Part2+WHERTO+Table


 * Part 2 Form** **//Click the Edit Button and Add Your Thoughts in the Table//** [[file:Part 2 Form.doc]]


 * ||  || **Present in Current Plan** || **Needs to be Expanded** || **Role of Teacher, Media Specialist, Technology Specialist** ||
 * W || Ensure that students understand WHERE the unit is headed, and WHY. || " Creating a scenario of a more humane and environmentally sound future" is the W.

The Why is not specifically defined, as this lesson is general enough for multiple disciplines. The content for the course in which this lesson is presented might supply the "why."

The missing Why is the reason the "hook" is not present. || It needs to include a WHY?

Goals must be given to the students so they know the WHERE.

The WHY could include data concerning current population trends, financial status, or others that impact society's future. If presented in an entertaining way, this information could also be part of the HOOK. || A media specialist (design specialist) could encourage brainstorming of what is a humane and environmentally sound future.

Either the media specialist or technology specialist might provide several different video clips of various examples to encourage a multicultural perspective as well as examples of non-humane or environmental practices that could impact our future. This could increase an understanding of Why and provide the Hook and essential questions below.

The teacher should identify how this lesson fits into the class with respect to course objectives and content. The teacher must be the one to ensure that students know the WHERE and the WHY. ||
 * H || HOOK students in the beginning and HOLD their attention throughout. || The HOOK is not really present in the lesson plan.
 * H || HOOK students in the beginning and HOLD their attention throughout. || The HOOK is not really present in the lesson plan.
 * H || HOOK students in the beginning and HOLD their attention throughout. || The HOOK is not really present in the lesson plan.

The HOLD is meant to be the small group discussions, which would work for auditory learners or others who enjoy this style of learning. The "Positive Futures Fair" may also hold student interest. || An essential question should be posed at the beginning of the lesson. Also, an activating strategy needs to be implemented to make sure students understand what the problem is and why a solution is needed.


 * // This teacher could have shown a clip from a movie that shows how the future could be. This would immediately get the students hooked. The animated movie Wall-e shows how humans destroy the environment with their waste. //**

"The Toynbee Convector" (from HBO's //Ray Bradbury Theater//**//)//** might be a good option for a HOOK. It demonstrates the power of one man to change the future in a positive way. || Teacher: creating an essential question Media Specialist: finding resources (video clips, books, etc.) that would serve as a "hook". Technology Specialist: providing appropriate technological resources for the "hook" (interactive board, computer software, etc.) ||
 * E || EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals. || There were several examples such as: Under objectives 1.; Under Procedures Describe... 1. 2.; Under instructions Provide reading material
 * E || EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals. || There were several examples such as: Under objectives 1.; Under Procedures Describe... 1. 2.; Under instructions Provide reading material
 * E || EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals. || There were several examples such as: Under objectives 1.; Under Procedures Describe... 1. 2.; Under instructions Provide reading material

Reading teacher-provided materials, brain-storming in small groups, and discussing scenarios with those small groups are the planned methods to EQUIP the students.

When students pick a society to "expand upon and describe," they will likely conduct extra research to complete this portion of the assignment. || Students need more tools to fully understand the reasons to create a sustainable future for all sentient beings.

Students should gain insight from others in order to create a more humane and positive future. Interviewing members of other generations (parents, grandparents, etc.) would provide knowledge that may not already be understood by the students. || MS can provide video clips and case studies of real people helping each other for a better future. These resources would demonstrate how being humane touches not just humans but non-humans (animals/insects) trees, water, etc. They might also show how political policies affect the global community.

TS can provide software to demonstrate climate change or pollution affects on other areas/environments - human and non-human. TS might also be able to set up video conferencing (i.e., Skype) for students to use in conducting their interviews.

Teacher needs to monitor brainstorming and discussion sessions, prompting groups when the talk becomes stagnant. The teacher also needs to manage the time for both in and out of class experiences that students should complete. ||
 * R || Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work. || Examples: Under Obj. 2.; Under Procedures Rethink big ideas from other classes and how they apply; Under Instructions "Students decide which steps willing to move toward in their real life" (both R and T) Under Reflective Evaluation (All); Under Project Assignment (All)
 * R || Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work. || Examples: Under Obj. 2.; Under Procedures Rethink big ideas from other classes and how they apply; Under Instructions "Students decide which steps willing to move toward in their real life" (both R and T) Under Reflective Evaluation (All); Under Project Assignment (All)
 * R || Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work. || Examples: Under Obj. 2.; Under Procedures Rethink big ideas from other classes and how they apply; Under Instructions "Students decide which steps willing to move toward in their real life" (both R and T) Under Reflective Evaluation (All); Under Project Assignment (All)

As groups work toward a consensus in their groups, they may need to RETHINK, REFLECT, and REVISE the ideas they first had when the brainstorming began. If the groups are composed of students from different backgrounds (ethnically, gender, SES, interests, academic performance, etc.), their preconceived notions might be challenged through the group discussion, allowing for more rethinking. || Could expand this using the MS and TS for deeper reflections.

