ASSURE Model Instructional Plan - Stephen C. Hinson



ASSURE Model Lesson Plan

by

Stephen Hinson

EDD 7914 CRN 30586

Curriculum Teaching and Technology

Nova Southeastern University

April 14, 2013

Abstract

Technology use in the classroom from the writer’s experience varies from teacher to teacher based on several factors. These factors generally hinge around the comfort level of the teacher using technology and the availability of technology in the school. Taking out the factor of the availability of technology, students continued to receive varying experiences and opportunities to be exposed to technology. One way to increase the teacher’s effectiveness at using technology is to provide specific expectations. The ASSURE model is a very systematic approach to developing lesson plans that integrate technology effectively, and ensures that the teacher and student are considered when developing the lesson plan. Smaldino, Lowther, and Russell (2012) stated “well-designed lessons begin with the arousal of students’ interest and then move on to present new material, involve students in practice with feedback, and assess their understanding, and provide relevant follow-up activities” (p. 38). This assignment will provide students the opportunity to apply the various technology skills learned from previous activities, to create a digital presentation.

Emerging Technologies Lesson Plan: Integrating Technology into a Science Lesson

This lesson plan is designed to support the efforts of the classroom teacher to integrate technology into the science instruction at a higher proficiency level. The writer wrote this lesson plan to accomplish a higher level on the Technology Integration Matrix (TIM) developed by the University of South Florida (, 2012). The goal of the writer’s lesson plan is to transcend from the B3 cell (collaborative, adaptation) to the D4 cell (authentic, infusion). This particular cell expects students to select appropriate technology tools to complete activities, while the teacher encourages students to use the technology to make connections to the world outside of the instructional setting, utilizing a variety of technology tools (University of South Florida, 2013). Harris (2005) attested that meaningful integration of technology is achieved when students are provided the opportunities to decide which tools to use to help them complete tasks at a higher level and present it at a level of proficiency.

|Analyze Learners |

|This lesson plan is developed for a 6th-grade class. There are 22 students in the class, grouped heterogeneously with a few English as a |

|Second Language (ESL) and Exceptional Student Education (ESE) students. The ESL students are Hispanic. The 3 ESE students’ disabilities are|

|characterized as specific learning disabilities (SLD) and attention deficit disorder (ADD). The 2 ADD students have a 504 plan. The |

|students in the class are 11 and 12 years old, from various socioeconomic backgrounds. |

| |

|To prepare for this activity the teacher has been working on several small activities with the students to complete this final project. The|

|teacher taught the students how to use an interactive whiteboard, a digital camera, iPads, create video using a green screen, and how to do|

|research. Students will be provided the various Internet links and resources to create an e-pub. The teacher will group the students into |

|4-5 groups. Students will be provided the instructions needed at each station to keep them on track and able to problem solve as a team. |

|Students will have the autonomy to choose their own job at each station. However, students will not be able to repeat a previous job |

|completed. Jobs are numbered 1-5. |

| |

|1. Recorder- Writes and then types the information to complete project |

|2. Researcher- Gathers the facts to complete the task |

|3. Illustrator- Looks for videos and pictures to include in project |

|4. Material- this student gets the necessary technology to complete the task |

|5. Task master- keeps everyone focused and maintains time |

| |

|The primary learning style of the students are visual, and this is really beneficial for the 2 ESL students. However the ESE student |

|benefits from kinesthetic activities. Students are able to take a free learning style inventory at |

| |

|State Standards and Objectives (Florida) |

|The initial lesson description is how global patterns such as the jet stream and ocean currents influence local weather in measurable terms|

|such as temperature, air pressure, wind direction and speed, and humidity and precipitation. This particular activity will be about |

|temperature with the integration of technology. Students must learn to use technology effectively to be prepared to live and work in our |

|complex, information-rich world. Technology skills for students are woven throughout Florida’s Sunshine State Standards are indicated |

|below. |

|Language Arts: |

|• LA.A.2.3.5 - locates, organizes, and interprets written information for a variety of purposes, including classroom research, |

|collaborative decision making, and performing a school or real-world task. |

|• LA.A.2.3.6 - uses a variety of reference materials, including indexes, magazines, newspapers, and journals, and tools, including card |

|catalogs and computer catalogs, to gather information for research topics. |

|• LA.A.2.3.7 - synthesizes and separates collected information into useful components using a variety of techniques, such as source cards, |

