Technology in the Music Classroom MUSI 5350 Tarleton State University Instructor: Dr. Vicky Johnson vjohnson@tarleton.edu 254/968-9238
MMProgram
MMFAQ COURSE OUTLINE
Syllabus Links Tech Help
Discussions
Writing APA
Final Project
Textbook
Companion Website
Weekly Schedule
Week # | Week Dates All are Mon-Sun | Topic for Study | Discussion | Due @ Midnight | Assignments | Due @ Midnight |
1 |
Jun 8 - 12 |
Introduction | Discussion 1 | Post: Fri
Jun 10 Resp.: Sun
Jun 12 | Assignment 1 |
Sun
Jun 12 | 2 |
Jun 13 - 19 |
Basics | Discussion 2 | Post: Fri
Jun 17 Resp.: Sun
Jun 19 | Assignment 2 | Sun
Jun 19 | 3 |
Jun 20 - 26 |
Creating | Discussion 3 | Post: Fri
Jun 24 Resp.: Sun
Jun 26 | Assignment 3 | Sun
Jun 26 | 4 |
Jun 27 - Jul 3 |
Performing | Discussion 4 | Post: Fri
Jul 1 Resp.: Sun
Jul 3 | Assignment 4 | Sun
Jul 3 | 5 |
Jul 4 - 10 |
Responding | Discussion 5 | Post: Fri
Jul 8 Resp.: Sun
Jul 10 | Assignment 5 | Sun
Jul 10 | 6 |
Jul 11 - 17 |
Connecting | Discussion 6 | Post: Fri
Jul 15 Resp.: Sun
Jul 17 |
Assignment 6 |
Sun Jul 17 | 7 |
Jul 18 - 24 |
Final Project | Discussion 7 | Post: Fri
Jul 22 Resp.: Sun
Jul 24 |
Final Project | Sun
Jul 24 | 8 |
Jul 25 - 31 |
Final Project Critiques | Discussion 8 | Post: Fri
Aug 29 Resp.: Sun
Aug 31 |
Critiques |
Sun Jul 31 |
Lecture Links and Assignments | Week 1
Jun 8-12
Greetings grad students!
Welcome to
Technology in the Music Classroom
Please follow the link to review the
Technology in the Music Classroom
Syllabus which contains grading and policy information.
Let me know if you have any questions. Unless they refer to
personal matters or grading issues, a good place to ask questions is
the "Ask Dr. J" section in the Discussion forum in Blackboard.
Some of you have already gone through multiple courses in the
program, but for some of you, this is your first. Please don't
hesitate to ask any question, and we will all try our best to help
out!
Please read these
instructions about the
Discussions
On this Course Outline
page, you will find links to the lecture for each week, as well as
any general announcements to the class. The animated bullets to
the right will designate "action" items, so be sure you accomplish
these each week. There is an overview calendar at the top of the
page for quick reference. Each week ends on Sunday at
midnight. The new week's links and assignments will be added
to this Course Outline on Sundays as well.
Now,
click in to the first lecture, and let's get started!
Lecture: Introduction to
Technology in the Music Classroom
If you come across mistakes
in the web pages in this course or dead links, I would appreciate it
if you would let me know!
Notes about Discussion 1
For your original answer:
You MUST answer the last part of the question,
"Identify areas that you would like to improve with the use of
technology," in order for your classmates to be able to post
legitimate responses. That question does not mean for
you to identify technology that you would like to improve upon ("I
wish I knew how to use SmartMusic better"). You are being
asked to identify an area of teaching music you would like to
improve. For example:
I would like my trombone players to practice more.
I would like my band students to learn to improvise.
I would like my choir students to be able to sight-read rhythms
better.
I would like my 5th graders to be able to notate simple melodies.
I would like my 1st graders to be able to keep a steady beat.
The possibilities are endless, so think about your current program
(or future program or past program) and identify an improvement that
can be made. Then your classmates will be able to make
suggestions for tools (technology) that can assist you in achieving
that goal.
For your responses:
As a responder, do not limit your suggestions to technology that you
already use. Do some research on the internet to find just the
right tool(s) to address your classmate's problem. | |
Blackboard/Computer configuration
-
Click on "My Blackboard" (upper right of your screen) to go
back to the first screen. Click on "Check Browser" and
follow the instructions.
