Title: Problem based learning – Driving Laws and their Impact on Students Grade: 10th Subject: English Duration: 84 minute class period Overview: Students in 10th grade are usually turning 16 and looking forward to Driver Education and their learner’s permit. However, laws in our state have become very strict and slow down the progression of a teenager’s independence behind the wheel. Students will research the progression of driver’s education and teenage driver laws that have been passed over the last few years. In Connecticut, the laws have become much stricter, including curfews, requirements of a licensed adult, then restrictions on the types of passengers for a certain amount of time. Students will discover why the laws were put into place, including interviews with students affected by car accidents which led to teen deaths, law makers, and advocates and opponents to the laws. Students will collect data, compare their situation with others from around the country, and determine if the Connecticut laws are just and if they have made a difference for teens. Goals: Board of Education Objectives “4.9 Write to interpret and organize information 4.12 Develop listening skills 5.10 Incorporate technology as a tool for writing” (Wallingford Board of Education, 2004). NETS || “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. Students:
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.
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. Students:
a.
plan strategies to guide inquiry.
||
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. Students:
a.
identify and define authentic problems and significant questions for investigation.
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.
d.
use multiple processes and diverse perspectives to explore alternative solutions” (ISTE, 2008).
||
Activities: Students will create a “Chalk Talk” on the Smart Board, brainstorming everything they know about the current driving laws for new teen drivers. While writing down their ideas, others can correct facts, ask for clarification, etc. After everyone has participated and no one has anything to add, class will discuss the law. PBL topic will be introduced and students will work in small groups to discuss ideas on how they will research the current laws. They will also create a contact list of people to talk to regarding information about the laws. Information will be posted on their group’s page on the classroom wiki. Students will begin deciding which type of technology they will use to research and then produce their final presentation. Student groups will share their ideas with the class and give feedback on others’ ideas. Technology: Students will be using the Smartboard to complete the Chalk Talk activity. This will be saved and referred to as necessary. Students can document how their ideas about the laws may have changed as their project continues. Students will also create a page for their group on the classroom wiki to discuss their project outside of class. Diverse Learners: Teacher will model steps students need to take (Cennamo, Ross, & Ertmer, 2009). Problem outlines can be given to struggling students to help them visualize the problem and the steps which need to be taken with their group. Collaborative learning will allow students to learn with their peers and support the needs of the group members. Assess Student Learning: Student participation in the group process will be monitored. Participation in the wiki will also be noted. References Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning. International Society for Technology in Education. (2008). National educational technology standards and performance indicators for students. Retrieved from: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm __
Title: Problem based learning – Driving Laws and their Impact on Students Using Ning
Grade: 10th
Subject: English
Duration: 84 minute class period + discussion outside of classroom time
Overview: Students will interview others about their opinions on the driving laws for teens. Students will use Ning to summarize what they are learning from each interviewee. Videos or voice recordings of interviews will also be posted on the private social networking site. Board of Education objectives: 4.12 Develop listening skills
5.10 Incorporate technology as a tool for writing” (Wallingford Board of Education, 2004). NETS-S Standards:
|| “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. Students: || || || || 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.
|| d.
contribute to project teams to produce original works or solve problems.” (ISTE, 2008).
Activities: 1. Before the class period, students will have already narrowed down a list of individuals they can interview within the school building during the time allotted. 2. Students will work in pairs to interview the individuals. One will ask the prepared questions and the other student will record the interview using their cell phone or other digital recording device. 3. During the interview, they will update their status with a short progress report on the class’s private social network site Ning. After the interview is completed, students will submit a blog post to the site summarizing what they’ve found. 4. When all posts have been submitted, students will review all of the posts. 5. Students will use the forum to discuss the trends, if any, that they see in the differences in responses by interviewee’s age, position, etc. Use of social networking: Students will be using the social networking site to submit all of the information they obtain from their interviews on people’s perspectives on the teen driving laws now in effect in CT. Students will review others’ posts and then discuss the results and draw conclusions from what they’ve learned. Diverse learners: Students will be paired in homogenous pairs to encourage each to participate at an appropriate level. Extra support from adults will be available for students who need help with the technology they are using. Students with writing difficulties will have post prompts to help them focus their ideas into short posts and then blog posts. Students who perform well in these areas will be asked to take leadership roles in the discussions and will comment on others’ posts. Creative Thinking: Students will need to ask appropriate questions, record them so they are interesting for the viewer, and summarize their interview in writing. Students will need to use the facts that they recorded, but should creatively submit their summaries and final products. Assessment of Student Learning: All of the students’ submissions will be assessed using a rubric students are familiar with. Students’ participation in the discussion will be graded for frequency and content. Managing Activity in Classroom: Students will be in different locations of the classroom and in the office for this lesson. Students will be supervised by the teacher and paraprofessionals. On Ning, I will be able to monitor all activity on the class social network.