While present informally in the lesson, student groups could give a progress report (oral or written) throughout the completion of the assignment. The teacher can use these as benchmarks to gauge student reflection.

The students could complete a daily journal entry, tweet, blog, or forum post to reflect on their progress. || The MS and TS might help students to create a video of the event acting as journalist to create a documentary and self reflect their on their understanding of the original definition of "sustainable future" and why it is important.

Teacher could create a rubric or other measuring device to have the students reflect on their progress. If the teacher also had the groups report on their work, it would allow them to make revisions as they finalize their projects. ||
 * E || Build in opportunities for students to EVALUATE progress and self-assess. || Under instructions "use ideas they have learned in their courses"; Under Reflective Evaluation "What is your preferred..."; Under project Process (All)
 * E || Build in opportunities for students to EVALUATE progress and self-assess. || Under instructions "use ideas they have learned in their courses"; Under Reflective Evaluation "What is your preferred..."; Under project Process (All)
 * E || Build in opportunities for students to EVALUATE progress and self-assess. || Under instructions "use ideas they have learned in their courses"; Under Reflective Evaluation "What is your preferred..."; Under project Process (All)

Several evaluations are part of the lesson - the grading criteria for the scenario, the group process evaluation, the project assignment evaluation, and the reflective evaluation of presented scenarios. However, most of these evaluations are designed to be completed at the end of the lesson/project.

Most of the opportunities for evaluation were at the completion on the lesson. Additional options for formative assessment needs to added. || Students must be given a grading rubric so they understand how they will be evaluated in this lesson plan. The teacher should direct them to consult this evaluation throughout their creative process so they can self-assess their work. The teacher might ask one of the questions from the evaluation each day they are working to encourage them toward self-evaluation.

Use RubriStar and have the students create their own rubric on how they think they should be evaluated throughout the lesson The way this lesson was designed the students must be present all days of the presentation to complete the reflective evaluation. This puts students that are absent at a disadvantage. The students could post online reflections on the presentations. This would allow students who are absent the opportunity to get information about the presentations they missed. || TS could provide small quizzes to evaluate comprehension of readings. TS could also create an online survey for students to evaluate their fellow group members and the project itself. (Google docs or Survey Monkey could be used to create Likert scale or other style surveys.)

Teacher will be the primary educator responsible for grading the final projects, but he may ask the TS and/or MS (or other educators/experts) to be present to form a grading panel for the final presentations. ||
 * T || Be TAILORED to reflect individual talents, interests, styles, and needs. || Under Description "within their descriptions of a positive future."; Under Instructions "pick a few areas to emphasize" and " steps they are willing to take to move...real life."
 * T || Be TAILORED to reflect individual talents, interests, styles, and needs. || Under Description "within their descriptions of a positive future."; Under Instructions "pick a few areas to emphasize" and " steps they are willing to take to move...real life."
 * T || Be TAILORED to reflect individual talents, interests, styles, and needs. || Under Description "within their descriptions of a positive future."; Under Instructions "pick a few areas to emphasize" and " steps they are willing to take to move...real life."

As students are challenged to consider what steps they would take toward the future, they must respond individually. If students organize a "Positive Futures Fair," they could each assume roles that are suited to their talents and interests. || The video created above could be used to tailor interest to specific organizations in a community.

The lesson could include ways to differentiate to meet the various student learning styles, talents, interest and needs. Students could have created a Wiki or Webpage to present there information. Students could have created a song, video, or brochure outlining the steps that we need to take to create a more humane and environmentally sound future. || TS could provide the teacher with the training how to use various multimedia tools that the students could use such as Audacity, MovieMaker, video camera, etc.

MS could point students toward resources available for each learning style and need, as well as view points. The MS might initiate ILLs to gain resources not found on campus to further assist students in completing their work.

The teacher needs to know the students in order to best set the groups to be blended backgrounds and to know what needs each group might have. He should be a facilitator for these students, pointing them in the right direction as they explore their TAILORED approaches to the project. ||
 * O || Be ORGANIZED to optimize deep understanding as opposed to superficial coverage. || Under Instructions "pick one preferred society to expand/describe." Under Reflective Evaluation (All)
 * O || Be ORGANIZED to optimize deep understanding as opposed to superficial coverage. || Under Instructions "pick one preferred society to expand/describe." Under Reflective Evaluation (All)
 * O || Be ORGANIZED to optimize deep understanding as opposed to superficial coverage. || Under Instructions "pick one preferred society to expand/describe." Under Reflective Evaluation (All)

Having the readings prepared ahead of time and spelling out the description, goals, and objectives demonstrate the organization needed to optimize the students' understanding. The lesson begins with prior knowledge and builds on that through research and group discussion, a sequence that makes learning logical. || Ensuring that students have the concrete grading criteria (via rubric or other means) will further the organization of the lesson. || The teacher, tech specialist, and media specialist must meet together prior to this lesson's initiation in order to clarify each educator's role. This planning session will serve to organize the facilitators so they are in the best position to help students working on their projects. ||