-
Follow this
link to familiarize
yourself with the Blackboard interface
-
Add a picture of yourself
that will show up as an icon on
your posts
-
Click the arrow next to your name in the
page header to access the global navigation menu
-
Click the empty profile image or your
existing image to access your profile
-
Agree to the Blackboard Social End User
Terms (you only have to do this once)
-
Add your primary email address to the
next popup
-
Set up a MyEdu account if you don't have
one already. I suggest choosing "My Institution"
for privacy settings
-
On the profiles page, click the
Settings & Privacy link
-
The Settings & Privacy section
appears in the right panel. Click Change
Picture to upload an image from your computer.
-
Click Save
-
To
access the Tarleton network remotely, download the Tarleton
VPN Client at
http://www.tarleton.edu/helpdesk/VPN/index.html
While on the network, you will have access to full texts of
journal articles and other resources available through the
Tarleton library.
|
|
Reading
Chapter 1: A Conceptual Framework
For those whose books have not yet arrived, here is a
scan of the first chapter.
| |
Assignment 1:
Create a PowerPoint presentation
or a Prezi
to introduce yourself. These are technology tools that
many of you have used in presentations and in the classroom.
Submit this by midnight on Sunday to "Assignment 1" in
Blackboard. I will "publish" these after submission for
your classmates to view next week. This assignment will
only be graded for completion and will not receive a
numerical grade.
If you decide to do a PowerPoint, here are some
Tips for your PowerPoint Introduction. Be sure
to read these!!
Notes on Assignment 1
Some of you may have
experience using PowerPoint, but some may not. Reasons for
this assignment include:
-
Pictures speak louder
than words. An online class depends upon interaction
for an optimal learning experience. Your biographical
presentation will help us all to connect with you
personally and with your unique experiences in music
education.
-
PowerPoint is a standard tool for presentations of
scholarly work and is a handy tool in the classroom as
well. We would be remiss if we did not expose you, even
in this informal capacity, to its use.
-
At the end of your coursework in this master's program,
some of you may choose to do a thesis or a curriculum
project and will use PowerPoint to present your work.
If you have
previously constructed an introductory PowerPoint for
another course, please consider trying a Prezi presentation
this time. If you prefer to use your original
PowerPoint, please look through it and
see if you can make some improvements before submitting. Be
sure to read the
Tips!
Prezi is a presentation software that uses motion, zoom, and
spatial relationships to enhance content. Go here to
try it:
https://prezi.com
It is cloud-based and totally free. Here is a very
short example that I made (yours should definitely have more
content!):
https://prezi.com/fhbqgvwv8mki/dr-j/
| |
Discussion 1:
After reading through the first lecture,
answer this question:
List the technology tools that you are using
(or have used) in teaching music. For each tool,
identify which of the 3 standards it was used for (Creating,
Performing, Responding). Finally, identify areas that
you would like to improve with the use of technology.
For your responses, make suggestions to your classmates of
technology tools that might address their needs based upon
their original answers. Be
specific about the application and process, not just the
name of the technological tool.
You may need to refer back to the 2014
standards here:
Core Music Standards
Note: Do not include
administrative or organizational technology, but only
those tools used for direct teaching and learning
Answer the question by Friday
(midnight) and post responses to your peers by Sunday
(midnight). Refer to the discussion
rubric and remember that you receive more points for
posting earlier than Friday.
PS: Just
for this week, I will give full credit to all original posts
submitted by Friday since this is a short week. |
|
|
|
Week 2
Jun 13-19
Lecture: You Need a HUB
Introductory Presentations
Phillis Bunch
Kyle Conley
Helen Darmawan
Zach Edwards
John Faulkner
Chris Hassell
Sherry Marshall
Aldo Morales
Kasey Ristow
Donte Robinson
Phil Rumbley
Gunnar Tietge
Larry Wade
Daniel White
A Note About Critiques
If
your classmate asks a question in critiquing your lesson, that
means one of two things; either
1.