Grade: 10th
Subject: English
Duration: 84 minute class period
Overview: Students in 10th grade are usually turning 16 and looking forward to Driver Education and their learner’s permit. However, laws in our state have become very strict and slow down the progression of a teenager’s independence behind the wheel. Students will research the progression of driver’s education and teenage driver laws that have been passed over the last few years. In Connecticut, the laws have become much stricter, including curfews, requirements of a licensed adult, then restrictions on the types of passengers for a certain amount of time. Students will discover why the laws were put into place, including interviews with students affected by car accidents which led to teen deaths, law makers, and advocates and opponents to the laws. Students will collect data, compare their situation with others from around the country, and determine if the Connecticut laws are just and if they have made a difference for teens.
Goals:
Board of Education Objectives
“4.9 Write to interpret and organize information
4.12 Develop listening skills
5.10 Incorporate technology as a tool for writing” (Wallingford Board of Education, 2004).
NETS
||
“2.
Activities:
Students will create a “Chalk Talk” on the Smart Board, brainstorming everything they know about the current driving laws for new teen drivers. While writing down their ideas, others can correct facts, ask for clarification, etc. After everyone has participated and no one has anything to add, class will discuss the law.
PBL topic will be introduced and students will work in small groups to discuss ideas on how they will research the current laws. They will also create a contact list of people to talk to regarding information about the laws. Information will be posted on their group’s page on the classroom wiki.
Students will begin deciding which type of technology they will use to research and then produce their final presentation.
Student groups will share their ideas with the class and give feedback on others’ ideas.
Technology:
Students will be using the Smartboard to complete the Chalk Talk activity. This will be saved and referred to as necessary. Students can document how their ideas about the laws may have changed as their project continues. Students will also create a page for their group on the classroom wiki to discuss their project outside of class.
Diverse Learners:
Teacher will model steps students need to take (Cennamo, Ross, & Ertmer, 2009). Problem outlines can be given to struggling students to help them visualize the problem and the steps which need to be taken with their group. Collaborative learning will allow students to learn with their peers and support the needs of the group members.
Assess Student Learning:
Student participation in the group process will be monitored. Participation in the wiki will also be noted.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
International Society for Technology in Education. (2008). National educational technology standards and performance indicators for students. Retrieved from: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
__
Title: Problem based learning – Driving Laws and their Impact on Students Using Ning
Grade: 10th
Subject: English
Duration: 84 minute class period + discussion outside of classroom time
Overview: Students will interview others about their opinions on the driving laws for teens. Students will use Ning to summarize what they are learning from each interviewee. Videos or voice recordings of interviews will also be posted on the private social networking site.
Board of Education objectives:
4.12 Develop listening skills
5.10 Incorporate technology as a tool for writing” (Wallingford Board of Education, 2004).
NETS-S Standards:
|| “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. Students:
||
|| || || a.
Activities:
1. Before the class period, students will have already narrowed down a list of individuals they can interview within the school building during the time allotted.
2. Students will work in pairs to interview the individuals. One will ask the prepared questions and the other student will record the interview using their cell phone or other digital recording device.
3. During the interview, they will update their status with a short progress report on the class’s private social network site Ning. After the interview is completed, students will submit a blog post to the site summarizing what they’ve found.
4. When all posts have been submitted, students will review all of the posts.
5. Students will use the forum to discuss the trends, if any, that they see in the differences in responses by interviewee’s age, position, etc.
Use of social networking: Students will be using the social networking site to submit all of the information they obtain from their interviews on people’s perspectives on the teen driving laws now in effect in CT. Students will review others’ posts and then discuss the results and draw conclusions from what they’ve learned.
Diverse learners: Students will be paired in homogenous pairs to encourage each to participate at an appropriate level. Extra support from adults will be available for students who need help with the technology they are using. Students with writing difficulties will have post prompts to help them focus their ideas into short posts and then blog posts. Students who perform well in these areas will be asked to take leadership roles in the discussions and will comment on others’ posts.
Creative Thinking: Students will need to ask appropriate questions, record them so they are interesting for the viewer, and summarize their interview in writing. Students will need to use the facts that they recorded, but should creatively submit their summaries and final products.
Assessment of Student Learning: All of the students’ submissions will be assessed using a rubric students are familiar with. Students’ participation in the discussion will be graded for frequency and content.
Managing Activity in Classroom: Students will be in different locations of the classroom and in the office for this lesson. Students will be supervised by the teacher and paraprofessionals. On Ning, I will be able to monitor all activity on the class social network.