|note cards, spreadsheets, and outlines. |

|• LA.B.2.3.1 - writes text, notes, outlines, comments, and observations that demonstrate comprehension of content and experiences from a |

|variety of media. |

|• LA.B.2.3.4 - uses electronic technology including databases and software to gather information and communicate new knowledge. |

|• LA.C.2.3.1 - determines main concept, supporting details, stereotypes, bias, and persuasion techniques in a non-print message. |

|• LA.D.2.3.4 - understands how the multiple media tools of graphics, pictures, color, motion, and music can enhance communication in |

|television, film, radio, and advertising. |

|• LA.D.2.3.5 - incorporates audiovisual aids in presentations. |

|• LA.D.2.3.6 - understands specific ways that mass media can potentially enhance or manipulate information. |

|• LA.D.2.3.7 - understands that laws exist to govern what can and cannot be done with mass media. |

|Math: |

|• MA.A.3.3.3 - adds, subtracts, multiplies, and divides whole numbers, decimals, and fractions, including mixed numbers, to solve |

|real-world problems, using appropriate method of computing, such as mental mathematics, paper and pencil, and calculator. |

|• MA.B.4.3.2 - selects and uses appropriate instruments, technology, and techniques to measure quantities in order to achieve specified |

|degrees of accuracy in a problem situation. |

|• MA.D.1.3.1 - describes a wide variety of patterns, relationships, and functions through models, such as manipulatives, tables, graphs, |

|expressions, equations, and inequalities. |

|• MA.D.1.3.2 - creates and interprets tables, graphs, equations, and verbal descriptions to explain cause and-effect relationships. |

|• MA.E.1.3.1 - collects, organizes, and displays data in a variety of forms, including tables, line graphs, charts, bar graphs, to |

|determine how different ways of presenting data can lead to different interpretations. |

|• MA.E.1.3.3 - analyzes real-world data by applying appropriate formulas for measures of central tendency and organizing data in a quality |

|display, using appropriate technology, including calculators and computers. |

|• MA.E.3.3.1 - formulates hypotheses, designs experiments, collects and interprets data, and evaluates hypotheses by making inferences and |

|drawing conclusions based on statistics (range, mean, median, and mode) and tables, graphs, and charts. |

|Science: |

|• SC.H.3.3.4 - knows that technological design should require taking into account constraints such as natural laws, the properties of the |

|materials used, and economic, political, social, ethical, and aesthetic values. |

|• SC.H.3.3.5 - understands that contributions to the advancement of science, mathematics, and technology have been made by different kinds |

|of people, in different cultures, at different times and are an intrinsic part of the development of human culture. |

|• SC.H.3.3.6 - knows that no matter who does science and mathematics or invents things, or when or where they do it, the knowledge and |

|technology that result can eventually become available to everyone. |

|• SC.H.3.3.7 - knows that computers speed up and extend people's ability to collect, sort, and analyze data; prepare research reports; and |

|share data and ideas with others. |

|• SC.6.E.7.3 - Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as |

|temperature, air pressure, wind direction and speed, and humidity and precipitation. |

|NETS-S (National Educational Technology Standards- Students) |

|1. Creativity and Innovation |

|Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. |

|a. Apply existing knowledge to generate new ideas, products, or processes |

|b. Create original works as a means of personal or group expression |

| |

|2. Communication and Collaboration |

|Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual |

|learning and contribute to the learning of others. |

|a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media |

|b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats |

|c. Develop cultural understanding and global awareness by engaging with learners of other cultures |

|d. Contribute to project teams to produce original works or solve problems |

| |

|3. Research and Information Fluency |

|Students apply digital tools to gather, evaluate, and use information. |

|a. Plan strategies to guide inquiry |

|b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media |

|c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks |

|d. Process data and report results |

| |

|4. Critical Thinking, Problem Solving, and Decision Making |

|Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using |

|appropriate digital tools and resources. |

|b. Plan and manage activities to develop a solution or complete a project |

|c. Collect and analyze data to identify solutions and/or make informed decisions |

|Select Strategies, Technology, Media, and Materials |

|An interactive whiteboard (IWB) |

|Laptops |

|Web cameras |

|IPads in the classroom |

|Large green screen |

|Digital cameras |

|Classroom/ lab furniture to supports flexible groupings |

|Utilize Technology, Media, and Materials |

|The IWB provides students the opportunity to present information without being tied to a laptop or mouse. As the individual prepares to |

|present, the IWB gives users the opportunity to maneuver between various media, such as the Internet, software, podcasts, audio files, and |