They have
doubts that something will work or is possible ("Does every
student in your class have access to a recording studio?"; "Do
you think you can cover all of this material in one class
period?") which means you need to consider that answer and possibly revise
your lesson accordingly and respond to the classmate what you
plan to do
OR
2.
They
really want to know ("What app do you use for quizzing your
students?"; "Do you think this would work with high school
students?")
which means you need to do the collegial thing and respond to them
to share that information
Either
way, if someone asks you a question,
answer them!
|
|
Reading
Chapter 2: Technology Fundamentals
If
you have still not received your textbook, please contact me
at
vjohnson@tarleton.edu
If you have not already done so, be sure to utilize the companion
website for your textbook:
http://www.digitalmusicking.com
Click on the chapter from the toolbar at the top of the page.
| |
Assignment 2:
Create a
HUB (see this week's lecture
for details)
Notes on Assignment 2: Basics
-
Choose a
platform to create a website.
-
Create a
homepage with attractive background and style elements;
include general information
-
Add
peripheral pages linked to your homepage (Creating
Music, Performing Music, Responding to Music, Connecting
to Music).
-
Feel free to
add other pages as well, according to your teaching
situation.
-
Copy
the link to your
HUB
(just the URL) and post it in the submission blank on Assignment 2
by Sunday at midnight. I will post the links next week.
You will not see a grade for Assignment 2 until your
HUB
is completely finished and populated with links
after Week 6.
| |
Discussion 2:
View your classmates' Introductory
Presentations (linked to the left). Please
critique at least the three names that follow yours
(those at the bottom continue at the top).
Please look at all of the presentations to get to
know your classmates. Feel free to comment on
as many other presentations as you would like.
Offer specific suggestions to improve the
presentations based upon the
Tips for your PowerPoint Introduction and on
other sources on effective presentations. This would
include elements that should be added as well as
those to be edited (Did
they cover everything I asked for? Is the
spelling/syntax correct?).
Review
Critiques
before responding.
Be very specific about your suggestions.
For this discussion,
your grade for your original post will be based upon
your presentation itself and everyone will receive
full credit for having posted on time. Your
response grade will be your critiques that will be
due on Sunday.
Refer to the discussion
rubric for grading information |
|
|
|
Week 3
Jun 20-26
Lecture:
Creating
HUBs
Phillis Bunch
Kyle Conley
Helen Darmawan
Zach Edwards
John
Faulkner
Chris
Hassell
Sherry Marshall
Aldo Morales
Kasey Ristow
Donte Robinson
Phil Rumbley
Gunnar Tietge
Larry Wade
Daniel White
Note about your HUB
Your HUB will be given a
preliminary grade (based upon its structure and readiness to add
content and links) as the original post in Discussion 3.
However, you will not be give a grade for Assignment 2 until
your completed HUB is graded
later (weird, huh?? No grade for Assignment 2 until Week 6!!).
By the end of Week 6, The Creating, Performing, Responding,
and Connecting pages should be filled out with content
information and links. If you add appropriate links each
week, your HUB should be
ready to grade by the end of Week 6. Additional content
and resources that you add specific to your own teaching
situation will be taken into consideration for your final grade.
Feel free to add the links you already use (bookmarks, etc.) on
appropriate pages.
Be sure to revise and edit your HUB
according to the feedback from your classmates' critiques this
week! I've been reading some of their advice on your
presentations, and they have your back!
|
|
Reading
Chapter 3: Creating Music
Don't forget the
companion website! | |
Assignment 3:
Use the Lesson Plan on p. 157 of your textbook and create a
lesson that utilizes technology to facilitate musical
creativity. Be sure to logically and appropriately
connect curricular outcomes with the technological tools and
pedagogical approaches utilized. Specify the exact
technological tools used and not general types.
-
Use this
Lesson Plan
Template to create your lesson plan.
Chapter 7 in your textbook gives many details on
creating lessons, so review that chapter for more
information on the individual sections.
