1= Determine logical progression and completeness of paragraphs       II-1= Use words that create clarity, precision, and vivid description                                        III-1 = Correct run-on sentences, sentence fragments, and comma splices               II-2= Use formal and informal language appropriately

Alabama Course of Study Objectives: 10th Grade

9- Recognize elements of plot in print form as well as in movies and plays.            1. Exposition   2. Conflict   3.  Rising Action   4.  Climax   5.  Denouement

12-  Examine and report others’ ideas as represented in literature including dramatic productions:  Summary, Paraphrase, Review

15- Demonstrate listening skills:  Standard English recognition, Vocabulary development

16- Interact effectively in group situations.

17- Apply personal study skills:  predicting, summarizing, skimming and scanning, underlining, note-taking, outlining, classifying, listening actively, reviewing with a partner, recognizing genre, recognizing author’s style.

19- Produce thoughtful compositions through improved use of phases in the writing process:  prewriting, drafting, revising, editing, publishing

20- Demonstrate knowledge of language terminology and application of the concepts:  capitalization, punctuation, grammar, usage and spelling.

21- Conduct individual research using all aspect of the research process:  Managing information, documenting information, organizing information, presenting information.

22- Use technology related to English language

30- Use audiovisual aids in presentations

DID Process:  1.  Know the learners.  My creative writing students write on various levels, so when paring, I would students in groups of three (20 students) according to the variations of writing style and genre of the film selected. 

DID Process: 2.  State your objectives:  AHSGE and ACS (listed above).

DID Process: 3. Establish the learning environment:  My classroom tables would be grouped back to back with four seats per table.  Though students would be three per table, I would make my rounds and discuss the project with each group as I facilitate the learning process.  The fourth chair would then be useful. 

DID Process: 4.  Identify Teaching and Learning Strategies:  Written instructions would be given to each student to ensure those who are visual would have reading material, for those who are hands-on, the writing and viewing of the film would serve well, students who like to engage in conversation would enjoy the discussion as it stems from the group, and to ensure my objectives were understood and met, I could provide a brief overview of the expectations and goals sought.  If questions, comments and or concerns exist, they would then be addressed. 

DID Process: 5.  Identify and Select Technologies:  Use of a DVD player, Projector, computers, and speakers would allow for the films to be viewed by students while at the designated computer labs. 

DID Process: 6.  Perform a Summative Evaluation:  At the end of the scheduled lesson, I would recap and review the entire learning process and gain additional feedback from each group by their group presentations.  Those groups not presenting at that time would be required to critique using a peer review sheet similar to Mr. Zinnerman’s.  In addition, each member would individually complete a peer response evaluation to be submitted to me and after review, given to the person critiqued.  The summative evaluation would not be in the form of multiple-choice or fill in the blank, but rather through short answer/essay format.  Once complete, the students would have gained enough knowledge through experience to complete a peer review through Publisher in newsletter form.