|DVD’s. |

|Laptops will be utilized to conduct research |

|Web camera in the classroom will be used to take video clips or still pictures, as determined by students. |

|IPads in the classroom can pretty much replace a computer, with its various functions. In this situation it can be used as a Video Camera |

|with the back-facing camera. As a video camera not only does the iPad allow you take video with it, but it can edit video. Students can |

|also take notes. Students have the option to create E-pubs on the iPad, or other digital presentations. The iPad is also a great tool to |

|surf the Internet for research. |

|The green screen allows students to get very creative in their presentations. The following link provides them background on how to use a |

|green screen. |

|Green screen directions using a Mac |

|Using a Mac, iMovie has a Green Screen function: |

|Click on iMovie > Preferences in the top menu bar, and tick the box next to Show Advanced Tools. |

|Drag your background image or video onto the project area first. |

|Now drag your green screen clip on top of the background image. In the menu that appears, choose Green Screen. |

|The software does all the tricky stuff (like choosing the color to remove) and gives a surprisingly good result. |

|Digital cameras can help students to be very creative during presentations. |

|Classroom furniture will be organized to support students’ collaboration in small groups. |

|Helpful links |

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|Require Learner Participation |

|Teacher will activate background knowledge by asking students to discuss with a partner, what they know about temperature. |

|The teacher will now ask students to develop a definition that they can agree on for temperature. |

|The teacher will require students to research the temperature of a city of their choice. It must be different than the current city in |

|which they live. |

|Students will gather the daily high, low, and average temperature for an entire month and graph the information using excel |

|The instructor will provide the students with a brief review of the various technologies available. |

|Teacher will instruct students to create a presentation, which will include the: |

|Type of clothing needed to be comfortable |

|The type of outside recreation appropriate for the weather |

|The type of transportation used to arrive at the destination |

|The distance the city is from their school |

|Students will have the autonomy to choose how they will present new information to their teacher. For example a digital postcard, E-pub, a |

|keynote presentation, a weather report, or travel brochure. |

|The students will be required to utilize each of the technologies introduced in previous activities, such as the green screen, digital |

|cameras, the iPad, the web cameras, laptops, and the interactive whiteboard, and describe how they infused it into their presentation. |

|Students will be given four 50-minute sessions to complete the project, and 15 minutes to present. |

|Evaluate & Revise |

|The teacher will evaluate student performance on the following rubric. The intent of the rubric is to allow the students the opportunity to|

|understand the importance of writing accurate information, the organization of details, creativity, presentation, and teamwork. |

|Assignment Rubric |

|Area of Assessment |1 POINT |2 POINTS |3 POINTS |POINT VALUE |

|1. Content |Contains several |Mostly accurate, and |Accurate, informative and | |

| |inaccuracies or incorrect |demonstrates a surface |thorough explanation of |____/ 3 |

| |information |understanding of concepts |content | |

|2. Organization |Demonstrates minimal |Uses a clear example to |Uses several examples to | |

| |understanding of real-world |illustrate real world |illustrate real world | |

| |applications of |connections and applications |connections and applications |____/ 3 |

| |concept |of concept |of | |

| | | |concept | |

|3. Creativity |Majority of the information |Video concept is original and|Video concept is original, | |

| |is cut and paste and shows |shows clear effort of |engaging and shows clear | |

| |little or no originality |creativity in design |effort of creativity in design|____/ 3 |

| | | |and presentation | |

|4. Presentation |Serious technical, content |Contains minor technical, |Free from technical, content | |

| |or delivery issues hinder |content or delivery issues |or delivery issues and meets |____/ 3 |

| |the objective of the |and satisfies the given |objective effectively | |

| |presentation |objective | | |

|5. Teamwork |Little evidence of group |Some evidence of group |Clear attempt at group | |

| |collaboration and much |collaboration, but several |collaboration, but still some | |

| |over-dominance. Preparation |members contributed |overdominance. Preparation is|____/ 3 |

| |appears to be minimal. |minimally. Some preparation |evident and class time is used| |

| | |is evident. |productively. | |

|TOTAL | | | | |

| | | | |____/ 15 |

References

Harris, J. (2005). Our agenda for technology integration: It’s time to choose. Contemporary Issues in Technology and Teacher Education, 5(2). Retrieved from:

Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2012). Instructional technology and media for learning (10th ed.). Boston, MA: Pearson.

University of South Florida. (2013). The Technology Integration Matrix. Retrieved from Center for Instructional Technology:

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