-
Choose your creative objectives: what you
want your students to know and be able to do by the end
of the lesson
-
Choose activities that will allow you to
meet your objectives
-
Choose the technological tools that will
facilitate your activities (Do not begin with the
technology and try to piece the lesson together)
You must incorporate at least 3
technology tools in this lesson. Once
you have determined your objectives, you can research
the availability of technology that can be applied to
meet your goals. These do not have to be
technology tools that you have used before or that you
are even familiar with prior to your research. As
a matter of fact, I want you to do some research to find
the best tools available to complete your objectives.
Grading consideration will be given for unique
appropriate finds.
-
Complete your lesson plan document.
Although complete sentences are not required in a lesson
plan, proper grammar, syntax, spelling, etc. will be
part of your grade. The lesson plan will be judged
on its professional appearance.
-
Submit your lesson plan in Blackboard
under Assignment 3 by Sunday at midnight.
-
See the
Rubric for
Technology Lesson Plans for grading information
Note: We have all written lesson plans which
are only notes to ourselves and are not formal lesson plans.
Any formal lesson plan should be specific and detailed
enough for another qualified teacher to be able to come in
and reproduce the lesson based only on the lesson plan and be able to achieve the
objectives. Make this one VERY formal. Also,
please think outside your own box; in other words, don't
just regurgitate a lesson plan you have already done.
Add some interesting technology that you don't already use
to make it even more engaging for your students.
Stretch yourself. Technology changes SO fast.
I'm sure there's cool stuff out there you haven't heard of
yet!
Note#2: Music involves creativity in all
aspects - creative performance, creative interpretation,
etc. However, for this lesson it is intended that
students produce original music
in some form. Make that the focus of your lesson and not an
afterthought.
Need more ideas? Use your social media (did I just say
that????) No need to reinvent the wheel! Music
educators are all over Pinterest and Facebook. YouTube
videos have many inspirational results of students creating
music with technology tools. Don't forget to link all
of the cool things you find to the Creating Music
page on your HUB!
| |
Discussion 3:
View your classmates'
HUBs (linked to the left).
Please critique at least the three names that precede yours
(those at the top continue at the bottom). Please look
at all of the HUBs and
feel free to comment on as many as you like. Offer
specific suggestions to improve the
HUBs as everyone will have
the opportunity to edit, revise, and add to them before they
are given a final grade at the end of Week 6. Review
the
"Characteristics of good websites and how yours
will be graded" section of last week's lecture for items
to look for in your critique. They may have as many
pages in their websites as they like, related to their own
program, but must have the Creating Music, Performing
Music, Responding to Music, Connecting to Music pages
included in order to add the links for this course.
Again, your grade for your original post will
be based on your HUB
itself and everyone will receive full credit for having
posted on time, assuming you completed your
HUB last week. Your response grade will be your
critiques that will be due on Sunday.
Refer to the discussion
rubric for grading information. |
|
|
| Week 4
Jun 27 - Jul 3
Lecture:
Performing
Note on Critiquing Discussion 4:
Did the lesson plan result in students creating original music?
Did the activities directly lead to meeting the specified
outcomes (creating original music)? Did the
technology tools enhance the lesson or get in the way?
Was there a clear assessment (a way to know if the outcome was
successfully achieved)?
Would any qualified instructor be able to reproduce the lesson?
Would students think the lesson was awesome???
Note on writing lesson plans:
Assessment can be misunderstood.
I often see a student activity called an "Assessment."
The question to ask yourself is "How do I know that my objective
has or has not been reached? What proof do I have?"
Children will sing the song does not indicate
whether your objective of students remembering all of the words
and singing in tune has been successful.
Instructor will listen for corporate success in
remembering all of the words and will use a tuning app to
measure the tuning of the last held note of the song
will indicate whether the lesson has been successful. |
|
Reading
Chapter 4: Performing Music
| |
Assignment 4:
Use the Lesson Plan on p. 157 of your textbook and create a
lesson that utilizes technology to facilitate musical
performance. Be sure to logically and appropriately
connect curricular outcomes with the technological tools and
pedagogical approaches utilized. Specify the exact
technological tools used and not general types.
-
Use this
Lesson Plan
Template to create your lesson plan.
Chapter 7 in your textbook gives many details on
creating lessons, so review that chapter for more
information on the individual sections.
