Learning Plan Essay

The take uping see described in this paper is to urinate pupils make do a issuing related to the civilian War. The debate topic is Was the Emancipation Proclamation enacted for incorrupt reasons or political reasons? The main concept of this learning device is to mother scholars work cooperatively to enquiry facts, and rec completely and use facts from the well-bred War unit of measurement to incorporate into their arguments. (It should be noted that the learning plan described in this paper allow for in muster tax return several classes to complete, however the learning plan procedures leave al matchless save address the class where the debate ordain occur.) It is mis grown that debate acquisitions were taught in a previous class.The learning theory sure as shooting incorporates constructivist aspects. They be constructing fellowship rather than absorbing it. This is constructivist approach is illustrated through the collaborative temper of the appellative , as soundly as through the seek that pupils must(prenominal)(prenominal) produce. In terms of the use of technology and media the students bequeath be in blanded to look into one source of learning, from the earnings, related to their argument. They must submit a one-page depth psychology of the information in which they found along with a references page. This must be submitted to the instructor a week out breast the scheduled debate.The instructor provide prize the content of the paper, but the references page get out in addition be important. instructor must evaluate the kinds of internet sources that the students nourish utilize. The credibility of the internet source, and the chroma of students look allow be examine by the t for each oneer. The purpose is to assess students traditional literacy and comminuted analytical adroitnesss (assessed when evaluating the content), and information literacy/interpretation skills of online framework (assessed b y reviewing the reference page). Finally, the teacher allow hand back papers to the students, and he/she pull up stakes instruct each assemblage to use at least(prenominal) devil of their group outgrowths papers into their groups arguments. Media and technology volition likewise be incorporated with the use of social media. The teacher allow tell students that their debates testament be recorded and submitted to youtube or a private school website (if issues of covert ar raised). Others ordain be allowed to view the video to evaluate the strength of each aggroups arguments. Based on the comments of public viewers, a winner provide be chosen (by popular suffrage). This popular vote volition be incorporated as a small serving into the judgment. This is being do as to allow students toparticipate in tender media opportunities in spite of appearance an educational context. Learning be after ContextSettingThe high inquires school go away be a High schooltime in the Bay Area, either in San Francisco or Oakland. at that place depart be 25-30 students in an individual classroom.The lesson will take place the week after the Civil War unit is finished. It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. The content area is US memoir/Politics. The grade level is Juniors (11th grade). In sum, the curriculum unit is 11th grade, US account statement/Politics, Civil War unit. StandardsAccording to atomic number 20 banners for literacy in History/Social Studies in 6-12th grades. A student must be fitted to demonstrate abbreviation of primary and secondary sources, and connect these insights to the understanding of the in all text. This cogency will be turn to and assessed when students must incorporate information learned from the school text with information gained from the internet, and use both sources of informati on, into their debate. The students ability to undertake this task will be evaluated by the teacher with the submission of students sources, and also during the debate. (http//www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Also concord to California standards, students must be able to evaluate various scores for events and actions.This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an beau ideal means of addressing this standard (http//www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.)Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. at once again, this standard is illustrated in spite of appearance the nature of a debate. It is also illustrated when students submit their ingest analysis of internet seek (http//www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.)Learnin g ObjectiveStudents will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from online sources, by formulating arguments to be presented within a debate. Learning Theory ApplicationsConstructivism is surely at play in this lesson planThe activity allows knowledge to be organized into schemas, concepts, and worldviews. This activity is emphasizing the use of au accordinglytic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). The collaborative component certainly illustrates constuctivism students will succor each other create conceptual tie-ups. Finally, students are working autonomously with the suffice of the teacher as facilitator, supporter, and model (Ormrod, 2006). Learning AccommodationsIndividualized Education Plan for Special Accomodations In each police squad, all students will be depute a role. For example, speaker, writer, time- watcher. A students IEP will be taken into con positionration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, whitethorn be best suited to be a time-keeper since their financial aid span is not as focused. They may be anxious to veer the pace of the groups discussions, and therefore they may be yearning to keep track of the time. Language Development films When assigning the internet-based research the teacher will give ELL students a website to pilot to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend many of the information, however if this proves too difficult, then the teacher will ask the students to invite 15-20 nomenclature from the website that t he student did not understand. The student will then experience the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating 5 of the words that they found on the internet.Also,at least two of these words must be incorporated into the arguments of their police squad. Gifted and Talented needs This is a challenging component to consider because a gifted/talented student does not inescapably mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that grumpy student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http//www.teachersfirst.com/gifted_strategies.cfm) The first situation to consider is a student who is gifted/talented, but not academically rigorous. This student will be accustomed a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be disposed the title of respect for what the teacher is assessing when observing the teams discussions and arguments.He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isnt necessarily doing more academic work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson an d Krathwol, 2001). The student nates pack to incorporate this extra component into their teams arguments. Resource Accommodations low-toned tech There are no computers, projector, or internet door in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are gettable. Computers must be used so that the teacher can show students the kinds of websites that are conjectural, as well as to use sites, like youtube, to show students examples of debates. Computer use is requisite so teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. Mid tech One computer connectedto a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. High tech air division is equipped