-
Choose your performance objectives: what you
want your students to know and be able to do by the end
of the lesson
-
Choose activities that will allow you to
meet your objectives
-
Choose the technological tools that will
facilitate your activities (Do not begin with the
technology and try to piece the lesson together)
You must incorporate at least 3
technology tools in this lesson. Once
you have determined your objectives, you can research
the availability of technology that can be applied to
meet your goals. These do not have to be
technology tools that you have used before or that you
are even familiar with prior to your research. As
a matter of fact, I want you to do some research to find
the best tools available to complete your objectives.
Grading consideration will be given for unique
appropriate finds.
-
Complete your lesson plan document.
Although complete sentences are not required in a lesson
plan, proper grammar, syntax, spelling, etc. will be
part of your grade.
-
Submit your lesson plan in Blackboard
under Assignment 4 by Sunday at midnight.
Note: We have all written lesson plans which
are only notes to ourselves and are not formal les lesson based only on the lesson plan and be able to achieve the
objectives. Make this one VERY formal.
Need more ideas? Use your social media (did I just say
that????) No need to reinvent the wheel! Music
educators are all over Pinterest and Facebook. YouTube
videos have many inspirational results of students
performing
music with technology tools. Don't forget to link all
of the cool things you find to the
Performing Music
page on your HUB!
| |
Discussion 4:
For your original post, please upload your
Creating Music
lesson plan (Assignment 3 from last week) to the Discussion
4 forum in the Discussion Board.
For your responses, please critique at least three of your
classmates' lesson plans (choose any 3 or more). Feel free to comment on as many as you like. Offer
specific suggestions to improve the lesson plans based
upon the instructions and guidelines from last week.
Remember that you should be able to teach the lesson
yourself based upon the completeness of the plan. For
any of the plans that apply to your teaching situation
(elementary/secondary/studio, etc.), consider uploading your
classmates' lesson plans to the
Creating Music
page of your
HUB.
You may also find technology links included in their lesson
plans that you will want to add to your
HUB.
You may want to begin to add subheadings on those pages to
organize your content and links.
Your overall discussion grade (points
allotted for original post) will be based on the quality of
your critique. Your lesson plan itself will receive a
separate grade (Assignment 3 grade).
Note:
In critiquing each others' lesson plans, you may have
to ask questions. Please be polite and answer those
questions!
Refer to the discussion
rubric for grading information.
Your original post is due by Friday
(midnight) and post responses to your peers by Sunday
(midnight). Refer to the discussion
rubric and remember that you receive more points for
posting earlier than Friday. |
|
|
| Week 5
Jul 4-10
Lecture: Responding
|
|
Reading
Chapter 5: Responding to Music
| |
Assignment 5:
Use the Lesson Plan on p. 157 of your textbook and create a
lesson that utilizes technology to facilitate musical
responding. Be sure to logically and appropriately
connect curricular outcomes with the technological tools and
pedagogical approaches utilized. Specify the exact
technological tools used and not general types.
-
Use this
Lesson Plan
Template to create your lesson plan.
Chapter 7 in your textbook gives many details on
creating lessons, so review that chapter for more
information on the individual sections.
-
Choose your responding objectives: what you
want your students to know and be able to do by the end
of the lesson
-
Choose activities that will allow you to
meet your objectives
-
Choose the technological tools that will
facilitate your activities (Do not begin with the
technology and try to piece the lesson together)
You must incorporate at least 3
technology tools in this lesson. Once
you have determined your objectives, you can research
the availability of technology that can be applied to
meet your goals. These do not have to be
technology tools that you have used before or that you
are even familiar with prior to your research. As
a matter of fact, I want you to do some research to find
the best tools available to complete your objectives.
Grading consideration will be given for unique
appropriate finds.
-
Complete your lesson plan document.
Although complete sentences are not required in a lesson
plan, proper grammar, syntax, spelling, etc. will be
part of your grade.
-
Submit your lesson plan in Blackboard
under Assignment 5 by Sunday at midnight.
Note: We have all written lesson plans which
are only notes to ourselves and are not formal lesson plans.
Any formal lesson plan should be specific and detailed
enough for another qualified teacher to be able to come in
and reproduce the lesson based only on the lesson plan and be able to achieve the
objectives. Make this one VERY formal.
Need more ideas? Use your social media (did I just say
that????) No need to reinvent the wheel! Music
educators are all over Pinterest and Facebook. YouTube
videos have many inspirational results of students
performing
music with technology tools. Don't forget to link all
of the cool things you find to the Responding to Music
page on your HUB!
| |
Discussion 5:
For your original post, please
upload your
Performing
Music lesson plan (Assignment 4 from
last week) to the Discussion 5 forum in the
Discussion Board.
For your responses, please critique at least three
of your classmates' lesson plans (choose any 3
or more). Try to choose at least 3 that
you did not critique last week. Feel free to comment on as many as you like. Offer
specific suggestions to improve the lesson plans based
upon the instructions and guidelines from last
week. Remember that you should be able to
teach the lesson yourself based upon the
completeness of the plan. For any of the
plans that apply to your teaching situation
(elementary/secondary/studio, etc.), consider
uploading your classmates' lesson plans to the
Performing Music
page of your
HUB.
Answer the question by Friday
(midnight) and post responses to your peers by Sunday
(midnight). Refer to the discussion
rubric and remember that you receive more points for
posting earlier than Friday.
|
|
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| Week 6
Jul 11-17
Lecture: Connecting
Final
Project
Go back and read over the instructions and suggestions in the
HUB
link to make sure you have included everything that
will be graded. Please feel free to add extra pages and
links. I hope this will be an organic (always growing)
resource for you! |
|
Reading
Chapter 6: Assessment for Music Learning
| |
Assignment 6:
-
Decide on a Final Project topic.
Upload your idea - a general outline will do (include
the Creating, Performing, Responding, and Connecting
components) to the submission blank in Blackboard.
This will not be graded, but I may send feedback on your
ideas before you get started. To your advantage,
send in this assignment as early in the week as you can.
You will have this week and next to work on your final
project, so use the extra time to your advantage.
-
Complete your HUB. If you have been
adding links as you have completed each week's
assignments, then all you will need to add this week are
your links for "Connecting." After the submission
deadline, I will grade your HUBs
from the link (no need to send it to me again) and give
you a grade under Assignment 2 in Blackboard.
| |
Discussion 6:
For your original post, please
upload your
Responding to
Music lesson plan (Assignment 5 from
last week) to the Discussion 6 forum in the
Discussion Board.
For your responses, please critique at least three
of your classmates' lesson plans (choose any 3
or more). Try to choose at least 3 that
you have not yet critiqued. Feel free to comment on as many as you like. Offer
specific suggestions to improve the lesson plans based
upon the instructions and guidelines from last
week. Remember that you should be able to
teach the lesson yourself based upon the
completeness of the plan. For any of the
plans that apply to your teaching situation
(elementary/secondary/studio, etc.), consider
uploading your classmates' lesson plans to the
Responding to Music
page of your
HUB.
Answer the question by Friday
(midnight) and post responses to your peers by Sunday
(midnight). Refer to the discussion
rubric and remember that you receive more points for
posting earlier than Friday. |
|
|
| Week 7
Jul 18-24
No
Lecture this week, but for
those who are interested in adding more technology to your
classrooms, here are some suggested links toward finding the money:
Grants for funding
technology
http://mbird.org/funding/
http://fendermusicfoundation.org/grants/
http://mhopus.org/
http://svengirly.com/mir2/pdf/Mini_Grant_Application.pdf
http://digitalwish.com/dw/digitalwish/grant_awards
http://iteaconnect.org/Awards/grantgreer.htm
http://computersforlearning.gov/
http://donorschoose.org/
http://adoptaclassroom.org/
http://grantsalert.com/grants
http://neafoundation.org/pages/grants-to-educators/
Final
Project
due on Sunday! |
|
Reading
No
reading assignment this week
| |
Assignment:
Work on Final Project
Your project is due on Sunday at midnight.
You will not need to upload anything into
Blackboard for this assignment. However, go into the
Blackboard Assignment tab and type the link to your
HUB
(or just copy and paste the URL from
your browser when you are on your
HUB
main page) in the submission blank. This will allow me
to grade your Final Project inside Blackboard so you will be
able to see the rubric.