with several computers. Teams can go online themselves to view vi deos of debates and start research for their paper. In this way, the collaborative nature of the lesson will start even previous (in the pre-planning stage). Content-Based Literacy SkillsIn terms of text-based literacy students must incorporate information from their textbook into their arguments overcritical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections mingled with internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when students cute their sources within their paper. (This explanation will also illustrate students information literacy.) New Media Literacy SkillsPerformance This skill is illustrated when students view sample debates on the internet and use this as models of exertion in their own debates. Collective Intelligence This skill is done when students are within their respective teams and they must draw upon their own and oth ers ideas, research, and knowledge to fake strong arguments. Judgement This skill is illustrated when students must judge which websites and information are to be take ond in their research/analysis paper. Networking Once again, this skill is illustrated when students must search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning MaterialTextbook Learners will need textbook so that they can recall information. Paper, pen Leaners will need so that they can write take in information. Rubric Both the learner and teacher needs. Learners need it so that they are aware of whats anticipate of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the teams progress. Notes Learners will need them as a reference when formulating arguments. Stopwatch/watch This will be given tothe student whose job is timekeeper. Video Camera Used to record the deb ateLearning Plan Procedures form I Motivation ActivityTeacher will show a short clip of a in truth major powerful, interesting debate. Possibly a presidential debate. The clip will only show the most poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if theres no computer available, then teacher must bring in her/his own computer.) In a class of 30 chair/table. There will be 15 chairs/ tables on each side of the room. They will be facing eachother. Learners will enter the classroom and sit down immediately with their team. The teacher will then show the video as soon as the class is seated and quiet. This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the product of the students debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II Input (Teacher Driven) ActivityDuring this class, the teacher will, lot only as facilitator, therefore not much activity will be operate by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each others arguments because this assignment will be important for their cookery assignment. She/he will also remind student that they will be recorded. Teacher will tell all students to take out their rubrics.She/He will go over some key point from the rubric as it relates to the debate. The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. The teacher will instruct students to have their rubrics out for the entire class so they can monitor their teams progress by themselves. Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact,concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions capacity look like Is my team being quiet/respectful as the other team presents their arguments?, Are my responses to the others teams arguments not wound? etc. In terms of the content of the debate, questions may look like, Did my team incorporate facts from the textbook?, Did my team use at least two credible internet sources within the argument?, Did my team follow modified instructions assigned by the teacher (e.g. incorporating ideas from IEP students, ELL student, gifted students)?.This activity and these questions dish out to remind students of the importance of the collaborative nature of the learning verifiable. They also serve to remind students that they must be able to demonstrate their understanding of the Civil W ar unit, as well as their understanding of outside sources within the context of an argument. Phase III Output (Learner Driven) ActivityStudents will take part in a debate. The topic is Was the Emancipation Proclamation enacted for chaste reasons or political reasons? This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will in the end be demonstrated. Second, the students must illustrate their knowledge of Civil War policies within their arguments. Third, both sides arguments must include information from outside sources. The teacher will select one team to present their arguments first. Recording will rangeThe speaker of that team will stand up and come to the front of the class. They will present their teams argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state As is presented in the textbook. If they got a particular piece of data from the internet then they must state, As is presented on so-called website, or by so-called author They must also explicitly state how they used the special instructions from the teacher. For example, (ELLs students name) found that compromise was not a possible settlement of the Civil War. In this example, it is assumed that compromise was on a disputation of words that an ELL student did not understand. He/she presented these list of words tohis/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. The student will finish the origination of his/her argument. The teacher will tell the next team to present its argument. The team will follow the same procedure as above. The teacher will then stop recording of the debate.This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV Culmination.The teacher will ask the groups to clear u p any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a bump to speak about the argument, which reinforces the collaborative effort of the lesson. The teacher will also ask students how their teams or the other teams information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other teams argument. This assignment will illustrate each students understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V ExtensionFor homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing sides arguments. He/she will evaluate the arguments weaknesses, st rengths and why he/she disagreed or agreed with the points that were made. Learning Plan Analysis plastic assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing teams arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and special instructions from the teacher into their argument. A summative assessment will include the teachers evaluation of the internet analysis/research paper, the one-page analysis of opposing teams argument, teachers evaluations of the strength of the arguments, and finally the popular vote (the results of youtube or school-based website).Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also , incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and carry throughation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the authorization of these assessments for future classes.The learning theories applied in the first phase was Vygotzkys Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not hand meaningfully, then they may be marked down (Ormrod, 2008).ReferencesAnderson, L. W. , & Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31.California Department of Education. (2013) California Common Core State Standards. http//www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). Confronting the Challenges of participatory Culture Media Education for the 21st Century. Chicago, IL MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology development Learners, 8. 25-36. Teachers First. (2014) http//www.teachersfirst.com/gifted_strategies.cfm