Don't forget to include a Word doc or PDF of your entire
plan (including the rubric) at the end of your project page.
| |
Discussion:
No discussion assignment this week |
|
|
You will notice that I am
giving you no assignments this week other than to work on your Final
Project. This may be a
clue
that I am expecting a very detailed, comprehensive result.
This should well above the level of the previous lesson plans in order
to receive the grade you want.
Be sure to check out the
Rubric at the end of the
Final
Project page. | Week 8
Jul 25-31
No
Lecture this week
|
|
Assignment 7:
Critique of the course
You have had a lot of experience
critiquing during this course. Please apply
that skill to critique the course itself. This
is a new course and I know I have already made many
notes to tweak it before offering it again. I
would also like to get your perspective in order to
make the course better. What things were most
helpful to you, what should have been included (I
wish there was more . . .), what should have been
excluded (I wish there was less . . .)? What
was most valuable to you, what was most relevant,
least relevant? Has it influenced you to use
more or less technology? You do not have to
answer all questions - these are just some prompts
to get you started. This assignment will not
be graded, but will be most appreciated!
Just type your answer into the
submission blank for Assignment 7 in Blackboard.
No need to attach a Word doc.
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Discussion 7:
Final Project Critiques
Discussion 7 will be a critique of the
Final Project.
You can find the links to the
HUBs
on the left side of Week 3 above. Find
the Student Project page and please critique at
least three of your classmates' project plans
(choose any 3 or more). Feel free to comment on as many as you like.
Based upon your extensive critiquing experience ;-),
offer suggestions for improvement based upon the
Final
Project guidelines and instructions.
Please post separate critiques addressed to the person whose project you
are critiquing (don't just put all 3 or more into one post).
I encourage you to take a look at all of the
projects.
You may find some excellent ideas that you
can use with your own students even if you don't use the entire project.
For any of the
plans that apply to your teaching situation
(elementary/secondary/studio, etc.), consider
uploading your classmates' project plans to your
HUB.
Although you have already received a final grade for
your
HUB,
I hope you will be able to continue to use it.
Answer the question by Friday
(midnight) and post responses to your peers by Sunday
(midnight). Refer to the discussion
rubric and remember that you receive more points for
posting earlier than Friday. |
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Once you have completed Assignment 7
and Discussion 7, you are done!!!
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Rubric for Technology Lesson Plans
Criteria |
Performance
Indicators |
Failing |
Poor |
Fair |
Good |
Excellent |
Lesson
plan content
Focus
Outcomes
Assessments
Materials |
No lesson plan available |
Lesson plan focus is incorrect; lack of detail
and/or too much content information missing |
Lesson plan is not properly focused; information is
included, but is probably not transferrable; or some
information missing |
Lesson plan focus is mostly clear; all information
is included with some detail and may be
transferrable. |
Lesson plan focus is clear; all information is
included and is detailed and transferrable. |
0
points |
28 points |
32 points |
36 points |
40 points |
Lesson plan activities
|
No activities described |
Activities are not specifically described and seem
randomly chosen |
Activities lack specific description and/or have
questionable connection to outcomes |
Activities are mostly specifically described and
mostly lead to stated outcomes |
All activities are specifically described and lead
directly to stated outcomes |
0
points |
14 points |
16 points |
18 points |
20 points |
Technology use |
No technology tools used |
Technology tools not associated with stated outcomes |
Less than 3 technology tools used to accomplish
stated outcomes |
At least 3 technology tools used to accomplish
stated outcomes |
Multiple appropriate technology tools used to
accomplish stated outcomes |
0
points |
21 points |
24 points |
27 points |
30 points |
Writing form |
No lesson plan available |
Lesson plan has many writing errors and is
distracting to read |
Lesson plan has several writing errors, but is
readable |
Lesson plan has minimal writing errors and is
clearly presented |
Lesson plan has no writing errors and is
professionally presented |
0
points |
7
points |
8
points |
9
points |
10 points |
Note: transferability refers to
the level of detail in the lesson plan that would make it
accessible/usable for another instructor
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Created and maintained by Vicky V. Johnson |
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